Search

This guide highlights 10 conservation activities, adapted from farms and ranches, that can be used in the backyard. Each activity provides background information and instructions on how to complete the activity. The activities concern: (1) tree planting; (2) wildlife habitat; (3) backyard ponds; (4) nutrient management; (5) terracing; (6) water conservation; (7) backyard wetlands; (8) composting; (9) mulching; and (10) pest management. (MVL)

This curriculum packet was developed to provide environmental education through a series of hands-on activities for the classroom and the outdoor setting of Mount Mitchell State Park, North Carolina. Designed for grades 3 through 6, the packet meets established curriculum objectives of the North Carolina Department of Public Instruction's Standard Course of Study. Students are exposed to major concepts such as spruce-fir forest ecosystems, tree anatomy and physiology, limiting factors and spruce-fir forest decline, decomposition, interdependence of plants and animals, preservation of natural areas, and stewardship of natural resources. The packet is divided into eight sections: (1) introduction to the North Carolina State Parks system, Mount Mitchell State Park, and the activity packet; (2) activity summary and correlation chart showing how each activity correlates with Department of Public Instruction objectives; (3) pre-visit activities; (4) on-site activities; (5) post-visit activities; (6) vocabulary; (7) references; and (8) a scheduling worksheet, permission form, and program evaluation form. Each set of activities is comprised of three activities. The first activity includes curriculum objectives for grade levels 4-6. The second and third activities list learning skills and subject areas covered. All activities contain descriptions of location, group size, estimated time needed, appropriate season, materials needed, major concepts covered, and activity objectives, as well as background information for the educator, instructions, and worksheets. Most activities also include extensions, assessment tools, and student information sheets. (PVD)

These skill standards, developed through a consortium of educational and industry partners in Illinois, serve as guides to workforce preparation program providers to define content for their programs and to employers to establish the skills and standards necessary for job acquisition and performance. The skill standards include the following components for each skill defined: performance area; performance skill; skill standard; and performance elements and assessment criteria. This publication contains skill standards for retail garden center occupations defined on eight levels (parking lot attendant; delivery person; stock person; salesperson; hard goods and gifts manager; indoor plant manager; outdoor plant manager; and garden center manager) by increasing level of difficulty. Thirty skill standards are included in the areas of payment points; customer service; merchandising; maintaining tools and equipment; clean-up; displaying merchandising; soils; waste disposal; plant delivery; loss control; weed and insect control; emergency procedures; financial analysis; stocking and pricing merchandise; maintaining facilities; plant care; plant arrangements; landscape design; wreaths and Christmas trees; signs; aquatic plants and animals; accident and insurance reports and claims; and consumer complaints. The following items are appended: glossary; lists of Illinois Occupational Skill Standards and Credentialing Council, Agriculture and Natural Resources Subcouncil, and Retail Garden Center Standards Development Committee members; Agriculture and Natural Resources Subcouncil Retail Garden Center Cluster Recognition Proposal; and a list of workplace skills. (KC)

This activity guide is designed to be used with the Growing Together program. Tree-related activities are correlated to the Benchmarks for Scientific Literacy, the recommended standards for mathematics, science, and technology suggested by the American Association for the Advancement of Science (AAAS). The Treature Educational Program is dedicated to teaching children about the important role tree planting and tree care plays in keeping the environment healthy. Treatures are a community of small, imaginary tree characters who help relay the scientific concepts behind the growth and function of a tree. Learning the names and jobs of the Treature characters helps reveal the functions of the tree and how each process is dependent on the other. The guide is divided into two sections. The first section is aimed primarily at students in pre-kindergarten through third grade. The second section is aimed at students in grades three through six. However, most of the activities are adaptable for children of all ages. (DDR)

This document, which is intended for use by community and junior colleges throughout Mississippi, contains curriculum frameworks for the course sequences in the forestry technology program cluster. Presented in the introductory section are a description of the program and suggested course sequence. Section I lists baseline competencies for the program, and section II consists of outlines for the three categories of courses in the forestry technology sequence: (1) forestry courses--forest mensuration I, survey of forestry, forest surveying, silviculture I, applied dendrology, timber harvesting, forest mensuration II, forest protection, forest products utilization, silviculture II, special problem in forestry technology, and work-based learning; (2) related vocational-technical courses--fundamentals of microcomputer applications, applied soils (conservation and use), applied agricultural economics, mapping and topography, and fundamentals of drafting; and (3) related academic courses--principles of accounting I, botany, and business law. Each course outline contains some/all of the following: course name and abbreviation; course classification; course description; prerequisites; and competencies and suggested objectives. Recommended tools and equipment are listed in section III. Appended are lists of related academic topics and workplace skills for the 21st century and student competency profiles for both courses. (YLB)

This document, which reflects Mississippi's statutory requirement that instructional programs be based on core curricula and performance-based assessment, contains outlines of the instructional units required in local instructional management plans and daily lesson plans for forestry I and II. Presented first are a program description and course outlines. Section I contains curriculum frameworks for both courses, and section II contains outlines of the instructional units required in each course. Units in forestry I are as follows: exploring the world of forestry, leadership/Future Farmers of America (FFA) activities, forest safety, tree growth and stand development, dendrology, forest surveying and mapping, legal land description, tree and log measurements, and introduction to timber cruising. Units in forestry II include the following: identify forests and forest products, employability skills/FFA activities, forest management practices, advanced timber cruising, timber marketing, timber harvesting, reforestation, forest fire management, and forest insects and disease. A list is provided of recommended tools and equipment for a class of 20 students. Each unit includes suggested time on tasks, competencies and objectives, teaching strategies, assessment strategies, and resources. Recommended tools and equipment are listed in section III. Appended are lists of related academic topics and workplace skills for the 21st century and student competency profiles for both courses. (YLB)

The curriculum in this program has been developed for the elementary, middle, and high school levels. Each level builds on the other, and forms a "thread of skills" that are upgraded at each level. The program is divided into two components. The first component is for the development of a school arboretum, tree walk, and herbarium. The second component of the program is an ability tiered curriculum presented in the form of student laboratory exercises and accompanying teachers' guides. Extrapolations called "blowouts" for each exercise are noted, including a bibliography and source notation. The guide has five areas of activity: (1) tree identification and inventory; (2) characteristics of trees; (3) soil conditions for trees; (4) condition of trees; and (5) tree care and planting. An appendix with additional or summative type activities is included. These appended activities can be used by schools, park districts, after hour's science clubs, gardening clubs, and state and local conservation programs. (DDR)

This handbook was written in response to an identified need for more public information on Ontario's old growth forests. It is meant to be taken into old growth stands, where the learner can see, touch, and study the natural ingredients of old growth forests. Much of the handbook is a guide to forest history, helping the learner to discover first-hand the signs and artifacts of old growth and the forests of the past. Sources are also provided for finding written historical information about local forests. The guide was written with the forests of Ontario and eastern North America in mind. An introductory section outlines general characteristics of old growth forests, discusses the value of such forests and why they need special attention, and describes the four ecological lives of a tree. The main section, on forest signs and field tips, provides a guide to observation in the woods and covers tree size and life expectancy, canopy gaps and forest regeneration, wildlife and their habitats, dead tree ecology, ecology of tree cavities, cavities as wildlife habitat, classification of log decay and related habitats, mounds and pits (microtopography), fallen tree history, looking at tree rings (dendrochronology), fire scars, and stumps as evidence of forest history. Useful written records include local histories, survey records, and natural resource reports and inventories. (Contains 22 references, illustrations, and an observation checklist.) (SV)

The "Kids for Trees" program described in this guidebook is a hands-on natural resource management experience where students raise trees from seedlings to harvest and manage other natural resources in a sustainable manner. Sections of the book include key concepts, getting started, needs of different kinds of trees, learning about potential growing sites, caring for the tree, raising willows, maximizing the educational value, and keeping the program going. Appendices contain a discussion of record keeping and a list of resources. (MKR)

This curriculum kit provides students with accurate and up-to-date information on California's forests, forest issues, and forest products in an entertaining and easy to comprehend format. The material in this unit is organized around six lessons, each addressing a different aspect of forest education. Lessons include: (1) "The Web of Life"; (2) "The Nature of Trees"; (3) Nature's Treasure Chest"; (4) "The Sustainable Forest"; (5) "Forest Health"; (6) "Waste Not: Want Not"; and (7) "Forest Families," an enrichment activity provided for the review and reinforcement of concepts illustrated in the entire unit. (CCM)

"Exploring Old Growth Forests" is an Ontario (Canada) program that provides secondary students with hands-on experiences in old growth forests. Activity-based and student-centered, the program aims to develop student awareness of the importance of old growth forests and the need to conserve them. This manual provides teachers with background information and detailed instructions for student activities in the forest. Background information covers general characteristics of old growth forests; reasons why such forests are valuable; old growth forest ecology and the influences of water, light, and fire; and the importance of old growth forests to birds, other wildlife, and the ecological web. A program overview discusses pretrip organization, lists equipment needs, suggests tree identification guides, and recommends steps for choosing and laying out a forest study plot. Field activity descriptions include objectives, equipment needs, additional background information, instructions, forms for data collection, illustrations, and summary questions for students. Activities are arranged in four sections: (1) identification and measurement of live trees and estimation of site productivity; (2) identification and classification of snags (dead standing trees) and observation of wildlife activity on snags; (3) classification and measurement of logs (downed woody debris); and (4) identification and measurement of young trees (forest regeneration) and identification of nonwoody plants. A final section provides old growth baseline data for eastern deciduous and coniferous forests and presents a behavior code for students. (SV)

This curriculum guide was developed to provide environmental education through a series of hands-on activities for the classroom and the outdoor setting of Mount Mitchell State Park, North Carolina. This activity packet, designed for grades 4 through 6, meets established curriculum objectives of the North Carolina Department of Public Instruction's Standard Course of Study. Students are exposed to the following major concepts: spruce-fir forest ecosystems, preservation of natural areas, natural resources management, and stewardship of natural resources. The packet is divided into eight sections: (1) introduction to the North Carolina State Parks System, Mount Mitchell State Park, and the activity packet; (2) activity summary; (3) pre-visit activities; (4) on-site activities; (5) post-visit activities; (6) vocabulary and definitions; (7) references; and (8) a scheduling worksheet, parental permission form, and program evaluation. Activity information includes curriculum objectives for each grade level, location, group size, estimated time, appropriate season, materials, major concepts, objectives, educator's information, student's information, and worksheets. (LZ)

This manual is intended primarily to train seed collectors, seed-plant managers, seed analysts, and nursery managers, but can serve as a resource for any training course in forest regeneration. It includes both temperate and tropical tree species of all intended uses and covers the following topics: seed biology, seed collection, seed handling, seed-quality evaluation, seed protection, seed basics for nurseries, seed programs, and practical exercises. Contains 91 references. (Author/JRH)

This curriculum guide was developed to provide environmental education through a series of hands-on activities for the classroom and the outdoor setting of Weymouth Woods-Sandhills Nature Preserve, North Carolina. This activity packet, designed for grades 5 and 6, meets established curriculum objectives of the North Carolina Department of Public Instruction's Standard Course of Study. Students are exposed to the following major concepts: classification of plants, life cycle of a longleaf pine, methods of determining the age of trees, benefits of natural and prescribed fires to the longleaf pine, and ways the trees have adapted to fire. The packet is divided into eight sections: (1) introduction to the North Carolina State Parks System, Weymouth Woods-Sandhills Nature Preserve, and the activity packet; (2) activity summary; (3) pre-visit activities; (4) on-site activities; (5) post-visit activities; (6) vocabulary and definitions; (7) references; and (8) a scheduling worksheet, parental permission form, and program evaluation. Activity information includes curriculum objectives for each grade level, location, group size, estimated time, appropriate season, materials, major concepts, objectives, educator's information, student's information, and worksheets. (LZ)

This guide provides information to create and care for a Famous and Historic Trees Living Classroom in which students learn American history and culture in the context of environmental change. The booklet contains 10 hands-on activities that emphasize observation, critical thinking, and teamwork. Worksheets and illustrations provide students with tools to plant and care for trees. Activities 9 and 10 enable the students to create a living classroom in which they plant their historic tree. Activities 1-8 teach about the trees and other ecosystem elements of the Living Classroom by having students write tree stories, use trees to show that observing environmental change can help understand history, measure tree size, learn the values of trees for people, introduce the concepts of habitat and interdependence, study the forest's ecosystem, and examine the importance of trees in urban areas. Sections within each lesson contain the concept, behavioral objectives, subjects integrated, skills developed, prerequisites, time and materials needed, background information, procedures to implement the lesson, and possible extensions. Additional information includes a glossary of 38 terms and a tree selection guide that list tree characteristics. (MDH)

This collection of interdisciplinary hands-on activities covers a variety of topics related to trees and conservation. Twenty-four activities integrate the subjects of social studies, fine arts, science, language arts, math, geography, and music. Although activity instructions are not consistent they usually contain details on objectives and procedure. Some activities are accompanied by student worksheets. Three lesson plans focus on the biology of trees and contain sections on objectives, materials, activities and alternate activities, and discussion questions. Other activities involve students in examining environmental issues, and experimenting with seeds and plant growth. The collection contains nine poems and a song. A bibliography with 11 entries provides sources from which activities were compiled. (LZ)

Developed through a modified DACUM (Developing a Curriculum) process involving business, industry, labor, and community agency representatives in Ohio, this document is a comprehensive and verified employer competency profile for forest industry occupations. The list contains units (with and without subunits), competencies, and competency builders that identify the skills needed to enter these occupations. The occupational, academic, and employability skills for this occupation or occupational area are included. Within the outline are three levels of items: core, advancing, and futuring. Core items identify the knowledge, skills, and attitudes essential for entry-level employment. These items are required to be taught and will be the basis for questions on the state vocational competency tests. Advancing items identify the knowledge, skills, and attitudes needed to advance in the occupation; futuring items identify the knowledge, skills, and attitudes needed to enter and remain in a given occupation 3 to 4 years from now. Titles of the 14 units are as follows: general safety precautions; forest industry operations; forest nursery operations; forest measurements; forest establishment; forest management; tree harvesting and processing; wildland fire operations; forestry equipment maintenance; forestry equipment operation; construction skills; business management; urban forestry tree care; and employability skills. (YLB)

This manual acquaints readers with the general operations of the tree care industry. The manual covers subjects important to a tree worker and serves as a training aid for workers at the entry level as tree care professionals. Each chapter begins with a set of objectives and may include figures, tables, and photographs. Ten chapters are included: (1) the tree service industry; (2) clothing, equipment, and tools; (3) the tree workers; (4) basic tree anatomy; (5) pruning; (6) climbing and working in the tree; (7) aerial lifts; (8) tree identification; (9) identification and treatment of tree problems; and (10) other tree care operations. The manual contains two appendices: first aid procedures and scientific and common names of selected common plants of North America. A glossary and index are included. (NLA)

Through direct experience within natural settings, outdoor education allows students to learn about environmental concerns such as migration of birds, weather systems, wildlife habitats, watersheds, soil erosion, geological formations, food chains, and community resources. All subject areas in the present curriculum can be enriched through outdoor education experiences, and more importantly, subject areas become related, integrated, and enhanced. The introduction contains an outline of procedures in the establishment of an outdoor classroom, including site selection, site design, and a site inventory checklist. Ten model lessons with activities are described, with each lesson containing: a list of objectives, an inventory of related curriculum areas, an enumeration of required teacher background skills, several suggestions for 10-minute activities with questions to guide observations, a catalog of ongoing activities requiring extended visits, a record of suitable expansions to the lesson with related activities, and a short vocabulary. The ten model lesson domains are: (1) discovering local wildlife; (2) learning about apples; (3) gathering information about birds; (4) facts about plants; (5) examination of rocks; (6) learning about soil; (7) understanding water habitats; (8) experiences with trees; (9) awareness of the water cycle; and (10) weather observations and predictions. The last section contains an extensive list of both curriculum and program resources. (JJK)

This 9-week curriculum unit on trees is designed for gifted students in grades 1-5. The lessons are designed for 40-minute classes meeting two or three times a week and stress the development of creative thinking skills, creative problem solving and decision making skills, and critical and logical thinking skills. Each of the 12 lesson plans includes a title, a list of materials needed, suggested activities, and possible extended activities. Sample activities include: studying one square foot of yard, taking a walk blindfolded, going on a nature treasure hunt, adopting a tree and recording changes over a year, comparing two adopted trees, identifying patterns in nature, creating a piece of art using only natural products, and making musical instruments using natural items. (DB)

This activity guide provides children in grades kindergarten through six with hands-on learning experiences while they nurture an acorn into a young oak tree. Each of 10 activities and numerous extensions help students gain awareness, understanding, and appreciation of the important role oaks play in the natural and cultural history associated with the California landscape. The activities build on themes, concepts, and learning processes outlined in school district and state-adopted curriculum frameworks. Curriculum connections are made with science, social studies, language arts, mathematics, and the arts. In addition, the skills of learning, such as being able to make observations, comparisons, and inferences, and to organize, relate, apply, and communicate information are built into each activity. The guide contains an introduction with suggestions for implementing the project, a checklist of materials needed, and recommended assessment method. Each of 10 activities contains objectives, methods, curriculum materials, background information, activity procedures, follow-up activities, evaluation methods, references, and worksheets. Three appendices contain suggestions for: (1) encouraging student observation and information gathering; (2) planning a tree-planting ceremony; and (3) agency, organization, and additional materials resources (25 entries). (LZ)

This lesson plan is designed for grade levels 2-12 to show how children's literature may be used to teach geography and reading at the same time. The focus of the lesson is on trees, and how humans interact with their environment. The information for teachers includes: grade level, purpose, time needed, theme, description, materials needed, objectives, procedures, and extended lessons. (DB)

This handbook on identifying and selecting landscape plants can be used as a reference in landscaping courses or on an individual basis. The first of two sections, Identifying Plants for the Landscape, contains the following tables: shade tree identification; flowering tree identification; evergreen tree identification; flowering shrub identification; evergreen shrub identification; ground cover and vine identification; perennial identification; and turfgrass identification. For plants listed in these tables, the following information is provided: common name, botanical name, form, branching habit, growth habit, stem, buds, leaf arrangement, venation, type of leaf, leaf shape, margin shape, tip shape, base shape, leaf color, bark characteristics, leaf surface, and unique characteristics. The second section, Selecting Plants for the Landscape, contains the following tables: shade tree selection; flowering tree selection; evergreen tree selection; flowering shrub selection; evergreen shrub selection; ground cover and vine selection; perennial selection; and turfgrass selection. For plants in these tables, some or all of the following information is given: common name, botanical name, height, width, form, growth rate, hardiness zone, use in landscape, texture, leaf color, flowering color, length of bloom, fruiting time/type, fertilizer requirements, soil conditions, water requirements, light requirements, temperature requirements, transplantability, disease problems, insect problems, pruning method/time, special considerations, life span, and unique characteristics. A list of 23 references is included. (NLA)

Presents a lesson on trees and forests that incorporates inquiry strategies by examining meaningful relationships between growth, physiology, and the utilization of trees. (KHR)

Introduces a lesson plan on the role of the acorn and its complex community of biotic relationships between animal and fungal organisms. Introduces students to ecological concepts through acorn investigations including dissection of acorns and exploring the organisms' interaction web. (YDS)

Develops a simple tree-ring laboratory to demonstrate the basics of dendrochronology. Provides two upper-level laboratory exercises primarily intended to demonstrate the specific dendrochronology subdisciplines of dendroclimatology and dendroecology. Suggests using the exercises separately or in unison as part of a multidisciplinary capstone approach to an undergraduate program. (KHR)

The principles behind a camp's hazard tree program are, first, identifying and removing those hazards that offer a clear, immediate threat, and then creating a management plan for the other trees. The plan should be written and contain goals and objectives, field evaluations, and treatments. Follow-up evaluations should be done annually and after storms. (TD)

Considers factors that affect the fate of schoolyard trees and focuses on the importance of what is considered during tree selection. Includes of list of characteristics of tree projects that have a low survival rate. (DDR)

Explores the ecosystem in Pacific Northwest Coastal America and investigates land management issues. Discusses the impact of canopy trees on temperature and the forest itself. Explains fungi's relationship with trees and presents activities on stream flow, wood, volcanoes, and plants for the classroom. (YDS)

Reviews the history and habits of the fungus commonly referred to as the "chestnut blight." Considers the impact of the blight and efforts to control it, offers personal and cultural reflections on the blight, and gives tips for incorporating the information into cross-disciplinary lessons. Contains 17 references. (WRM)

Discusses possibilities for students to learn about the natural distribution, growth rate, seasonal changes, life history, and environmental value of individual trees on campus. (Author/WRM)

Presents a fun, inexpensive, and pedagogically useful laboratory exercise that involves indoor studies of the dispersal properties of the winged fruits (samaras) of boxelder trees. Engages students in the process of hypothesis testing, experimental design, and data analysis as well as introducing students to important concepts related to functional ecology, succession, and plant reproductive biology. (CCM)

This teacher's guide explores forest diversity, from learning about different kind of trees to understanding how the layers in a forest provide habitat for all kinds of animals and insects. Each chapter offers useful introductory material and clear objectives, followed by fun activities that encourage exploration while teaching important skills. Chapters include: (1) "What is a Forest?"; (2) "What Kind of Forest?"; (3) "Learning to Identify Trees"; (4) "Layers in the Forest"; (5) "Sun and Shade in the Forest"; (6) "Wind, Water and Soil in the Forest"; (7) "Baby Trees, Big Trees, Dead Trees"; (8) "Ways of Harvesting and Forest Issues"; (9) "Boards, Furniture, Paper and Even Violins"; (10) "Seeing Wildlife"; (11) "Reading the Secret Stories Told by Animal 'Signs'"; (12) "Owls"; (13) "Deer and Moose"; (14) "Bears"; and (15) "Now What is a Forest?" (CCM)

This manual presents some current, state-of-the-art examples of forestry programs in West Africa. It is based on the collective experiences of foresters and of local farmers and herders. Since many of the problems of reforestation of dry areas are the same worldwide, the text (which focuses on the broad subject of project implementation) includes methods and planning guides useful in more than a West Africa context. Following an introduction, text material is presented in sections discussing: (1) long-range planning (present land uses, community involvement, selecting sites); (2) soil and water (erodability, shallowness, texture, compaction); (3) selecting appropriate species; (4) project planning (natural regeneration, direct seeding, cuttings, nursery planning, design considerations, seed preparation); (5) nursery management; (6) the planting site (preparation, lifting out, transporting, and planting, spacing, survival); and (7) uses and prevention of fires, windbreaks, and sand stabilization. Appendices include: a directory of 165 West Africa trees; an expanded look at 30 of these trees; maps and charts explaining climate, rainfall, soil, vegetation, and characteristics of sub-Saharan West Africa; guide to writing funding proposals for reforestation projects; and a list of information sources and bibliographic materials. The manual assumes basic familiarity with reforestation terms and methods. (JN)

This curriculum guide includes teaching packets for 12 areas of study to be included in a core curriculum for 11th-grade or third-year students enrolled in rural agricultural programs in Illinois. Each problem area includes some or all of the following components: suggestions to the teacher, teacher guide, competency inventory, information sheet, student worksheets or assignment sheets with key, demonstrations, job sheets, transparencies, a discussion guide for transparencies, and sample test questions and teacher key. The 12 problem areas of study in this guide are grouped into seven units. Unit A, on orientation to agricultural occupations, contains one problem area, exploring agricultural occupations and careers. In the second unit, on leadership and citizenship, planning and conducting community service programs and becoming acquainted with rural agricultural organizations are covered in the problem areas, while the third unit covers supervised occupational experience. In the fourth unit, on livestock science, problem areas are maintaining livestock health and planning and evaluating livestock confinement systems. The fifth unit, on crop science, contains the problem areas of handling pesticides and maintaining and improving forage crops and pastures. In the sixth unit, on soil, science, and conservation of natural resources, conserving soil, water, and wildlife resources are covered in two problem areas. The final unit, on horticulture, provides instructional materials on growing small fruits and fruit trees. Suggestions to the teacher on ways to use the materials are included in the guide. (KC)

One of a series of general interest publications on science issues, this booklet describes the uses of tree rings in historical and biological recordkeeping. Separate sections cover the following topics: dating of tree rings, dating with tree rings, tree ring formation, tree ring identification, sample collections, tree ring cross dating, tree ring patterns, and present and future uses of tree rings. Numerous photographs and diagrams illustrate tree ring classifications and uses. (LP)

The residential outdoor program involved 60 sixth grade students, divided into 5 groups, distributed as evenly as possible. Each group consisted of leaders, followers, and children with experience in the field and those without experience. Teachers were also divided into 5 groups, usually two or three working together. Each team of teachers chose two topics which they considered the most beneficial for their children's training. Each team taught both of their topics five times; thus, each group of children experienced all topics. Topics were: cooking, music, first aid, waterproofing, erosion and land forms, shelters and latrines, trees, American Indian lore, orienteering, water safety, and tracks identification. A general session was held for all children and staff to learn folk dancing. This guide briefly outlines the pupils' preparation in each topic for their residential outdoors school. (NQ)

Designed as a guide for teachers in planning and conducting young and adult farmer classes, the unit covers the basic areas of tree-fruit production. The format of the 10-lesson unit allows for the utilization of the problem-solving and discussion methods of teaching. The major objective of the unit is to develop the ability to effectively establish and manage a tree-fruit production enterprise. Topics of study include: orchard site selection, establishing and propagating fruit trees, pruning, soil management, thinning trees, insect and disease control, harvesting and marketing, and managing home fruit production. The appendix includes teaching forms and a unit evaluation questionnaire. (NJ)

The program planning guide for forestry was written to assist Applied Biological and Agricultural Occupations (ABAO) teachers in enriching existing programs and/or to provide the basis for expansion of offerings to include additional materials for the cluster areas of forests, forest protection, logging, wood utilization, recreation, and special Products. Each guide includes the following components: an introduction (brief discussion of the subject matter); sample job titles and cluster areas (major job titles, D.O.T. numbers, O.E. numbers, and information about salaries, educational requirements, and career advancement opportunities); competencies for cluster areas and for job titles, stated as behavioral objectives; a core course outline (a representative sample of how a curriculum should be constructed, including references); sample teaching plans designed for one to five days in length (comprising cluster areas, unit titles, problem areas, a brief introduction, student performance objectives, a detailed outline of instructional content, learning activities, special materials and equipment and student references). Also included are: specific and selected references; a brief description of school facilities; lists of equipment, supplies, and audiovisual materials; and a partial list of ways to increase teacher competencies. (BP)

The program planning guide for ornamental horticulture was written to assist Applied Biological and Agricultural Occupations (ABAO) teachers in enriching existing programs and/or to provide the basis for expansion of offerings to include additional materials for the cluster areas of arboriculture, floriculture, greenhouse operation and management, landscaping, nursery operation and management, and turf management. Each guide includes the following components: an introduction (brief discussion of the subject matter); sample job titles and cluster areas (major job titles, D.O.T. numbers, O.E. numbers, and information about salaries, educational requirements, and career advancement opportunities); competencies for cluster areas and for job titles, stated as behavioral objectives; a core course outline (a representative sample of how a curriculum should be constructed, including references); sample teaching plans designed for one to five days in length (comprising cluster areas, unit titles, problem areas, a brief introduction, student performance objectives, a detailed outline of instructional content, learning activities, special materials and equipment, and student references). Also included are: specific and selected references; a brief description of school facilities; lists of equipment, supplies, and audiovisual materials; and a partial list of ways to increase teacher competencies. (BP)

The autoinstructional activities included in this booklet were designed to be used to teach fifth-grade students the science concept "tree" at the formal level of attainment. The instructional strategies used in the lessons had been shown in previous studies to facilitate concept learning when used singly or in combination with one another. The strategies used are: (1) use of a definition, (2) empirical selection of concept examples through an instance probability analysis, (3) use of rational sets of examples and nonexamples, (4) pairing of examples with nonexamples, (5) emphasis of relevant attributes, (6) teaching of strategy, (7) immediate feedback, and (8) active involvement by the student. Instruction was divided into two parts, each part being a lesson. The first lesson presents the defining attributes and teaches children labels for defining attributes. The second lesson presents the definition of "trees," presents a rational set of examples and nonexamples, and teaches a strategy for evaluating whether or not an instance is an example of the concept. Active involvement and immediate feedback are provided for the student in both lessons. (Author/CP)

Environmental education materials presented in this book are the ideas of community members interested in contributing to environmental awareness. Many of them are developed around the Tallahassee Junior Museum and its Pioneer Farm. They may also, however, provide ideas that can be adapted to other facilities or localities. The booklets in this volume, developed by various community and education groups, include: (1) materials to guide the activities and attitudes of students who wish to communicate environmental awareness to others, (2) outdoor activities for grades K-3, (3) a unit on trees for intermediate grade children, (4) environmental lessons for the physically and mentally handicapped, (5) "how-to" information on handicrafts used by the early pioneers, (6) guides and check lists of ways in which citizens of every age can help to save environmental quality, (7) learning activities for investigating swamp life, (8) materials to aid personal discovery in the historical setting of the Pioneer Farm, and (9) a map game that can be adapted to any locality. (JH)

This manual is intended to assist pesticide applicators prepare for certification under the Michigan Pesticide Control Act of 1976. The primary focus of this publication is on fruit pest control. Sections included are: (1) Causes of fruit diseases; (2) Fruit fungicides and bactericides; (3) Insect and mite pests; (4) Insecticides and miticides; (5) Principles of insecticide/miticide usage; (6) Weed pests of fruit crops; (7) Fruit herbicides; and (8) Principles of herbicide usage. A list of self-help questions and instructions for completing the questions are presented at the end of each section. (HM)

This is the third in a set of 36 teacher guides to the Entrepreneurial Training Modules and accompanies CE 031 034. The purpose of the module is to give students some idea of what it is like to own and operate a tree service. Following an overview are general notes on use of the module. Suggested steps for module use contain suggestions on introducing the module, a brief discussion of the nine units, responses to learning activities, suggestions for summarizing the module, and responses to the quiz. The units are Planning a Tree Service; Choosing a Location, Getting Money to Start; Being in Charge; Organizing the Work; Setting Prices; Advertising and Selling; Keeping Financial Records; and Keeping Your Business Successful. Each unit contains a case study, responses to individual activities, responses to discussion questions, and a group activity. Suggested readings for the teacher and a list of goals and objectives complete the module. (CT)

This module on owning and operating a tree service is one of 36 in a series on entrepreneurship. The introduction tells the student what topics will be covered and suggests other modules to read in related occupations. Each unit includes student goals, a case study, and a discussion of the unit activity. Units (and subject matter) in this module are: planning your business (what does a tree service do; who will be your customers; is there room for you; skills; experience; personal qualities); choosing a location (convenience; contacts; chances of success; office rental); getting money to start (business description; statement of financial need); being in charge (hiring people; job description; training new people; decision making); organizing the work (keeping appointments; estimates; work order form; work schedules); setting prices (the break-even point; competitive pricing); advertising and selling (types of ads); keeping financial records (billing; daily cash sheet); and keeping your business successful (profit/loss statement; net profit; profit ratio; how to increase profits). A summary and quiz complete the document. (A teacher's guide is available for this module.) (CT)

This competency-based curriculum unit on tree identification is one of five developed for classroom use in teaching the landscape/nursery area of horticulture. The three sections are each divided into teaching content (in a question-and-answer format) and student skills that outline steps and factors for consideration. Topics covered include identifying plant material (by leaf), using proper storage techniques, and quality sorting nursery stock prior to shipment. A list of references precedes a section containing visual aids, student skill checklist, and student activities, such as field trips, handouts, discussion activities, worksheets, crossword puzzles, hands-on experiences, tests, and quizzes. Answer keys are provided. (YLB)

This instructional packet is one of 14 school environmental education programs developed for use in the classroom and at the Dahlem Environmental Education Center (DEEC) of the Jackson Community College (Michigan). Provided in the packet are pre-trip activities, field trip activities, and post-trip activities which focus on plants and decomposition in the built and natural environments. Strategies for using these activities with third grade students are also provided. The pre-trip activities focus on the characteristics and parts of plants, the nature and use of a classification key, and food chains. These concepts are reinforced during indoor and outdoor activities conducted during a field trip at the DEEC. These activities (and lists of formal and non-formal field trip objectives) are provided in a separate field trip guide. The post-trip activities include information to determine which factors are necessary for plants to grow, investigating urban trees, examining wood and wood products, and examining various aspects of garbage. Many of the ideas presented are useful in creating an interdisciplinary unit on plants and ecology. In addition, students completing this survey of the plant kingdom gain awareness and knowledge about the environment and practice problem-solving skills they will use throughout their lives. (JN)

This manual is a state-side forestry teaching guide, complete with exercises, for the training of prospective Peace Corps volunteers who will serve in various African countries. The modular format lends itself to both single-country and multicountry forestry training. The first part of the guide contains instructions to the trainer on conducting the program, based on a field test conducted in Arizona in 1982. Included in this section are an overview of the training program, tips on conducting the program, and ideas on presenting the sessions, as well as information on how the sessions fit together. The second part of the guide contains the 60 sessions of the training program. Sessions cover both the technical content of forestry and information on group processes and teaching methods for the volunteers to use in teaching forestry to persons in their host countries. The format of each session includes time allotment, goals, overview, exercise(s), list of materials needed, procedures and activities, and trainer's notes. (KC)

The Forestry/Natural Resources Sector in the Office of Training and Program Support of the Peace Corps conducted an agroforestry inservice training workshop in Honiara, Solomon Islands, in 1983. Participants included Peace Corps volunteers and their host country national counterparts from six countries of the Pacific Islands and Asia (Western Samoa, Fiji, Papua New Guinea, Philippines, Thailand, and the Solomon Islands). The workshop design combined technical presentations with appropriate hands-on experiential learning sessions. One of the principal goals of the workshop was to train teams of Peace Corps volunteers and host country counterparts in the concepts of agroforestry while at the same time strengthening their personal relationship. Emphasis also was placed on broadening the participants' knowledge of different extension techniques and strategies and providing them with an opportunity to practice those techniques. The workshop also stressed the role of women in development, especially in forestry. The actual sessions on agroforestry focused on the ecological, economic, social and technical aspects. They included an historical overview; advantages and disadvantages; tree, crop, and animal production within a system; nitrogen fixing trees; project planning; seed selection and storage; and fruit tree preparation and management. (This document contains outlines of the training sessions as well as technical information on agroforestry.) (KC)

This is the French translation for a manual which presents some current, state-of-the-art examples of forestry programs in West Africa. It is based on the collective experiences of foresters and of local farmers and herders. Since many of the problems of reforestation of dry areas are the same worldwide, the text (which focuses on the broad subject of project implementation) includes methods and planning guides useful in more than a West Africa context. Following an introduction, text material is presented in sections discussing: (1) long-range planning (present land uses, community involvement, selecting sites); (2) soil and water (erodability, shallowness, texture, compaction); (3) selecting appropriate species; (4) project planning (natural regeneration, direct seeding, cuttings, nursery planning, design considerations, seed preparation); (5) nursery management; (6) the planting site (preparation, lifting out, transporting, and planting, spacing, survival); and (7) uses and prevention of fires, windbreaks, and sand stabilization. Appendices include: a directory of 165 West Africa trees; an expanded look at 30 of these trees; maps and charts explaining climate, rainfall, soil, vegetation, and characteristics of sub-Saharan West Africa; guide to writing funding proposals for reforestation projects; and a list of information sources and bibliographic materials. The manual assumes basic familiarity with reforestation terms and methods. (CW)