This sub-organizer contains the following sections:
Prescribed Learning Outcomes
Suggested Instructional Strategies
Suggested Assessment Strategies
Recommended Learning Resources

PRESCRIBED LEARNING OUTCOMES

• define resource   and forest
• describe factors affecting forest-use decisions
• demonstrate awareness of a variety of perspectives and values related to forests and forest use
• demonstrate awareness of and appreciation for Aboriginal peoples' relationship with the forest in British Columbia
• compare historical and current forest practices
• assess the importance of forests to British Columbians
• describe a variety of forest-related careers
• describe common forest safety issues faced by forest users

SUGGESTED INSTRUCTIONAL STRATEGIES

• As a class, brainstorm ways in which people value forests (e.g., as wilderness areas, for recreation, for timber production, in terms of cultural values). Have students rank these in order of personal importance. Ask each student to prepare a presentation explaining a particular perspective and hypothesizing about what it would be like if there were no forests in British Columbia. Invite representatives from local cultural groups to discuss their values with respect to forests.
• Invite Aboriginal elders or band forest resource persons to speak about their historical and current relationships with the forest (e.g., understanding about the concept of ownership; economic, recreational, and spiritual relationships; and use of specific plants and animals).
• Have students list personal ways in which they use the forest (e.g., hiking, berry picking, collecting firewood). They then use the lists to survey the school population to determine the extent of community forest use.
• During the year, have students keep scrapbooks of media reports and pictures that follow a specific forest-related issue or a variety of issues with a common theme.
• Ask students to research forest-related careers (including education, skills needed, salary range, working conditions, terms of employment). Information might come from people who work in the field, labour and industry associations, books, magazine articles, government agencies, CD-ROMs, or the Internet. Have students present this information at a Careers Fair.
• Invite students to role-play people in forest-related activities (e.g., hiker, faller, wildlife biologist, land-use planner). Have them brainstorm hazards (e.g., bears, machinery, weather) associated with each activity and the safety equipment available.

SUGGESTED ASSESSMENT STRATEGIES

• As students listen and respond to a guest speaker who discusses Aboriginal peoples' relationship with nature, look for evidence that they are able to:
  • develop thoughtful questions that require the speaker to clarify or elaborate on his or her comments
  • recognize the speaker's perspectives and consider how these might affect the information presented
  • create lists or charts summarizing the information presented
• Have students present their views on current forest-related issues. Note the extent to which students:
  • gather information from a variety of sources
  • focus on the central issues
  • provide in-depth, factual reporting of the issues
  • offer reasonable opinions about possible solutions to problems related to the issues
• Invite small groups of students to interview people involved in forest ecology to find out about career opportunities in this field. Review their questions for evidence that they have considered:
  • the skills and training required for the job
  • what a typical day on the job involves
  • how technology affects this field now and how it might affect it in the future
  • the positive and negative aspects of this job
  • future employment opportunities
• While visiting a local harvest site, ask students to describe situations that pertain to safety issues. Have them use their information to develop posters. Note the extent to which students:
  • identify dangerous situations
  • are aware of safety equipment and procedures
  • clearly present their information

• Ancient Rainforests at Risk
• Balancing Act: Environmental Issues in Forestry
• Forestopia: A Practical Guide to the New Forest Economy
• Pacific Spirit: The Forest Reborn
• Plants of Southern Interior British Columbia
• Plants of the Western Boreal Forest & Aspen Parkland
• Regenerating British Columbia's Forests
• Seeing the Forest Among the Trees
• Three Men and a Forester
• Wildlife Trees of British Columbia
• Wildwood: A Forest for the Future, Second Edition

• Battle for the Trees
• Bear Aware
• Blockade
• The Boreal Forest II
• A Forest Held Captive
• Future for Forests
• The Good, the Bad and the Ugly
• Hewers of Wood
• Logging (Singing Trees)
• Stepping Lightly
• Thinking Like a Forest: A Case for Sustainable Selective Forestry
• Tough Choices
• Vanishing Forests

• A Forest For All

• CORE: The Electronic Library, 1995

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