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Reforestation: Impact on Climate

Middle, Secondary

Description

The carbon cycle sustains life on Earth, and forests play a vital role in this process by absorbing carbon dioxide from the atmosphere and functioning as long term carbon “sinks”. This ecological service is increasingly important as our planet faces climate change. However, forests continue to decline worldwide because of expanding agriculture, resource extraction, and infrastructure development. This lesson explores the relationships between the carbon cycle, deforestation, reforestation, and climate change while developing student awareness of the importance of forest conservation and environmental stewardship.

An "Engage, Explore, Explain, and Extend" approach guides students through the following activities:

Engage: Students compare before and after aerial photographs of forests affected by clear cutting, development and "slash and burn" agriculture. They also watch a video of a scientist describing forest values, model the carbon cycle, and reflect on how deforestation impacts people and the environment.

Explore: Pupils participate in a Socratic seminar, researching and role playing different stakeholders to examine multiple perspectives on deforestation. They summarize ideas using “placemat” organizers and create a T-chart outlining the advantages and disadvantages of tree harvesting.

Explain: Students create infographics illustrating the relationship between forests, carbon dioxide, and climate change. They also watch a video examining conservation initiatives that demonstrate how forest stewardship can protect ecosystems and endangered wildlife.

Extend: This part of the lesson provides links to resources where students can expand their learning by modelling greenhouse gases with a computer simulation, calculating their carbon footprint, or measuring a local tree to estimate its biomass and carbon storage.

This lesson provides an engaging learning experience during which students will achieve these outcomes:

  • Define and describe the carbon cycle

  • Explain how trees regulate atmospheric carbon dioxide through photosynthesis and carbon sequestration

  • Describe threats to forest ecosystems

  • Examine multiple stakeholder perspectives on deforestation and forest conservation

  • Identify the sustainability benefits of reforestation

General Assessment

What skills does this resource explicitly teach?

  • Organizing and summarizing information obtained from various sources
  • Active listening
  • Conveying ideas clearly
  • Critical thinking
  • Reasoning

Strengths

  • Authentic examples of forest degradation and conservation
  • Clear explanation of forests and carbon cycling
  • Explores stakeholder perspectives using a balanced and evidence-based approach
  • Includes extensive links to additional support resources and expanded learning tools

Weaknesses

  • Handouts referenced in the lesson are not readily available and a teacher would need to create them from the text and visuals in the lesson
  • Summative assessment tools are not provided

Recommendation of how and where to use it

This resource supports Grade 6–8 Science units exploring the carbon cycle in connection to climate regulation, forest ecosystems and human impacts on the environment. The lesson also strengthens understanding of climate concepts, including the greenhouse effect, atmospheric gases, and factors contributing to global warming. Students also use English Language Arts and Technology skills to summarize and organize multimedia information and develop infographic posters. Social studies units exploring the economic and political influences on land use would also benefit from portions of this lesson.

The extension activity where students can calculate their carbon footprint supports a school action project focused on reducing energy consumption. Students might initiate a “Climate Hero” campaign that encourages peers and teachers to evaluate their personal carbon footprint and celebrates individuals who successfully implement strategies for reducing personal greenhouse gas emissions. The ClimateHero website has a Canadian online calculator here: Carbon Calculator - ClimateHero

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.

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  • Alberta
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    • Grade 6
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        • Earth Systems: Understandings of the living world, Earth, and space are deepened through investigating natural systems and their interactions.
        • Living Systems: Understandings of the living world, Earth, and space are deepened through investigating natural systems and their interactions
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        • Interactions and Ecosystems
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        • Global Issues and Governance: Economic self-interest can be a significant cause of conflict among peoples and governments.
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        • Science 9 Ecosystem Dynamics: Learning and Living Sustainably
        • Science 9 Ecosystem Dynamics: Scientific Literacy
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        • Interaction of Ecosystems
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        • Global Issues and Governance: Economic self-interest can be a significant cause of conflict among peoples and governments.
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        • Earth and Space Systems: Heat in the Environment
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        • :Biology: Sustainable Ecosystems
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        • Interdependence: Atlantic Canada in the Global Community: Environment in the Global Community
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        • Science 7: Life Science: Interactions within Ecosystems
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        • Global Issues and Governance: Economic self-interest can be a significant cause of conflict among peoples and governments.

Themes Addressed

Air, Atmosphere & Climate (1)

  • Climate Change

Ecosystems (1)

  • Biodiversity

Land Use & Natural Resources (1)

  • Forests

Science and Technology (1)

  • Analysing Conventional Science

Sustainability Education Principles

Principle Rating Explanation
Consideration of Alternative Perspectives Good

The Socratic seminar encourages students to explore deforestation from the perspectives of different stakeholders such as loggers who rely on forests for their livelihoods, or scientists concerned about climate change. Through research and critical thinking, students examine evidence, and develop informed arguments that they use to discuss forest values and conservation.

Consideration of Alternative Perspectives:
  • Satisfactory: absence of bias towards any one point of view
  • Good: students consider different points of view regarding issues, problems discussed
  • Very good: based on the consideration of different views, students form opinions and  take an informed position
Multiple Dimensions of Problems & Solutions Good

The lesson emphasizes the global ecological values of forests, particularly in relation to carbon sequestration, climate regulation, and biodiversity. It also explores the social and economic benefits forests provide to local communities through clean air and water, natural resources and income from conservation initiatives such as tree planting and carbon credit programs.

Multiple Dimensions of Problems & Solutions:

Effectively addresses the environmental, economic and social dimensions of the issue(s) being explored.

  • Satisfactory: resource supports the examination of  these dimensions
  • Good:  resource explicitly examines the interplay of these dimensions
  • Very Good:  a systems-thinking approach is encouraged to examine these three dimensions
Respects Complexity Good

Students develop an understanding that successful forest conservation requires balancing diverse stakeholder perspectives. Indigenous communities, industry, farmers, scientists, and governments all have important roles in creating equitable solutions that protect forests while supporting environmental, social, and economic needs.

Respects Complexity:

The complexity of the problems/issues being discussed is respected.

Acting on Learning Satisfactory

The main lesson does not include specific action projects, but the extension activity in which students calculate their carbon footprint could lead to student-led initiatives to reduce energy use at home and school.

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

  • Satisfactory: action opportunities are included as extensions 
  • Good: action opportunities are core components of the resource
  • Very Good: action opportunities for students are well supported and intended to result in observable, positive change
Values Education Satisfactory

Self-reflection on the learning experience supports pupil analysis of how they can be environmentally responsible citizens.

Values Education:

Students are explicitly provided with opportunities to identify, clarify and express their own beliefs/values.

Empathy & Respect for Humans Poor/Not considered

This aspect is not a key component of this lesson, but students will recognize how issues like political strife and economics in some countries can impact forests and communities.

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 Satisfactory

Students will appreciate the video footage of forests and wildlife but the best opportunity for nature based learning is provided in one of the extension ideas where pupils find and identify a local tree and take measurements to calculate biomass and carbon storage.

Personal Affinity with Earth:

Encourages a personal affinity with -the natural world.  

  • Satisfactory: connection is made to the natural world
  • Good: fosters appreciation/concern for the natural world
  • Very Good: fosters stewardship though practical and respectful experiences out-of-doors 
Locally-Focused Learning Poor/Not considered

The lesson has a global focus but includes some extended learning ideas for investigating local trees.

Locally-Focused Learning:

Includes learning experiences that take advantage of issues/elements within the local community. 

  • Satisfactory: learning is made relevant to the lives of the learners
  • Good: learning is made relevant and has a local focus
  • Very Good: learning is made relevant, local and takes place ‘outside’ , in the community 
Past, Present & Future Good

The use of visual images to reinforce the extent of global deforestation supports understanding of how increased demands for land and natural resources have contributed to the loss of forest ecosystems that is contributing to current climate change concerns. Balancing human needs and nature through innovative stewardship and reforestation initiatives is highlighted as a long-term sustainable solution.

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 Good

The engage, explore, explain approach fosters critical thinking as students synthesize information to build reasoned arguments and form conclusions used in discussions.

Open-Ended Instruction :

Lessons are structured so that multiple/complex answers are possible; students are not steered toward one 'right' answer.

Integrated Learning Satisfactory

The lesson primarily focuses on science topics, but research of stakeholder perspectives and information about countries where forest loss has occurred due to socioeconomic issues support Social Studies discussions regarding resource allocation, political influence and community sustainability.

Integrated Learning:

Learning brings together content and skills  from more than one  subject area

  • Satisfactory: content from a number of different  subject areas is readily identifiable
  • Good:  resource is appropriate for use in more than one subject area
  • Very Good:  the lines between subjects are blurred 
Inquiry Learning Good

There is an emphasis on students exploring, thinking, asking and answering content questions to gain and apply new knowledge.

Inquiry Learning:

Learning is directed by questions, problems, or challenges that students work to address.   

  • Satisfactory: Students are provided with questions/problems to solve and some direction on how to arrive at solutions.
  • Good: students, assisted by the teacher clarify the question(s) to ask and the process to follow to arrive at solutions.  Sometimes referred to as Guided Inquiry
  • Very Good:  students generate the questions and assume much of the responsibility for how to solve them.  . Sometimes referred to as self-directed learning.

 

Differentiated Instruction Satisfactory

Specific differentiation strategies are not included but the variety of multimedia supports, peer collaboration opportunities and active discussions will appeal to a wide range of learners.

Differentiated Instruction:

Activities address a range of student learning styles, abilities and readiness.

  • Satisfactory:  includes a variety of instructional approaches
  • Good: addresses  the needs of visual, auditory &  kinesthetic learners
  • Very Good: also includes strategies for learners with difficulties
Experiential Learning Satisfactory

Examination of NASA aerial photographs, carbon cycle modeling and stakeholder discussions provides authenticity to the lesson. Teachers can use the extension activity to take students outside to identify and assess local trees to build a genuine and meaningful nature-based experience.

Experiential Learning:

Authentic learning experiences are provided

  • Satisfactory: learning takes place through ‘hands-on’ experience or simulation
  • Good: learning involves direct experience in a ‘real world context’
  • Very good: learning involves ‘real world experiences’ taking place’ beyond the school walls.
Cooperative Learning Satisfactory

Students learn how to respectfully articulate ideas and opinions through active participation in multiple group discussions and knowledge sharing.

Cooperative Learning:

Group and cooperative learning strategies are a priority.

  • Satisfactory:  students work in groups
  • Good: cooperative learning skills are explicitly taught and practiced
  • Very Good: cooperative learning skills are explicitly taught, practiced and assessed
Assessment & Evaluation Satisfactory

Self-reflection questions, carousel peer feedback on infographic projects and organizing ideas using charts provide many formative assessment tools, but summative assessment tools are not included.

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 Good

The Socratic seminar and student created infographics provide opportunites for students to share research and learn from each other.

Peer Teaching:

Provides opportunities for students to actively present their knowledge and skills to peers and/or act as teachers and mentors.

  • Satisfactory: incidental teaching that arises from cooperative learning, presentations, etc.
  • Good or Very Good: an opportunity is intentionally created to empower students to teach other students/community members. The audience is somehow reliant on the students' teaching (students are not simply ‘presenting')
Case Studies Very Good

Before and after images of forest degradation, an interview with a Nature Conservancy scientist and real examples of successful conservation such as Panda population increases in forested areas of Sichuan Province, China ensures students are building understanding based on current world issues and forest restoration efforts.

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

The lesson is guided and focused but students can generate ideas for further discussion and exploration through open-ended questioning.

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.

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