Careers and Technology
Procedure: (3 class periods… 3rd session is optional)
Part 1: (Time: 10 min.)
- Brainstorm: What careers do you think exist in logging?
(Record on the board.)
- Brainstorm: What technology/machines are used in logging?
Part 2: (Time: 25 min.)
- Show the DVD “CLEM” - Ask the
students to watch for careers (jobs)
and machines shown in the video. Mention they will be adding
brainstorming lists after they have watched the video.
- Tell the
students there will be a worksheet covering the general
forestry information discussed in the video.
Part 3: (Time: 10 min.)
- As a class or in small groups, use
the information learned from the
DVD to add to the lists of careers and machines compiled earlier.
the class if they can think of other careers that would relate
those shown in the video? Add these to the lists
on the board and
explain that you will return to this list at a later date.
NOTE: Be sure to keep the list for the next lesson.
Part 4: (Time 15 min.)
- Work in pairs to answer the worksheet provided.
|Note: Part IV of the
worksheet may be introduced now and completed as homework or
finished as part of the “closure” section
Part 5: Review of last day and introduce the research project (Time:
- Mark the question sheets from last day… see
and build on the brainstorming session from last day:
1) Have the students orally read the list.
2) Show the picture of the planter and ask:
a) What job/career is shown in this picture?
b) What activities would have come before this picture? What
jobs/careers would be involved with these activities?(road
construction, harvest planning & gaining approval,
harvesting, site preparation for planting…) Add these
the list from last day.
c) What activities would follow this picture? What jobs/careers
would be involved with these activities? (looking after the trees
until they are free growing, health of the forest until it reaches
maturity, future harvest planning & approval, road building,
harvesting, site prep, replanting…)
Add these careers to the list from last day.
|NOTE: This discussion will help students
to identify the cycle that exists
within Forest Management and career choices.
Part 6: Computer Research Activity (Time: 45 min.)
- The main intent of this activity is to give the students an opportunity
explore more about one particular forestry-related career
- Hand out the “Forestry Careers Table” and “Glossary” sheets.
the headings and orally discuss the careers listed.
(See glossary for
- As a class, quickly review the brainstorming
list and discuss where
each career would be placed, using the headings for the Forestry
- Careers Table:
1) Assessment and Planning
4) Forest Maintenance and
- Handout the activity sheet… The directions and
questions in the
activity sheet are intended to help guide
the students through the
- Review basic computer research skills.
- Students will answer the questions
in section #1 of the activity sheet
and then use the internet to find answers to the questions in section
Be sure to provide students with the list of recommended websites.
will go to the computer lab and complete the activity sheets.
You may want the students to hand in their papers or take a third
session to share their research.
Day 3 (Optional)
Part 7: Sharing the research projects (5-30 min. depending
on method of
- Students could share their research with a buddy, within
a small group
or with the whole class.
Closure (5 - 40 min. - depending on which of the following
you choose to do)
- Ask: “What was the most interesting thing you
learned in this
unit?” (5-10 min.)
- Art activity – complete activity mentioned
in Part IV of C.L.E.M.
worksheet: (30 min.)
- design a forestry machine of the future
- name it
- tell what the machine can do
- explain how it would be useful in logging.
- If you have the video “Amazing Machines”,
show it to the class.
As this video was produced in the mid 1990s, a class discussion
comparing it to C.L.E.M. will offer an opportunity to look
technology has changed. (40min.)
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