Learning Objectives

Notes

1. To illustrate ways in which humans and other living things depend on forests. (PSVS )

Research material and other forestry-related information can be obtained from a variety of sources. There is a great deal of good information available free of charge. See Forestry Studies 20, 30: An Initial List of Implementation Materials for resources.

Contact Saskatchewan Environment and Resource Management (SERM). Staff there may provide assistance in locating resources and suggesting activities.

Parks and conservation areas offer interpretive events and nature trails. A class field trip to such a site may provide students with opportunities to understand and to appreciate forest ecosystems. A more intensive investigation of this topic may be developed by integrating Module 3 with this module.

Obtain bibliographies and resource catalogs through national, provincial and regional forestry organizations. Refer to the list of Internet sites in the Forestry Studies bibliography for contact information.

Invite guest speakers to the classroom. People from different backgrounds who are involved in forestry-related occupations may be willing to speak to students. Provide an outline of what should be covered in a class presentation on forestry-related occupations.

Glossaries of terms are available in the bibliography of forestry resources. Keep copies of these glossaries available for reference purposes.

Information about the Boreal Ecosystem-Atmosphere Study project (BOREAS), an international study to investigate the role of the boreal forest in regulating atmospheric gases, can be found on the Internet. Further information about global warming and the role of forests in regulating carbon dioxide gas can be found in the bibliography of resources. Relevant Internet sites are listed in the foreword to the bibliography.

Research international conferences on global warming. Show how "carbon sinks" are being used in the negotiations. Investigate the role that Canada has played in such conferences.

Activities in a game format may be highly motivating for students. These would include things like board games, card games, and quiz show games.

Contact other provincial forestry associations, government agencies and industry sources to obtain resource materials. Many of the ideas and issues presented in those sources are relevant to forestry in Saskatchewan.

Tours and field trips are excellent ways of learning more about forests and forestry-related occupations. Consider various businesses and companies near the local school that produce forest products or value-added products and services obtained through forestry. Make arrangements for students to visit these places. Students might be able to obtain work experience opportunities at such places. Ask students to include in their portfolios forest products, value added products and other services obtained through forestry in their community.

Research employment and career development opportunities within the forestry sector. Contact provincial or federal employment agencies or forestry companies directly. Relevant Internet sites are listed in the foreword to the bibliography.

Discuss career development opportunities for males and females who have crossed over traditional gender barriers.

Use online sources to find useful information such as job banks, help wanted bulletins and employment statistics. The Government of Saskatchewan’s "Career Information Hotline" services may also be contacted.

The Internet is a good means to find job opportunities related to forestry, and to recognize major trends and issues. Students might keep a scrap book or portfolio of forestry-related occupations. For each of the occupations, they should consider the education, training

and experience required. The scrap book might be evaluated as a term project.

Invite industry representatives to provide information about job opportunities and the employer’s expectations of employees.

Examine how social trends have affected resources and employment opportunities in other sectors; for example, students may consider how resource extraction of non-renewable resources such as minerals impacts on a community over long periods of time. Emphasize that only through careful, planned management of a forest resource will it be a renewable resource that will not be depleted with use.

Research the use of forest materials by aboriginal peoples. Investigate such things as properties of plants (medical/medicinal, edible, craft material), traditional building materials, housing materials and transportation materials and devices. Some suggestions for suitable instructional resources are included in the bibliography.

Recognize the spiritual importance of forests to many different cultures.

Consider the medicinal uses of forest products by different cultures. Find some examples of traditional medicines and of medicines that originate from natural sources. Contact a herbalist or a traditional healer to provide further expertise.

Research case studies that illustrate the human impact on forests. In discussion groups, students may explore the impact of individual attitudes, actions and lifestyles on forest resources.

Debate issues relating to forest resources and uses.

Students should be invited to do independent research, to develop personal positions regarding forest use, and to share and debate those positions with other groups. This would allow them to recognize that the needs of different stakeholders are often in conflict, and that cooperation is needed to develop forest use strategies that consider the needs of those different groups.

Use a role-playing and simulation activities to identify different positions and points of view in forest use and sustainable development.

Working in groups, students might represent different stakeholders who have specific interests in forests. Present this in the form of a debate, a panel discussion or radio and television interviews.

Students might be interested in finding out about Canada's Model Forests. Canada's Model Forest program is part of an international network of model forests for which the purpose is to ensure that forested areas are managed sustainably, and to improve the flow of economic, environmental, recreational, social and cultural benefits derived from the forest. The Prince Albert Model Forest Association in Saskatchewan is made up of representatives from a variety of different organizations that have an interest in the forest.

To find out more about Canada's Model Forests or the Prince Albert Model Forest Association, contact the Canadian Forest Service or the Prince Albert Model Forest Association, Inc. Internet addresses are given in the bibliography. See also Module 11.

Critique a newspaper or magazine article or a video documentary dealing with issues in forest management. In the critique, things to consider are the range of viewpoints and biases, the validity and reliability of the information presented and the recommended course of action.

Attend a forest planning meeting in the community or any other civic meeting that involves forest issues. Prepare a report of the highlights of the meeting.

1. To propose personal strategies for using forests wisely that foster the attainment of social, cultural, economic and environmental goals.

Consider forest management strategies on a global perspective. Examine how various different countries are managing the earth’s renewable forest resources. Look for ways of integrating this with Science, Social Studies, Christian Ethics and other issues-related courses.

Learning Objectives

Notes

Some ideas to consider are greenhouse and nursery operations, silviculture, harvesting technologies, wood production and utilization or biotechnology.

Some examples of emerging applications of technology in the forest industry are new pulping procedures, effluent treatment and pollution control.

To anticipate other emerging applications of technology in forestry, investigate different types of forest research being conducted in Canada and Saskatchewan in areas such as silviculture, harvesting systems, materials science, forest protection equipment, wildlife inventories, ecological studies and integrated resource management.

List current and emerging technologies in the forest industry.

Complete a research project on applications of technology in a sector of the forest industry.

Make a file of forestry-related careers found in classified advertisements of newspapers or on the Internet.

Review national occupational profiles (NOC) for career information. Refer to the list of Internet sites in the bibliography.

Invite guest speakers to the classroom. People from different backgrounds who are involved in forestry-related careers may be willing to come and speak to students. (PSVS)

To research and plan for career development and employment opportunities within the forestry sector, contact provincial or federal employment agencies. In particular, examine career development and employment opportunities that extend beyond traditional gender barriers.

Use the Internet to find useful information from job banks, help wanted bulletins and career statistics. The provincial "Career Information Hotline" services may also be contacted.

Inquire about job opportunities available in the local community from employers involved in forestry.

Summer employment for tree planters is available in many areas.

Investigate applications of data banks and information systems in making forest management decisions.

Find out what trends in forestry practices are emerging in other provinces in Canada, especially British Columbia, Alberta, Manitoba, New Brunswick and Ontario. (IL)

Research occupational clusters and the range of occupational opportunities available within the forestry sector (e.g., forest inventory, forest biology or ecology, forest protection, forest harvesting, the forest products industry and forest management).

Compare the goals and priorities of local agencies whose mandate is to conduct research related to forestry and forest ecosystems (e.g., individuals, corporations, universities and government agencies).

Have students interview someone employed in the forestry sector. See examples of career research interview questions in Appendix B. Prepare an oral or written report summarizing the highlights of the interview.

Students may maintain a file in their portfolios on careers in forestry.

Include health, safety and equity issues as part of the research into jobs, occupations and careers in the forestry sector.

Research the common types and frequency of injuries in specific sectors of the forest industry.

Merge this objective with work-based learning activities and with Module 22, Work Study Preparation and Follow-up Activites and Module 23, Work Study.

Access resources available from the forestry products industry, relevant government institutions and educational institutions.

Consider assessing the social, economic, cultural and environmental advantages and disadvantages of a recent technology designed to enhance our utilization or management of forests.

Have students investigate work environments at different places of employment. Have them list such things as schedules, physical requirements, necessary skills, wages, overtime, pay, meal breaks, family leaves, etc.

Produce a report or a term project on this topic, including a full job description. Identify working conditions, starting salary and company benefits. Determine entry requirements and required competencies. Examine further education and training opportunities including on-the-job training that may be available. Explore opportunities for advancement. Consider potential opportunities for self-employment and entrepreneurship.

Go on field trips to visit various potential places of employment related to forestry in the local community.