Home » 2006 Workshops » Innovative Models of Forest Stewardship

Reading and Assignment

Required Reading:

  1. Oregon’s Forest Protection Laws. Oregon Forest Resources Institute. 2002.
  2. Protecting Oregon’s Forest Lands: A Graphical View. (CD and Reading) Oregon Forest Resources Institute. 2002.
  3. The Seen and Unseen World of the Fallen Tree. USDA Forest Service Publication. Technical Report PNW 164. March 1984. (Maser, Chris; Trappe, James M.; Tech. Eds.]  1984.  The seen and unseen world of the fallen tree Portland, OR: U.S. Department of Agriculture, Forest Service, Pacific Northwest Research Station.
    56 p.)
  4. The Forest Ecosystem Stewardship Manual. Montana State University Extension Service. 1997.
  5. Fire in Oregon’s Forests. Oregon Forest Resources Institute. 2002.
  6. Home Range and Habitat Use of Northern Spotted Owls on the Olympic
    Peninsula, Washington. Eric Forsman. J. Raptor Research. 2005.

Assignment:
I.       Curriculum Development
Teachers are expected to develop a curriculum unit that will be used in the classroom during the 2006-2007 school year.  Indicate what class the unit will be offered in and describe the science background of incoming students.  Your project should consist of the following:

 Objectives: A clear set of learning objectives for students.

 

  Methods and Materials: A detailed description of necessary resources and the methods used to deliver the curriculum

      
Implementation: A description of how the methods and materials described will help students meet each of the learning objectives

II.     Benchmarks and Standards
Describe your state’s benchmarks and standards in science at the middle/high school level.  How does your curriculum unit support these standards?

III. Evaluation Criteria
To earn graduate credit for the workshop you will be expected to:

      
Do the assigned reading

      
Participate actively in the discussions and field projects and

      
Design a curriculum unit that is appropriate for the grade and subject that you teach.  Curriculum developed for a biology classroom is expected to differ from that developed for a social studies classroom.  Middle school information and activities are expected to differ from those developed for use in high school classrooms. 

      
Demonstrate  that the curriculum unit will help students meet state benchmarks in science

      
Create a unit that will be meaningful and relevant to your students based on the resources available

Final Project is due MONDAY, SEPTEMBER 11, 2006