Forestry Studies 20, 30

Module 11: Canada's Model Forests (Optional)

Suggested time: 7 - 10 hours Level: Intermediate
Prerequisite: None

Module Overview
Canada's Model Forest Program is part of an international system of model forests whose main goal is to network and develop collective partnerships that will strive to find collaborative ways to consider management issues for forested areas. Under the auspices of Natural Resources Canada, there are model forests in every province of Canada. They serve as an example for other sectors of how social modelling can resolve conflict and develop understandings among different stakeholders who share interests in how forest resources will be utilized. Currently, model forests conduct extensive research to understand better the ecological impact of various forest activities. Acting from this solid knowledge base, model forest representatives are able to make informed decisions on how best to ensure the sustainability of Canada's forests. International meetings of model forest representatives are held regularly, allowing the sharing of vital information regarding common issues.

Foundational Objectives

To understand the important role of humans in the protection and preservation of natural environments.
To be familiar with the various forest ecosystems in Saskatchewan and Canada.

Common Essential Learnings Foundational Objectives

To develop a life-long conservation ethic. (PSVS)
To recognize that differences regarding forest values and uses should be resolved through cooperative partnerships. (PSVS)

Learning Objectives	Notes
11.1 To recognize that the model forest program involves an extensive network of groups that share common interests in protecting forest resources. (PSVS)	Information about Canada’s Model Forest Program is available at websites listed in the bibliography. The online version of this curriculum guide includes web links of available sites that have been evaluated favourably by teachers. Find out the extent of the area covered by the Prince Albert Model Forest. On a map of Saskatchewan, shade in the appropriate area and estimate its size. The area is defined by Prince Albert, Prince Albert rural, Big River, Montreal Lake, Christopher Lake, Prince Albert National Park, Weyakwin, Timber Bay, LaRonge and a few newer areas added recently. Make a list of the different groups represented by the Prince Albert Model Forest. For each group, develop a brief summary of the issues that are most likely to be of concern to them.
11.2 Identify the goals and objectives of Canada's Model Forest program.	The goals and objectives of Canada’s Model Forest Program are prominently displayed on the Internet. Refer to the bibliography for the related Internet sites. The "evergreen" version of this curriculum guide contains the links at www.sasked.gov.sk.ca/docs/paa.html. Various forest services and agencies maintain bibliographies of model forest publications. Research material may be downloaded from the Internet. Links are available to many other related sites.
	Refer to the related websites in the bibliography to locate publications dealing with model forests. Subscribe to the "Model Forest Network" newsletter. Model forest discussion forums are available on the Internet. Contact the Prince Albert Model Forest Association about its educational resources and research publications. A variety of video and print resources are useful for teaching Forestry Studies 20, 30. Explore how the consequences of human interaction, from stakeholders representing different ideologies, contribute to collaborative consensus-building in forest conservation efforts. Use role-playing and simulations to explore the consensus-building processes.
11.3 To investigate some of the programs and initiatives developed by Canada's Model Forests.	Point out that the international model forest program that now extends to many countries around the world was a Canadian initiative. Find out about obtaining newsletters published by the Prince Albert Model Forest Association. Refer to the Internet sites listed in the bibliography for contact information. Consider opportunities for integrating this module with other modules in Forestry Studies 20, 30. Inquire about summer employment opportunities for students with the Canadian Model Forest program. Training positions are available, allowing students to work with researchers and partner organizations.
11.4 To explore the research activities being conducted by model forest associations.	The Canadian Forest Service publishes periodic assessments about the health of Canada’s Model Forest program. Obtain a copy of a recent report and investigate its findings. The Prince Albert Model Forest Association maintains a library of print and video resources, including summaries of research and development reports that have been conducted. Resources that may not be available locally are often accessible on an inter-library loan basis. Inquire through the local and regional library network. Investigate a model forest in another country. Find out about the kinds of activities it undertakes. Examine how the forests in that area are similar and different from those here.

Module 12: Mapping (Optional)

Suggested time: 7 - 10 hours Level: Intermediate
Prerequisite: None

Module Overview
Maps provide important information about forested areas. In forestry, they are especially useful for planning. In this module students learn how to interpret information from maps, and how to construct their own maps. Many enrichment activities are possible, exploring aspects of numeracy and the technology used to develop maps. Mapping activities and using compasses are skills that overlap in several other modules of Forestry Studies involving outdoor field activities.

Foundational Objectives

To develop an understanding of the use of technology in forestry and to recognize the benefits and limitations of technology. (TL)

Common Essential Learnings Foundational Objectives

To interpret lines, grids, symbols, scale and visual representations. (NUM)
To translate and convey information orally or in written form from diagrammatic representations.
(COM)

Learning Objectives

Notes

12.1 To identify different types of maps.

Recognize different types of common maps such as base maps, topographic or contour maps, soil type maps, geologic maps, forest stand or type maps, or road maps.

Prepare a portfolio of different maps, comparing the characteristics and uses of each. Focus on maps that pertain to the forestry industry.

Natural Resources Canada and Saskatchewan Environment and Resource Management can be contacted to obtain maps. Refer to the list of Internet sites in the foreword to the bibliography.

12.2 To explain procedures used to create maps. (TL)

Aerial photography, satellite imaging and other remote sensing techniques could be mentioned briefly, or the topic could be expanded to incorporate Module 15.

The historical development of cartography is an interesting topic to explore further.

Use research projects to allow students to investigate information-gathering technologies and their application in mapping, such as satellite imagery and Global Positioning Systems (GPS).

Describe components and applications of the National Topographic Grid System and the Western Grid Survey System.

For students interested in exploring career development and employment opportunities in mapping, refer to Module 2.

Describe applications of different types of film used in aerial photography: black and white, black and white infrared, colour, colour infrared.

Demonstrate applications of aerial photographs in the steroscopic viewing of topographic features.

Explain how information from aerial photographs is used to construct two-dimensional maps.

Investigate the use of digital imaging techniques in map making.

12.3 To obtain bearings from a map using a compass. (TL)

Develop an orienteering activity in which students are to start at a specific location and arrive at some unknown destination after pacing specified distances along given bearings. Evaluation may be based on how closely the designated arrival point can be located. Use a task checklist to determine if the task was completed.

This activity is very important for those planning outdoor wilderness trips. Use it as a preliminary exercise for Module 14.

Orient maps through inspection and with the use of a compass.

Direction can be measured on the map using a protractor.

Many orienteering activities can be found using the Internet.

12.4 To read and interpret maps, explaining the information conveyed. (NUM)

Become familiar with legends and symbols used on maps. Recognize the importance of scale in interpreting a map. Explore how features include the use of hachures, colours and tints, shading, grid lines, contour lines, elevations and relief, physical and cultural features, etc.

In small groups, identify as much information as possible about a specific location on a map. As a group activity, this allows for recognition that there are many more important details provided on a map than are apparent initially.

Locate a specific parcel of land on a map by using its legal survey description.

Use maps to identify how ground conditions and cultural features have changed over time.

Introduce the use of the international Modified UNESCO Classification system (MUC), using standardized conventions for land cover types. This classification system allows distinct land covers to be grouped into land cover classes, using a four-digit code. While other land classification systems exist, the MUC classification scheme is accepted internationally.

Compare maps of soil types, climate conditions and types of vegetation. Look for patterns and relationships.

12.5 To estimate and calculate distance and area. (NUM)

Use different scales to measure distances and areas.

Compare maps that have different scales.

Integrate these activities with mathematics, in topics such as calculating area, ratio and proportion and estimation.

12.6 To construct a map that provides information about a forested area. (TL, NUM)

Observe GIS in use by a local company or some other organization.

Begin a series of mapping exercises with progressive levels of difficulty, starting with a simplified map of classroom, then mapping the interior of the school, and then outside the school to include a surrounding area. This will help to develop the idea of using an appropriate scale for each different map.

Pace or measure the area to be mapped. Gather information regarding specific land and forest features. Determine the map scale. Prepare a legend. Plot major land and forest features.

Create a topographical map of an area near the school.

Consider possible ways of integrating this module with Wildlife Management, Photography and Drafting and Computer-Aided Design.

Learning Objectives	Notes
12.1 To identify different types of maps.	Recognize different types of common maps such as base maps, topographic or contour maps, soil type maps, geologic maps, forest stand or type maps, or road maps. Prepare a portfolio of different maps, comparing the characteristics and uses of each. Focus on maps that pertain to the forestry industry. Natural Resources Canada and Saskatchewan Environment and Resource Management can be contacted to obtain maps. Refer to the list of Internet sites in the foreword to the bibliography.
12.2 To explain procedures used to create maps. (TL)	Aerial photography, satellite imaging and other remote sensing techniques could be mentioned briefly, or the topic could be expanded to incorporate Module 15. The historical development of cartography is an interesting topic to explore further. Use research projects to allow students to investigate information-gathering technologies and their application in mapping, such as satellite imagery and Global Positioning Systems (GPS). Describe components and applications of the National Topographic Grid System and the Western Grid Survey System. For students interested in exploring career development and employment opportunities in mapping, refer to Module 2.
	Describe applications of different types of film used in aerial photography: black and white, black and white infrared, colour, colour infrared. Demonstrate applications of aerial photographs in the steroscopic viewing of topographic features. Explain how information from aerial photographs is used to construct two-dimensional maps. Investigate the use of digital imaging techniques in map making.
12.3 To obtain bearings from a map using a compass. (TL)	Develop an orienteering activity in which students are to start at a specific location and arrive at some unknown destination after pacing specified distances along given bearings. Evaluation may be based on how closely the designated arrival point can be located. Use a task checklist to determine if the task was completed. This activity is very important for those planning outdoor wilderness trips. Use it as a preliminary exercise for Module 14. Orient maps through inspection and with the use of a compass. Direction can be measured on the map using a protractor. Many orienteering activities can be found using the Internet.
12.4 To read and interpret maps, explaining the information conveyed. (NUM)	Become familiar with legends and symbols used on maps. Recognize the importance of scale in interpreting a map. Explore how features include the use of hachures, colours and tints, shading, grid lines, contour lines, elevations and relief, physical and cultural features, etc. In small groups, identify as much information as possible about a specific location on a map. As a group activity, this allows for recognition that there are many more important details provided on a map than are apparent initially. Locate a specific parcel of land on a map by using its legal survey description. Use maps to identify how ground conditions and cultural features have changed over time. Introduce the use of the international Modified UNESCO Classification system (MUC), using standardized conventions for land cover types. This classification system allows distinct land covers to be grouped into land cover classes, using a four-digit code. While other land classification systems exist, the MUC classification scheme is accepted internationally. Compare maps of soil types, climate conditions and types of vegetation. Look for patterns and relationships.
12.5 To estimate and calculate distance and area. (NUM)	Use different scales to measure distances and areas. Compare maps that have different scales. Integrate these activities with mathematics, in topics such as calculating area, ratio and proportion and estimation.
12.6 To construct a map that provides information about a forested area. (TL, NUM)	Observe GIS in use by a local company or some other organization. Begin a series of mapping exercises with progressive levels of difficulty, starting with a simplified map of classroom, then mapping the interior of the school, and then outside the school to include a surrounding area. This will help to develop the idea of using an appropriate scale for each different map. Pace or measure the area to be mapped. Gather information regarding specific land and forest features. Determine the map scale. Prepare a legend. Plot major land and forest features. Create a topographical map of an area near the school. Consider possible ways of integrating this module with Wildlife Management, Photography and Drafting and Computer-Aided Design.