Model Forests: The Way of the Future

Transcription

1 THE CANADIAN ATLAS ONLINE NOVA SCOTIA GRADES 7 TO 9 Model Forests: The Way of the Future Lesson Overview This lesson asks students to consider what good forests should look like both now and in the future throughout Canada. Students will use the Canadian Atlas Online to investigate the new concept of model forests. Through completion of two map sheets and two work sheets and use of the Internet links provided, the class will create a model forest bulletin board collages. These activities match with national geography standards and Specific Curriculum Outcomes (SCOs) for grades seven to nine Social Studies in Nova Scotia. Grade Level Grades 7-9 (middle) Time Required Two 60-minute classes, plus extension lessons if desired. Curriculum Connection (Province and course) Atlantic Provinces Education Foundation Curriculum for Social Studies: Nova Scotia grades 7-9 Can easily be adapted for New Brunswick, Prince Edward Island, and Newfoundland and Labrador. Link to Canadian National Geography Standards Essential Element #5 (Grades 6-8) Environment and Society Effects of human modification of the physical environment Limits and opportunities of the physical environment for human activities Geographic Skill #1 (Grades 6-8) Asking Geographic Questions Identify geographic issues, define geographic problems and pose geographic questions Geographic Skill #2 (Grades 6-8) Acquiring Geographic Information Use maps to collect and/or compile geographic information Geographic Skill #3 (Grades 6-8) Organizing Geographic Information Prepare various forms of maps as a means of organizing geographic information Geographic Skill #4 (Grades 6-8) Analyzing Geographic Information Interpret and synthesize information obtained from a variety of sources graphs, charts, tables, diagrams, texts, photographs, documents and interviews The Canadian Atlas Online 1

2 THE CANADIAN ATLAS ONLINE NOVA SCOTIA GRADES 7 TO 9 Principal Resources Students will refer to the website of The Canadian Atlas: Students will refer to the Atlantic Canadian section of The Canadian Atlas: Our Nation, Environment and People (2004). Internet web links to Canadian Forestry Service and Model Forests Networks. Additional Resources, Materials and Equipment Required Student Activity Sheet #1: Model Forest Brainstorm (attached) Student Activity Sheet #2: Blank Map of Canada (attached) Student Activity Sheet #3: Model Forests of Atlantic Canada (attached) Student Activity Sheet #4: Blank Map of Atlantic Canada (attached) Student Activity Sheet #5: Quiz on the Model Forest (attached) Teacher Reference Sheet #1: Summary of Model Forests (attached) Teacher Reference Sheet #2: Answer Key (attached) Teacher Reference Sheet #3: Websites to be Used (attached) Teacher Reference Sheet #4: Collage Rubric (attached) Collage Material. For example wildlife, recreational pictures, lakes and streams, tree species, tree planting, harvesting, logging equipment, tourism, maps, air photos, industry pictures, natural resources personnel pictures / people, etc. Main Objective To encourage students to reflect upon sustainability issues regarding Canadian forestry management by: Developing an understanding of the model forests found in Atlantic Canada. Examining how the development of Atlantic forests will provide a model for the future of Canada s forests. Locating and describing the characteristics of model forests across Canada. Integrating the use of online maps and online resources with hands-on classroom activities. Learning Outcomes Based on the Atlantic Canada Social Studies Curriculum: Atlantic Canada in the Global Community, Curriculum Guide for grade 9 Department of Education for Nova Scotia. The students will be expected to: Define the terms relative location, absolute location, physical features, and cultural features Construct a map of Atlantic Canada and locate on it his/her home community, the capital city for the province, major transportation links, and model forests networks. The Canadian Atlas Online 2

3 THE CANADIAN ATLAS ONLINE NOVA SCOTIA GRADES 7 TO 9 Learning Outcomes (cont d) Use a map or globe to describe the location of the four Atlantic Provinces relative to one another Use a physical features map to identify each of the major landforms and water forms for a selected region Identify landforms and water forms in Atlantic Canada that contribute to the aesthetic appeal and character of the region. (Extension tourism) Identify a human-made threat to each of the resource industries. (Forestry) Research the issue of sustainability in one resource industry and suggest the steps that are necessary to achieve this Locate the major tourist attractions or vacation sites in a selected area of Atlantic Canada and determine the extent to which these exist or are supported by the landforms and water forms in the area. (Extension tourism) Cite current examples of political action taken by citizens at the local, regional, and national levels. (Extension model forests) Identify the primary industries that are most significant to his/her region of Atlantic Canada Identify changes that have occurred to these industries in recent years Discuss an environmental issue that impacts directly on Atlantic Canada and the global village. (Extension) The Lesson Introduction TEACHER ACTIVITY 1. Brainstorm concepts of a forest with the students, asking questions such as: What is a forest? What wildlife do we find in our forest? What types of trees do we have in our forest? Where are our forests located in our province? What types of employment does the forest provide? What does a forest need to be healthy? Are we doing a good job managing our forests today? What kinds of things put a forest in danger? What would a model forest look like? 2. Introduce the concept of the model forest. Please refer to Teacher Reference Sheet #1: Summary of Model Forests. 3. Display a provincial map, ensuring that the school community and model forests of that province are located on the map. STUDENT ACTIVITY 1. Complete a brainstorming activity using Student Activity Sheet #1: Model Forest Brainstorm 2. Identify concepts of a model forest and answer the question: What would a model forest look like? 3. Compile from the LCD or overhead about what constitutes a model forest, and the concept behind its creation. Teacher: Please see Teacher Reference Sheet #1: Summary of Model Forests The Canadian Atlas Online 3

4 THE CANADIAN ATLAS ONLINE NOVA SCOTIA GRADES 7 TO 9 TEACHER ACTIVITY STUDENT ACTIVITY Introduction (cont d) Lesson Development Conclusion 1. Consolidate the term Model Forest Introduce new vocabulary such as, primary resource, extractive resource, wildlife habitat, biodiversity, healthy ecosystems. Discuss the meaning of each of the above and ask for examples. 2. Use an overhead projector/lcd, or in a computer lab, to have the students follow the following links/steps: Log on to: Click English Click on Explore By Theme (left hand side) Scroll down and click on The Regions Scroll down and click on Atlantic Region Click on the Features tab to open a menu Click on Model Forests On an overhead/lcd show the Canadian Model Forests map at the following web link: 3. Pass out Student Activity Sheet #2: Map of Canada 4. Pass out Student Activity Sheet #3: Model Forests of Atlantic Canada, guiding students through instructions. (Computer lab would be an asset) 5. Pass out Student Activity Sheet #4: Map of Atlantic Canada. 1. Collect work sheets and maps. 2. Hand out Student Activity Sheet #5: Quiz on the Model Forest. 3. Lead whole class activity to display their understanding of what they have learned about the concept of Model Forests by creating collages for classroom bulletin board. 4. Locate their own community on a map and its relative location to the model forest in their province. 1. Create a vocabulary list with definitions and examples. 2. Read information on the Model Forest and answer the following three questions: What is the objective of creating model forests? What are some of the activities that would belong at a model forest (such as, funding)? Why would working in cooperation rather then in isolation be important for the future of Canada s forests? Teacher: Please see Teacher Reference Sheet #2: Answer Key. 3. Use Student Activity Sheet #2: Map of Canada, to draw and label the model forests of Canada, provinces, capital cities, large bodies of water and the Trans-Canada Highway. 4. Complete Student Activity Sheet #3: Model Forests of Atlantic Canada. 5. Use Student Activity Sheet #4: Map of Atlantic Canada to draw and label the model forests of Atlantic Canada, provinces, capital cities, large bodies of water and the Trans- Canada Highway. 1. Pass in work sheets 2. Complete Student Activity Sheet #5: Quiz on the Model Forest. 3. Brainstorm on content, creation, and media for bulletin board collages. (To be completed in the ensuing days in groups) The Canadian Atlas Online 4

5 THE CANADIAN ATLAS ONLINE NOVA SCOTIA GRADES 7 TO 9 Lesson Extension Invite a member from a Model Forest Network or from your provincial Department of Natural Resources (Education Officer) to speak to your class on the concept of model forests, silviculture and woodlot management. In the spring, contact your local Natural Resource Officer with regards to doing a tree planting activity in your local area. Visit a managed woodlot (does not necessarily have to be part of the model forest). Investigate the Cod Industry in Atlantic Canada by using the Online Atlas as well as any other topics related to sustainability that might be appropriate. Complete a bulletin board collage of a model forest. Consider topics such as wildlife, industry, ecology, tourism, recreation, flora & fauna, etc. Model Forests and the economy: Create a lesson using information from Statistics Canada analyzing the economic contributions from the forestry industry. The lesson could include the creation of bar graphs and pie charts. Tourism: Have students create a collage on your classroom bulletin board around the concept of ecotourism in the woodlands of Canada. Your collage should include the following: trails, recreational uses of woodlands, camping (also hotels, motel, and bed and breakfasts), fishing, hiking, bird watching. Contact the Canadian Forestry Association at the following address: Canadian Forestry Association Suite Pembroke Street East Pembroke, ON K8A 3M4 To order the following CFA Teaching Kits: Volume 1: Canada s Forest Heritage Volume 2: Climate Change Volume 3: Biodiversity Volume 4: Forest Sustainability Volume 5: Species at Risk Volume 6: Forests and Water Volume 7: The Boreal Forest Contact local Department of Natural Resources for information on Model Forests, forestry management and silviculture. Assessment of Student Learning Collect and assess worksheets. Mark Quiz on the Model Forest: Student Activity Sheet #5. Whole class activity, creating collages around the concept of Model Forests. Collage Rubric. The Canadian Atlas Online 5

6 THE CANADIAN ATLAS ONLINE NOVA SCOTIA GRADES 7 TO 9 What a model forest look likes.

7 Student Activity Sheet #2: Map of Canada

8 Student Activity Sheet #3: Model Forests of Atlantic Canada Page 1 The following are Model Forests of the Atlantic Region: Fundy Model Forest, Nova Forest Alliance Western Newfoundland Model Forest PEI Model Forest Network Partnership Ltd. Labrador/Nitassinan Ecosystem-based Forest Management Plan. Click on corresponding website for each of the model forests below. Read the summary information and fill out the table on the next page. 1) Fundy Model Forest Network 2) Nova Forest Alliance 3) Nova Forest Alliance Model Forest Network 4) Western Newfoundland Model Forest 5) Western Newfoundland Model Forest 6) Labrador/Nitassinan Ecosystem-based Forest Management Plan. 7) PEI Model Forest Network See page 2 for student work sheet.

9 Student Activity Sheet #3: Model Forests of Atlantic Canada Page 2 Atlantic Region Model Forests Name of Model Forest Area by Hectares Tree Species Number of Supporting Organizations List of Special Projects Fundy Nova Forest Western Newfoundland PEI Model Forest Labrador/ Nitassinan Ecosystem

10 Student Activity Sheet #4: Map of Atlantic Canada

11 Student Activity Sheet #5: Quiz on the Model Forest 1. In your own words, describe a model forest. 2. List seven (7) activities that might occur at a model forest site in your area. 3. What are some of the benefits of model forests and good forest management? 4. Do you think that model forests will ensure the safety of the Canadian forests and the forest industry in the future? Explain your answer.

12 Teacher Reference Sheet #1 Summary of Model Forests Over the past 35 years, the Government of Canada in conjunction with the Provinces and Territories, have entered into a number of resource agreements regarding forestry, more particularly, the management of woodlots and provincial forests. The forests of Canada are seen as a renewable resource. However, unlike farming where the resource is renewable annually, tree species take between 45 to 145 years on average to mature. Therefore longterm planning is critical. From the mid 1970s until today government, the forest industry, and private woodlot owners have worked cooperatively together to define and implement best woodlot management practices. From the work done in the 70s and the 80s the concept of a model forest was developed in the 1990s. A model forest can be defined as a place where the best sustainable forest management practices are developed, tested, and shared across the country. In essence, it is a breathing and living laboratory that conducts research on sustainable forest management. There are currently eleven (11) model forests across Canada: at least one in each province. Each model forest is run by a non-profit organization that receives funding and support from the federal and provincial government. Each model forest network is made up of a group of partners that come from forest industry, aboriginal communities, government agencies, universities, woodlot owners, community associations, environmentalists, etc. In 1992, at the United Nations Conference on the Environment and Development, the Government of Canada introduced to the world the concept of the model forest approach to sustainability and invited other nations of the world to become a part of the international model forest community. More information about the model forest program can be attained by visiting several excellent website. Please refer to the attached Teacher Reference Sheet #3: Websites to be Used.

13 Teacher Reference Sheet #2 Answer Key The following are sample answers to the questions asked of the students in #2 of the Lesson development section of the lesson grid. 1. What is the objective of creating model forests? The objective is to balance businesses needs with forest survival. The model forest works with woodland owners, private citizens, government, scientists, forest industry workers, etc, to create a sustainable forest / environmentally friendly / ecology based forest industry. 2. What are some of the activities that would belong at a model forest (such as, funding)? Maple sugar, wood craft industries, Christmas trees, wreath production, fire wood, fishing. Also, people can enjoy recreational activities such as snowmobiling, cycling, skiing, and hunting. Tourism is a very large factor of the model forest, which includes day tourism, campgrounds, motels, hotels, and bed and breakfasts. 3. Why would working in cooperation rather then in isolation be important for the future of Canada s forests? One person can only do so much. Large areas of land are required to be part of these model forests in order for them to be of significant value to the environment and the economy. By having scientists, the government, private citizens, etc working together, you get all the best ideas from the different groups on how to maintain the forest in prime condition. Providing long term economic benefits through appropriate harvest methods as well as ecotourism.

14 Teacher Reference Sheet #3 Websites to be Used Nova Scotia Forestry Strategy Canadian Model Forest Network Foothills Model Forest The International Model Forest Network Canada s Model Forest Program Western Newfoundland Model Forest Western Newfoundland Model Forest PEI Model Forest Network National Aboriginal Forestry Association Fundy Model Forest Network Map of Fundy Model Forest Nova Forest Alliance Model Forest Network Nova Forest Alliance

15 Teacher Reference Sheet #4 Collage Rubric Use of space There is a good deal of space left to be covered. More than half of the area of the board is covered, but less that 3/4 Most of the board is covered, but there are still a few large holes in the collage. There is no space left uncovered on the board. Variety of materials (e.g., Maps, newspapers, magazines, paint, etc.) Only one or two kinds of materials have been used in the collage. Three or four different materials were used in the collage. Five or six different materials were used in the collage. More than six materials were used in the collage. Model Forest topics and issues The collage illustrates only one or two topics or issues related to model forests. The collage illustrates three or four topics or issues related to model forests. The collage illustrates five or six topics or issues relating to model forests. The collage illustrates more than six issues relating to model forests.