Learning Objectives

Notes

Distinguish between natural and human causes of forest fires.

Explain why naturally caused fires are often located in more remote and less accessible areas.

Research the use of controlled-burn fires in land management practices. Why are they used? Debate the use of these procedures in Canada's national parks and in other types of parks and protected areas.

Contact a park interpreter at Prince Albert National Park. Find out about the use of controlled-burns in fescue prairie grassland areas. Ask for information about the national park policy on fighting forest fires within park boundaries. Perform similar activities for other types of parks and protected places.

Integration with Module 7 is possible.

Explain the proper procedures for establishing and extinguishing campfires. See Module 3A for possible integration ideas.

Compare the characteristics of ground fires, surface fires and crown fires. Explain the different results of these types of fires and the different ways in which they must be fought.

Identify immediate and long-term effects that different types of fires have on the ecology of the affected area.

Refer to Module 3.

Review fire history maps. Look for short-term and long-term fire patterns.

Compare the frequency with which fires affect the boreal forest, compared to their impact on other types of forest regions in Canada (subalpine, montaine, coastal, Columbia, deciduous, Great Lakes/St. Lawrence and Acadian). See Module 5 for opportunities for integration.

Research the impact that unintentional fires and intentional controlled-burn fires have on controlling plant diseases. Integrate this with Module 23.

Obtain statistics about the number of forest fires and the extent of their impact over the past several years. Draw a graph to show a comparison of forest fire activity on an annual basis. On a map of Saskatchewan, label the areas affected by forest fires in a particular year. Calculate the approximate area affected. (NUM)

Compare the total annual area affected by forest fires to the amount of area harvested annually.

Research the impact of forest fires on wildlife.

Explain the idea of succession, as it pertains to forest ecosystems affected by forest fires. See Module 3 for connections. See other resources as well.

Research fire impact studies conducted by the Canadian Forest Service and other organizations. (IL)

Two important dimensions to consider are the natural disturbance patterns created by fire and the values at risk. Foresters are now taking the lead in understanding how to mimic fire disturbance at the landscape level. Risks have to be assessed and evaluated regarding where the greatest need exists for protection against fire.

If the local school happens to be in an area affected by a forest fire, conduct a long-term study of the impact on the area and the changes that gradually occur over time after the fire. (IL)

Ask students to list as many different fire management strategies as possible. Have them consider strategies for preventing human-created fires, as well as considering ways of minimizing the impact of naturally created fires. (PSVS)

Contact industry representatives for their perspectives on forest fires.

Evaluate modern and historic attitudes towards forest fires.

Students may be interested in exploring career and employment opportunities in these areas. Inquire about courses, training and summer employment that are available using newspaper ads, Internet or local ads.

Research regeneration strategies that are used in areas affected by fire. Find out some of the ways that affected areas are influenced by natural forms of regeneration and patterns of succession.

Integrate this with Modules 19 and 20, Heavy Equipment and Light Equipment in Forestry Studies 30.

Investigate some of the equipment that is in current use in forest fire management.

Contact Saskatchewan Environment and Resource Management (SERM), Forest Fire Management Branch, for general information about forest fire management and available resources, and to find the nearest location of areas of interest to conduct field observations and tours.

Inquire about infrared camera technology and how it used to detect and assess forest fires.

Research the applications of remote sensing in firefighting. Consider the use of infrared sensing technology in the detection and monitoring of forest fire activities. See Module 15 for integration opportunities. Explore the Canada Centre of Remote Sensing website to study satellite images taken in areas during forest fire activity. The Internet address is given in the bibliography.

Investigate ways that fire risk and impact can be assessed using remote sensing techniques.

Some procedures used include the use of firebreaks, ground attack firefighting, trenching, aerial bombing with water and chemical fire-retardants and controlled back-burning.

Investigate equipment used in firefighting. This module may be integrated with Modules 19 and 20 in Forestry Studies 30 for a more in-depth examination of the equipment used.

Find out about communication equipment used in firefighting. Investigate how the equipment works.

Investigate the use of computer modelling for forest fire risk assessment. See Module 7.

Investigate the type of aircraft used in firefighting and fire prevention.

Inquire about the use of technology to monitor lightning activity in Saskatchewan.

Explore employment opportunities in forest fire management and prevention. See Module 2 for integration opportunities.

Invite guest speakers to the classroom. People from very different backgrounds who are involved in forest fire management and prevention occupations and related interests may be willing to speak to students.

Refer to the bibliography for a variety of videos available on this topic.