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Newfoundland Forest ProtectionBox 728 Mount Pearl, NF A1N 2C2T: 709-729-1012 F: 709-368-2740E:[email protected]
Nova Scotia Forestry AssociationBox 1113Truro, NS B2N 5G9T: 902-893-4653 F: 902-893-1197E: [email protected]
PEI Forest Improvement AssociationCovehead Road, RR1, YorkCovehead, PE COA 1 POT/F: 902-672-2114 E: [email protected]
Canadian Forestry Associationof New Brunswick (The Tree House)124 St John StreetFredericton, NB E3B 4A7T: 506-452-1339 F: 506-452-7950E: [email protected]
Regroupement des associations forestièresrégionales du Québec138, rue Wellington Nord - bureau 100Sherbrooke, QC J1H 5C5T: 819-562-3388 F: 819-562-2433E: [email protected]
Ontario Forestry Association200 Consumers Road, Suite 307North York, ON M2J 4R4T: 416-493-4565 F: 416-493-4608E: [email protected]
Manitoba Forestry Association900 Corydon AvenueWinnipeg, MB R3M OY4T: 204-453-3182 F: 204-477-5765E: [email protected]
Saskatchewan Forestry AssociationBox 400Prince Albert, SK S6V 5R7T: 306-763-2189 F: 306-764-7463E: [email protected]
Forest Education British Columbia1505 West Second Avenue, Suite 503Vancouver, BC V6H 3Y4T: 604-737-8555 F: 604-737-8598E: [email protected]
Welcome to Canada's Forests Teaching Kit, published by theCanadian Association Forestry Association (CFA).
The CFA is dedicated to the wise use and conservation of Canada'sforest resources through enhanced public awareness and educationprograms. The CFA Teaching Kit Series provides educators withthe tools required to help our children understand the value offorests and the importance of protecting and conserving them.
Healthy forest ecosystems depend on a complex relationship ofsoils, water, plant communities, wildlife and climate. We offerCanadians an opportunity to learn more about forest ecosystemsand the important role they play in the economic andenvironmental health of our country and the planet.
For more information on the CFA see the list of our programs onpage 40 of this teaching kit, or visit our Web site:www.canadianforestry.com
You Can Help
The CFA is a non-profit organization with over 100 years ofhistory, and a rich legacy of bringing information about forestecosystems to Canadians. We achieve our goals throughpartnerships with government and industry, and with the help ofindividuals and organizations who contribute voluntarily to ourefforts.
As an individual citizen, educator, community organization, smallbusiness or major corporation, you can help by making a financialcontribution to the CFA Forest Education Program.
Contact us at:
Canadian Forestry Association185 Somerset Street West, Suite 203Ottawa, ON K2P 0J2T: (613) 232-1815www.canadianforestry.com
Membership
The CFA was established in 1900 as avoice for Canada’s forests, with a mandate topromote long-term forest health. Our effortsare as important now as they were 100 yearsago. We believe we can maintain theecological integrity, physical health andnatural beauty of Canadian forests. You canhelp us in this forest conservation effort bybecoming a member of our organization.
For more information visit our Web site:www.canadianforestry.com
Canadian Forestry Association Teaching Kit 1
Contents
Using This Teaching Kit ............................................................................... 2What’s Inside ................................................................................ 2Curriculum Links .......................................................................... 2Grade Levels ................................................................................ 2Why a Teacher Should Use This Kit .............................................. 2Instruction Key ............................................................................. 2
Biodiversity Basics ...................................................................................... 3Biodiversity at a Glance ................................................................ 3Why is Biodiversity Important to Canadians? ............................... 3Who is Responsible for Maintaining Biodiversity? ....................... 4Engaging Canadians in Planning and Decision Making ................ 4Canada’s Forests and Biodiversity ................................................ 4
Biodiversity Themes .................................................................................... 51) Introduction to Biodiversity ...................................................... 52) Science and Technology/Biotechnology ................................... 53) Pests – Natural and Introduced ................................................ 64) Species at Risk ........................................................................ 75) Habitat Loss and Fragmentation .............................................. 86) Protected Areas ....................................................................... 87) Climate Change ........................................................................ 98) Traditional and Indigenous Knowledge .................................... 9
What You and Your Students Can Do to Help Biodiversity ......................... 10Pre-Lesson Activities ................................................................................. 10The Biodiversity Scramble ......................................................................... 11Biodiversity Crossword Puzzle ................................................................... 12Lesson 1: It’s What’s Inside That Counts ................................................... 13Lesson 2: Too Hot... Too Cold… Just Right! ............................................. 16Lesson 3: What Our Elders Say ................................................................. 19Lesson 4: Barriers to Biodiversity .............................................................. 22Lesson 5: Off Limits .................................................................................. 25Lesson 6: To Be or Not to Be? ................................................................... 28Lesson 7: Unwelcome Guests ................................................................... 31Lesson 8: Timberfind ................................................................................. 34Glossary of Terms ..................................................................................... 39Answers to Biodiversity Scramble and Biodiversity Crossword Puzzle ...... 39CFA Programs ........................................................................................... 40
Canada’s Forests – All Things Big
and Small looks at biodiversity, the vast
and complex array of life forms that
make up a forest environment, and
explores how all those elements fit
together.
The lessons in this teaching kit will
help students better appreciate the
complexity of the natural world, learn
how they can affect it, and understand
how they can help to preserve and
maintain its diversity.
© 2002, Canadian Forestry Association
ISBN 0-9688726-2-X
Content Developer: Jeffery & Associates
Designer/Illustrator: Wendy Mairs, Blue Heron Graphics
Editor/Publication Co-ordinator: Doug Skeggs
Cover Stock: Kalima Coated, donayed by Tembec Inc.
Printed and Bound in Canada by: Tri-Co Printing Inc.
2 Canadian Forestry Association Teaching Kit
Using This Teaching Kit
What’s Inside
This teaching kit is a complete set of toolsdesigned to help teachers engage students in thetopic of biodiversity in our forests. The kitincludes an overview of the current science andknowledge on biodiversity and a series of eightactivity-based lessons that can be delivered insideor outside the classroom.
Curriculum Links
We have designed this teaching kit so you canuse the lessons, ideas and activities to celebratethe forest environment with your students, andaddress your curriculum requirements at the sametime.
The teaching kit includes the keybiodiversity-related learning outcomes within thePan-Canadian Science Framework, a nationallyrecognized curriculum document designed toguide the development of science curriculumacross Canada. The lessons in this kit address thelearning outcomes of this framework, for studentskills, knowledge and attitudes.
Each lesson can be easily adapted to reflectspecific regional or provincial curriculumrequirements and enhance basic science learning.Within the activities there are opportunities foryou and your students to take direct action toconserve and maintain biodiversity in your owncommunity as part of the learning experience.
Grade Levels
The kit meets specific learning outcomes onbiodiversity-related topics in Grades 4, 6 and 7.But the information and the lessons can easily beapplied with students in Grades 1 to 7.
You will also find that the lessonscomplement social studies learning, offer links tolanguage arts for expression and communicationsskills, and provide extensions that touch on avariety of curriculum expectations.
Why a TeacherShould Use This Kit
The kit is a full set of teaching tools designedto help you achieve specific learning outcomes,while exploring biodiversity and related criticalenvironmental issues with your students.
In each of the lessons you will find:
• Summary: an introduction to the topic andthe type of activity
• Activity Information: suggested gradelevel, subject, estimated duration andsuggested materials
• Learning Outcomes: curriculumexpectations
• Teacher Background: information on thelesson topic
• Procedure: detailed instructions requiredto teach the activity
• Extensions: variations to the lessons tohelp explore biodiversity in depth
We have also included links to Web sites insome of the lesson plans for either your needs oryour students’ research.
Instruction Key
The icons and symbols in this teaching kitwill allow you to quickly identify lessons thathave:
a group or discussion activity
a performing activity
a writing and recording activity
field investigation
extensions
Canadian Forestry Association Teaching Kit 3
Biodiversity BasicsImagine for a moment that you are looking at
a hand-made quilt made of individual patcheswith contrasting colours, textures, shapes andsizes. They are smoothly stitched together topresent a beautiful, complex and unique quilt.
You can think about the forest environment inthe same way. The patches of the quilt representthe diversity of life found in the forest. Removingone patch will not destroy the quilt, but it willtake away some of its strength and beauty.Remove too many patches and the quilt will fallapart.
Nature’s quilt design is stitched together by aseries of complex and overlapping relationshipsand interactions that are constantly changing intime and space. Its patches are trees, mice, voles,fungus, water lilies, eagles – the diversity of lifethat makes up the biodiversity of our earth.Remove one patch, and you damage thisbiodiversity. Remove too many patches, and yourisk destroying the forest environment.
Canadian Biodiversity Information Networkhttp://www.cbin.ec.gc.ca/
broad genetic base is needed to help species adaptto changing conditions.
Let’s consider as an example a species that wemay not especially appreciate, like the mosquito.As we cover ourselves with repellent or anti-itchcreams, we may dream of a world withoutmosquitoes.
But a world withoutmosquitoes may alsobe a world withoutsome species ofbirds, fish oramphibians thatdine on these peskyinsects.
We can neverknow the outcome if aspecies like the mosquitodisappeared tomorrow. It couldturn out that they had a vital role in maintaininganother species or the integrity of an entireecosystem.
On top of that, our knowledge andunderstanding of forest ecosystems is notcomplete. Aldo Leopold, considered the father ofwildlife ecology, warned of the dangers involvedin tinkering with a system you do not fullyunderstand. It is far wiser to keep all the partsbecause they may be more important than we yetappreciate or understand.
Biodiversity World Mapwww.nhm.ac.uk/science/projects/worldmap/
Why is BiodiversityImportant to Canadians?
While most Canadians live and work in ornear urban centres, we still hold a specialappreciation for our natural environment. It isvital that we find ways to encourage children andyouth to realize the critical role nature and thenatural environment play in maintaining life onearth.
Helping students understand biodiversityclose to home makes them better equipped toappreciate how it affects them as individuals, andhow they can affect it – locally and globally.
This teaching kit will explore some of
the many ways we risk unravelling the
delicate quilt of biodiversity – things like
habitat fragmentation, invasive species
and climate change.
Biodiversity at a GlanceBiodiversity combines two terms – biology
and diversity. Put simply, it refers to the varietyand complexity of all living things and the waythey interact within ecosystems.
Technically speaking, however, biodiversity isa lot more complex. It refers to the totality ofgenes, species, and ecosystems in a region, andthe interactions between those genes, species andecosystems.
We cannot maintain an assortment of specieswithout ecosystem diversity, the ecosystemcannot function as well if it loses a species, and a
4 Canadian Forestry Association Teaching Kit
Canada’s First National Report to theConference of the Parties to the Convention onBiological Diversity, entitled Caring for Canada’sBiodiversity, pointed out that there are manybiodiversity-related challenges facing Canadians:
“A few ecosystems have almost been completely
lost as a result of human development and
settlement patterns. In some instances, harvest
rates have exceeded the capacity of stocks to
regenerate themselves. Each year, the number of
threatened and endangered species in Canada
grows.”
Virtual Exhibit on Amphibianshttp://collections.ic.gc.ca/amphibians/
Who is Responsible forMaintaining Biodiversity?
Far from being bystanders to biodiversity,humans are part of all of earth’s ecosystems. Wehave a special responsibility to maintain and, ifpossible, enhance biodiversity. Our role can be assimple as reducing our consumption of non-renewable resources or as complex as helping toensure the survival of a species at risk.
After endorsing the United NationsConvention on Biological Diversity in 1992,Canada developed its own biodiversity strategy.
The Canadian Biodiversity Strategy outlines theroles and responsibilities of each jurisdiction inthe country and recognizes the critical role ofnon-governmental organizations and individuals.
Canadian Biodiversity Strategywww.eman-rese.ca/eman/reports/publications/rt_biostrat/intro.html
Engaging Canadiansin Planning andDecision Making
If we can help Canadians understand theimportance of maintaining and enhancingbiodiversity, we may be able to make positivechanges in the protection our naturalenvironment.
Encourage your students to explore howindividuals and groups can make a difference.Enrich your school grounds by planting somenative trees or shrubs. Start a recycling programor reduce the amount of electricity used in yourschool.
There are many government and non-government organizations carrying out importantwork that benefits Canada’s forests, such asCanada’s Model Forest Network. You can helpmake a difference by working with these groups.And don’t forget that environmental activities areimportant to both rural and urban environments.
BioBlitzwww.biodiversityonline.ca/BioBlitz/intro.htm
Canada’s Forestsand Biodiversity
Forest biodiversity is more than a collectionof different ecosystems, species and genes. Itinvolves a complex interrelationship of all thesethings across landscapes and over time.Renowned U.S. naturalist John Muir put it well:“When you try to change any single thing, youfind it hitched to everything else in the universe.”
The connections that hitch everythingtogether in the forest are like the stitching in thequilt we discussed earlier. It includes the bacteriain the soil, the birds nesting in the highest canopy,and everything all around them.
Canadian Forestry Association Teaching Kit 5
Canada's Model ForestNetwork
Initiated in 1992 by the CanadianForest Service, Canada's networkof model forests stretches from thetemperate rainforests of BritishColumbia to the boreal forests ofNewfoundland and Labrador. Thereare 11 model forests covering over22 million acres of land and representing all of Canada'sforest regions:
Long Beach Model Forest, BC
McGregor Model Forest, BC
Foothills Model Forest, AB
Prince Albert Model Forest, SK
Manitoba Model Forest, MB
Lake Abitibi Model Forest, ON
Eastern Ontario Model Forest, ON
Waswanipi Cree Model Forest, QC
Bas-Saint-Laurent Model Forest, QC
Fundy Model Forest and Nova Forest Alliance, NB/NS
Western Newfoundland Model Forest, NF
www.modelforest.net
Forests change naturally over time throughecological processes involving fire, insectinfestations, disease and climate change. We canconserve native forest biodiversity only byconserving a diversity of forest types, agestructure, functions and patterns across thelandscape.
Canadian Forest Servicewww.nrcan-rncan.gc.ca/cfs-scf/national/portals/index_e.html
Biodiversity ThemesWe have identified seven biodiversity themes,
and have used these as the basis for the lessons inthis teaching kit. There are eight lessons – oneintroducing biodiversity and seven more based onthe themes.
1) Introduction to Biodiversity
We are only just beginning to understand howcomplex, multi-layered and amazing our naturalenvironments are, and how we must all help toconserve biodiversity. Our conservation effortsstart when we integrate our activities with thenatural processes and natural changes in thelandscape.
Most Canadians live in or around urban areasso their ideas about biodiversity often reflect theirinteractions with wild species found in urbanecosystems. Students can learn the basics ofbiodiversity by studying the arrangement of wildspecies, both flora and fauna, in their schoolyard,and at the same time understand why it isimportant to live in a way that maintains thegreatest variety of species.
2) Science and Technology/Biotechnology
Biotechnology is a short term for biologicaltechnology – techniques that allow us to analyzeand use living things, such as plants, fungi orbacteria, in ways that have the potential to benefithumans or the environment. People involved withbiotechnology know it is important to conserveendangered habitats and species to avoid losinggenetic resources.
Genetic diversity comes from the naturalprocesses of changing and exchanging DNA, thegenetic blueprint for life. New species emergewhen nature blends DNA sequences, altering and
recombining DNA from living species. Thisprocess of evolving genetic diversity is animportant part of biodiversity.
Biotechnology is both amazing and simple.An example that most people are familiar with isthe breeding of purebred dogs. Breeders choose tobreed dogs that are most likely to exhibit popularfeatures. Like biotechnology, this meanscombining the best genes with the goal ofcreating an exceptional species.
An example of how biotechnology is used inour forest is DNA fingerprinting, abiotechnological tool used to measure geneticvariation between individuals of a species andamong populations of a species. In the forest,DNA fingerprinting can be used to nab treethieves, measure genetic diversity in trees,including species at risk and identify disease andinsect resistant trees.
6 Canadian Forestry Association Teaching Kit
Another example is thedevelopment and use of
baculoviruses, viruses thatoccur naturally and
sometimes attackcertain insects. Onevirus kills sprucebudworm byspreading in theinsect’s tissue.Eventually theinsect becomes
sick, stops feedingand dies.
Naturally occurring baculovirusestake a long time to stop the budworm. Ifwe can speed up the process by addingor removing a gene, we can increase theeffectiveness of the natural virus, withminimal impact on other forest species.An added benefit is that we can alsoreduce the use of chemical pesticides.
Biotechnology is giving usscience-based tools that can help usconserve biodiversity and promote
sustainable development. But in developing andusing this technology, we need to maintain aconnection with and respect for the naturalprocesses that make it possible.
Natural Resources Canadawww.nrcan-rncan.gc.ca/cfs-scf/science/
3) Pests – Naturaland Introduced
Natural forest pests such as the sprucebudworm are part of the complex quilt ofbiodiversity. While they sometimes presentproblems that must be managed, they are a naturalpart of the ecosystem.
Invasive or introduced species such as thezebra mussel or purple loosestrife are a differentstory altogether. Native species often have nodefence against them, which allows intruders tospread quickly.
For example, the brown spruce long hornbeetle, which is native to Europe, made its firstappearance in North America in Halifax’s PointPleasant Park, probably arriving in wood-packingmaterial on ships. The beetle began to attack red
spruce trees in the park, which have no naturaldefence against this alien species.
Brown Spruce Long Horn Beetlewww.atl.cfs.nrcan.gc.ca/index-e/what-e/publications-e/afcpublications-e/s_twatch-e/december2000-e.html
Compare this with a natural infestation.British Columbia’s interior is currently in themidst of the biggest mountain pine beetleinfestation in its history. The infestation is dueprimarily to a series of mild winters that allowedthe beetle population to explode. Two extremelycold winters in a row should stop the infestationin its tracks.
Mountain Pine Beetlehttp://www.for.gov.bc.ca/hfp/bark_beetles/
There are many examples of introducedspecies creating serious problems, includingAmerican tent caterpillar, gypsy moth, starlings,purple loosestrife and Scotch broom.
The first outbreak of the American forest tentcaterpillar, which defoliates hardwoods such assugar maple, oak, black gum and aspen, occurredin the late 1700s. Outbreaks typically occur everysix to 16 years, and last from three to as many assix years, depending on weather conditions, foodsupply and natural enemies.
Scotch broom, a shrub native to theMediterranean region, was firstplanted in a BritishColumbia garden in1850 and has sinceinvaded farmland,forests, parklandand wilderness areas.
Canadian Forestry Association Teaching Kit 7
The National Forest Week Biodiversity Posterincluded with this kit features some of the insectsof Canadian forests, such as the mountain pinebeetle and spruce budworm.
Forest Pestswww.nrcan-rncan.gc.ca/cfs-scf/science/prodserv/pests/pests_e.html
4) Species at Risk
The diversity of life that makes up eachecosystem includes individual species – plant oranimal – with their own ecological niches, placeswhere they live, eat, breed and flourish. If theirenvironment is altered, some species cannot adaptfast enough and their numbers decline to a pointwhere their survival is threatened.
The COSEWIC Web site provides updates onthe status of species at risk in Canada.
COSEWIC Web sitewww.cosewic.gc.ca
In 1987, COSEWICformally designated theAmerican chestnut as athreatened species.American chestnut wasa dominant forest treespecies in northeasternNorth America beforepopulations weredevastated by the introduction in1904 of a fungal disease which causes chestnutblight. American chestnut still survives in smallpopulations. In 2000, a recovery plan wasdeveloped through COSEWIC with the goal ofrestoring American chestnut to self-sustainingpopulations throughout its range in Canada.
There have been some successes in helpinglisted species recover, including the wood bison,swift fox and whooping crane.
Whooping cranes were designated asendangered in 1978. Although their populationswere never large, they had been widespread incentral and western North America. Numbersbegan to decrease in the early 1900s due toover-hunting, egg collection, and habitatdisturbance including draining of large, isolatedmarshes. In 1941, there were 21 wild and twocaptive birds left.
The recovery plan has involved protectinghabitat, establishing a captive breeding program,conducting research into new reintroduction sites,and teaching the captive-raised birds to migratewith the use of guide birds and ultra-light aircraft.
The swift fox disappeared from Canada in theearly 1900s as a result of habitat destruction,strychnine poisoning and trapping in predatorcontrol programs. COSEWIC designated the foxas an extirpated species in 1978. This means itwas extinct in the wild in Canada but occurredelsewhere. Captive breeding programs initiatedsince then have been successful. The swift foxwas down-listed from extirpated to endangered in1998.
Species at Riskwww.speciesatrisk.gc.ca
Habitat loss and fragmentation are majorcontributors in putting some species at risk.Climate change, disease, environmentalcontamination, over harvesting, and invasivespecies can also create problems.
The Committee on the Status of EndangeredWildlife in Canada, or COSEWIC, has beenadvising governments on the status of wildlifespecies in Canada for 23 years.
COSEWIC’s role is to assess the level of riskof extinction for wildlife species, using the bestscience, information and knowledge available,including traditional knowledge from Aboriginalpeoples.
8 Canadian Forestry Association Teaching Kit
5) Habitat Lossand Fragmentation
A species needs food, water, shelterand space to survive. Remove thehabitat that offers these things, andyou risk losing thespecies, which in turnlimits and threatensthe biodiversity ofthe region.
People affecthabitats in anumber of ways.We turn forests andgrasslands into farmland, alterthe distribution of plant species byharvesting and regenerating forests, andwe fill wetlands to build roads, houses andfactories.
Habitat fragmentation involves breaking ahabitat into small pieces. This can occur naturallyas a result of forest fires, insect infestations orfloods, but it also occurs as a result of humanactivities. Logging roads, electrical power lines,and pipelines can fragment habitats, creatingdistances between populations and disruptinginteractions among species.
Habitat fragmentation also creates new forestedges. While this may at first appear to increasethe diversity of an ecosystem, it can alsoaccelerate natural processes, leading to morepredation, parasitism and competition within andalong the edge of the habitat fragments.
National Atlas of Canadahttp://atlas.gc.ca/site/english/maps/
freshwater/distribution/wetlands
6) Protected Areas
We need to do many things to maintainbiodiversity. An important part of those effortsinvolves protecting representative ecosystems sowe can guarantee habitat and minimizeinterference for as many species as possible.
Canada’s system of national parks and marineconservation areas offer excellent protection formany biotic and abiotic ecosystem components.
Parks Canadahttp://parkscanada.pch.gc.ca/
Provincial parks, conservation areas, wildlifemanagement areas and other specially managedlandscapes all provide different levels ofprotection and use.
One example is Ontario’s Living Legacyprogram established in 1999. Living Legacy isthe most comprehensive, long-term programof natural heritage protection in Ontario’shistory, involving the establishment of378 new parks and protected areas. One of theprimary objectives in establishing these newprotected areas is to measure, monitor andprotect biodiversity.
Ontario’s Living Legacywww.ontarioslivinglegacy.com/
Private stewardship activities alsosupplement the public networks of protectedareas. Ducks Unlimited, the North American
Canadian Forestry Association Teaching Kit 9
Waterfowl Management Plan, and otherinitiatives provide care for thousands of hectaresof wetlands and other special ecosystems.
Ducks Unlimitedwww.ducks.ca/
North American Waterfowl Management Planwww.nawmp.ca/
We need to protect large representative partsof ecosystems ensuring habitat supply for a widerange of species, which will help us maintain andpreserve biodiversity. We must also consider theimportance of protecting smaller areas that arecritical in maintaining habitat for species at risk.
7) Climate Change
Most people are aware of terms such as globalwarming, the greenhouse effect and ozonedepletion. These are just a sample of things thatmay influence climate. The rate of global climatechange over the long term has many implicationsfor natural ecosystems and biodiversity.
The Earth’s natural climate is alwayschanging, however, activities such as burningfossil fuels are speeding up this change. As wecontinue to adopt increasingly sophisticated andmechanized lifestyles, we put more and moreheat-trapping greenhouse gases into theatmosphere.
Climate change is an overall change inweather patterns, including temperature,precipitation and wind. The rate and intensity ofclimate change is not the same throughout theworld. As a northern nation, Canada willexperience a greater degree of warming thancountries closer to the equator. According toexperts, temperatures in Canada could increasean average of 5 to 10 C over the next100 years.
Climate Change Sitewww.climatechange.gc.ca
Climate change could lead to moreforest fires, more severe insectinfestations, loss of habitat, and changesin the distribution of species includingtypes of trees.
For more information on climate change seeour 2001 Climate Change Teaching Kit A Breathof Fresh Air.
CFA Teaching Kitswww.canadianforestry.com/html/education/cfa_kits
8) Traditional and IndigenousKnowledge
Patricia Longley Cochran, executive directorof the Alaska Native Science Commission, oncewrote an article entitled When an Elder Dies, aLibrary Burns. The article’s title is an eloquentway to acknowledge the oral tradition of FirstNations learning.
Elders, speakers andstorytellers in Aboriginalsocieties are the keepersof knowledge andwisdom, and they shareit through storytelling.
When anElder Dies,a LibraryBurns.
10 Canadian Forestry Association Teaching Kit
Traditional knowledge about the environmentis known as traditional ecological knowledge. Itcan be described as a collective body ofknowledge, beliefs and observations, handeddown generation to generation by oral, culturaltransmission. It is based upon hundreds and eventhousands of years of knowledge that istransmitted by way of legends and stories. Itrevolves around the relationship of living specieswith one another and with the environment.
Traditional native cultures survived throughtheir close symbiotic relationship with the Earth,achieving their needs through simple but effectivepractices and technologies. There is no reasonwhy we cannot learn many of these practices andapply them to our own relationship with thenatural world.
In fact, native appreciation for the web of life,the inter-relatedness of all things, can help as wecare for the forest environment and itsbiodiversity. This approach is broader than thescience of ecology because of its spiritualcomponent. It teaches respect for and sharingwith other animals, plants and beings.
Traditional Knowledgewww.carc.org/pubs/v20no1/science.htm
What You and Your StudentsCan Do to Help Biodiversity
There are many ways that Canadians canmake a difference in conserving biodiversity inCanada.
The best place to start is right at home. Itdoesn’t matter where you live. You can use thelessons in this kit to show your students thewonders of biodiversity if you are located inurban Halifax, next to the grasslands ofSaskatchewan, in the heart of the boreal forestthat stretches from Newfoundland and Labradorto the Yukon, or anywhere else in Canada.
Naturescape BC is a partnership program,which targets biodiversity conservation inbackyards
The Evergreen Foundation and the TreeCanada Foundation both have programs designedto naturalize a schoolyard or urban area. Thesehands-on experiences help young peopleunderstand biodiversity basics and provide astrong motivation for larger-scale initiatives.
Other activities involve collecting scientificdata for biodiversity conservation. The NovaScotia Museum of Natural History’s Frog Watchinvolves the public in monitoring amphibianpopulations during the spring and summer.
The Breeding Bird Survey, an initiative ofEnvironment Canada, is designed to detect andmeasure changes in breeding bird populations.
Naturescape BChttp://wlapwww.gov.bc.ca/hctf/naturescape/about.htm
Breeding Bird Surveywww.cws-scf.ec.gc.ca/nwrc-cnrf/migb/01_1_2_e.cfm
Nova Scotia Frogwatchwww.naturewatch.ca/english/frogwatch/ns/intro.html
Greening School Groundswww.greengrounds.org
Tree Canada Federationwww.treecanada.ca
Evergreen Foundationwww.evergreen.ca
Go For Greenwww.goforgreen.ca/asrts
Destination Conservationwww.dcplanet.org
Pre-Lesson ActivitiesWe have prepared two fun, pre-lesson
activities to help your students begin theirexploration of biodiversity:
• A Biodiversity Scramble (Grades 4 to 6)
• A Biodiversity Crossword (Grades 6 and 7)
Canadian Forestry Association Teaching Kit 11
The Biodiversity Scramble(Grades 4 to 6)
ABIATTH
TEER
KOA
DETWANL
NIPE
DOOF HINCA
FELA
CHEIN
TOOR
RIELSUQR
SHUOMROM
RAPK
Each of these words is related to biodiversity and forests. Create a storyusing at least six of the words. (Answers on page 39)
12 Canadian Forestry Association Teaching Kit
Biodiversity Crossword Puzzle(Grades 6 and 7)
ACROSS
1. A snake is a type of ________.
2. The short form for the Committee on the Status ofEndangered Wildlife in Canada.
4. Eaten by another species.
5. A __________ is a type of species that only eatsplants.
6. The short form for the Canadian Forest Service.
9. A group of trees is also called a ______.
10. Banff or Kejimkujik are examples of a_________________.
12. A deer and a raccoon are examples of this type ofspecies.
13. A ________ is a type of species that eats meat.
DOWN
1. The swift fox is an example of a species at ______ .
2. The short form for the Canadian Forestry Association.
3. A ______ is a type of habitat that sometimes has cattails, water, reeds, etc.
4. A herbivore eats _______.
5. A _______ is a place where a species lives.
6. The Canadian Forestry Association is an example of a__________ and environmental educationorganization.
7. ___ is another word for “living” species.
8. The passenger pigeon is an example of an _______species.
11. Non-living things.(Answers on page 39)
Canadian Forestry Association Teaching Kit 13
Summary
This lesson provides a general introduction tothe concepts of biodiversity. Students willconduct an outdoor experiment exploringdifferent habitats in the school ground.
Activity Info
Level: Grade 4
Subject: Life Science, Habitats and Communities
Estimated duration: 45 to 60 minutes foractivity, 20 minutes for wrap up
Materials: yarn or string cut and tied into 3 mlengths or individual hula hoops, loose leaf paper,pencils
NOTE: Depending upon the season and weather,you might consider doing the entire lessonoutside.
Learning Outcomes
Students will:
• Explore the link between meeting basicneeds and habitat.
• Recognize that structural and behaviouraladaptations make organisms well-suited toa particular habitat, but not to another.
• Explore the dependency of organisms ontheir habitat as well as on the relationshipswithin that habitat.
Teacher Background
Biodiversity is all around us. We can find it inthe forests of western Alberta, in the clearMargaree River in Cape Breton, and in the hightundra of the Yukon. Each of these naturalwonders holds a vast wealth of life, both plantand animal.
But we can find biodiversity right under ournoses. For example, downtown Toronto, with its
tall buildings, is an ideal habitat for pigeons. Thepresence of pigeons makes it attractive habitat forperegrine falcon.
Even looking at the cracks in a sidewalk, youmay find grass springing through and lady bugsand ants living there.
In this lesson, students will explore thebiodiversity of three different sites in their schoolground. They will first predict what plants andanimals they will find on those sites. Then theywill carry out a simple field investigation.
Your students may be surprised at thecomplexity of life in these apparently simpleplaces.
Procedure
Step 1
Begin an informal class discussion abouthabitat, asking your students questions suchas:
• What is habitat?
• What makes up a habitat (food, water,shelter, space)?
• What are the differences between livingand non-living things?
Have them look in the school ground forexamples of living things (such as squirrels,ants, birds, grass, bushes) and non-livingthings (such as a flag pole, cars, a basketballhoop, pavement).
Explain that different plants and animals livein different environments and have differenthabitat requirements. Ask your students tocompare the habitat of a few plants (hint:some plants may need shade while othersneed sunlight) or animals they might find inthe school ground.
Step 2
Introduce the concept of biodiversity byasking your students where they wouldexpect to find the greatest variety of life in
It’s What’s Inside That Counts Lesson1
14 Canadian Forestry Association Teaching Kit
their school ground. Biodiversity is simplythat variety of plants and animals.
Step 3
Divide the class into groups of three or fourstudents and let them know that they willbecome Diversity Investigators for theirschool ground. Explain that they will beinvestigating three different areas or habitatsaround the school for evidence of a variety ofplants and animals (biodiversity). Thestudents can take on roles such as ChiefInvestigator, Chief Recorder, Chief Reporterand Field Investigators.
Step 4
With your students, select three habitat sitesin the school ground that they will investigate(such as asphalt, soccer field, forest, garden).They will be recording their habitatobservations on their Diversity InvestigatorEvidence Log.
Step 5
Have each Investigation Team make up anEvidence Log (using the example provided).Ask students to think about the three sites
Diversity Investigator Evidence Log
Lesson1
chosen and predict what they will find oneach. Have them record their predictions ontheir Evidence Log.
Step 6
Explain how the outdoor part of the activitywill work. Each team will visit each habitatsite, place their string on the ground definingthe area of the study, and then write downeverything they find inside that area.
Step 7
Hand out a piece of string to each team. Takethe teams outside and assign them their firsthabitat site. Rotate the teams through each ofthe three locations, spending approximatelyfive minutes at each habitat site recordingtheir observations.
Step 8
When the students have completed theirinvestigations, bring the class together andhave the Reporters share their group’sinvestigation observations. You may wish torecord the results on a flip chart or on theboard.
Predictions
Non-Living
Living
Observations
Non-Living
Living
Site 1 Site 2 Site 3
Canadian Forestry Association Teaching Kit 15
Step 9
Discuss the students’ key discoveries byasking such questions as:
• What did you find at each habitat site?
• Were your predictions the same as whatyou actually found and saw?
• Where did you find the greatestbiodiversity?
• Was there more life on the asphalt or on thelawn?
• How could the class increase the variety oflife in the school grounds?
Extension
• Journal writing is animportant component ofthe curriculum. Have thestudents use creativewriting skills to write apoem or story about oneof the three habitats theyobserved. They candescribe what may havebeen there 100 years ago,what is there now andwhat might be there100 years from now.
• Biodiversity is critical to the survival of theplanet. Ask the students to give suggestionsfor increasing biodiversity in their schoolground (for example planting native plants, orbuilding bird feeders). If you are interested intaking this activity further you might refer tothe Green Teacher Magazine 2001 Fall/Winter publication for an article on schoolyard trees. Greening School Grounds –Creating Habitats for Learning, is acompendium of school yard greening articlesand activities also available from GreenTeacher.
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16 Canadian Forestry Association Teaching Kit
Summary
This lesson focuses on climate change and theeffects that it may have on different species ofplants and animals and on biodiversity. Studentswill participate in an activity where they will addclothing to illustrate how climate change mayimpact habitats and species adaptations.
Activity Info
Level: Grade 4
Subject: Life Science, Habitats and Communities
Estimated Duration: 45 minutes for activity,45 minutes for follow up and extensionopportunities
Materials: extra clothing such as mittens,scarves, sweaters, hats for each child in the class
Learning Outcomes
Students will:
• Recognize that structural and behaviouraladaptations make organisms well-suited toa particular habitat, but not to another.
• Understand the dependency of organismson their habitat as well as on therelationships within that habitat.
• Understand how various human behavioursand natural events have had an impact onhabitats and populations, both positivelyand negatively.
Teacher Background
Climate change is a tremendously importantissue that has the potential to affect every speciesof plant and animal on the planet, includinghumans. It may be the most significantenvironmental problem we face today.
Climate change has been defined as a changeof climate which is attributed directly orindirectly to human activity that alters thecomposition of the global atmosphere and whichis in addition to natural climate variabilityobserved over comparable time periods (UnitedNations Framework Convention on ClimateChange).
In other words, climate change is an overallchange in weather patterns resulting from humanactivities such as burning fossil fuels.
Burning fossil fuels releases greenhouse gasesinto the atmosphere. These gases, such as carbondioxide (CO
2), methane and nitrous oxide, build
up in the atmosphere capturing heat and warmingthe air, which leads to rising temperatures andclimate change.
It is important to remember that some level ofchange in climate is natural and has beenexperienced many times over the life of ourplanet. The problem today is that the climateappears to be changing dramatically, very quicklyand on a large scale.
Changes in regional climate patterns mayhave positive and negative effects on importantecosystems and resources. Several sectors of theCanadian economy are based on the naturalresources that have the potential to be affected byclimate change. Consider some of these potentialimpacts:
• Longer growing seasons allow productiveagriculture to move further north. At thesame time, there will be risks to agriculturesuch as drought, pests, disease and fires.
• Changes in water levels in our lakes maythreaten valuable shoreline and wetlandhabitats and have an impact on shipping,fisheries and shoreline property values.
• Changes in temperature andprecipitation may increase in insect-bornediseases such as Lyme disease and malaria.
• Changes in water cycle patterns couldthreaten wetland areas that are importanthabitat for migrating birds and otherspecies.
Too Hot... Too Cold… Just Right! Lesson2
Canadian Forestry Association Teaching Kit 17
Procedure
Step 1
Introduce the concept of climate change toyour students. Explain that weather is the dayto day change of temperature, snowfall andrainfall that takes place in a particularlocation. Climate is the average weather thatoccurs in a given place over a long period oftime.
Explain that burning fossil fuels (such as thegas and oil we use to power our vehicles)creates greenhouse gases, which in turn raisethe Earth’s temperature.
Step 2
Divide your classroom into three areas andassign each area a biome representingdifferent climates. The northern biomerepresents the Arctic where it is cold all yeararound. The central biome represents mid-latitude regions with four distinct seasons.The southern biome represents a tropicalclimate with lots of warm weather andseasonal dry and rainy periods.
Clearly define the boundaries of your areas(suggested size 10 m by 10 m).
Step 3
Begin a discussion with your students todescribe each biome, asking:
• What is the climate there?
• What animals live there and what are theircharacteristics (do they have fur)?
• What plants live there and what are theircharacteristics?
Put the answers on the board so the studentscan see what kind of animals and plants livethere.
Step 4
Select one student to be a Driver. This studentwill represent the cars that burn fossil fuels,releasing greenhouse gases into the
atmosphere, causing the temperature to rise.While the rest of the students move to Step 5,the Driver can create his/her character(possibly develop a costume or signsignifying their role).
Step 5
Divide the students into three workinggroups. Assign each group to a biome.
Ask each student in each group to select aspecies (animal or plant) to represent in theirbiome. Ask them to think about and recordtheir habitat needs (food water, shelter andspace).
NOTE: Ensure that at least two students ineach group assume the role of a plant in theirbiome.
Step 6
When everyone is ready, ask the students whorepresent animals to move around their ownbiome, pretending to gather their food andwater. Those students who are plants canremain still.
Step 7
Ask the students how they are feeling rightnow. Are they feeling comfortable, full,happy or just right?
Step 8
Ask the Driver to drive through theclassroom. Then explain to the students thatdue to human activity, we have raised thelevel of greenhouse gasses in the atmosphere,causing the temperature to increase. Have thestudents put on a jacket or sweatshirt.
Step 9
Ask the students in all three groups to movearound for another two minutes. Then havethe Driver pass through the three biomesagain. Ask each group how they are feeling.Is everyone beginning to feel a little warm, oreven hot? How do they think this affects theirspecies? The answers you want to help yourstudents find are that some animals will
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18 Canadian Forestry Association Teaching Kit
migrate to cooler regions, while others willadapt to their new climate. Still others willnot be able to adapt and will die. Most plantswill likely die.
Step 10
Have the students add one more layer ofclothing and move around a final time. Thenask how they are feeling. You can anticipatethat they are starting to feel quite warm!
Ask the students what happens when theybegin to feel warmer and more uncomfortablein their habitat. What are they going to do –migrate, adapt or die? If they decide they willmigrate to a cooler biome, some questionsyou can ask them might be:
• Will they be cooler?
• Will they be more comfortable?
• Do they think they may becomeovercrowded?
• Do they believe there will be enough food,water, shelter and space for all inhabitantsincluding the new ones?
• What do they think is happening in theirold biome?
Step 11
Ask the students to write a short story on oneof the following topics:
• Explain what kind of species you were.What it was like to be in a zone when itwas just right? How did you feel as thetemperature increased? What did you do,and what were the consequences that youhad to face?
• What would happen to the southern biomeas the temperature increases? Whathappens to the plants that cannot migrate.What about those animals that need colderenvironments to survive?
• What happens in the northern and centralbiomes as new species migrate in? Is thereenough habitat for all the new plants andanimals?
Extension
• Have your students complete the activity as ifthey were all plants. What would happen tothe vegetation in each climate biome? Askthem to describe how the plants could adaptover time to deal with increased temperaturesand reduced water availability.
• Ask your students to make a list of somepotential positive effects of climate change.They can think about those effects by takingon a role of a particular animal, plant,farmers, tourist operators or a specificcategory of people who might be impacted bya long term temperature change.
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Canadian Forestry Association Teaching Kit 19
What Our Elders Say...
Summary
This lesson links the traditional ecologicalknowledge of Aboriginal peoples with the studyof biodiversity, incorporating environmentallearning and drama through a traditionalIroquoian legend.
Activity Info
Level: Grade 4
Subject: Life Science, Habitats andCommunities, Drama, Language Arts
Estimated Duration: 45 to 60 minutes for storyand discussion, 90 minutes for rehearsal andperformance
Materials: paper, cardboard, markers, posterpaints
Learning Outcomes
Students will:
• Explore the link between meeting basicneeds and habitat.
• Explore the dependency of organisms ontheir habitat as well as on the relationshipswithin that habitat.
• Describe adaptations of plants and animalsthat demonstrate a response of living thingsto their environment.
Teacher Background
The traditional teachings and oral history ofAboriginal peoples in Canada include manystories that can be used to teach people aboutbiodiversity, ecology and symbiotic relationships(how species rely upon one another). In fact, forthousands of years, Native people have taughttheir children and their communities many oflife’s basic survival skills and lessons learnedthrough observing and living with nature. Theirtraditional way of life involves a very close
relationship with the natural environment whichgives them an intimate understanding ofbiodiversity, ecology and symbiotic relationshipsbetween species.
Native people often use natural metaphors toteach human lessons. For example, turtles teachpeople to slow down so they can see everythingalong life’s path. Running like a rabbit throughlife means missing many important gifts andopportunities along the way. The otter teachespeople to be playful and to find humour and funin all of life’s challenges. The wolf teaches aboutfamily, loyalty and working together. The birchtree teaches humbleness and beauty while the oaktree shows inner strength.
Native people understand how plant andanimal species depend on each other (symbiosis).They have learned how predator and preyrelationships keep populations in balance. Forexample, when the groundhog populationsincrease, so does the coyote’s. But when thegroundhog numbers decrease, there is less foodfor the coyote, so their numbers decrease as well.
They understand that some tree species, suchas jack pine and lodgepole pine, are the trees thatgrow in after a forest fire (the cones of these pinetrees need the heat from a fire to release seedsfrom their cones).
Many of these traditional teachings werepassed down through the generations in storiesand legends. One such story is The Legend of theSky Sisters.
Procedure
Step 1
Read The Legend of the Sky Sisters to yourclass. If possible, have the students sit on thefloor in a circle to encourage sharing of theirideas after the story is complete.
Step 2
Ask students what they believe is the lessonshared in the story. Students will most likelyexplain that the three plants need each other
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20 Canadian Forestry Association Teaching Kit
to survive. Explore notions and concepts,such as:
• Symbiosis – each plant needs the other toprovide something that they need. Arethere other plants or animals that mightdepend on these three species?
• Habitat and Niche – each plant hassimilar habitat requirements but there are afew simple differences. What are thesimilar and different requirements (soil,climate, etc.) for corn, bean and squash?
• Interdependence – each plant can survive,but they are inextricably linked to oneanother. What happens if one of the plantsdisappears? How does it affect the otherplants? Does it affect the community?
Step 3
Explain to the students that they will beputting on a five-minute skit of the story.Write a list of all the roles on the board.Consider the following: The three SkySisters, one person to plant seeds, villagepeople, a director and perhaps a narrator.
Step 4
Lead a discussion about the parts of the play.Have the students describe what they willneed to do to act out the play:
• Introduction – village people starving,arguing, stealing food
• Sky Sisters Arrive – each is planted, eachdepends upon the other
• Village is Happy – what is the lessonlearned?
Step 5
Divide the students into groups so that thereare five to seven students per group. TheDirector will make the decisions about whatwill be acted out and will make sure that theenvironmental lesson is clearly described tothe audience.
Step 6
Ask the students to consider what kinds ofprops they will need to create or build fortheir play. Provide each group with paper,cardboard, markers, tape and poster paint,along with any other simple prop makingmaterials.
Step 7
Have each group perform their version of theplay. It is important that each of theirpresentations incorporate an environmentalmessage to illustrate their understanding ofthe story.
Extensions
• Go for a nature hike. Ask students to find anenvironmental lesson that could be describedin a story like The Legend of the Sky Sisters.Have the students write their own legend.
• Have students create other stories to explainecological concepts. Consider the following:
- Habitat: Explain why each species has itsown specific habitat requirements.
- Biodiversity: Why is it so important?
- Species at Risk: Explain how or why someplants or animals may be at risk.
• A number of Canadian Model Forestsintegrate Aboriginal peoples' knowledge andperspectives into forest managementplanning. Have your students visit severalModel Forest Web sites and describe thedifferent ways that traditional knowledge isbeing used.
Model Forest Networkwww.modelforest.net.
Refer to these books for more traditional stories:
Caduto, Michael J. Keepers of the Animals,Fulcrum Publishing; Colorado, 1991.(ISBN 0920029881)
Caduto, Michael J. Keepers of Life,Fifth House Publishers; Saskatoon, 1994.(ISBN 1895618487)
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Canadian Forestry Association Teaching Kit 21
Lesson3
Many moons ago, the Native people of this land were starving. The reason was not only lack of foodbut also because they could not work together for the little food that was available. Brothers wouldargue and steal from one another in order to provide for their own families. They would cheat,ignore one another’s pain and refuse to help in times of danger.
Three Sky Sisters came down to live with the tribe. The first Sister’s name was Corn. She stood talland straight in the fields around the village, but the hot sun dried
her feet and made her suffer. In addition to that, the earth grewless nourishing each year she stood there.
Her Sister, Squash, laid herself at Corn’s feet and protectedher Sister by keeping the soil cool and moist. It was difficult,however, for Squash to receive any moisture. Corn’s straightleaves caught the rain and funnelled the rainfall to thecentre for her to drink. In order to help her Sister Squash,Corn relaxed the ends of her leaves to allow a portion ofthe rain to fall to the ground.
The third Sister, Bean, was so weak and thin that shecould not support herself, at all. She could dosomething very special, however. She could make herown nourishment in the soil, and this food becamevaluable for all three of the Sisters. Corn stood talland allowed Bean to grow up towards the sun.Soon, all three of the Sisters were growingstrongly.
The people of the village saw that it was good.Not only did they have plenty of food becauseCorn, Bean and Squash were growing so strongly,but they also saw what it meant to worktogether. When each Sister helped the others,the weakness of each was no longer important.
The tribe recognized that this was anecessary lesson for their people.
To this day, the Native people ofthis land place the seeds of thecorn, squash and bean togetherin the same soil, rememberingthe lesson that the Sky Sistersbrought to the earth.
The Legend of the Sky SistersA Traditional Iroquoian Legend
22 Canadian Forestry Association Teaching Kit
Barriers to Biodiversity
Summary
This lesson focuses on habitat loss and habitatfragmentation. Students will predict the impactson a particular species and its habitat as a result ofsome form of human influence.
Activity Info
Level: Grades 6 and 7
Subject: Life Science, Diversity of Life,Interactions Within Ecosystems
Estimated Duration: 30 minutes discussion,30 minutes small group work, 50 minutespresentations, 10 minutes wrap-up
Materials: paper and pencils or pens
Learning Outcomes
Students will:
• Understand the interactions in anecosystem and identify human factors thataffect the balance among the componentsof an ecosystem focusing on one species.
• Understand ways in which naturalcommunities within ecosystems canchange, and explain how such changes canaffect animal and plant populations.
• Demonstrate an understanding of theeffects of human activities andtechnological innovations.
Teacher Background
All species have their own requirements forsurvival (food, water, space and shelter). Areasthat provide these requirements are called habitat.
Engage your students in a discussion abouttheir habitat. What is it? Where is it? No doubt itincludes the grocery store where they buy theirfavourite food and drink, their homes, and enoughspace to live.
The thing that makes human habitat differentfrom animal habitat is that we don’t go out intothe environment to find our habitat. We changethe environment by building our habitat on a verylarge scale. Our cities, our schools, our highwaysand our shopping malls, are all human habitat thathas been built in places that were once forests,and wetlands and prairies. When we build ourhabitat, we take habitat away from the plants andanimals living there. This is habitat loss.
Habitat fragmentation, also caused by humanactivities, involves the breaking of natural habitatinto small, disconnected pieces. We fragmenthabitat when we build a highway through awetland, or install a pipeline across the tundra, orrun an electric power line through a forest.Although the entire habitat has not been lost, wehave drawn a line through it that can createproblems for some species. Animals that get hitby cars on our highways are only trying to getfrom one part of their fragmented habitat toanother.
Some examples of activities causing habitatloss or fragmentation are:
• Housing developments and urbanizationhave increased urban sprawl in many areasacross Canada. This developmentcontinues to consume important habitatand natural areas at a tremendous rate.
• Roads, pipelines and electrical power linesopen up previously difficult-to-accessareas. Pipeline development has had animpact on caribou migration.
• The conversion of prairie and forest areasto intensive agriculture removes nestingcover and habitat for many prairie birdspecies.
• Tree harvesting and regeneration canchange the pattern of habitat distributionon a landscape.
• Aggregate extraction (gravel pits) changesthe landscape and can permanently alterthe habitat of a wide variety of plant andanimal species.
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Canadian Forestry Association Teaching Kit 23
• New golf courses and other largerecreational developments can causehabitat loss and fragmentation. Excavatingequipment changes the shape of theoriginal landscape, removing all of thenatural plant species, perhaps leaving a fewtrees. Pesticides and herbicides are oftenused to eliminate undesirable plants andbugs. The heavy watering of fairways canalter the local water table.
Procedure
Step 1
As a class, review ecosystems and theessential components of habitat (food, water,shelter, space).
You may want to explain ecosystems thisway: An ecosystem, such as a wetland,provides habitat for many different species.For example you will see red-winged blackbirds on the tops of cattails in a wetland.Look down and you may see a turtle in theweeds, in the water, or basking on a rock inthe sun.
Step 2
Ask your students what types of activitiesmay cause habitat to be lost or fragmented.Are there any activities going on near theschool or local community that students thinkare having an impact on habitats? You mightconsider new housing developments, a newgravel pit, new golf courses or even anaddition to the school building.
Step 3
Select one of the aboveexamples and have abrief discussion withyour class aboutpotentialenvironmentalimpacts. Forexample, some of
the habitat changes resulting from housingdevelopments in a wetland ecosystem:
• Loss of wetland tree species (affecting thehabitat for song birds and small mammals).
• Dredging and filling wetlands removeshabitat for cattails (and thereforered-winged blackbirds and turtles).
• Loss of water removes habitat for aquaticspecies such as salamander, tadpoles andcrayfish.
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24 Canadian Forestry Association Teaching Kit
Step 4
Create a chart on the board with threecategories:
Begin by asking students to think of potentialhabitat-damaging activities in any ecosystem.List their suggestions in the what-if column.Some examples might be the construction ofa pipeline, shopping mall, golf course or newhighway.
Step 5
Continue by having the students providesuggestions for different ecosystems in theEcosystem column. Examples might include awetland, hardwood forest, prairie, tundra orfield.
Step 6
Complete the chart by asking the students tosuggest several plants and animals that mightinhabit their ecosystem examples. Someexamples include a duck, tree, raccoon orsalamander.
Step 7
Divide the class into four or five workinggroups. Ask each group to choose one itemfrom each category. Check them off as theyare selected so there is no duplication.
Step 8
In their small groups, ask the students todiscuss the ecosystem and habitat needs of
What If? Ecosystem Species
the species they have selected. Ask them toprepare the story of what happens to theirplant or animal if the what-if actuallyhappens. They can prepare their story usingrough note outlines. Then they will prepare apresentation of that story to share with therest of the class. They can present a skit, aposter, a public service announcement, aslide show on the computer, or any othercreative presentation technique they decide.
Step 9
Have each group then present the results oftheir small group discussions and deliver theirpresentation.
Extension
• Propose and defend a course of actionstudents could take to protect the local habitatof the species they selected or another speciesof their choice.
• Ask your students to research a local issue(such as a new highway bypass) and preparea formal letter to local council giving theirperspectives on whether or not the plannedactivity should take place.
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Canadian Forestry Association Teaching Kit 25
Off Limits
Summary
This lesson focuses on the role of protectedareas in helping maintain biodiversity. Studentswill explore the social, economic andenvironmental impacts of protected areas byresearching and preparing a newsletter about alocally protected area.
Activity Info
Level: Grades 6 and 7
Subject: Life Sciences, Diversity of Life,Interactions within Ecosystems, Geography,Natural Resources, Computer Science
Estimated Duration: 20 to 40 minutesdiscussion and planning, 90 to 100 minutesnewsletter development and writing
Materials: paper, pencils, pens, markers
Learning Outcomes
Students will:
• Identify and explain economic,environmental and social factors thatshould be considered in the managementand preservation of habitats.
• Describe the potential impact of use byhumans of regional natural resources.
• Demonstrate how human activities affectpeople and the environment.
Teacher Background
Protected areas are landscapes in whichhuman activities are carefully managed andcertain activities that harm ecological processesare heavily controlled or completely prohibited.
The conservation of biodiversity is a keymanagement objective in these protected areas.By protecting a part of the landscape frompotentially harmful human activities, we are
protecting the integrity of ecosystems and helpingmaintain biodiversity.
The International Union for the Conservationof Nature (IUCN) defines a protected area as: anarea of land and/or sea especially dedicated tothe protection and maintenance of biologicaldiversity, and of natural and associated culturalresources, and managed through legal or othereffective means.
There are numerous types of protected areasacross Canada such as parks, wildlife reserves orconservation areas. Environment Canada’s Stateof the Environment Report includes protectedarea definitions such as:
• Nature Reserves (protected for scientificreasons). An area of land and/or seapossessing some outstanding orrepresentative ecosystems, geological orphysiological features and/or species. It isprotected for scientific research and/orenvironmental monitoring.
• Wilderness Area (for wildernessprotection). A large area of unmodified orslightly modified land, and/or sea,retaining its natural character andinfluence, without permanent or significanthabitation, which is protected and managedso as to preserve its natural condition.
• National Park (ecosystem protection andrecreation). A natural area of land and/orsea, designated to protect the ecologicalintegrity of one or more ecosystems forpresent and future generations; to provide afoundation for spiritual, scientific,educational, recreational and visitoropportunities, all of which must beenvironmentally and culturally compatible.
• Habitat/Species Management Area (forconservation through managementintervention). An area of land and/or seasubject to active resource management toensure the maintenance of habitats and/orto meet the requirements of specificspecies.
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26 Canadian Forestry Association Teaching Kit
• Protected Landscape/Seascape (forlandscape/seascape conservation andrecreation). An area of land, with coast andsea, where the interaction of people andnature over time has produced an area withsignificant aesthetic, ecological and/orcultural value, and often with highbiological diversity.
• Managed Resource Protected Area (forthe sustainable use of natural ecosystems).An area containing natural systems,managed to ensure long term protectionand maintenance of biological diversity,while providing a sustainable flow ofnatural products and services to meetcommunity needs.
Non-government organizations andindividuals also have an important role to play inprotecting ecosystems. Organizations such asDucks Unlimited, the World Wildlife Fund andnumerous naturalist clubs and otherenvironmental groups have various fund raisingand educational activities with the goal ofprotecting significant landscapes and protectedbiodiversity. For example, Oak Hammock is alarge wetland in Manitoba protected andmaintained by Ducks Unlimited for waterfowlconservation.
Oak Hammockwww.ducks.ca/ohmic/
Motorized vehicles are allowed in somenational parks, but are banned in others. Someprotected areas may permit less-intensiveactivities such as bird watching or hiking, but banmountain biking.
This activity introduces you to a variety ofprotected areas in Canada and their differentlevels of protection and management objectives.There are numerous activities that may bepermitted in protected areas.
Procedure
Step 1
Ask your students what they know aboutprotected areas (record their responses on theboard). You might consider some of thefollowing questions:
• What do protected areas protect(biodiversity, habitat, mammals, reptiles,trees)?
• Do protected areas have social, economicand environmental impacts or value?
• What are some different types of protectedareas (conservation area, provincial park)?
• What are some activities that you do in aprotected area?
Step 2
As a class, choose either a national park or alocally protected area (something that yourstudents will be familiar with). Discuss theplants, animals, landscapes, water, etc. Youmight consider some of the followingquestions:
• Why is the area protected?
• Is the area used for tourism and/orrecreation?
• Are there any endangered species?
• What makes it special?
• How many people are employed there?
• What activities take place, or arepermitted?
• Is the local economy dependant upon it?
Step 3
Explain to the class that they will creating anewsletter about the local protected area. Tellthem that their primary audience will be fortheir school and their parents.
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Canadian Forestry Association Teaching Kit 27
Step 4
Challenge your students to come up withsome possible topics for articles and othercontent for the newsletter. Create a list on theboard. Here are some possibilities:
• Why are protected areas important?
• What do we protect?
• Who uses protected area, and what types ofactivities are they involved in?
• Hard (mountain biking) vs. soft (birdwatching) uses.
• How can a protected area be damaged?
• What can we as individuals do to care forprotected areas?
• An editorial about restricting access to aprotected area?
• Activity (word search, word jumble,maze).
• Drawings or cartoons.
• Graphics (you might suggestdigital photos of theprotected area). Some mightbe available on the Internet.
• List of informative Web sites.
Step 5
Once you have a list, begin assigning tasks.You may have two students per task. Inaddition, you will need two students towork on layout and design. You shouldtake on the role of newsletter editor inchief, but you may have associate editors.
Step 6
Explain that the newsletter will beapproximately two to four pages long.Each article should be approximately fiveto seven paragraphs long. The articlesand other content must be reviewed withthe editor prior to layout.
Lesson5
Extensions
• Prepare a public service announcement (PSA)using one of the articles/messages from thenewsletter
• Model Forests in Canada do research abouthabitat, wildlife management andbiodiversity. Similar to protected areas, theypermitted certain activities. Ask your studentsto visit the Model Forest Web site and find anexample of human activity on a Model Forest(hint: the Foothills Model Forest in Albertahas looked at providing campingopportunities).
Model Forest Networkwww.modelforest.net
• Submit your newsletter to the protected area.
28 Canadian Forestry Association Teaching Kit
To Be or Not to Be?
Summary
This lesson explores species at risk in Canada.Students will discuss the different designationsfor species at risk and create a game using speciesat risk as the main theme.
Activity Info
Level: Grades 6 and 7
Subject: Diversity of Life, Interactions withinEcosystems
Estimated Duration: 30 minutes discussion,30 minutes group planning, 60 minutes preparegame
Materials: pencils, paper, markers
Learning Outcomes
Students will:
• Describe the potential impact of the use byhumans of regional natural resources.
• Identify populations of organisms withinan ecosystem and the factors thatcontribute to their survival in thatecosystem.
• Use appropriate vocabulary includingcorrect science and technologyterminology to communicate ideas,procedures and results, in the form of agame.
Teacher Background
Can you believe it? Almost all of the speciesthat have ever lived on Earth are now extinct.Think of the dinosaurs and many of the otheranimal and plant species that existed long ago.They have all become extinct through naturalprocesses.
In Canada, as of 2000, 173 species,subspecies, or populations of wild plants and
animals were listed as threatened or endangered,and 153 were considered of special concern. Thenumber of species at risk in Canada is updatedregularly and continues to climb.
Humans, with our need for cities, highwaysand farmland, and our insensitivity to the needs ofother species, are a major factor in the risk ofextinction today. But we also have the power tolower that risk or even eliminate it by changingthe way we do things.
Some of the things that can put a species atrisk include:
• habitat change or modification
• over exploitation of resources
• unregulated or poorly regulatedcommercial harvest
• disruption of migration routes and breedingbehaviours
• contamination of habitat
• introduction of exotic species
There are five designations for species at risk:
ExtinctA species that no longer exists anywhere onthe planet (such as the passenger pigeon andthe Labrador duck).
ExtirpatedA species that no longer exists in one area,but occurs elsewhere (such as the grizzly bearin the Prairies, the grey whale in the Atlantic,and the pygmy short-horned lizard in BritishColumbia).
EndangeredSpecies that are facing imminent extinction orextirpation (such as the drooping trillium, theleatherback turtle, the mudpuppy mussel, andthe whooping crane).
ThreatenedSpecies that are likely to become endangeredin Canada if limiting factors are not reversed(such as the barn owl, the dense blazing starplant, the eastern massasauga rattlesnake, thekiller whale, and the water-pennywort plant).
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Canadian Forestry Association Teaching Kit 29
Special Concern (formerly Vulnerable)Species that have characteristics making themparticularly sensitive to human activities ornatural events (such as the Atlantic cod, thebeluga whale, buffalograss, and the easternprairie fringed orchid).
Procedure
Step 1
Begin by writing Species at Risk on theboard. Introduce and explain the fivedesignations: extinct, extirpated, endangered,threatened and special concern. Ask the classif they understand the differences betweenthem. Can they can give examples of anyspecies at risk (plant, animal, bird, reptile)?Do they know of any local, regional orprovincial species at risk?
Step 2
Ask your students what they think might haveput these species at risk. Help them look forthings that might be common to all speciesat risk. Encourage them to discuss varioushuman impacts. Consider things like theillegal harvest of animals, exotic pettrade, land development, and otheractivities where people eitherdamage the habitat or threaten thesurvival of the species in some way.
Step 3
Move to a discussion aboutdifferent types of board games. Askyour class questions such as:
• What are some different kinds ofgames that they like to play?(Monopoly, Trivia games,Snakes & Ladders, Clue)
• What do they like or dislikeabout various kinds of games?
Discuss the different parts of a boardgame – dice, question/answer cards, markers,etc.
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30 Canadian Forestry Association Teaching Kit
Step 4
Explain that they will be creating a gamebased on species at risk. Their design couldbe a board game, or an activity like RedLight, Green Light. Encourage creativethinking and problem solving to help theminclude as many concepts and variables aspossible.
Step 5
Divide the class into four or five workinggroups.
Step 6
Explain to the class that their game mustconsider some of the following:
• It should have a start and a finish.
• It should include different types of habitats(for example a forest, wetland or field).
• It could include Pause and Reflect squareswhere people do some action that mayimpact negatively or positively on aspecies at risk (for example you littered,move back three spaces or, you tried tosave a wetland, move forward four spaces).
• Explore various concepts associated withspecies at risk, such as what causes the riskand the different levels of risk. This couldbe incorporated into a Question andAnswer card or a consequence square onthe board (for example your level of riskhas been increased from threatened toendangered, move back four spaces).
• Incorporate various human causes ofspecies at risk:
- Road construction
- Housing development
- Introduction of exotic species
• Include at least four questions and answers,created by each student in the group.
• The game should not take more than halfan hour to play.
• It should have a creative name.
• It must have rules or instructions.
Step 7
Ask each group to prepare a brief gameproposal that must be reviewed and approvedby the teacher before each group initiateswork on their game. The proposal shouldinclude: proposed name, brief description ofgame and the materials needed. This proposalcan be a written proposal, or simply aconversation with the teacher.
Step 8
Once the game proposal has been approved,the group can prepare their game.
Step 9
Depending upon time constraints, ask eachgroup to play another group’s game.
Extensions
• Prepare a presentation for Grade 4 studentsabout species at risk.
• Have each student create a brochure ortelevision commercial promoting their game.
• Play the games with other classes or grades.
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Canadian Forestry Association Teaching Kit 31
Unwelcome Guests
Summary
This lesson focuses on exotic and invasivespecies and their presence in Canada. The activityinvolves developing a Futures Wheel, a tool youcan use to explore the environmental, social,cultural and economic impacts of introducing anexotic pest or invasive species.
Note: A Futures Wheel is a graphicdescription of the interrelationships and impactsof a single decision or event.
Activity Info
Level: Grade 7
Subject: Life Science, Interaction withinEcosystems, Sustainability of Ecosystems
Estimated Duration: 120 minutes
Materials: pencil, paper (for large Futures Wheeldiagram)
Learning Outcomes
• Students will identify beneficial andharmful effects of a wide variety oforganisms in their world.
• Students will learn to work as a member ofa team in addressing problems, and applythe skills and conventions of science incommunicating information and ideas andin assessing results.
• Students will evaluate relationships thataffect the biodiversity and sustainabilitywithin the biosphere.
Teacher Background
Invasive species can be defined as thosespecies that are not naturally found in an area.They have either been introduced by some meansor they invaded on their own.
Canada has been invaded by many of thesespecies over the years. Some well known
examples are purple loosestrife, forest tentcaterpillar, starling, zebra mussel, brown sprucelong horn beetle and the Asian long horn beetle.
Purple loosestrife came to Canada over100 years ago. It may have been carried in thewool of sheep being shipped across the sea, orperhaps an well-intentioned gardener brought thislovely purple plant to Canada.
It is the type of plant that grows prolifically inmoist areas, where it chokes out the nativevegetation. The end result is reduced biodiversityand a serious loss of habitat for native species.
The brown spruce long horn beetle is a recentexample of an invasive species that has arrived inCanada. It has been found in Halifax, NovaScotia, most likely imported into a nearby port inwood packing material. It is a wood-boringspecies that attacks dead and dying trees. Thebeetle was found in Point Pleasant Park inHalifax attacking living, healthy red spruce andother spruce species. There were many opinionsabout how to deal with the infestation, but theCanadian Food Inspection Agency decided toremove and burn the infested spruce trees to stopthe pest from spreading beyond the parkboundaries.
Procedure
Step 1
Discuss with your students the idea thatintroducing change to an ecosystem can causeunexpected results. You may be able todemonstrate this using examples of possiblechanges in their world (the closing of a localice rink or the building of a large newshopping mall at the end of their street).Draw those causes and effects on ablackboard or flip chart in the form of aFutures Wheel.
Step 2
Ask your students if they are familiar withany invasive species in Canada or worldwide.Have they heard of purple loosestrife, zebramussels and the Asian long horn beetle? Can
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32 Canadian Forestry Association Teaching Kit
they explain how invasive species candamage a fragile ecosystem?
Step 3
Work with your students to develop a seriesof what-if questions on the impacts of thebrown spruce long horn beetle. Put theirquestions on the board.
The following are some examples you maywish to use to get them started:
• What might happen if only the affectedtrees were cut?
• What might happen if no trees were cut?
• What would be some of the impacts if thebeetle spread throughout the province ofNova Scotia?
Lesson7
• What if the beetle killed all of thetrees within the park?
• What might happen if the parkwas permanently closed becauseof the beetle infestation?
Step 4
Divide the class into four workingteams. Ask each team to carry outresearch on the brown spruce longhorn beetle and create an InvasiveSpecies File. This file must includesome basic factual information theycan collect from the Internet.Include the following file headings:name, preferred habitat, where itoriginated, length of time inCanada, and how it is beingmanaged.
Canadian Forest Servicehttp://www.nrcan-rncan.gc.ca
Step 5
The Invasive Species File will alsoinclude their version of a FuturesWheel. Each working team will
choose one of the what-if questions or createtheir own. Make sure each group addresses adifferent question.
Step 6
Each team must list at least four first levelimplications of their issue (four circlesoutside the initial question), and project out atleast three levels of implications. Have eachteam create a poster sized illustration of theirFutures Wheel for a presentation to the rest ofthe class.
Step 7
Have each team present their completedInvasive Species File and Futures Wheel tothe class. The teams should be prepared toadd to, question or complement thosefindings with their own.
Canadian Forestry Association Teaching Kit 33
Lesson7
Extensions
• Have your students go to the Canadian ForestService Web site and research anotherCanadian unwelcome guest. You may askthem to prepare a five to 10 minute report.
Canadian Forest Servicehttp://www.nrcan-rncan.gc.ca
• National Forest WeekPoster
This lesson extension allows students to workwith the National Forest Week posterprovided with this teaching kit. Take a fewminutes with your students to review theforest pest species on the back of the posterbefore starting the activity.
Students can work individually or in teams oftwo.
Step 1
Have each student or team select a forest pestspecies from the poster.
Step 2
Have each student or team research theirforest pest. They can start with the CanadianForest Service Web sites that will assist themin their research.
http://www.nrcan-rncan.gc.ca
Have the students consider:
• insect’s life cycle (pupae, larva, adult)
• habitat, including their preferred host(s)
• population outbreaks
• concrete evidence of its presence(defoliation, wood boring, bark damage, etc.)
• the impacts (ecological, economic, social,etc.) of population outbreaks
Step 3
Ask your students to predict what wouldhappen to a local forest ecosystem if anoutbreak of the insect occurred.
Step 4
In a presentation, have each student or teamdescribe in detail the short and long termchanges they will expect to find in the forestenvironment after the outbreak.
Step 5
Provide time for the student orteam to create their own posterwith the following:
• an illustration of their pestspecies
• a description of itseffects on the individualtrees (defoliation, barkdamage, etc.)
• its impacts on the localforest ecosystem
34 Canadian Forestry Association Teaching Kit
Timberfind
Summary
This lesson focuses on how biotechnology isbeing used in our forests today. Using atimber-theft crime story and additionalinformation, students will complete a profile toassist them in understanding how biotechnologytechniques can be used.
Through this role-play activity you and yourclass will see how biotechnology can be used as atool to help maintain forest biodiversity.
Activity Info
Level: Grade 7
Subject: Life Science, Interactions withEcosystems, Geography, Natural Resources
Estimated Duration: 30 minutes discussion,30 minutes CSI Form and Profile, 30 minuteswrap-up
Materials: paper, pencils/pens, activityworksheets, story.
Learning Outcomes
Students will:
• Identify some positive and negative effectsand intended and unintended consequencesof a particular scientific or technologicaldevelopment.
• Describe the science underlying particulartechnologies designed to explore naturalphenomena, extend human capabilities, orsolve practical problems.
• Identify the importance of plants on theCanadian economy and describe the impactof the industrial use of plants on theenvironment.
Teacher Background
Biotechnology is the short form for biologicaltechnology. It involves the use of living
organisms, or parts of living organisms, toprovide new methods of production, make newproducts and to find new ways to improve ourquality of life.
Scientists with the Canadian Forest Serviceare researching many forms of biotechnology thatmay have the potential to improve our forestcommunities. Biotechnology researchers canidentify different trees that are resistant to insectpests and disease. For example scientists canidentify spruce trees that have a natural resistanceto the spruce weevil. Understanding this naturalresistance may give us another tool in protectingforests from insect infestations.
Scientists are also using biotechnology toidentify disease-stricken trees. By using a highlysensitive deoxyribonucleic acid (DNA)amplification technique, researchers can detect asingle infected seedling among a thousandhealthy seedlings. By removing the sick seedling,the disease is unable to spread, and the otherseedlings stay healthy.
Current research in forest science focuses onimproving trees through genetic engineering,protecting forests with biological pest controlmethods and assessing the environmental impactsof biotechnology-derived products.
Biotechnology is even being used to catchthieves. Scientists are developing a way to matchthe DNA in suspected stolen logs with the DNAfrom the stumps of illegally cut trees. Before thedevelopment of this technology foresters had tolook at the physical characteristics of the logs andstumps, trying to match growth rings and treediameter, to catch the thieves.
Western red cedar is an important species inBritish Columbia’s coastal forest. In fact, it hasbeen the cornerstone of the northwest coastAboriginal culture and is British Columbia’sprovincial tree. Traditionally, western red cedarwas used to make canoes, totem poles, clothing,mats, baskets, nets and medicine. Today it is usedfor outdoor furniture, house siding, decking,shingles and fencing.
Many wildlife species are dependent uponBritish Columbia’s western red cedar forests such
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as pileated woodpecker, stellar jay, bald eagle,peregrine falcon, grizzly bears, black bears, mink,fox, spotted owl, Roosevelt elk and the westernmountain cougar.
Harvesting western red cedar is common incertain areas of British Columbia, but quotas arestrictly enforced. The chief forester sets harvestlevels by completing detailed technical reviewswhich consider conservation, jobs, forest growthrates and more. To help conserve importantwildlife habitat and biodiversity, harvestingrestrictions and no-harvest zones are designatedwhen necessary.
Procedure
Step 1
Explain to the class that they will becomeBio-Detectives, role-playing an investigationof a forestry-related crime.
Step 2
Begin by discussing with your students howthey think detectives solve crimes. You canhelp them by asking questions such as:
• What information do detectives need togather to investigate and solve a crime(fingerprints, footprints, tire tracks orphysical evidence)?
• What tools do detectives use to help themsolve these crimes (interview suspects andwitnesses, look for corroboratingevidence)?
Step 3
Divide the class into five Bio-Detectiveteams.
Step 4
Hand out copies of the Western Red CedarCaper, and the Crime Scene Investigation andVictim Profile sheets.
Step 5
Ask one of your students to read the WesternRed Cedar Caper out loud to the class. Haveeach Bio-Detective team work together tocomplete the Crime Scene Investigation sheetand answer the questions on the VictimProfile sheet.
Step 6
Once the groups have completed the VictimProfile sheets, bring the class together andreview the results.
• Did everyone discover the same things?
• What was different?
• What were some of the key factors neededto solve the crime?
Step 7
Discuss with the class ways thatbiotechnology is improving or helping ourforests and our way of life. Do they have anopinion on the usefulness of biotechnology?
Extensions
• There have been media reports aboutincidents of tree theft in British Columbia.Ask your students to find an example andrelay their news story to their classmates.
• The Model Forests of Canada are continuallydoing research on harvesting techniques thatattempt to do as little damage to habitat aspossible (they call it sustainable forestmanagement). Ask your students to search theWeb site and complete a one page report onan interesting project being completed on aModel Forest.
Model Forest Networkwww.modelforest.com
Biotechnology in Canadahwww.nrcan-rncan.gc.ca/cfs-scf/science/biotechnology/
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36 Canadian Forestry Association Teaching Kit
Lesson8
It was the third Tuesday in November of 2000, when my partner and I got the call. I remember it well, as wehad just left our favourite coffee spot and I was complaining about the weather. It was raining again! It hadbeen raining for the last week now and I was already tired of the damp, overcast season that was upon us.Winter in Vancouver, British Columbia is always overcast, rainy and cool, and that day was the worst yet. Atonly 10 C, the rain seemed to go right through my bones.
Another suspicious load of timber had been found abandoned, still on the truck bed, on a south-bound pull-offarea, on Hwy 99, about 30 km south of Squamish. We arrived at the scene at 4:15 a.m. and there were anumber of people milling about. My partner and I have seen this too many times. Our hearts sank as welooked at the victims –10 huge western red cedar logs. Based on the average diameter of these logs (50 cm) these trees would havebeen between 50 to 60 meters in height. Harvesting B.C.’s western red cedar forests is highly regulated andthese trees had been illegally taken.
The RCMP had picked up an individual who was walking down the highway close towhere the logs were found. They were certain he was the driver of the truck andwere in the process of collecting information from him. Hopefully, they wouldobtain information about who he was working for/with, where these logscame from, and where they were headed.
There is no question about the motive for these thieves. The value oftimber stolen each year in British Columbia is estimated to be $75 millionto $150 million. There is money to be made in trafficking these stolengoods, but at an incredible cost to our environment, not to mention2 the wildlife species these trees provide a habitat for and rely upon.
Western red cedar are typically found along the coast ofBritish Columbia, in the wet belt of the interiorwhere the climate is cool, mild and moist. Amature red cedar can reach 60 metersin height with a trunk that canspread out quite wide at the base.The bark is grayish and stringy, andtears off in long strips on maturetrees.
When my partner and I returned tothe office, we did a Web search anddiscovered that the Department ofForestry had located a fresh 40 acrecut of an old growth stand. Thelocation was about 100 km directlysouth of Bella Coola andapproximately 40 km east of thecoastline.
Now we had to match the victims tothe crime scene.
The Western Red Cedar Caper
Canadian Forestry Association Teaching Kit 37
Lesson8
Name of Investigators:
Date of Crime: Time of Investigation: a.m. p.m.
Environmental Factors: Weather (circle one) sunny, partial cloudy, overcast
Temperature: Precipitation:
Location & Description of Crime Scene:
Location of Victim(s) (if different from the crime scene):
Collecting evidence:
1. What steps or procedures can we use to connect the victim(s) to the crime scene? List at least four examples (Hint: think of what detectives use today to solve any type of theft crimes):
a.
b.
c.
d.
2. Why do you think the crime happened? What was the motive?
3. How will this crime affect plants and animals left behind in the habitat?
4. Explain why this event is considered a crime. How it is different than regular logging practices?
Crime Scene Investigation Sheet
38 Canadian Forestry Association Teaching Kit
Lesson8
Name of Victim(s):
Number of Victims:
Description of Victim(s): height: diameter:
Colour of Bark: Texture of Bark:
Age: (approximately)
Habitat/Home (description, location):
What other species in this forest depend on the victim(s) for their survival?Explain how those species are dependent on the Victim(s):
Birds:
Mammals:
Plants:
Insects:
Victim Profile
Canadian Forestry Association Teaching Kit 39
Glossary of Terms
ABIATTH HABITAT
TEER TREE
KOA OAK
DETWANL WETLAND
NIPE PINE
DOOF HINCA FOOD CHAIN
FELA LEAF
CHEIN NICHE
TOOR ROOT
RIELSUQR SQUIRREL
SHUOMROM MUSHROOM
RAPK PARK
Answers toBiodiversity Crossword Puzzle
Answers toThe Biodiversity Scramble
abiotic: non-living elements in anenvironment; for example rocks, sand, water;the opposite of biotic
baculoviruses: naturally occurring virusesoften used in controlled eradication of insectpests
biodiversity: the variety of life on earth,different species, genetic variability withinspecies and the variety of ecosystems inwhich they live
biome: an environment or region of the planetmade up of many ecosystems, such as theArctic tundra or the North American prairie
biotechnology: a word combining theconcepts of biology and technology, researchinto and the use of techniques involving DNAand living things such as fungi or bacteria
biotic: living elements in an environment;plants and animals; the opposite of abiotic
conservation: the study, protection and wiseuse of natural resources, conserving for thefuture, over the long term
COSEWIC: Committee of the Status ofEndangered Wildlife in Canada, assesses thelevel of risk of extinction for wildlife speciesin Canada
DNA: the short form for deoxyribonucleicacid, a double-stranded helix which carriesgenetic information
ecology: the study of the relationshipsbetween organisms and their environment
ecosystem: an interdependent system ofliving organisms and their physical andgeographic environment
edges: the transition areas where twovegetation types come together, such as ameadow and a forest; edges are importanthabitat for many species and play animportant role in many ecosystems
endangered: a species at risk designation; aspecies that is facing imminent extirpation orextinction
extinct: a species at risk designation; aspecies that no longer exists anywhere in theworld
extirpated: a species at risk designation; anindigenous species no longer known to existin one area but exists elsewhere
food chain: the transfer of food energybetween living things; for example the sunmakes the grass grow, the mouse eats thegrass seeds, the owl eats the mouse
genes: a length of DNA that directs thesynthesis of a protein
greenhouse effect: the role that variousgases in the Earth’s atmosphere play ininsulating and warming the Earth’s surface
greenhouse gases: carbon dioxide (C02),
methane (CH4), nitrous oxide (N
20) and water
vapour (H20), occur naturally in the Earth’s
atmosphere, trap the heat of the sun
habitat: the arrangement of food, water,shelter and space suitable for species survival
habitat fragmentation: the breaking ofhabitats into smaller pieces; can occurnaturally but often caused by human activitysuch as road or pipeline construction
invasive species: a species not native to anarea; imported or migrated species that cancause problems for native species and theirhabitat
ozone depletion: the loss of ozone from theupper layers of the Earth’s atmosphere
parasitism: a relationship in which anorganism lives or feeds on another plant oranimal
predation: the act of preying upon anotherspecies, such as when hawks prey on (eat)mice
protected areas: places such as national parkswhere there is some protection for theintegrity of the environment and ecologicalprocesses
regenerating forests: promoting new forestgrowth, particularly after tree harvestingoperations
special concern: a species at risk designation;a species that is particularly sensitive tohuman activities or natural events, formerlyknown as vulnerable
species at risk: the designation of fivecategories of risk for species – extinct,extirpated, endangered, threatened and specialconcern
stewardship: responsible care andmanagement of natural resources,emphasizing responsibility and concern forfuture generations
sustainable development: development thatensures the protection and conservation ofresources for future generations
threatened: a species at risk designation; aspecies that is likely to become endangered ifconditions that threaten the species do notchange
traditional ecological knowledge: ecologicalinformation and knowledge, handed downfrom generation to generation through beliefs,legends and stories, particularly amongAboriginal peoples
wildlife conservation: the study, protectionand wise use of wildlife and wildliferesources, conserving for the future, over thelong term
40 Canadian Forestry Association Teaching Kit
National Forest Week
The CFA has been the sponsoring agency for National Forest Week in Canada for over 70years. National Forest Week allows the CFA to work with partners across the country to raiseawareness of forest issues.
The CFA and the provincial forestry associations work together to set a theme for the week.The theme then becomes the focus for a series of educational and public informationcampaigns and activities across Canada.
The federal and provincial governments, forest industry, regional and communityorganizations, and educational institutions take part in National Forest Week activities.
Smokey Bear and the National Fire Education Program
Fire remains an important element of the CFA's public awareness program. The CFAis Smokey Bear's home in Canada. Smokey has been carrying the flag for forest
fire prevention since 1940, and his message is as important now as it has everbeen. A large number of forest fires are still caused by human carelessness.
CFA's Smokey Bear program allows us to get that important forest fireprevention message out to school children, but it also provides an
opportunity to talk about the critical and positive role of fire in some forestecosystems.
The CFA distributes a large and very popular selection of promotionalitems under the Smokey Bear program. Contact our Ottawa Office forinformation.
Forest Capital of Canada
Each year, the Canadian Forestry Association designates onecommunity in Canada as the Forest Capital of Canada. The ForestCapital community then becomes the focal point for a series of foresteducation and public information activities, programs and events.
The Forest Capital of Canada program allows the CFA to bringmunicipalities, industry, and community organizations together to buildunderstanding of forest issues at the local level. It also allowscommunities to highlight and celebrate their rich forest heritage on anational level.
Poster Contest
Every year the CFA and our partners in the provincial forestryassociations across the country sponsor a poster contest for studentsin Grades 4 to 10. Students are asked to create a poster based on theNational Forest Week theme for the year. The 2002 theme is All ThingsBig and Small - Biodiversity.
For more information on the Poster Contest visit our Web site:www.canadianforestry.com/eng/poster
CFA Programs www.canadianforestry.com
Alberta Environment
Bank of Montreal
Canadian Council for Geographic Education
Domtar
Ducks Unlimited
John Deere
Model Forest Network
National Forest Strategy Coalition
Natural Resources Canada, Canadian Forest Service
Province of Ontario, Ministry of Natural Resources
Royal Bank of Canada Foundation
Royal Canadian Geographical Society
TD Canada Trust Financial Group
Tembec
Tree Canada Foundation
Weyerhaeuser
Partners in Forest Education
The CFA’s Canada’s Forest Teaching Kit series is apopular set of tools for Canadian educators. Eachvolume of the series deals with a specific topicimportant to the health of Canadian Forests. OurTeaching Kits are developed by professionalcurriculum writers and reviewed by teachers andscience experts. Please contact the CFA or visitour Web site for copies of:
The Canadian Forestry Association gratefully acknowledges the following organizations
for their assistance in the development, production and distribution of the Canada’s
Forests Teaching Kit series.
Volume 1: Learning From the Past, Building for theFuture (Forest Practices)
Volume 2: A Breath of Fresh Air (Climate Change)
Volume 3: All Things Big and Small (Biodiversity)
CFA Teaching Kits
www.canadianforestry.com/html/education/cfa_kits_e.html
