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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)

"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)

Describes a learning activity that is part of a curriculum developed for Indian students by the Federation of Saskatchewan Indian Nations. The activity involves the proper protocol for picking mint, and includes objectives, background information, rules for gathering plants, materials required, evaluation, and additional learning activities. (LP)

Designed for quick, easy identification of some of the most commonly encountered organisms found in and around the school ground, this illustrated guide identifies by a picture and a short biological description the common animals and plants found in and around school lawns, house lawns, parks, fence rows, flower gardens, vacant lots, and foundation plantings. Some of the drawings include a size. The food preferences for the animals are indicated, and the life cycle classification is given for the plants. The organisms are grouped according to the following pattern: small flying animals (dragonflies, mosquitoes, aphids); small non-flying animals (ladybug, spiders, earthworms); big animals (frogs, birds, dogs); non-grass plants (dandelion, clover, plantain); grass-plants (crabgrass, bluegrass, foxtail); fungi (mushrooms); and trees and shrubs (maple, juniper, barberry). A glossary of terms is at the back of the guide. (Author/CM)

This manual is designed for use in a 1-year, grade 11 forestry course. The manual consists of eight units that focus on: (1) dendrology (tree description); (2) forestry measurements; (3) maps and aerial photography; (4) Canadian forest geography; (5) logging and utilization; (6) forest management and silviculture (the science and art of cultivating forest crops); (7) forest protection (considering fire, insect, and disease protection); and (8) wildlife management. Each unit contains objectives, background information, instructional strategies, student activities, and (when applicable) student materials. Suggested equipment requirements, a list of audiovisual aids, and the addresses of organizations, colleges/universities, and federal government agencies are included in appendices. (JN)