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Description
Students participate in a role-playing activity that simulates a public forum in which decisions regarding forest harvesting are debated. The lesson unfolds as follows:
Students discuss the different ways in which forests are important to Canada. They then determine if there are any of these values that conflict with one another and generate a list of questions that need to be considered before making decisions on how to manage a forested area.
The class will then be divided into teams to prepare a response to a proposed logging operation. Each team will select a stakeholder group to represent and then work to assess their priorities and put together a presentation to be made at a public meeting of the (fictional) Public Forest Advisory Committee made up of classmates. Following each team's presentation, a decision must be made as to what the forest company should do.
Students will be asked to prepare a summary opinion piece that outlines all the perspectives of the individual teams and explains why the students believe the fictional Public Forest Committee reached the outcome it did.
General Assessment
Strengths
- All student materials are provided and ready for use in the classroom.
- A glossary of terms is provided for teachers and students.
- Evaluation ideas are provided within the resource.
- Extension activities are provided.
- The lesson is available in both official languages.
Weaknesses
- Evaluation rubrics and checklists are not provided.
- All activities take place inside the classroom.
- Background information is not provided.
Recommendation of how and where to use it
This resource would support teaching units dealing with forest ecosystems and sustainable development.
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 7
- Step 3Select a subject
- Science
- Step 4Relevant matches
- Interactions and Ecosystems
- Grade 9
- Step 3Select a subject
- Science
- Step 4Relevant matches
- Biological Diversity
- Knowledge and Employability Science: Biological Diversity (Social and Environmental Contexts Emphasis)
- Grade 11
- Step 3Select a subject
- Technological Education
- Step 4Relevant matches
- FOR2010: Forest Protection and Stewardship
- FOR2060: Forest Management
- Grade 12
- Step 3Select a subject
- Technological Education
- Step 4Relevant matches
- Environmental Politics
- Forestry - FOR3010: Issues and Trends in Forestry
- British Columbia
- Step 2Select a grade level
- Grade 11
- Step 3Select a subject
- Environmental Science
- Step 4Relevant matches
- Environmental Science 11: Human practices affect the sustainability of ecosystems
- Manitoba
- New Brunswick
- Newfoundland & Labrador
- Northwest Territories
- Nova Scotia
- Nunavut
- Ontario
- Step 2Select a grade level
- Grade 7
- Step 3Select a subject
- Geography
- Step 4Relevant matches
- Natural Resources around the World: Use and Sustainability
- Physical Patterns in a Changing World
- Science & Technology
- Step 4Relevant matches
- Life Systems: Interactions in the Environment
- Grade 8
- Step 3Select a subject
- Geography
- Step 4Relevant matches
- Global Settlement: Patterns and Sustainability
- Grade 9
- Step 3Select a subject
- Geography
- Step 4Relevant matches
- Issues in Canadian Geography (Academic): Liveable Communities
- Issues in Canadian Geography (Academic): Managing Canada's Resources and Industries
- Prince Edward Island
- Saskatchewan
- Step 2Select a grade level
- Grade 7
- Step 3Select a subject
- Science
- Step 4Relevant matches
- Science 7: Life Science: Interactions within Ecosystems
- Grade 11
- Step 3Select a subject
- Technological Education
- Step 4Relevant matches
- Forest Studies 20: Overall Expectations
- Grade 12
- Step 3Select a subject
- Technological Education
- Step 4Relevant matches
- Forestry Studies 30: Overall Expectations
Themes Addressed
Citizenship (1)
- Sustainable Consumption
Ecosystems (2)
- Biodiversity
- Habitat Loss
Land Use & Natural Resources (1)
- Forests
Sustainability Education Principles
| Principle | Rating | Explanation |
|---|---|---|
| Consideration of Alternative Perspectives | Very Good | All stakeholders are represented in this resource making students consider different points of view regarding the problem discussed. As well, when taking part in the fictional public meeting, students will get a chance to express their opinions about the new harvesting plan. |
Consideration of Alternative Perspectives:
| ||
| Multiple Dimensions of Problems & Solutions | Very Good | Since all stakeholders are represented at the public meeting, and they all have different perspectives, students will get to discover how all the different dimensions are connected. |
| Multiple Dimensions of Problems & Solutions: Effectively addresses the environmental, economic and social dimensions of the issue(s) being explored.
| ||
| Respects Complexity | Very Good | With different groups examining the different stakeholders involved in such a decision, students will get a real sense of the complexity of the issue being discussed. As an extension activity, students are asked to look for real issues that people are discussing locally, by reading newspapers, locating information on the Internet, or watching television. The issues could be related to other aspects of forest management, such as parks and recreation/conservation areas, new development, recreational areas and trails, or wildlife management issues. |
| Respects Complexity: The complexity of the problems/issues being discussed is respected. | ||
| Acting on Learning | Poor/Not considered | This is not a focus of this resource. |
| Acting on Learning: Learning moves from understanding issues to working towards positive change — in personal lifestyle, in school, in the community, or for the planet
| ||
| Values Education | Very Good | Students will get to discuss their beliefs and debate their positions. |
| Values Education: Students are explicitly provided with opportunities to identify, clarify and express their own beliefs/values. | ||
| Empathy & Respect for Humans | Good | Certain stakeholders are human groups so students will discover how they are affected by forest activities. |
| Empathy & Respect for Humans: Empathy and respect are fostered for diverse groups of humans (including different genders, ethnic groups, sexual preferences, etc.). | ||
| Personal Affinity with Earth | Good | Students will understand the importance of forests. However, all activities take place inside the classroom. |
| Personal Affinity with Earth: Encourages a personal affinity with -the natural world.
| ||
| Locally-Focused Learning | Satisfactory | Students take an active role in a public meeting that could very likely be held in their own communities. |
| Locally-Focused Learning: Includes learning experiences that take advantage of issues/elements within the local community.
| ||
| Past, Present & Future | Good | |
| Past, Present & Future: Promotes an understanding of the past, a sense of the present, and a positive vision for the future. | ||
Pedagogical Approaches
| Principle | Rating | Explanation |
|---|---|---|
| Open-Ended Instruction | Very Good | Students will get to present what they feel is important for each stakeholder and are therefore not being steered toward one right answer. |
| Open-Ended Instruction
: Lessons are structured so that multiple/complex answers are possible; students are not steered toward one 'right' answer. | ||
| Integrated Learning | Satisfactory | |
| Integrated Learning: Learning brings together content and skills from more than one subject area
| ||
| Inquiry Learning | Satisfactory | Students will be divided into teams to represent the different stakeholders. |
| Inquiry Learning: Learning is directed by questions, problems, or challenges that students work to address.
| ||
| Differentiated Instruction | Good | The variety of instructional approaches addresses the needs of different learners. |
| Differentiated Instruction: Activities address a range of student learning styles, abilities and readiness.
| ||
| Experiential Learning | Satisfactory | Students will simulate a town meeting in which each team presents its preferred option for whether or not the logging activity should be allowed to take place. |
| Experiential Learning: Authentic learning experiences are provided
| ||
| Cooperative Learning | Satisfactory | Students will work in groups to complete the activities in this resource. |
| Cooperative Learning: Group and cooperative learning strategies are a priority.
| ||
| Assessment & Evaluation | Good | This resource recommends having students prepare a summary opinion piece that outlines all the perspectives of the individual teams and explains why the students believe the class vote (or Public Forest Advisory Committee vote) reached the outcome it did as an assessment. |
| Assessment & Evaluation: Tools are provided that help students and teachers to capture formative and summative information about students' learning and performance. These tools may include reflection questions, checklists, rubrics, etc. | ||
| Peer Teaching | Satisfactory | Students will present their scenarios and a list of points/concerns they wish to raise at the public meeting. |
| Peer Teaching: Provides opportunities for students to actively present their knowledge and skills to peers and/or act as teachers and mentors.
| ||
| Case Studies | Satisfactory | In this resource students are asked to study a fictious town called High Creek. |
| Case Studies: Relevant case studies are included. Case studies are thorough descriptions of real events from real situations that students use to explore concepts in an authentic context. | ||
| Locus of Control | Satisfactory | |
| Locus of Control: Meaningful opportunities are provided for students to choose elements of program content, the medium in which they wish to work, and/or to go deeper into a chosen issue. | ||
