Overview

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In Week 3 students will extending their growing sense of personal responsibility into the larger community. They will build on their foundational knowledge of trees and forests, ecosystems and communities.  This knowledge will deepen as they learn about the Boreal Forest: how trees are used and valued in the economy and how this has changed over time.  Students will develop their democratic voice by learning how to write a letter to government officials or elected representatives. They will voice their ideas and make suggestions for tree-friendly policies to improve their community. Trees, as a valuable resource, will be seen from an  Indigenous perspective that considers multiple ways to demonstrate understanding of the significance of trees. A First Nations and Métis lens will be used to explore positive actions and solution-driven approaches to problem-solving. Week 3 will conclude with an enriching Jumpingpound field trip.  Students will connect with the forest, examine natural and human factors that shape the forest, and identify plants. Forestry tools will be used to explore future forestry careers.  

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Essential Question 

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What can we do to encourage our municipalities to plant trees to improve our environment?

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Day 1

• Students will learn how important  trees and forests are to their community, environment, and consider what they can do to make a difference in their community. 

  • Students will watch Part 2 "It's Our Forest" and answer questions in group activity game format.

    • Students will learn why trees and forests are valued in Alberta.

    • Students will learn how humans threaten forests.

    • Students will learn how they help protect forests.

• Students will be introduced to business letter structure.

  • Students will learn how to write a letter to community leaders and elected representatives. 

  • Students will consider tree-friendly ideas they could send in their letters.

• Students will be introduced to Municipal Government (Councillors, Mayor, City Departments and their Responsibilities)

  • Activity: City map of Wards: students will locate our school/home Wards.

  • Research teams: Who is our Councillor? How do we contact him/her?

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Day 2

• Students will learn the historical and modern patterns of use in the forest.

  • Students will watch part 3 of the video series of “It’s our Forest”

  • Students will learn how our approach to protecting and managing forests has evolved over time.

  • Students will explore the interactive Work Wild Forestry Timeline to compare forest management over time.

  • Activity: Students will work in small groups to discuss the video and the Forestry Timeline.  

    • Work as a group to complete the worksheets.

  • Students will continue filling out Work Wild booklet. 

• Students will plan a business letter about tree-friendly ideas and gather supporting facts.

• Teacher will introduce City Hall (Bylaws, City Services) and funding by our tax dollars.

  • Activity: Community walk: Evidence of city services

  • Follow-up discussion questions: Who would we contact about concerns about trees, tree health, or planting trees?

  • Make plans to send letters written in Week 4, and post News Articles when completed.

 

Day 3

• Know your audience: be persuasive but polite, respectful and appreciative of the reader's time.

  • Students will be writing the draft of their letter about tree-friendly ideas.​

• Students will learn about forest Issues: Managed Forests meet a variety of needs and serve many purposes.

  • What are they? How can we strike a fair balance that takes all needs and uses into consideration?

  • Using an interactive map, students will explore a forest individually or as a group and answer questions based on their findings. The module ends with a “campfire discussion” or sharing circle on key forest management issues.

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Day 4

•  Students will learn responsible and sustainable use of trees and forest resources.   ​

  • Read together with students “Other Uses” (pp. 11-14) of forests from Conservation Value of the North American Boreal Forest from an Ethnobotanical Perspective. Students reflect and discuss the role and importance of trees in historical and contemporary society for First Nations and Métis.

• Students will look at how trees and forests are valued and used by First Nations and Métis.

  • Students will identify an issue related to forest use and determine positive actions and solutions. 

  • Bring an awareness to the way communities respond to environmental concerns.

  • Students are encouraged to use an Indigenous perspective to see  opportunities for improvement.

• Peer and teacher feedback on the in progress business letter.

  • Students will revise work​.

 

Day 5

• Students will be ready to publish their business letters.

  • Letters can be printed, emailed, posted or mailed to community leaders or elected representatives. ​

• Field Trip to Jumpingpound Demonstration Forest

• Students will review the teachings of the Medicine Wheel, specifically the West quadrant.  

• Students will summarize how they can live responsibly in the larger community. These points of summary will be written in their second Medicine Wheel.

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Assessment

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Formative:

• Students will fill out worksheets based on information from the video in a small group.  Group discussion will follow.

• Instructor may take anecdotal notes to assess the participation in discussion.

• Worksheets will be handed in for a completion/non-completion mark.

• Exit slip: 3 things they learned and 1 thing they want to learn more about.

• Teacher will observe student activity as they work through their timelines.  Students will continue filling out Work Wild booklet throughout the week.

 

Summative:

• Letter to government representative suggesting tree-friendly policies.

 

 

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