Assessment 1: Application and Integration


Write the following information on the board or on an overhead sheet:

According to an article entitled “So You Want To Be A Forester?” in the September 1965 issue of American Forests if a person could answer “yes” to the majority of the questions below he/she would be suited for the profession of forestry.

  1. Last time I took a hike in the woods, do I remember what kinds of trees grew alongside the trail – at least the principal kinds of trees?
  2. Am I anxious to learn more about birds? Wild plants? Trees? Insects?
  3. Do I notice what kinds of trees and plants grow in my neighbors’ yards when I walk along the street?
  4. Do I enjoy being all alone in the woods?
  5. Do I like my teachers? Or most of them, anyway?
  6. Do I have lots of friends?
  7. Do I like to meet my parents’ friends? Do they seem to like me?
  8. Do I do well in school – reasonably well, at least – including the mathematics courses?
  9. Am I taking a real interest in what my community is doing to develop parks, open spaces, nature preserves, or the like?
  10. Have I ever taken an active part in any project for civic improvement, community welfare, or helping my neighbors?


Spend a few minutes analyzing each question. For every question use the following 2 prompts to generate discussion:

  1. How would answering “yes” to this question imply that a person might be suited for a career in forestry?
  2. Is this question still relevant to modern forestry? Why or why not?

Next, have students compile 5 “yes” or “no” questions not listed above that they believe would help a person determine if he/she was suited for a career in modern forestry. Finally, ask students to create 10 questions they think a person applying for a forestry position should be able to answer. Encourage students to devise questions that would elicit more than a “yes” or “no” answer. (Example: As a forester how would you balance the needs of the people against the protection of the environment?)


Arrange students in groups of 2 so they can conduct a mock interview for a forestry position. Students may decide which role to play first (either the interviewer or the job applicant), but instruct them that upon completion of the interview they will switch identities. When assuming the role of the interviewer students should ask the applicant the 10 questions he/she created during class. At the conclusion of the interview, the interviewer should decide whether or not to hire the prospective forester based on how well the questions were answered.