Canada's Forests and Wetlands: Our Natural Water Filters- Vol. 6 gr. 5-8

Description

This is a K-12 teaching kit providing eight lessons which explore the important role of Canadian forests in sustaining freshwater resources. All lessons include a "hook" to capture interest, a summary, activity information, learning outcomes, teacher background information, lesson and extension descriptions, reproducible worksheets, and a glossary.

Lessons ask students to create a mural of flora, fauna, and nonliving components of a forest. They examine how forests act as water filters, look at perspectives of different groups as they relate to activities that affect our forests and freshwater, and use role play to understand impacts from developing versus preserving forest and water habitats. Students write a forest code of conduct. They also reflect on how sustainable forests connect with sustainable freshwater, ecological health, and quality of life by looking at the contributions of a Nobel Prize winner. Students search for the ''best" water sources for communities, and write/illustrate a children's book on a forest or water topic.

A brief description of each lesson is found below complete with targeted age levels.

Lesson One-

Forest Flora and Fauna (elementary/early middle- 1X90min))

A class discussion generates ideas about the types of flora, fauna and non-living things found in the various parts of a forest. (underground, forest floor, aquatic, riparian, understory, canopy, and sky) These are recorded on a mural matrix worksheet. Students create colorful pictures and labels of these and glue them in appropriate forest locations on mural paper.

Lesson Two-

All Systems Go ( elementary/early middle - 1X75min)

Students use motions to "act out" the workings of a cuckoo clock, a tree, and how a forest can be a filter for water.(suggested actions are provided) A discussion ensues about how each fits the criteria for a "system". Students then cut out a puzzle reinforcing how forests clean water, assemble it, and draw arrows to show the direction of water flow.

Lesson Three-

What Is Your Perspective- (upper middle - 1X75min)

Working in groups, students will examine a list of activities that relate directly or indirectly to forests and water. Next they prioritize them from the viewpoints of frogs, hunters, furniture makers, campers, golfers, farmers, etc...) Groups then present their priority list to the class and clearly explain the rankings. The lesson is designed to emphasize that clean drinking water should be first priority for all groups.

Lesson Four-

Changes and Choices- ( upper middle- 2X60min)

This is a simulation of a town hall meeting where students are assigned roles of various stakeholders who will be affected by a planned highway project that will result in the loss of a town's forested area. They are given role cards to help them present their points of view. Following the presentations, a decision whether or not to proceed with the project is made by the class.

Lesson Five-

Creating A Forest Code of Conduct- (upper middle/high school-2X60min)

Students are given examples of existing codes that govern human interaction with the environment. Working in groups, students write a Code of Conduct by which humans will abide in order to protect forests and freshwater. Students present these to the class.

Lesson Six-

Trees, Water and Peace-(high school- 1X60min)

Students read and analyze the acceptance speech of Nobel Peace Prize winner Wangari Maathai whose Greenbelt Movement resulted in the planting of 30 million trees in Africa. By looking at reasons why planting trees could earn a Nobel Peace Prize, students explore the connection between sustainable forestry, sustainable freshwater, and quality of life.

Lesson Seven-

What Water Source Is Best? (high school- 3 hrs)

Students, in groups compare two or more communities with different water sources and analyze each with regards to type of water source, location of water source, factors that affect water levels, possible pollutants, susceptibility to terrorist threats, amount of surrounding wetlands and forests, and ongoing conservation activities. After completion, each group will write a "Recommendation Report" for presentation to "town planners"regarding the best source of water for a fictitious town called "Daxima".

Lesson Eight-

Tell Me A Story- (middle/high school- 4-5 hours)

Students will research a forest or water topic and create an illustrated children's book. The book will then be read to younger classes. Plot and topic ideas are provided in the lesson.

General Assessment

Question	Response
What skills does this resource explicitly teach?	Selecting and integrating information from sources Working cooperatively with team members to develop and carry out a plan Inferring and explaining relationships Evaluating group and individual processes in planning, problem solving and decision making Proposing solutions to a problem being investigated Listening critically to others ideas and points of view Engaging in and responding to oral presentations Speaking and communicating thoughts and ideas Building consensus
What important, related ideas/issues are not addressed in this resource?	How climate change is affecting forest/wetland ecosystems The contribution of Aboriginal people towards forest and wetland conservation The role that government does/must play in forest stewardship
What important ideas are implied by the resource, but not taught explicitly?	All living things depend on water We can help conserve and protect Canadian forest and water resources by planting trees We should conserve water in our home Sustainable forestry techniques must be used to ensure a positive future
To enhance this resource the following changes are strongly recommended:	Needs tools for assessment Modifications/adaptations for struggling readers/learners should be included An action experience should be incorporated in lessons Resource should have an out-of-doors experience
To enhance this resource the following changes would be beneficial:	Arrange/include a field trip to a local forest or wetlands Invite in a wildlife biologist to speak on local examples of forest/wetland connections Do a research project on water sources in the local community Invite a First Nations speaker to share their perspectives on forest conservation Create a class "Forest Code of Conduct" and post it on the school website Mail the "Forest Code of Conduct" to the Minister of Natural Resources Display children's storybooks at the local public library Have the class organize a tree planting campaign in the community

Sustainability Education Principles

Principle	Rating	Explanation
Bias Minimization	Good	Through the various types of activities, group work, role play, and shared perspectives, students are exposed to many points of view. The role and responsibiliy of the government, however, is not addressed.
Multiple Dimensions of Problems & Solutions	Good	The resource does address the multiple dimensions of problems and solutions. The activities do expose students to the role that society must play to preserve forest habitat with regards to protecting water sources. The choices that must be made to do this have economic implications for stakeholders.
Respects Complexity	Good	Although it does not examine all aspects of the complex issues related to forest management and stewardship, it does promote dialogue and exploration of the issues through research, role play, and other activities.
Action Experience	Poor/Not considered
Action Skills	Satisfactory	The writing of the "Forest Code of Conduct" may inspire students to change their perspectives on the value of the forest and take real action.
Empathy & Respect for Humans	Satisfactory	Empathy for future generations is fostered. If we do not work to protect forests and wetlands our quality of life will be threatened. There is no discussion on the impact of forest mismanagement on Aboriginal communities.
Personal Affinity with Earth	Poor/Not considered	There is no out-of-doors experience.
Locally-Focused	Good	Since safe drinking water is important to any community, these lessons have relevance to the lives of the students.
Past, Present & Future	Satisfactory	Students perform activities which allow them to explore their own perspectives on forest conservation and how decisions made today will impact our quality of life in the future. This future is seen as positive only if students promote and contribute to forest/wetland conservation.

Pedagogical Approaches

Principle	Rating	Explanation
Open-Ended Instruction	Good	Students are encouraged to consider and develop their own thoughts and opinions throughout the lessons.
Interdisciplinary and Multidisciplinary Learning	Good
Discovery Learning	Satisfactory
Values Clarification	Good	Students are given explicit opportunities to identify and clarify their values through role play, examining perspectives of different groups using the forest and the writing of the "Forest Code of Conduct".
Differentiated Instruction	Satisfactory	Activities teach to both cognitive and affective domains. The varied activities address a range of learning styles. There are no accommodations suggested for students with learning difficulties or who struggle as readers.
Experiential Learning	Satisfactory
Cooperative Learning	Satisfactory
Assessment & Evaluation	Poor/Not considered	Poor- the resource lack tools and suggestions for assessment.
Peer Teaching	Satisfactory
Case Studies	Poor/Not considered	Poor- there are no relevant case studies used
Locus of Control	Good	Although the resource is specific with regards to program content and the medium in which they work, there are opportunities to go deeper into chosen issues.

Relevant Curriculum Units

The following tool will allow you to explore the relevant curriculum matches for this resource. To start, select a province listed below.

Step 1Select a province
Alberta
- Step 2Select a grade level
- Grade 5
  - Step 3Select a subject
  - Science
    - Step 4Relevant matches
    - Wetland Ecosystems
- Grade 6
  - Step 3Select a subject
  - Science
    - Step 4Relevant matches
    - Trees and Forests
- Grade 7
  - Step 3Select a subject
  - Science
    - Step 4Relevant matches
    - Interactions and Ecosystems
- Grade 8
  - Step 3Select a subject
  - Science
    - Step 4Relevant matches
    - Freshwater and Saltwater Systems
British Columbia
- Step 2Select a grade level
- Grade 5
  - Step 3Select a subject
  - Social Studies
    - Step 4Relevant matches
    - Human & Physical Environment
- Grade 7
  - Step 3Select a subject
  - Science
    - Step 4Relevant matches
    - Ecosystems
Manitoba
- Step 2Select a grade level
- Grade 6
  - Step 3Select a subject
  - Science
    - Step 4Relevant matches
    - Diversity of Living Things
- Grade 7
  - Step 3Select a subject
  - Science
    - Step 4Relevant matches
    - Interactions Within Ecosystems
- Grade 8
  - Step 3Select a subject
  - Science
    - Step 4Relevant matches
    - Water Systems on Earth
New Brunswick
- Step 2Select a grade level
- Grade 7
  - Step 3Select a subject
  - Science
    - Step 4Relevant matches
    - Ecosystems
- Grade 8
  - Step 3Select a subject
  - Science
    - Step 4Relevant matches
    - Water
Newfoundland & Labrador
- Step 2Select a grade level
- Grade 7
  - Step 3Select a subject
  - Science
    - Step 4Relevant matches
    - Interaction of Ecosystems
- Grade 8
  - Step 3Select a subject
  - Science
    - Step 4Relevant matches
    - Water Systems on Earth's Surface
Northwest Territories
- Step 2Select a grade level
- Grade 6
  - Step 3Select a subject
  - Science
    - Step 4Relevant matches
    - Life Systems: Diversity of Living Things
- Grade 7
  - Step 3Select a subject
  - Science
    - Step 4Relevant matches
    - Interactions and Ecosystems
- Grade 8
  - Step 3Select a subject
  - Science
    - Step 4Relevant matches
    - Freshwater and Saltwater Systems
Nova Scotia
- Step 2Select a grade level
- Grade 7
  - Step 3Select a subject
  - Science
    - Step 4Relevant matches
    - Interactions Within Ecosystems
- Grade 8
  - Step 3Select a subject
  - Science
    - Step 4Relevant matches
    - Water Systems on Earth
Nunavut
- Step 2Select a grade level
- Grade 6
  - Step 3Select a subject
  - Science
    - Step 4Relevant matches
    - Life Systems: Diversity of Living Things
- Grade 7
  - Step 3Select a subject
  - Science
    - Step 4Relevant matches
    - Interactions and Ecosystems
Ontario
- Step 2Select a grade level
- Grade 7
  - Step 3Select a subject
  - Geography
    - Step 4Relevant matches
    - Natural Resources
  - Science & Technology
    - Step 4Relevant matches
    - Interactions in the Environment
- Grade 8
  - Step 3Select a subject
  - Science & Technology
    - Step 4Relevant matches
    - Water Systems
Prince Edward Island
- Step 2Select a grade level
- Grade 7
  - Step 3Select a subject
  - Science
    - Step 4Relevant matches
    - Interactions Within Ecosystems
- Grade 8
  - Step 3Select a subject
  - Science
    - Step 4Relevant matches
    - Water Systems on Earth
Saskatchewan
- Step 2Select a grade level
- Grade 6
  - Step 3Select a subject
  - Science
    - Step 4Relevant matches
    - Science 6: Life Science: Diversity of Living Things
- Grade 7
  - Step 3Select a subject
  - Science
    - Step 4Relevant matches
    - Science 7: Life Science: Interactions within Ecosystems
- Grade 8
  - Step 3Select a subject
  - Science
    - Step 4Relevant matches
    - Science 8: Water Systems on Earth
Yukon Territory
- Step 2Select a grade level
- Grade 5
  - Step 3Select a subject
  - Social Studies
    - Step 4Relevant matches
    - Human & Physical Environment
- Grade 7
  - Step 3Select a subject
  - Science
    - Step 4Relevant matches
    - Ecosystems

Favorites	Facebook
Digg	Reddit
Google	Del.icio.us
Live	Yahoo MyWeb
Furl	StumbleUpon
Ask	More..

Canada's Forests and Wetlands: Our Natural Water Filters- Vol. 6 gr. 5-8

Share

Send to a Friend

Print this Resource

Description

General Assessment

Sustainability Education Principles

Pedagogical Approaches

Relevant Curriculum Units

A project of

with support from

Canada's Forests and Wetlands: Our Natural Water Filters- Vol. 6 gr. 5-8

Share

Send to a Friend

Print this Resource

Bookmark & Share

Description

General Assessment

Sustainability Education Principles

Pedagogical Approaches

Relevant Curriculum Units

A project of

with support from