Learning Objectives

Notes

Emphasize that some of the main distinguishing features of the boreal forest are:

1. a topography that was altered by several periods of glaciation
2. a relatively short but warm growing season with long harsh winters
3. forests that are regularly influenced by fire.

Refer to the bibliography for additional resources for this module.

Nature centres and interpretive tours provide many interesting insights about the boreal forest.

Integrate with Module 5 and Module 13. Select some other forest region in Canada and do a detailed comparison with the boreal forest.

Develop a timeline of activities and developments in the boreal forest since the end of the last period of glaciation.

Emphasize the important role of the boreal forest in removing carbon from the atmosphere and storing it in trees and other organic matter. Relate this to the greenhouse effect.

Consider the influences that deforestation and fossil fuel consumption have on global warming.

Understand what government agencies are doing to comply with international agreements on global warming.

Research common types of trees found in the boreal forest in Saskatchewan. Compare these to trees that are found in the boreal forest elsewhere in Canada. Examine how the dominant tree species and other vegetative patterns change in the boreal forest in a northerly direction.

Develop a large mural illustrating the boreal forest zones in Saskatchewan and their distinguishing characteristics.

Organize a "biome box" exchange with schools in different forest regions of Canada. Exchange samples of forest materials that are unique and distinctive to the local particular area with other schools.

Various resources are available that will provide familiarity with the types of plants and animals found in different parks and protected areas. Integrate this with Module 8.

Do tree identification activities. Make them fun and interesting.

Have a variety of field guides available at the local school, for reference and for use during field trips and outdoor activities.

Job shadow with trappers to learn about the catch and the operation of a trap line.

Many opportunities arise for integration with Module 3.

Many possible connections exist with Biology, Native Studies, Social Studies and Wildlife Management. Make these connections whenever opportunities arise.

Gather current magazines, newspaper articles and newsletters dealing with forest issues that are relevant to the local community.

Research the changes that have occurred as a result of human intervention in parks and other protected areas in the local community.

Glossaries of terms are available in a variety of sources. Keep several of these available as reference material. Refer to the bibliography for Forestry Studies.

Learning Objectives

Notes

Prepare displays of local trees, shrubs and non-woody plants. Show such things as leaves, flowers or cones, twigs and bark, either for a single species or for a group of related species.

Have students prepare flash cards that contain different leaves, flowers/cones, twigs and bark for different trees. Use these for classroom identification drills or for quizzes.

Colour slides of trees in their natural habitats may also be used in similar ways.

Use dichotomous keys and field guides for tree and understorey identification. Such activities are useful to perform on field trips in natural settings.

Compare sketches of trees drawn by naturalists with sketches and drawings of trees drawn by artists. Have students look for similarities and differences and offer explanations for those similarities and differences. (CCT)

Students interested in photography may take pictures of different trees in their natural habitats. Display the photos or slides so that other students can learn how to recognize trees by their shape and other distinguishing features.

Use satellite data or aerial photography to examine forested areas. Look for signs of different types of vegetation in those areas. Consider reasons why different species are found in different places.

Invite a guest speaker to the class to explain how GIS and GPS systems work and how they are used in forestry.

Research projects could be done on topics such as remote sensing, geographic information systems (GIS) and global positioning systems (GPS). See Module 15 for possible integration opportunities.

Research material and other forestry-related information can be obtained from a wide variety of sources. There is a great deal of quality material available free of charge.

There is a wide variety of information available on this topic in print form. Maintain a variety of current references in the local school’s library.

Organize a local "Tree Bee" contest. Like a spelling bee, different teams compete to see which ones can best identify trees by their features and characteristics. (COM)

Compare trees that grow under different conditions. Identify as many differences as possible.

If there are suitable forest locations near the school, use them as an extension of the regular classroom.

Consider the factors that determine which species will grow in a particular area. Make connections with Module 3A.

Obtain a core sample or a "tree cookie" showing the growth rings of a tree. Look for regions where there are signs of predominantly rapid or slow growth. Obtain meteorological data, and see if there appears to be a relationship between the amount of growth and such things as the length of the growing season, the amount of precipitation, average summer temperatures and so on. (CCT)

Develop a large mural illustrating the forest regions of Canada. Develop overlays comparing the forest regions of Canada with major ecozones, soil types, average amount of precipitation, etc.

As a matching activity, match trees with the forest regions in Canada where those trees are found. Draw symbols or pictures of the trees and place each one in an appropriate region of the mural described in the above.

Organize a "biome box" exchange with schools in different forest regions of Canada. Such projects can be initiated by placing messages on educational bulletin boards, e-mail or discussion forums that teachers are likely to use such as SchoolNet. Exchange samples of forest materials that are unique and distinctive to the local area with

other schools. Include samples of seeds, cones, bark, twigs, roots, needles and leaves of common trees in the biome.

Other things to include in biome boxes might be pictures or sketches of some of the other kinds of plants and animals found in that area, rocks, prominent landmarks, topographical maps and so on. Each biome box can have clues labelled with the samples to assist students in identifying them. (A separate answer key should be available as well, but should be used only if required, or be held by the teacher until the identification activity has been completed.)

If enough of these biome boxes can be exchanged with other schools from different regions of Canada, an excellent classroom resource will be available to all participating schools for minimal cost. Students should examine the biome boxes submitted from each school, and try to use the clues presented to locate the forest region in Canada where those schools are located. If there is sufficient interest, students may exchange addresses and e-mail addresses to correspond with students from those other areas, to learn more about their forests and their communities. Consider a "Grassroots" project to link classrooms in different regions.

When local students are travelling to various regions of Canada (on summer holidays, for instance), encourage them to collect samples of leaves, needles, cones, bark and other material from trees. Over time, create a display of trees from different regions in Canada, using the materials collected by students.

Collect and display photographs of different forested regions in Canada.

On an outline map of Canada, locate the eight forest regions and the major tree species found in each.

Develop a timeline of activities and developments in forestry in North America over time. (IL)

Resources are available from other provincial forestry agencies and associations. Compare some of these to look for subtle and obvious differences in the types of forests that are found in different places.

Research historical information about the local community to determine the extent to which forests have changed during the years in which settlement took place. Identify some of the reasons why forested areas were removed or created. Develop an understanding of why tree planting has been a priority in some regions of Saskatchewan. Debate the pros and cons of clearing forested areas so that the land can be used for other things. (CCT)

Using a map, locate regions of heavy concentration of a particular tree species. Gather information that helps to explain why the species thrives in that area.

Learning Objectives

Notes

Recognize that a holistic approach to understanding forests is compatible with ecological principles.

Module 3 may be used to provide more in-depth elaboration of this objective.

Explain where humans are located in the hierarchy of living and nonliving things in traditional aboriginal beliefs, and compare this to views offered by different cultures.

Explain the importance of the circle as a dominant symbol for the cyclic, interrelated nature of all things.

Investigate the origins of the Gaia Principle. Examine similarities to aboriginal perspectives about Mother Earth. (PSVS)

Compare historical and contemporary uses of forest by aboriginal people.

Investigate petroglyph sites or archaeological sites in Saskatchewan.

Compare traditional forest use by the Dene, Métis and Woods Cree people in Northern and Central Saskatchewan, with that of the Plains Cree, Saulteaux, Dakota, Nakota or Lakota further south in Saskatchewan.

Obtain or make resin casts of projectile points that are replicas of those found at archaeological sites in Saskatchewan. Research information about the origins and uses of these projectiles. (IL)

Traditional land use includes trapping and hunting. Investigate how these activities were conducted in the past and how they are currently being conducted. (IL)

Additional resources may be available from local Band Councils and a wide variety of other agencies and organizations. Consider the unique resources and opportunities that are available in the local community for this module.

Research the use of forest materials by aboriginal people. Some things to consider are the medicinal properties of plants, traditional building and transportation materials, plant materials used for crafts, edible plants, etc.

Explain the spiritual importance of forests in aboriginal cultures.

Explore contemporary cultural and economic activities related to forestry undertaken by First Nations and Métis peoples (e.g., Big River Sawmill, outfitting, ecotourism, Kitsaki developments, etc.)

Useful videos and teachers’ guides are available to support this topic.

Relate this module to the ecological principles introduced in Modules 3A and 3B.

Research the similarities and differences found in medicine wheels throughout North America. Speculate on reasons for the widespread use of medicine wheels and their different patterns. What suggestions does this raise concerning patterns of trade and travel among aboriginal people in North America? Discuss the significance of the circle in First Nations cultures. (CCT)

Compare similarities and differences in the beliefs and cultures of several member groups of the Saskatchewan Indian Nations.

Invite an Elder to speak to students. Find out about the proper protocols for inviting the Elder, listening attentively to his or her remarks and then thanking the Elder with an appropriate gift, such as tobacco. (PSVS)

Find out about the possibility of attending a sweat lodge ceremony or a sweet grass ceremony in the local community. Investigate the significance of these rituals in First Nations cultures.

Give examples to show the interactions between nonliving things, plants, animals, humans, Mother Earth and The Creator. Explain the hierarchical order of these in traditional aboriginal beliefs. Make connections with Module 3.

Ask local Band Councils and other organizations to provide information regarding position papers or committee proceedings regarding aboriginal forest management issues.

Inquire about publications that are available from a variety of co-management boards.

Look for possibilities for integration with Native Studies courses. Examine some modern forest use patterns of aboriginal people. Evaluate whether these practices are consistent with traditional aboriginal beliefs.

Consider exploring related forestry issues such as treaty entitlements, land claims, collaborative partnerships, hunting and fishing rights, First Nations self-government or the use of reserve land for non-sanctioned activities.

Investigate cultural differences regarding forest management issues.

Investigate a case study on a forestry-related land use issue. Explain the considerations involved, as related to First Nations points of view. Identify the conflicting positions that may arise when First Nations perspectives are contrary to those expressed by other groups. Examine the underlying philosophical principles in those conflicting points of view.

Examine how the Cree Principle, "Ma Maw Wechehetowin" (working together and helping each other) is being applied in forest management practices.

Learning Objectives

Notes

Prepare a poster, collage or display that depicts different aspects of forest use.

Visit forested sites in the local community.

Use old maps, photographs and other historic information to examine forest use patterns of the past. Compare those to current forest use patterns.

Satellite images over the past twenty years are available. Compare images from the early 1980s with images of the same area taken more recently. Examine what changes are evident in land use patterns, and compare the distribution and appearance of forested areas. Use this activity in conjunction with Module 15. Undertake a similar activity using aerial photographs. (TL)

Explain principles related to integrated and multiple land conservation and management strategies.

Research case studies involving conflicting land use issues.

Investigate issues related to land use in the local community.

Local historical societies may have photographs or paintings showing early settlers involved in forestry operations. Other related information might serve as a useful resource for student research allowing them to compare past and present forestry activities. Similar information can be found in other public archives.

Identify ways in which past forest use and management practices have affected the environment and the economy. (CCT)

Elders may be able to provide insights on aboriginal perspectives of forest use and historical patterns in the ways in which forests have been used and managed.

Visit a mature forest, a recent clear-cut area or an area currently under regeneration. Differentiate between these areas and make predictions regarding the areas in future years.

Identify the stakeholders. Some examples are government and politicians, the forest industry, the general public, First Nations and aboriginal groups, environmentalists, private business and chambers of commerce, recreational users, farmers and ranchers, woodlot operators and others.

Investigate relationships between the needs of different forest users and the different uses of the forest.

Invite guest speakers to the classroom. People from very different backgrounds who are involved in forestry-related careers and related interest groups may be willing to speak to students.

Use a role-playing and simulation activity to look into issues of forest use and sustainable development. Working in groups, students could represent different stakeholders who have specific interests in forests. 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. (IL)

Students might be interested in finding out about Canada's Model Forests. Canada's Model Forest program is part of international network of model forests whose purpose is to ensure that forested areas are managed sustainably, and to improve the flow of economic, environmental, recreational 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. Refer to the bibliography for Internet sites to contact these agencies. Opportunities exist to integrate this activity further with Module 11: Canada’s Model Forests.

Have students 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.

Use flowcharts to provide an overview of the processes involved in integrated resource management.

Have students research specific uses and multiple demands placed on forested land, such as wood fibre production, wildlife management, grazing practices and land management, watershed protection, mining, recreational use and maintaining protected areas. (IL)

Define and give examples of sustainable yield and sustainable development within contexts that are relevant to students.

Have students research techniques used for reforestation and stand improvement.

Have students examine legislation governing how forests are managed.

This is a very complex objective. Many of today’s planning processes are developed with these ideas in mind. Invite guest speakers in to discuss issues that pertain to these ideas. Research the topic in depth.

This topic is well suited for integration with Wildlife Management. Have students develop a position paper that outlines a responsible course of action for a stakeholder group. (IL)

Have students participate in role-playing or simulation activities. Conduct research, develop a position and participate in debates. (CCT)

There is a great deal of current literature available on this topic. Make inquiries regarding this in the local community.

Have students examine long-term forest management plans that have been developed by forest companies in the local area. Identify components of those plans that are aimed at insuring the long-term sustainability of forest resources. Refer to the bibliography for relevant Internet sites.

Use a role playing debate. Conduct research, generate alternatives and agree to a workable solution by consensus.

Have students examine demands placed on forested regions of Saskatchewan, Canada and elsewhere in terms of industry perspectives, recreational land use, commercial land use, wildlife protection and environmental issues.

Have students compare different uses of forested regions in terms of their advantages and disadvantages. Consider environmental, economic, cultural and social uses.

Have students examine existing local management plans. Find some examples of specific resource management plans that have been developed in other areas of Saskatchewan.

Contact forest companies about their long-term forest management plans. Information may be available on their websites. Refer to the bibliography.

Emphasize that forests can and should serve many purposes.

Research issues in forest protection pertaining to forest fire management, soil conservation, land reclamation and pest and disease control.

Investigate measures being used in Saskatchewan to control insects and disease. Examine ways of integrating this with Module 23. Identify and describe symptoms of common forest pests and diseases.

Complete a research project on major components of forest protection.

Explain basic goals and techniques of forest fire management, soil conservation and land reclamation and pest control.

Invite guest speakers to discuss the major components of forest protection, or plan field trips to places where these issues are being addressed.

Cite reasons for protecting forest resources such as material and non-material benefits and environmental impact.

Investigate the use of computer modelling for forest fire risk assessment. Opportunities for integration exist with Module 13.

Identify examples of pest damage, soil erosion or fire damage locally. Collect and examine samples from affected trees. Research appropriate prevention or control strategies. (COM)

Compare different methods of pest and disease control such as biological methods, forest management and chemical methods.

Explain the fire triangle (heat, fuel and oxygen) and how to control a fire by removing one of the three components of the triangle.

Various documents on this topic are available from government and industry sources. Contact the provincial government’s forest ecosystem branch for more information.