Forestry Studies 20, 30

Module 3:Forest Ecology (Core)

Suggested time: 4 - 6 hours Level: Introductory
Prerequisite: Module 1

Module Overview
It is important for individuals engaged in forestry-related activities, as well as the public at large, to have a basic understanding of ecological principles. There is a need to protect and maintain the diversity of life forms, and to protect endangered species and endangered areas. Forestry activities must be undertaken in ways to preserve, maintain and protect the quality of natural ecosystems. This not only helps to ensure the future of the forestry industry it is vital to the continued well-being of the entire planet. Human activity can play a major role in either safeguarding or destroying the environment, depending on what actions and values are exhibited. Students, increasingly becoming more aware of public concern for responsible environ-men-tal practices, are encouraged to investigate the role that the various stakeholders in the forestry in-dustry are adopting towards responsible environmental practices. Teachers are encouraged to use natural forested areas to demonstrate practical applications of important ecological principles as much as possible.

Foundational Objectives

To understand the important role of humans in the protection and preservation of natural environments.
To analyze the interrelatedness of living and nonliving elements in forest ecosystems.

Common Essential Learnings Foundational Objectives

To promote intuitive, imaginative thought and the ability to evaluate ideas, processes, experiences and objects in the context of the study of forestry. (CCT)
To enable students to understand and use the vocabulary, structures and forms of expression that characterize the study of ecology. (COM)

Learning Objectives

Notes

3.1 To understand the role of trees within a local forest ecosystem.

This module may be integrated with Module 7.

Describe parts of the tree and their function (e.g., roots, trunk, leaves or needles and flowers). Refer to Wood Theory, Module 2A in the Construction and Carpentry Curriculum Guide.

Some functions trees perform include gas exchange, water transport, nutrient cycling, carbon sequestering, soil conservation and providing wildlife habitat.

Explain the idea of succession, as it pertains to forest ecosystems. Refer to the bibliography for Biology 20 for additional resources for this module.

3.2 To understand the life processes performed by trees and other forest plants.

Life processes include nutrient intake and transportation, photosynthesis, respiration and transpiration, reproduction and phrenology (leaf flushings, leaf fall, flowering and cone production).

Infer interrelationships among tree structures, their functions and vital life processes that are performed.

3.3 To identify living and nonliving elements within a local forest ecosystem.

Provide examples of living and nonliving elements within a local forest ecosystem (e.g., soil, land forms, climate [nonliving], flora and fauna and soil organism [living]). (COM)

Explain key terms such as ecosystem, niche, habitat, biotic and abiotic.

Construct posters and charts to illustrate major ideas. Posters are available from many sources.

Use keys to identify tree damage due to biotic and abiotic factors.

3.4 To observe and describe the interrelatedness of living and nonliving elements within a local forest environment. (CCT)

For teacher professional development, consider attending workshops or an extended interpretive activity.

Plan a summer wilderness experience for the forestry teacher and other staff members in the school.

Illustrate relationships among soil, air and water characteristics and plant growth. Consider the interactions and dependencies among living organisms.

Analyze food relationships among living organisms within a local forest environment (e.g., the role of producers, consumers and decomposers). (IL)

Use webbing and concept mapping exercises to illustrate food chains and food webs.

Investigate various forest harvesting practices and their impact on the environment. Research current industry practices. Consider the extent to which those practices show a regard for basic ecological principles. Invite a forester or an environmentalist to provide further background information.

Investigate ecological changes that take place in a forested area after it has undergone a sudden change, such as harvesting or fire.

Research differences in the ecology of new and old growth forests.

Research the predicted and actual impact that global warming is having on the boreal forest.

Use field guides as reference on field trips to forested areas.

Examine the bibliography of recommended resources for a list of resources.

Many videos on trees and on forestry are available.

Module 3B: Forest Ecology (Core)

Suggested time: 4 - 6 hours Level: Advanced
Prerequisites: Modules 1, 3A

Learning Objectives

Notes

3.5 To observe and describe the interrelatedness of living and nonliving elements within a local forest environment. (CCT)

See the bibliography of resources for Biology 20.

Compare the ecological niches of selected plant and animal species native to Saskatchewan.

Illustrate the approximate range of one or more tree species throughout North America.

Examine areas that have been altered as a result of glaciation. Show students the features and landforms that provide evidence of glaciation. The Cypress Hills Region is an extremely interesting area to study as it contains tree species unlike those found elsewhere in Saskatchewan and because it was not affected by the last period of glaciation. (IL)

Illustrate how climatic variations in Saskatchewan influence plant growth. Also consider the effect of latitude and altitude on plant growth.

Consider which of the principles of circular interaction of traditional aboriginal philosophy have an ecological focus. Possibilities for integration exist with Module 6.

Give examples of symbiotic and competitive relationships among organisms.

Where possible, identify a forested site near the local school where regular field excursions can be conducted. Plan a wide range of outdoor activities to familiarize students with the ecology of the site.

Compare a local forested area to other forest regions of Saskatchewan. The CD-ROM Eco-Regions of Saskatchewan would be a valuable resource for the comparison.

Investigate case studies dealing with ecological issues in forestry.

Given a hypothetical or real situation illustrating human impact on the environment, have students work in groups to identify the issues and recommend possible solutions.

Interview older members of the community or Elders to investigate how a local area has changed over the years. Identify which of those changes were due to human or other influences. (PSVS) See bibliography of resources for protocols and guidelines for working with elders.

Investigate measures being used in Saskatchewan to control insects and disease. Refer to Pest and Disease Management in Module 13, Horticulture 10, 20, 30 Curriculum Guide.

Monitor forest practices through indicators.

Glossaries of useful terms related to forestry are available references.

Many conservation areas are available throughout the province. Inquire about such areas locally.

3.6 Understand the role of natural disturbances (such as fire) on the landscape and the forest.

Research how forest harvesting techniques are being conducted to mimic fire disturbances.

Compare current and past harvesting techniques.

Explain reasons why planned cutblocks should conform to irregular boundaries rather than large rectangles.

Identify similarities and differences between natural forest fire disturbances and clearcutting techniques.

Examine fire maps to identify the extent and locations of fires.

Integrate with Modules 11 and 19.