Forestry Studies 20, 30

Module 8: Parks and Protected Areas (Optional )

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

Module Overview
Canada has many different types of parks and protected areas. These include national parks, provincial parks, regional parks, municipal parks, representative area networks, conservation areas, wildlife refuges and sanctuaries, historic parks and so on. These are special places, protected and maintained as places that form part of the distinct character of this country. They offer habitat for plants and animals and provide a wide range of services and forms of enjoyment for people.

The mandate, governance and management plans of each of these different types of parks and protected areas vary considerably. The intent of this module is to investigate special places such as these, to become familiar with the reasons why these places exist. Use opportunities available to make specific references to these unique places that are found throughout Canada and in local communities.

Not all students have a national or provincial park near their school. Make use of the parks, forests and protected places in the local community. Recognize their significance and appreciate the pressure that these areas experience when trying to satisfy a variety of needs and interests.

"Side by side with modern Canada lies the last battleground in the long drawn out bitter contest between civilization and the forces of nature. It is a land of shadows and hidden trails, lost rivers and unknown lakes, a region of soft-footed creatures going their noiseless ways over the carpet of moss, and there is silence, intense, absolute and all embracing." -- Grey Owl, "Tales of an Empty Cabin", 1923.

Foundational Objectives

To develop an understanding of the social, cultural, economic and environmental significance of forests.
To understand the important role of humans in the protection and preservation of natural environments.

Common Essential Learnings Foundational Objectives

To value natural environments. (PSVS)
To recognize the important role of humans in the protection and preservation of natural environments. (PSVS)

Learning Objectives

Notes

8.1 To understand the mandate of Canada's national parks. (COM)

Contact Prince Albert National Park to find make arrangements for school tours.

Obtain a summary of laws protecting Canada’s national parks, such as the National Parks Act.

8.2 To identify several Canadian national parks and their distinguishing characteristics.

The Parks Canada website includes SchoolNet projects. Refer to the bibliography for Internet sites and resources related to parks and forestry.

Compare two of Canada's national parks that contain extensive forest regions. Examine their distinguishing physical characteristics. Look for differences in their plant and animal diversity.

8.3 To compare national parks to other parks and protected areas. (CCT)	Consider how the mandate, governance and management plans differ for national parks and other types of parks and protected areas. Utilize any parks and services available in the local community. Plan field trips to those areas. Make connections with other modules in Forestry Studies and look for ways of integrating other subjects. Identify differences in ecosystem protection, wildlife management, resource utilization, human activities and so on, in two or more types of parks and protected places.
8.4 To explore the range of human interests and values associated with Canada's parks and protected areas. (PSVS)	Compile a list of various different activities that people undertake in a specific park or protected area. For each of the activities listed, assess its impact. Have an Elder accompany the group on a forest tour. The Elder will be able to provide information about aboriginal perspectives of the forest. Banff National Park, one of Canada's most famous tourist attractions, is facing severe pressure from increasing human activity. Research the history of the park and the impact that human activity has had on it. Find out what measures are being taken to limit the extent to which that activity is affecting the integrity of the park. Find out if parks and protected areas in the local community are experiencing pressures as well. Parks, recreational areas and picnic sites that attract a large number of visitors require a more extensive infrastructure to service their needs. List some examples of the kinds of infrastructure needed and how this affects natural ecosystems. Research the life and conservation efforts of Archibald Belaney, also known as "Grey Owl". Grey Owl was one of Canada's first and foremost conservationists, gaining fame (and later notoriety) in the 1930s. His cabin, where he lived and wrote, is still maintained at Ajawaan Lake in Prince Albert National Park. (IL) Inquire about land tenure and residency policies in the national parks. Find out about archaeological investigations at national parks and other sites. Examine traditional uses of the land by aboriginal people. (PSVS) Make comparisons of renewable and non-renewable resource use in different types of parks and protected areas. Birds require special considerations for protected areas. Research a migratory species and find out what resting places are available between its winter and summer places of residence. Speculate on the impact of habitat loss.
	Debate the management policies of parks and other protected areas. This module complements modules in Biology and Wildlife Management.
8.5 To investigate pressures being experienced by parks and protected areas.	Arrange for a field trip to a park in the local area. If the national park is too far away to visit, plan a field trip to a regional or provincial park, a wildlife conservation area, a heritage park or some other protected area where a forest is located. Visit nature centres and interpretive nature trails. Park interpreters or wildlife experts may be available in the area to accompany the group on an interpretive hike. Many possibilities for integration exist with this unit. For example, it can be integrated with Modules 2, 3, 5 and 13. Many pressures being experienced by Canada's national parks, provincial parks and other protected places have been self-inflicted, by policies and procedures that have been used in the past. Investigate this further to find examples that illustrate this point. Find out how policies have changed over time. Investigate some case studies in ecosystem management in Canada's national parks or other parks and protected places. Explore connections with Module 7. The planned or accidental introduction of exotic plants to an area, and the removal of native species from an area can cause a severe disruption of the ecological balance. Investigate the kinds of problems created when plants such as carragana or purple loose-strife have been introduced into areas where they had not existed before, or when animals such as wolves or bears have been moved from their natural territories. (PSVS) Archive information is available that illustrates the historical use of land in different areas. Conduct a case study to compare past and present use of an area, such as one of Canada's national parks, a provincial or regional park or some other protected area near the local community. Compare the ecology of old and new growth forests. Make connections with Module 3. Debate the expansion of park mandates to include such activities as commercial fishing, mining, wood harvesting or other commercial enterprises like outfitting and skiing. Research the changes that have happened as a result of human intervention on the Waskesiu and Kingsmere Rivers in Prince Albert National Park.
	Parks Canada releases information about the state of each of Canada's national parks. Find out which ones are experiencing the most and least amount of environmental pressure, and examine the reasons for the differences.

Module 9A: Occupational Health and Safety (Optional)

Suggested time: 4 - 6 hours Level: Introductory
Prerequisite: None

Module Overview
This module introduces the rights and responsibilities that workers and employers have for health and safety in the workplace and The Occupational Health and Safety Act as a major tool for maintaining the health and safety of workers. Through in-class, interactive learning activities, students will have the opportunity to develop the skills they need to act on their knowledge of their rights and their responsibilities for health and safety in the workplace.

Foundational Objectives

To interact positively and effectively with others at a worksite.
To demonstrate knowledge, skills and attitudes that are necessary for safe and environmentally responsible experiences in the forest.
To understand the importance of safety in the workplace.

Common Essential Learnings Foundational Objectives

To develop an awareness of the responsibility and need for safe workplace practices and procedures. (PSVS)
To use language and terms specific to health and safety in industry, and express knowledge of the area using communication skills. (COM)
To develop a positive disposition to the role of health and safety in the workplace. (IL)

Learning Objectives

Notes

9.1 To recognize the impact of unsafe work practices and their effect on peoples’ lives. (PSVS)
Use videos, case studies or presentations depicting real life scenarios to illustrate the impact of unsafe work practices in the forestry industry.

For example, show a video showing "real people" and how their lives have been changed as a result of an injury or death. A discussion of the impact of an injury on the student’s life and the lives of friends and families could follow the video.

Emphasize that most accidents are preventable, if training and appropriate supervision is provided and if safe work practices and procedures are followed.

Provide information on forest sector injury statistics in Saskatchewan, Canada and elsewhere in the world. Have students analyze data to identify trends and to project future injury occurrences.

9.2 To explain the purpose of The Occupational Health and Safety Act and Regulations and how they affect workplace practices

9.3 To identify employer and worker responsibilities.
See Saskatchewan Labour resources and the Ready for Work website. Refer to the bibliography.

9.4 To understand three worker rights:

the right to know about workplace hazards

the right to participate in health and safety activities

the right to refuse unusually dangerous work.

Using informational brochures discuss with students the three rights. Information should include that workers have the right to know and be informed about workplace hazards and how to deal with them; the right to participate in health and safety activities in the workplace (e.g., become a member of the occupational health committee, report unsafe conditions and equipment to the supervisor, and participate in the identification of hazards); and the right to refuse work that the worker believes to be unusually dangerous.

Students could visit a forest industry occupational health committee or a representative could visit the class. Students could tour a worksite or collect information from occupational health and safety committees.

9.5 To identify and discuss potential safety hazards in a forest industry workplace.
Once potential hazards have been identified, discuss how injuries could be prevented and who might have responsibility or a role to play in helping keep the home, school or industry workplace safe.

Relate hazard identification and control to workers’ right to know about hazards and how to deal with them and workers’ right to participate in health and safety in the workplace.

9.6 To develop health and safety questions to ask employers.

Brainstorm a list of possible questions to ask employers such as:

When will I receive job safety training and orientation?

Are there any health and safety procedures I should follow?

What safety gear will I be expected to wear or provide?

Are there any risks or hazards I should be aware of in my job?

If I get hurt, who is the first aid person?

Where are safety notices posted?

What should I do in case of fire or another emergency?

Where do I find fire extinguishers, first aid kits and emergency assistance?

What should I do if I get injured or have an accident?

How can I contact my health and safety committee or representative?

Discuss appropriate times to ask questions. Role play situations.

Module 9B: Occupational Health and Safety (Optional)

Suggested time: 4 - 6 hours Level: Intermediate
Prerequisite: Module 9A

Module Overview
This module provides opportunities for young workers to develop the skills they need to recognize and manage hazards in their workplaces of choice or interest, to participate in health and safety decision making in their workplaces and to explore, recognize and practise the circumstances and the procedure for refusing work they consider to be unusually dangerous.

Learning Objectives	Notes
9.11 To be aware of agencies concerned with safe workplace practices in the forestry industry.	Discuss federal and provincial agencies that contribute to safe workplace practices; for example, Human Resources Development Canada, The Saskatchewan Human Rights Commission, the Saskatchewan Workers’ Compensation Board, Saskatchewan Labour and provincial safety associations. Refer to the bibliography for Internet sites and other resources related to this topic.
9.12 To become familiar with the purpose, scope and structure of The Occupational Health and Safety Act and Regulations.	Saskatchewan Labour, one of the agencies concerned with safe workplace practices, administers The Occupational Health and Safety Act. Briefly review the purpose of health and safety legislation and regulations. Discuss the difference between legislation and regulations. Show students copies of the Act. Discuss the table of contents, index and other parts of the Act. In small groups, have students conduct a "search for information" activity, and identify all sections that are relevant to the forestry industry.
9.13 To identify worker and employer responsibilities in forestry industry workplaces.	Review worker and employer responsibilities in the workplace. Review case studies and hazard scenarios and determine the responsibilities of the worker and the employer.
9.14 To identify types of hazards in a forestry industry workplace.	Review the three main worker rights. Identify hazards as part of the information workers have a right to know. Define a hazard as any activity, situation or substance that can cause harm. Students can create hypothetical forestry workplace hazard scenarios they can present to classmates, for analysis of best course of action, discussion and decision.
	Discuss the five hazard categories and identify forestry industry examples for each: physical hazards; for example, excessive noise, heat or cold, electricity, moving machinery, dust and fibres. chemical hazards; for example, paints, acids, cleaning supplies, vapors and fumes such as carbon monoxide, propane, oxygen and acetylene. ergonomic hazards; for example, lighting, video display terminals, lifting and repetitive movements. biological hazards; for example, mold, fungus, mildew, plants, bacteria and viruses, unclean washrooms, medical waste stored improperly, insect stings and animal bites. workplace stress; this is restricted to harassment as defined under The Occupational Health and Safety Act and Regulations, Part III, Section 36. In the school, have students identify examples of the five types of hazards or identify situations where each type of hazard might be encountered. Forest firefighting presents a particular set of hazards that students should investigate.
9.15 To describe and use the steps to identify and control forestry industry workplace hazards.	Describe the three steps to recognize, assess and control hazards: see it what is the hazard? think it why is this a hazardous situation? How likely is it that someone will be hurt or killed? How serious is the risk? do it - what can be done to control the hazard or to prevent an accident or injury? Discuss ways to control hazards: eliminate the hazard clean up spills, replace faulty equipment, substitute a safer chemical for a hazardous chemical. reduce the risk to workers - use machine guards, noise enclosures, ventilation systems to dilute the concentration of a hazardous substance. Protect workers from the hazard through the use of safe work procedures, effective safety training, proper supervision or personal protective equipment. Using pictures, case studies or videos of forestry industry workplaces, ask students to identify potential hazards. Identify the type of hazard, assess the risk the hazard poses and identify how to control the hazard.
9.16 To understand the right to participate in health and safety activities in the workplace. (PSVS)	Workers can participate in health and safety activities by reporting unsafe conditions or concerns, by becoming a member of the Occupational Health Committee or by becoming the health and safety representative. Have students research and report on the role and responsibilities of Occupational Health Committees (OHC) using the Internet, pamphlets, The Occupational Health and Safety Act and Regulations or interviews.
9.17 To understand the right to refuse work the worker believes to be unusually dangerous.	Outline the steps in a refusal to work. Review case studies and scenarios and decide if the worker has the right to refuse to work. There are laws that make fighting forest fires different than most other work. Students should be aware of their responsibilities and rights when in the vicinity of a forest fire.
9.18 To develop health and safety questions to ask an employer.	Review, revise and add to the questions developed in the Introductory Level activity. Discuss students’ experiences asking questions in the workplace. Were their questions answered? Did they encounter any difficulties? Did they receive any health and safety orientation or training? Discuss appropriate times to ask questions. Role play situations.

Module 9C: Occupational Health and Safety (Optional)

Suggested time: 4 - 6 hours Level: Advanced
Prerequisites: Modules 9A, 9B

Module Overview
This module identifies how worker and employer rights and responsibilities for workplace health and safety (i.e., violence policy, hiring and orientation guidelines) are applied to specific workplaces and industries. Students will have the opportunity to engage in determining and designing health and safety policies and procedures specific to the workplace of their choice or interest.

Learning Objectives	Notes
9.15 To understand how rights are applied in the workplace.	Right to Know: Review hazard identification process. Provide a generic workplace inspection checklist. With a cooperating employer or the school’s Occupational Health Committee, have students conduct a partial workplace inspection to identify and assess potential hazards. Students will also make recommendations regarding control of identified hazards. Right to Participate: Organize an Occupational Health Committee (OHC) in the classroom. Role play various scenarios where an OHC would be called to act. Right to Refuse: Role play approaching the supervisor to report a refusal to do a task because of health and safety concerns. Have students plan how they would start the conversation, what their voice tone would be and so on.
9.16 Identify employer responsibilities with respect to hiring guidelines and prescribed workplaces.	Have students conduct research with respect to forest industry and job tasks that have age restrictions. Identify workplaces that are required to have a formal safety program, violence policy, occupational health committee or safety representative. Using resources available from the Occupational Health and Safety Division, Saskatchewan Labour, have students develop a safety program or violence policy for a specific forest industry workplace.
9.17 To explain health and safety regulations with respect to work placement or career in the forest industry.	Through informational interviews with workers, employers, family members or training centres, identify what health and safety regulations apply or what hazards exist in the forest industry and fighting forest fires. Discuss ways that the hazards are controlled in the workplace. Information about health and safety related to the forest industry can also be obtained through the Internet, safety associations and other Practical and Applied Arts curriculum guides.

Module 10A: Labour Standards (Optional)

Suggested time: 2 - 3 hours Level: Introductory
Prerequisite: None

Module Overview
Through in-class, interactive learning activities, this module introduces young workers to fair workplace practices and The Labour Standards Act as a major tool for promoting fair working conditions in Saskatchewan workplaces.

Foundational Objectives

To interact positively and effectively with others at a worksite.
To demonstrate knowledge, skills and attitudes that are necessary for safe and environmentally responsible experiences in the forest.
To understand the importance of safety in the workplace.

Common Essential Learnings Foundational Objectives

To develop an awareness of the responsibility and need for fair and cooperative workplace practices and procedures. (PSVS)

Learning Objectives

Notes

10.1 To become knowledgeable about fair workplace practices.
Using a survey or question sheet, discuss the concept of fairness as it relates to the workplace. (CCT)

10.2 To identify how The Labour Standards Act promotes fair workplace practices.
Use a video, flashcards or a quiz to introduce the scope and provisions of The Labour Standards Act. It is the law that sets minimum standards for employing people in Saskatchewan. It includes areas such as: minimum wage, hours of work, public holidays, annual holidays, overtime, termination and permits.

Discuss how collective agreements (unions) and employer and professional association policies build on or add to minimum labour standards.

Investigate the labour situation in the Saskatchewan forestry industry.

10.3 To identify labour standards questions to discuss with an employer.
Brainstorm a list of questions to ask. Questions may include:

what is my schedule of work hours?

what is my wage?

how and when will I be paid?

what deductions will be made from my pay cheque?

who is my supervisor?

Discuss appropriate times to ask these questions. Role play situations.

10.4 To introduce the concept of applying strategies for addressing problems arising from unfair workplace practices.
Discuss types of conflict and methods to deal with conflict in the workplace. Using case studies, identify ways to address workplace disputes concerning areas such as not being paid overtime.

If students are presently working, discuss issues that they may have encountered, whether they chose to address the concern, and if and how the concern was resolved.

Provide information about community agencies to contact for more information or to clarify an issue related to labour standards.

For additional information, refer to websites and other related resources in the bibliography.

Module 10B: Labour Standards (Optional)

Suggested time: 2 - 3 hours Level: Intermediate
Prerequisite: Module 10A

Module Overview
Through in-class, interactive learning activities, this module focuses on providing young workers with an opportunity to identify how The Labour Standards Act will impact the working conditions in the workplaces or industries of their choice or interest.

Foundational Objectives

To interact positively and effectively with others.
To secure, create and maintain work placements in a safe and healthy environment.

Common Essential Learnings Foundational Objectives (see Module 9A also)

To develop an awareness of the responsibility and need for fair and cooperative workplace practices and procedures. (PSVS)

Learning Objectives	Notes
10.5 To understand and appreciate the role of different agencies involved in the forest industry workplace.	Discuss federal and provincial agencies that contribute to fair workplace practices; for example, Human Resources Development Canada, The Saskatchewan Human Rights Commission and Saskatchewan Labour, Saskatchewan Federation of Labour and unions.
10.6 To describe employers’ and workers’ rights and responsibilities for promoting and maintaining fair workplace practices. (PSVS)	Use flashcards, case studies or quizzes to discuss employers and workers’ rights and responsibilities with respect to fair workplace practices. Include topics such as: overtime meal breaks work schedules minimum callout annual holiday pay shift work termination age of employment uniforms public holidays equal pay
10.7 To identify the labour standards that apply to the forestry industry work place.	Through informational interviews and surveys with workers, employers or family members, identify the labour standards that apply to the student’s work placement, career interest or present place of employment. For additional information, refer to websites in the bibliography of resources.

Learning Objectives	Notes
9.1 To recognize the impact of unsafe work practices and their effect on peoples’ lives. (PSVS)	Use videos, case studies or presentations depicting real life scenarios to illustrate the impact of unsafe work practices in the forestry industry. For example, show a video showing "real people" and how their lives have been changed as a result of an injury or death. A discussion of the impact of an injury on the student’s life and the lives of friends and families could follow the video. Emphasize that most accidents are preventable, if training and appropriate supervision is provided and if safe work practices and procedures are followed. Provide information on forest sector injury statistics in Saskatchewan, Canada and elsewhere in the world. Have students analyze data to identify trends and to project future injury occurrences.
9.2 To explain the purpose of The Occupational Health and Safety Act and Regulations and how they affect workplace practices
9.3 To identify employer and worker responsibilities.	See Saskatchewan Labour resources and the Ready for Work website. Refer to the bibliography.
9.4 To understand three worker rights: the right to know about workplace hazards the right to participate in health and safety activities the right to refuse unusually dangerous work.	Using informational brochures discuss with students the three rights. Information should include that workers have the right to know and be informed about workplace hazards and how to deal with them; the right to participate in health and safety activities in the workplace (e.g., become a member of the occupational health committee, report unsafe conditions and equipment to the supervisor, and participate in the identification of hazards); and the right to refuse work that the worker believes to be unusually dangerous. Students could visit a forest industry occupational health committee or a representative could visit the class. Students could tour a worksite or collect information from occupational health and safety committees.
9.5 To identify and discuss potential safety hazards in a forest industry workplace.	Once potential hazards have been identified, discuss how injuries could be prevented and who might have responsibility or a role to play in helping keep the home, school or industry workplace safe. Relate hazard identification and control to workers’ right to know about hazards and how to deal with them and workers’ right to participate in health and safety in the workplace.
9.6 To develop health and safety questions to ask employers.	Brainstorm a list of possible questions to ask employers such as: When will I receive job safety training and orientation? Are there any health and safety procedures I should follow? What safety gear will I be expected to wear or provide? Are there any risks or hazards I should be aware of in my job? If I get hurt, who is the first aid person? Where are safety notices posted? What should I do in case of fire or another emergency? Where do I find fire extinguishers, first aid kits and emergency assistance? What should I do if I get injured or have an accident? How can I contact my health and safety committee or representative? Discuss appropriate times to ask questions. Role play situations.

Learning Objectives	Notes
10.1 To become knowledgeable about fair workplace practices.	Using a survey or question sheet, discuss the concept of fairness as it relates to the workplace. (CCT)
10.2 To identify how The Labour Standards Act promotes fair workplace practices.	Use a video, flashcards or a quiz to introduce the scope and provisions of The Labour Standards Act. It is the law that sets minimum standards for employing people in Saskatchewan. It includes areas such as: minimum wage, hours of work, public holidays, annual holidays, overtime, termination and permits. Discuss how collective agreements (unions) and employer and professional association policies build on or add to minimum labour standards. Investigate the labour situation in the Saskatchewan forestry industry.
10.3 To identify labour standards questions to discuss with an employer.	Brainstorm a list of questions to ask. Questions may include: what is my schedule of work hours? what is my wage? how and when will I be paid? what deductions will be made from my pay cheque? who is my supervisor? Discuss appropriate times to ask these questions. Role play situations.
10.4 To introduce the concept of applying strategies for addressing problems arising from unfair workplace practices.	Discuss types of conflict and methods to deal with conflict in the workplace. Using case studies, identify ways to address workplace disputes concerning areas such as not being paid overtime. If students are presently working, discuss issues that they may have encountered, whether they chose to address the concern, and if and how the concern was resolved. Provide information about community agencies to contact for more information or to clarify an issue related to labour standards. For additional information, refer to websites and other related resources in the bibliography.