grade 3 forests alive unit - pbworksforests+alive.pdf · grade 3 forests alive unit description...

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Grade 3 – Forests Alive Unit Description

This unit explores forest habitats in Canada. Students learn about the life cycles of plants and animals, and how both living and non- living elements are linked. By discovering how plants, animals and humans depend on each other, students become aware of the importance of sustainable forestry and conservation. By exploring past and present forestry technology, students also learn how we rely on our forests, and how our forests rely on us.

The Forests Alive Unit Includes

One Reading Passage

Five In-class Activities

• Activity 1: Life & Life Cycles

• Activity 2: Sustainable Forestry

• Activity 3: Forestry Frontiers

• Activity 4: WWF-Canada and our Forests

• Activity 5: What You Learned

Wild Ideas – Supplemental Projects

Curriculum Links

Strands

• Science

• Social Studies

• English Language Arts

Grade 3 – Forests Alive Unit

GR3 • RP • R1 0WWF - Canada Schools for a Living Planet Presented by Canon Canada Inc.© 1986 Panda symbol WWF-World Wide Fund For Nature (also known as World Wildlife Fund) ® “WWF” is a WWF Registered Trademark

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Reading Passage followed by a Glossary

This unit explores forest habitats in Canada. Students learn about the life cycles of plants and animals, and how both living and non-living elements are linked. By discovering how plants, animals and humans depend on each other, students become aware of the importance of sustainable forestry and conservation. By exploring past and present forestry technology, students also learn how we rely on our forests, and how our forests rely on us.

Topics Covered

• Trees and Forests

• Habitat

• Life Cycle

• Plant Parts

• Forestry

Strands


• Science

Curriculum Connections

• Ontario: Life Systems – Growth & Changes in Plants

• Alberta and Northwest Territories: Life Sciences – Animal Life Cycles

• British Columbia and Yukon: Life Sciences – Plant Life Cycles

Grade 3 – Forests Alive Reading Passage

GR3 • RP • R1 1WWF-Canada Schools for a Living Planet Presented by Canon Canada Inc.

Even if you live in a city, you probably have a forest very close to your home. In fact, almost half of all the land in Canada is covered by forest.

Our country is home to about 180 different kinds of trees, but all of them fall into one of two main groups. Trees with broad leaves that drop off in the fall – such as maples and oaks – are called deciduous trees. Those with needles that stay green all year – such as pine and spruce – are called coniferous trees.

Forests are so much more than trees, however. They are also home to flowers, shrubs, moss, and mushrooms. Birds make their nests in the tree branches. Mammals such as deer, bears and foxes fi nd food and raise their young in the forest. Fish and frogs live in the streams and ponds. Lift a rock and you’ll fi nd insects, worms and other tiny creatures. All of these living things use the forest as their habitat, which is another name for a plant or animal’s home.

Animals and plants in the forest grow, reproduce, and then die. This is called a life cycle. Think of a tall maple tree with bunches of seeds hanging from the branches. On a windy day, many of these seeds will be blown off the tree. Some of the seeds may land on a patch of soil, but a seed must have more than just soil to grow. Like almost all living things in the forest, it needs heat and light from the sun, as well as air and water. If it receives the right amount of these important things, the seed will grow into a tiny maple tree.

Many years later, this maple tree will be large enough to make its own seeds. Someday it may die of disease or be burned in a fi re. Its trunk, branches and leaves will slowly decompose and become part of the soil. In the future, another maple seed may fall on the same spot and keep the cycle of life going.

Forests Alive


Forest animals have life cycles, too. Black bear cubs are born in dens during the winter. In the spring they come out and will live alongside their mother for almost a year and a half, feeding on berries, nuts and small animals. By the time the cubs grow into adults, their parents may have died. By then, however, the bears can have their own cubs, and the life cycle continues.

The life cycles of plants and animals in the forest are all connected. Birds and rodents carry seeds from one spot to another, allowing trees to grow in new places. The trees provide homes for insects and the animals that eat them. Bees and butterfl ies take pollen from fl ower to fl ower, which helps plants reproduce. These fl owers then change into nuts or fruit that are eaten by many animals. That’s why removing any plant or animal from the forest can affect all the others.

Of course, Canadians do take things out of the forest. Every year, forestry companies cut down millions of trees to make products that we use every day. The books we read, the desks we sit at, and the homes we build are made from trees. More than 350,000 people in our country work for companies that help bring us the paper and wood we need. Canada also sells more lumber to other countries than any other nation in the world. You could say that forest products are important to our own life cycle.

However, forests in Canada and around the world are shrinking. When people cut down trees, it is important to do so carefully. Companies can make sure that tree species are given a chance to grow back. They can leave some areas of the forest alone, without cutting down any of the trees. They can also make sure that the animals and plants that share the forest are not harmed. By doing this, people can ensure that life cycles in the forest will be able to continue forever.

Thinking Beyond Canada

There are many birds

that migrate to

Canadian forests in

the spring to give

birth to their young.

(To migrate means to

move from one place

to another, usually

in different seasons.)

In fall, they return

to warmer places.

That means caring for

forests in Canada

can help keep

animals healthy in

other countries, too.


Glossary

reproduce: make more of the same kind

decompose: break down into smaller parts; rot

rodent: a type of small mammal with two pairs of strong teeth for chewing, such as a mouse, rat, squirrel or beaver

lumber: wood that has been cut into shapes for building

species: a single type of plant or animal

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Life & Life Cycles has four sections followed by Answer Pages

• Section A) What We Need to Survive

• Section B) Coniferous and Deciduous Trees

• Section C) The Basic Parts of a Tree

• Section D) Life Cycles of Plants and Animals

Strand

• Science





Grade 3 – Forests Alive Unit DescriptionThis unit explores forest habitats in Canada. Students learn about the life cycles of plants and animals, and how both living and non-living elements are linked. By discovering how plants, animals and humans depend on each other, students become aware of the importance of sustainable forestry and conservation. By exploring past and present forestry technology, students also learn how we rely on our forests, and how our forests rely on us.

Grade 3 – Forests Alive Activity 1: Life & Life Cycles

Name:

GR3 • SC • A1 1WWF - Canada Schools for a Living Planet Presented by Canon Canada Inc.

SUN

SOIL

FOOD

SUN

AIR

WATER

Living creatures get energy from sunlight

Plants absorb nutrients and water from the soil through their roots to help them grow.

Nitrogen, oxygen and carbon dioxide

Plants absorb sunlight through their leavesto help make food

Animals breathe oxygen and

exhale carbon dioxide

Plants

absorb

carbon dioxide through

their

leaves and release oxygen

Animals absorb light

through the skin

to stay healthy

Life & Life Cycles

Section A) What We Need to Survive 1. All living creatures need some basic things to survive.

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Name:

WWF - Canada Schools for a Living Planet Presented by Canon Canada Inc.

2. Using clues from the picture, fill in the chart to show how plants and animals rely on air, water, sunlight, food and soil to survive.

plant /tree animal /human

air

water

sunlight

food

soil

3. How living things rely on each other

Living creatures depend on non - living things like air, water, sunlight, and soil to survive. They also rely on each other in many ways. Use clues in the picture to answer the questions below.

i ) How do trees depend on animals to live?

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Name:


ii ) How do animals depend on plants and trees to live?

iii ) How do humans depend on other animals to survive?

Section B) Coniferous and Deciduous Trees

There are two types of trees — deciduous and coniferous. Both types grow in Canada, often in the same forest.

Deciduous trees grow in warmer parts of Canada. They have wide, fl at leaves that change colour and fall off in the autumn. New leaves appear in the spring. There are many different types of deciduous trees. Some produce fl owers, fruit or nuts that contain seeds.

Coniferous trees can survive in colder parts of Canada. They have leaves that look like needles. Coniferous trees keep their leaves all year round. Instead of fruit, nuts or fl owers, coniferous trees have cones that contain seeds.

GR3 • SC • A1 4

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i ) Look at the pictures of leaves below. Circle all the leaves that come from deciduous trees in red. Then, circle all the leaves that come from coniferous trees in blue.

ii) You can often identify deciduous and coniferous trees by their shape. Describe the shape of the coniferous trees pictured above:

Balsam Fir Black Oak

White Birch Jack PineSugar Maple

Red Cedar Trembling AspenWhite Spruce

White Pine

GR3 • SC • A1 5

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iii) How are deciduous trees shaped differently from coniferous trees?

Section C) The Basic Parts of a TreeTrees are plants and they need these basic parts to live.

1. Roots Roots collect water and nutrients from the soil to help feed the plant.

2. Trunk The trunk forms the base of a tree. It’s covered in a tough outer layer called bark that is the tree’s protective skin. Water flows up from the roots, through the trunk and the branches, and finally to the leaves.

3. Branch Branches grow out from the trunk so the tree can produce enough leaves to gather the sunlight it needs for energy. They carry water from the trunk to the leaves and fl owers.

4. Leaf Green leaves (sometimes needles) grow on branches. They collect sunlight and air and mix them with water to feed the plant.

5. Stem The stem is the base that holds up a plant. On a tree, the stem is the base that joins the fruit, leaves or fl owers to the branch.

6. Fruit Some trees grow fruit that feeds animals and insects. When animals eat the fruit, they scatter the seeds, allowing trees to spread throughout the forest.

GR3 • SC • A1 6

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7. Seed Seeds grow in fruit, fl owers, or cones. They fall off the tree and land in the soil, where some grow into new trees.

8. Bud Some trees sprout tiny buds that grow into fl owers.

9. Flower Some trees grow bright, sweet-smelling blossoms to attract insects. Insects gather pollen from fl owers for food. Insects spread pollen from tree to tree, fertilizing them and helping them produce seeds.

10. Petal Petals are the brightly coloured leaves that surround the stamen and pistil in the centre of a fl ower.

11. Pollen Pollen is a fi ne dust that grows in the centre of a fl ower. Some insects collect it to eat. When they spread pollen to other fl owers, it fertilizes them, which helps them produce seeds.

12. Stamen The stamen is usually long and thin, sprouting from the centre of a fl ower. Pollen grows on its tips.

13. Pistil The pistil, at the very center of the fl ower, carries “eggs” called ovules that are fertilized by pollen. On some types of trees, the pistil grows and becomes fruit or a nut. When the fl ower, nut or fruit falls off the tree, seeds are buried in the soil and grow into new trees.

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Can you label all 13 parts of the tree by filling in the boxes on the picture below?

Name:


Section D) Life Cycles of Plants and Animals

All living things go through stages in life. Each type of plant and animal has its own particular life cycle, and the stages vary from species to species.

1. The Life Cycle of a Tree

2. The Life Cycle of a Frog

Sprout

Seed

Tree Sapling

The seed grows small roots and shoots that push throughthe surface of the soil.

The shoots develop into branches with leaves.

Buried in the ground, the seed uses water and

nutrients in the soil to grow.

The sapling grows into a tree, develops bark, deep roots and grows fl owers, fruits, leaves or nuts that contain seeds. When the seeds

fall to the ground, they are buried in the soil.

Egg

TadpoleFrogletFrog

The tadpole hatches from the egg. Tadpoles live in the water and breathe through gills like fi sh.

The tadpole sprouts front and back legs. The tail is absorbed by the body and the froglet begins to breathe using lungs instead of gills.

The female frog lays eggs in the water.

The adult frog has fully developed lungs,breathes air and lives on land and in water.

Name:


3. Fill in the diagram below to show the life cycle of a human.


Answers: Life & Life Cycles

Section A) What We Need to Survive

2.

plant / tree animal / human

air

Plants absorb carbon dioxide through their leaves to help them convert nutrients and light into food. They release oxygen back into the air.

Animals breathe in oxygen from the air to help us convert food into energy. We breathe out carbon dioxide.

water

Plants absorb water from the soil through their roots. Water carries nutrients through the tree. Some plants live in the water.

Humans and many animals drink water. We need it to carry nutrients through our body. It also passes through us so we can get rid of waste. Some animals live in water.

sunlight

All creatures need sunlight for energy. Plants absorb sunlight through their leaves and convert it to energy.

All creatures need sunlight for energy. Animals absorb sunlight through their skin and convert it to energy.

foodPlants absorb nutrients from the soil and mix it with sunlight and air to convert it to energy.

Animals eat plants and other animals. We mix food with oxygen to convert it to energy.

soilPlants live in soil and absorb nutrients from the soil through their roots.

Humans and animals eat plants that grow in the soil. Many animals burrow in soil and use it as their home.

3. How living things rely on each other

i ) Open – Trees with fl owers rely on insects to spread pollen. Animals eat fruit and nuts and spread seeds. Worms mix nutrients in the soil. Trees absorb the carbon dioxide that we breathe out.

ii) Open – Animals eat plants, fruits and vegetables. Many animals rely on trees for shelter. Humans build houses and tools from trees. Animals breathe oxygen that trees release as waste.

i i i ) Open – Humans eat other animals. Animals help plants grow, and we eat plants and rely on them for oxygen.


Section B) Coniferous and Deciduous Trees

i ) Coniferous: jack pine, white pine, balsam fi r, red cedar, white spruce Deciduous: sugar maple, white birch, black oak, trembling aspen.

ii) Open – Coniferous trees are usually shaped like cones with pointed tips.

iii) Open – Deciduous trees are usually more bushy and rounded at the top, with long branchless trunks.

Section C) The Basic Parts of a Tree

Section D) Life Cycles of Plants and Animals

3.

FlowerStem

Fruit

Trunk

Bud

Leaf

Branch

Petal

Pistil

Pollen

Stamen

Seed

Roots

Egg

Baby

Child

Adult

Answers: Life & Life Cycles (continued)


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Sustainable Forestry has fi ve sections followed by Answer Pages

• Section A) Are Some Kinds of Forestry Better Than Others?

• Section B) Benefi ts of Sustainable Forestry

• Section C) How Closely Are You Linked to Forestry?

• Section D) Trees for Life

• Section E) Trees Need Us as Much as We Need Them

Strand

• Science






Grade 3 – Forests Alive Activity 2: Sustainable Forestry

Name:

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Sustainable ForestrySection A) Are Some Kinds of Forestry Better Than Others?

In the past, we used to cut down all the trees in some forests, leaving large bare spots. This is called clear - cutting. But we have learned that this form of forestry hurts the habitat of trees, plants and animals if we do it too much. When there are suddenly no trees at all, many forest creatures cannot survive without the food or shelter they depend on. They either have to leave and fi nd new homes or they die. Taking so much from forests that the plants and animals cannot grow back is called high impact forestry. Forests die if we allow too much high impact forestry.

Today, we are learning to clear - cut less and only in certain forests. Sometimes we only remove certain trees from each forest. Taking a little from each place makes it easier for the creatures that live there to get used to changes. Sometimes we leave areas of forest untouched, to create protected areas for plants and animals. This is part of sustainable forestry. Sustainable forestry means that nothing is taken from the forest that cannot grow back. We can also help forests grow back by replanting trees that have been cut down.

We must learn more about the habitats of all forest plants and animals. That way, we can take the wood we need without hurting all the other creatures that depend on it to. And we can be sure that healthy forests will be around for a very long time for all animals and people to enjoy.

Section B) Benefits of Sustainable Forestry

1. Why don’t we clear- cut large areas of forest as often as we used to?

Name:


2. Describe the differences between high impact and sustainable forestry.

3. Pretend you are a squirrel who lives in a forest. You depend on trees for shelter and for food. If the whole forest is suddenly cut down, what would you have to do to survive? Create a comic strip to show what would happen to you.

Name:


4. Now imagine that you are that same squirrel. Only this time, humans take wood from your forest using sustainable forestry methods. Create another comic strip to show how things would be different for you.

5. Sustainable forestry is better for the creatures that live in the forests. But it’s also better for people who work in forestry. Why?

Name:


Section C) How Closely Are You Linked to Forestry?

i ) Choose a partner in your class. Take turns asking each other the questions below. Put a checkmark beside any of the questions that your partner says ‘yes’ to.

A.

Does someone in your family work for a logging company?

Does someone in your family work for a sawmill?

Does someone in your family work for a paper mill?

B.

Does someone in your family work for a trucking company that moves wood or paper?

Does someone in your family fi x the machines or trucks used for forestry?

Does someone in your family work on roads or highways?

Does someone in your family work in a forest as a hunter, trapper or fisherman?

Does someone in your family work for a company that arranges camping or wilderness trips?

Does someone in your family work for a company that builds things out of wood?

Does someone in your family work for a company that makes things out of paper?

Name:


C.

Does anyone in your family use wood at home, at work, or at school?

Does anyone in your family use paper at home, at work, or at school?

Does someone in your family provide health care to anyone mentioned in column A or B?

Does someone in your family provide food, clothing or anything else used by anyone mentioned in column A or B?

If you checked anything in column A, your family works directly for forestry.

If you checked anything in column B, your family is directly affected by forestry.

If you checked anything in column C, your family is indirectly affected by forestry.

ii) How closely is your community linked to forestry? As a class, figure out how many students fi t into category A, B, or C.

A. B. C.

Family works directly for forestry

Family is directly affected by forestry

Family is indirectly affected by forestry

Name:


Section D) Trees for Life

We need to protect our forests not only because it keeps them healthy,but also because they are linked to our health, money, happiness, entertainment, and community. In the tops of the trees, write the ways that we need forests and forests need us.

MoneyHealth

Entertainment

Happiness

Community

Name:


Section E ) Trees Need Us as Much as We Need Them

Now that you know what trees do for us, we should look at what you can do for trees. Trying to protect trees and forests, or any living organism is called conservation. When people or groups work towards protecting our forests, they can do so in a few different ways.

WWF-Canada works with governments to make laws to protect certain forests. They also work with companies to help educate them on taking care of their forests. How can you help?

1. Can you name the 3 “Rs” of conservation?

R

R

R

2. Look around your classroom. What things are made from trees? Which of those things do you think you can recycle?

Name:


3. A Pledge to Our Forests

Have you ever made a pledge? A pledge is like a promise, one you must try very hard to keep. Write down a pledge to our forests. Include things you promise to do to help with forest conservation. Include how you feel about forests, and what forests do for you.

4. Read your pledge to the class. When all of your classmates have read their pledge, work together as a class to put together a classroom pledge. Write the classroom pledge below.

You have made the pledge – now you must live up to it. Work hard to follow this pledge every day.

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Section B) Benefi ts of Sustainable Forestry

1. Open – Should touch on the idea that we destroyed too many ecosystems and didn’t leave forests in a way that allowed them to grow back in good health.

2. Open – Should include defi nitions. Sustainable forestry means that nothing is taken from the forest that prevents it from growing back. Could also include examples – replanting trees, protecting ecosystems in the forest, etc. High impact forestry involves extensive clear- cutting without attention to the effect on forest habitats.

3. Open – Should promote empathy for the animal that cannot adapt to the loss of its habitat. Illustrate how the squirrel loses its sources of food and shelter. Squirrel would probably have to leave the area forever and fi nd a new home.

4. Open – Should touch on the concept that with sustainable forestry, parts of the forests are protected so that the squirrel can stay and adapt.

5. Open – Student should begin to think about the difference between taking more for the short-term gain, and taking less for a longer-term gain. Forestry companies gain more in the long term if we cultivate healthy forests. High impact forestry means taking more wood now, but ends in the death of forests, and therefore no jobs.

Section D) Trees for Life

Open – Health could include clean air, clean water, healthy habitats. Money could include any profi ts from forestry, wood or paper. Happiness could include beauty, joy from other living things. Entertainment could include hiking, climbing, camping, fi shing, taking photographs, drawing on paper, reading books, etc. Community could include First Nations communities or any others that live in and around forests. Could also touch on global health and the sense of all life being connected.

Answers: Sustainable Forestry

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Forestry Frontiers has four sections followed by Answer Pages

• Section A) A History of Forestry in Canada

• Section B) Forestry Technology: Then and Now

• Section C) How We Use Lumber

• Section D) The Impact of Forestry: Then and Now

Strand

• Social Studies


• Ontario: Heritage and Citizenship: Early Settlements in Upper Canada

• Alberta and Northwest Territories: Global Citizenship

• British Columbia and Yukon: Economy and Technology & Human and Physical Environment


Grade 3 – Forests Alive Activity 3: Forestry Frontiers

Name:

GR3 • SS • A3 1WWF-Canada Schools for a Living Planet Presented by Canon Canada Inc.

Forestry Frontiers

Section A) A History of Forestry in Canada

When settlers from Europe came to Canada, the forests here seemed never- ending. First Nations communities had been living in the great forests of Canada for thousands of years. But most settlers were farmers. So they began cutting down trees to clear space for farms and towns.

These settlers relied on the wood they cut down in many ways. They used it to build houses and furniture. They made buckets and tools for their farms. Wood was also burned for cooking and to keep them warm during the long, cold Canadian winters.

There were so many trees in Canada that settlers began sending lumber to Europe on large ships. Soon, many countries around the world depended on Canada for lumber to build, burn and make paper.

Many Canadians, then and now, have depended on our forests for jobs, paper, lumber and many other wood products. But we now understand that unless we take care of Canada’s forests, they could run out. People who work in forestry must help protect parts of our forests. They need to replant trees after they cut them down, and create protected areas for plants and animals. There is still time to preserve our forests for people and all the other living creatures that depend on them.

1. What are some ways that early Canadian settlers relied on wood?

Name:


2. List three ways that we still use wood in the same way today:

i )

ii)

iii )

3. List two new ways that we use wood today:

i )

ii)

4. Look around the classroom. How many items are made from wood? As a class, make a list on the blackboard of all the things you see that are made from wood.

5. How can people who work in forestry help protect our forests?

Name:


Section B) Forestry Technology: Then and Now

First Nations communities in Canada built canoes from wood. They often used trees that were knocked down by storms. Cutting down a large tree by hand could take months. When needed, they either burned through the trunk with hot rocks or used tools called adzes, wedges and mauls. An adze is like an ax with a thin, curved blade. A wedge is a fl at stone with a sharpened edge. A maul is a heavy stone strapped to a wooden handle, used for pounding a wedge.

Settlers in Canada cut down trees with axes. For large trees, they used long saws with a handle on each end. One man pushed while the other man pulled.

To transport huge trees, they were balanced on a cart called a skidder. Horses hauled skidders to nearby rivers. Then the logs were fl oated down the river to a sawmill, where wood was cut into lumber. Men called log drivers stood on top of the fl oating logs to help guide them to the sawmill.

Nowadays, trees are cut down using powerful trucks. The harvester is a truck with a claw attached to the front that can pull a tree right out of the ground. In some steep areas, where trucks can’t go, trees are cut down by hand, using a chainsaw. Large trucks carry logs from the forest to the sawmill.

Loggers today also have some new tools to help them with their work. One of them is the scarifier, a truck with sharp, toothed wheels that turn over the soil. The scarifier prepares the forest for replanting after it has been logged.

Name:


1. Fill in the blanks to name the items pictured.

Name:


2. In the boxes below, draw three forestry tools that we used in the past, and three tools that we use today.

In The Past Today

Name:


Section C) How We Use Lumber

Put a in the column beside each item below that you think is made from wood. Put an beside any item not made of wood.

syrup

ice cream

houses

lightbulbs

cellophane (plastic wrap)

wool

chairs

wrapping paper

turpentine

cheese

pencils

photo fi lm

doors

matches

toothpicks

chewing gum

books

baseball bats

video games

cars

Hint:

Many products made from wood are ones that you

wouldn’t guess right away! Some trees contain saps and gums that are

made into sticky stuff. Cellulose is

from trees and it’s made into plastic. Oils from trees are sometimes used in cleaning products.

Name:


Section D) The Impact of Forestry: Then and Now

Canada’s Forests 8,000 Years Ago

Canada’s Forests Today

Original Forests:Forests where therehave been few or no human changes

Modifi ed Forests:Forests with forestryand other humanactivities

Converted Forests:Forests that have been cut down for cities, towns, farms, or other human needs

Original Forests:

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Look at the maps and answer the following questions:

1. Name two provinces or territories where many forests have been converted for other uses. Circle them on the map.

i )

i i )

2. Research an animal or plant from one of the places you listed in question 1. Describe how forestry could (or already has) changed its habitat.

Name:


3. Name one province or territory where the amount of forests has not changed to converted forests very much. Circle it on the map.

4. Can you think of a reason why the forests haven’t changed much in that province or territory?

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Answers: Forestry Frontiers

Section A) A History of Forestry in Canada

1. Open – to create space for farms, to build houses, to make tools, to build towns, to sell lumber to Europe.

2. Open – to build houses, to make tools, to export as lumber.

3. Open – to make paper products, to make gums, glues, cleaning products, etc.

4. Open – desks, chairs, exercise notebooks, books, pencils. Other possibilities could include cleaning products, glues, photographs, posters, popsicle sticks or toothpicks used in crafts, etc.

5. Open – preserving certain spots for wildlife, replanting trees, protecting ecosystems, etc.

Section B) Forest Technology: Then and Now

1.

Scarifi er Long Saw Chainsaw

Skidder Maul Harvester

Adze Wedge Axe Log Driver


2.

In The Past Today

adzewedgemaul

long Sawskidder

log Driver

harvesterchainsawscarifi er

Section C) How We Use Lumber

syrupice creamhouseslightbulbscellophane (plastic wrap)woolschairswrapping paperturpentinecheese

Section D) The Impact of Forestry: Then and Now

1. Open – using the map, student should identify heavily forested areas in Canada.

2. Open – student should research a bird or animal in Canada whose population has been affected by forestry.

3. Open – using the map, student should identify forests in Canada that have not been heavily forested.

4. Open – student should think about why certain areas of Canada are more heavily forested than others (population density, accessibility, community need, community commitment to conservation, etc.).

Answers: Forestry Frontiers (continued)

pencilsphoto fi lmdoorsmatchestoothpickschewing gumbooksbaseball batsvideo games cars

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WWF-Canada and our Forests has four sections followed by Answer Pages

• Section A) How the WWF-Canada helps Canada’s Forests

• Section B) Mapping Areas in Canada Used for Forestry

• Section C) Forests and You

• Section D) How Can You Help Save Canada’s Forests?

Strand • Social Studies


• Ontario: Canada & World Connections: Urban and Rural Communities

• Alberta and Northwest Territories: Global Citizenship

• British Columbia and Yukon: Economy and Technology & Human and Physical Environment


Grade 3 – Forests Alive Activity 4: WWF-Canada and our Forests

Name:


WWF - Canada and our Forests

Section A) How WWF-Canada Helps Canada’s Forests

About 10 percent of the world’s forests are in Canada. When you’re standing at the edge of a forest looking in, it might seem like it goes on forever. But the truth is, the world uses so many wood products from Canada that if we’re not careful, we could use up all our forests.

We now know it’s important to preserve forests for all the animals, plants and people who rely on them. But whose job is it to protect the forests? And who decides which forests to preserve and which are OK to cut down for lumber?

WWF-Canada works with the provincial governments, forestry companies and local communities to decide what areas of the forests need to be protected. They must consider that the forest industry provides many jobs for Canadians. So it’s important to fi nd ways to take the wood we need in a way that keeps forest habitats healthy for all the plants and animals that live there.

To do so, WWF-Canada looks at each forest to decide. Are there towns or First Nations communities that depend on that forest? Are there certain types of animals or plants that will become endangered if the forest is cut down? Is the forest protecting a nearby lake that plants, animals and humans need? It’s also important to protect some of every kind of forest, so we protect a range of tree species and habitats. These are some of the things that WWF-Canada thinks about when it decides which forests need to be protected.

Name:


1. Who works with WWF-Canada to help protect our forests?

2. Why must we be careful not to cut down too many trees in our forests?

3. What are three things that should be considered when deciding which forests to protect? Why?

i )

ii)

iii )

Name:


Section B) Mapping Areas in Canada Used for Forestry

Sustainable Forestry

Working Towards Sustainable Forestry

Areas That We Forest

Forestry in Canada

Name:


1. Label the provinces and territories.

i) Put a dot where you live on the map.

ii) The dotted areas show forests that are working toward sustainable forestry. Colour these yellow.

iii) The light grey areas show all other forests in Canada that we use for forestry. Colour these light green.

iv) Which province or territory do you think contains the most amount of forest with sustainable forestry?

v) Which provinces or territories that log their forests have the least amount of forest with sustainable forestry?

vi) What kind of forestry is in your province or territory?

vii) What kind of forestry do the territories have?

viii) Why do you think this is?

Name:


Section C) Forests and You Preserving our forests affects different people and creatures in different ways. In the box below, think about how protecting the forest would affect the groups listed below:

How does protecting our forests affect us all differently?

A First Nations community living near a forest

A deer living in the forest

A logger

You

Section D) How Can You Help Save Canada’s Forests?

Does your province or territory have lots of forests that haven’t been logged, or that use sustainable forestry? If so, write a letter to your local Member of Parliament thanking him or her for working to conserve Canada’s forests. If your province has lots of forests used for logging that do not use sustainable forestry, write a letter to your local Member of Parliament asking why he or she isn’t helping to conserve Canada’s forests. Be sure to include some reasons why sustainable forestry is important to you and your community. Include the map from Section B with your letter.


Answers: WWF-Canada and Our Forests

Section A) How WWF-Canada Helps Canada’s Forests

1. WWF-Canada works with the provincial governments, forestry companies and local communities to decide which areas of the forests need to be protected.

2. Open – Should touch on all the ways we rely on forests for products, for beauty, for the habitats of plants, animals and people, for clean water. Also, should mention sustainability – logging forests in ways so that they continue to thrive.

3. Open – Are there towns or communities that depend on that forest? Are there certain types of animals or plants that will become endangered if the forest is cut down? Is the forest protecting a nearby lake that fi sh, animals and humans need?

Section B) Mapping Canada’s Forests Used for Forestry

1. iv) Ontario

v) Newfoundland and Labrador

vi) Open

vii) None

viii) Open – should include reference to low population, northern climate, and lack of forests (knowledge from Activity 3)

Section C) Forests and You

How does protecting our forests affect us all differently?

A First Nations community living near a forest

Open – Could touch on the spiritual, cultural and practical ways that the community is connected to the forest: for hunting, gathering, and beauty. If forestry isn’t limited, they could lose areas that they rely on.

A deer living in the forest

Open – Should touch on the deer’s reliance on the forest for food and shelter. Without protected areas of forest, this animal has nowhere to live and nothing to eat.


A logger

Open – Could touch on both positive and negative feelings. Some loggers might feel that restricting areas of forestry would limit profi ts. But forestry employees should know that preserving forests preserves their source of livelihood for longer.

You

Open – Student should consider how they value forests as places to camp and visit, as habitats for their favourite animals, and as a source of wood and paper products. Student should consider which specifi c products they rely on, from wood for houses to paper for books.

Answers: WWF-Canada and Our Forests(continued)

GR3 • EN • A5 0WWF - Canada Schools for a Living Planet Presented by Canon Canada Inc.© 1986 Panda symbol WWF-World Wide Fund For Nature (also known as World Wildlife Fund) ® “WWF” is a WWF Registered Trademark

3

What You Learned has three sections followed by Answer Pages

• Section A) Forests Alive: Multiple Choice

• Section B ) Forests Alive: Short Answers

• Section C ) Reading Conventions: Describe a Forest

Strand



• Ontario: Specifi c Expectations

• Alberta and Northwest Territories: Specifi c Outcomes

• British Columbia and Yukon: Prescribed Learning Outcomes


Grade 3 – Forests Alive Activity 5: What You Learned

Name:

GR3 • EN • A5 1WWF-Canada Schools for a Living Planet Presented by Canon Canada Inc.

What You Learned

Section A) Forests Alive: Multiple Choice

1. How much of Canada is covered by forest?

A. One third C. One half

B. One quarter D. Two thirds

2. Coniferous trees are:

A. Trees like maples and oaks

B. Trees that lose their leaves in the fall

C. Trees with broad, flat leaves

D. Trees that have needles that stay green all year

3. To grow, a plant needs:

A. Light D. Air

B. Soil E. All of these

C. Water

4. Animals and plants in the forest grow, reproduce and then die. This is called:

A. A life cycle

B. A bicycle

C. A reproductive cycle

D. Decomposing

5. Birds, trees, deer, fi sh and worms all use the forest as their:

A. City C. Life cycle

B. Habitat D. Den

Name:


Section B) Forests Alive: Short Answers

1. What is the life cycle of a tree?

2. How are the life cycles of a bee and a fl owering plant connected?

3. Name one animal that lives in Canadian forests and depends on trees. How does that animal need trees as part of its life cycle?

Name:


4. How do people rely on trees as part of our life cycle?

5. Explain why we must be careful when we cut down trees in a forest.

Name:


Section C ) Reading Conventions: Describe a Forest

Write a one-page description of your trip to the forest.

Have you ever been to a forest? If not, use your imagination to describe what you think it would be like.

To describe means to use words to explain what something is like with lots of details. Think of it as a picture in words. Anyone who reads your description should feel like they’ve been there. To make your description great, be sure to include details about sights, smells, and sounds.

What did the forest look like? Was it warm or cold? What season was it? How did it smell? Did you touch anything? What kinds of trees did you see? Did you notice any wildfl owers? Did you see anything happen? What kinds of animals live there?

GR3 • EN • A5 5WWF-Canada Schools for a Living Planet Presented by Canon Canada Inc.© 1986 Panda symbol WWF-World Wide Fund For Nature (also known as World Wildlife Fund) ® “WWF” is a WWF Registered Trademark

Section A) Forests Alive: Multiple Choice

1. C. One half

2. D. Trees that have needles that stay green all year

3. E. All of these

4. A. A life cycle

5. B. Habitat

Section B) Forests Alive: Short Answers

1. Open – From seed being buried in the soil, through sprouting, growing, living through seasons, reproducing, dying and decomposing. Could also end in tree being used for forestry.

2. Open – Should mention how the bee needs pollen for food, and the plant needs the bee to gather pollen from the flower so it can reproduce.

3. Open – Could describe any number of creatures that live in the forest and use trees for food or shelter. Could be a squirrel who uses trees for shelter and collects nuts to eat. Or a woodpecker who eats insects that live in trees, gathers twigs to make its nest, builds its nest in trees. Or a deer that uses the forest for shelter, and eats bark, twigs and buds.

4. Open – Should touch on forestry and the ways we use trees for paper, wood. Could also mention that we need trees to clean our air and water.

5. Open – Should touch on the idea that many life cycles are interconnected and the effect of taking too many trees from the forest. Should mention sustainable forestry as a responsible method for logging.

Answers: What You Learned

GR3 • WI • W1 0WWF - Canada Schools for a Living Planet Presented by Canon Canada Inc.© 1986 Panda symbol WWF-World Wide Fund For Nature (also known as World Wildlife Fund) ® “WWF” is a WWF Registered Trademark

3

Supplemental projects to expand on In-class Activities

• Activity 1: Life & Life Cycles

• Activity 2: Sustainable Forestry

• Activity 3: Forestry Frontiers

• Activity 4: WWF-Canada and our Forests

Strands

• All strands


Grade 3 – Forests Alive Wild Ideas

GR3 • WI • W1 1WWF-Canada Schools for a Living Planet Presented by Canon Canada Inc.© 1986 Panda symbol WWF-World Wide Fund For Nature (also known as World Wildlife Fund) ® “WWF” is a WWF Registered Trademark

Wild IdeasLife & Life Cycles

To expand on the Life and Life Cycles activity, try these supplemental projects:

1. Create a Tree Journal

Take students to a park and ask them to collect various leaves (or ask them to collect leaves in their backyard, or on their street). Teach them how to press leaves and glue them in a blank exercise book. Each page should display a different leaf, with the name written below (researched at the library). Students could also sketch or write observations about the trees from which they collect leaves.

2. Draw Diagrams of Flowers

Ask students to collect a fl ower from the park, the street or their backyard. Have them sketch various fl owers and label their parts. Have them research the plant or tree that the fl ower is from and ask them to draw its life cycle. Ask them to include details about any animals that depend on it, or that it depends on to live. Create a “garden” by posting all the fl ower drawings on a board, and, through Q &A, guide students to think about how all the plants and animals in a garden are connected.

3. More About Life Cycles

Ask each student to name a local plant or animal. Ask them to research their plant or animal and complete a diagram of its life cycle. Pin the life cycles on a large board and, through Q & A, ask students to make connections between them. How are they similar or different? How do the various living creatures depend on each other to complete their life cycles?

4. Waterworks

Draw a droplet of water on the blackboard and ask the students to give it a name. Through Q & A, guide students through the water drop’s adventures from the sky, through the soil, into a river, through the tap, and through the human body. Where does it end up? Repeat the exercise as a droplet of water that’s used to water a plant.

5. Watch It Grow

Have students plant seeds in small pots and teach them how to care for them with water and sunlight. Ask them to keep a log by drawing pictures of their plants once a week and writing down observations about any changes.


Wild IdeasSustainable Forestry

To expand on the Sustainable Forestry activity, try these supplemental projects:

1. Creatures of the Forest

As a group project, ask students to name as many different types of forest -dwelling plants and animals as they can. Each student should pick a different plant or animal and research its habitat. Students can prepare a class presentation and create a poster that illustrates a plant /animal habitat. Include details about how the plant or animal is /will be affected by forestry.

2. Forestry and Your Family

Using answers from Section C, students can interview one member of their family who is linked to the forestry industry. Students should think of 5 -10 questions to ask the family member about their job, and how it relates to forestry. They can also ask how their job affects their family and community (i.e. makes money for the family, builds tools or objects that are useful to the community, helps members of the community, etc.). Students sum up the interview by writing one page about that family member.

3. Jobs in Sustainable Forestry

Use books and web resources to teach students about the job of a tree planter. If possible, contact a local company or invite a local university student to come talk to students about their summer job as a tree planter.

4. Footprints in the Forest

If accessible, take students to a forest. Or, if in the classroom, ask students to talk about visits to the forest for hiking or camping trips. Using Q&A, encourage students to think about the impact of their visits. Ask them to think about all the living creatures that could be affected by one single footprint in the forest (crushed plants, insects, food for animals). Then encourage them to consider responsible ways to enjoy and visit forests without disrupting habitats (pick up trash, don’t trample over plants or pick fl owers, don’t remove animals or insects, etc.).

5. Tree TV

In groups, have the students make a mock TV commercial about forestry and the impacts it can have on the environment.


To expand on the Forestry Frontiers activity, try these supplemental projects:

1. Making Paper

Provide students with a brief introduction to the history of papermaking. Get students to guess the approximate number of pieces of paper that can be made from one tree (rough estimate: average tree creates over 8,000 sheets of copy paper). Introduce students to the importance of recycling and reusing to conserve trees.

Ask students to collect scraps of paper from the recycling bin and bring them to class.

To make paper, you will also need:

• a water source • blender • a piece of window screen stapled to a wooden frame (you might want to start out with a small frame – it’s a little easier to make smaller sheets of paper • a basin ( large enough to lay the wooden frame in) • non-toxic fabric dye for colour (optional ) • cornstarch • a roll of paper towel • a dish towel • a heavy stack of books or an iron to press the paper

1. Ask students to tear paper up into small pieces. Soak the pieces in warm water for 10 minutes.

2. Add a handful of wet paper in a blender that is half full of water.

Blend at medium speed until the paper forms a mush. Add a few drops of dye if you wish to colour the paper.

3. Mix the mush in a basin half full of water, and mix in a few sprinkles of cornstarch (it will hold the paper together).

4. Move the screen back and forth in the water to collect an even layer of paper pulp. Once you have an even layer, lift the screen out (without tipping it) and allow it to drain.

Wild IdeasForestry Frontiers


5. Carefully turn the screen upside down on to a dish towel. Use a sponge to soak up any excess water. Slowly ease the paper pulp out of the screen. Cover with a paper towel and leave to dry. You might want to press the wet paper between some heavy books to keep it fl at, or iron it between two dish towels while the paper is still wet.

2. A World of Wood

Visit the website below to see how a pencil is made, step by step.http://www.generalpencil.com/how.html

Guide students through the steps to making a pencil, from cedar tree to the fi nal product they use in the classroom. Chart the stages on the blackboard. Next, ask students to independently research the development of any other product that’s made from trees. Students should create a chart showing the developmental stages of a wood product and present it to the class.

3. The Secret Life of Seeds

Growing sprouts from seeds is a great way for kids to watch a plant move through the early stages of development that would usually occur undetected under the soil. Start with 30 ml alfalfa or clover seeds in a wide-mouth Mason jar.

1. Rinse seeds and put them in the jar. Add enough water so that it’s two inches above the level of the seeds. Let the seeds soak overnight.

2. The following morning, cover the mouth of the jar with cheesecloth and secure it with an elastic band. Turn the jar upside down to drain the water. Add more water to rinse the seeds and drain the jar once more. Shake the jar a few times to remove any excess water. If they’re too wet, the seeds may rot.

3. Rinse the seeds again at the end of the day. Continue morning and evening rinsing for four or fi ve days. After about fi ve days the sprouts will be ready to harvest.

Ask students to draw the contents of the jar each day and write down any observations about the changes. After fi ve days, your class can either harvest the sprouts and eat them, or plant them in small pots of soil and continue to watch them grow into plants.

Wild IdeasForestry Frontiers (continued)


Wild IdeasWWF - Canada and our Forests

To expand on the WWF-Canada and our Forests activity, try these supplemental projects:

1. Finding Friends in the Forest

Divide the class into three groups: trees, animals, and plants. Each student should choose to be one type of tree, animal or plant that lives in a forest near their community. Be sure that students in the animal group choose a range that includes birds, mammals and insects. Ask students to create a name tag identifi ng the creature they have chosen to be. Have students walk around the room shaking hands with other living creatures. As they meet, they should talk about how they directly or indirectly rely on each other to survive. Creatures that depend on each other directly should keep their hands linked and move along to the next person together. Very quickly, all hands will be joined in a Twister- type group. This will illustrate to students how the creatures of the forest all depend on each other.

2. Forest Protection Groups

Divide the class into four groups: WWF-Canada, loggers, the provincial government, a community that lives near a forest. Together, the groups must decide how to cultivate sustainable forestry in an imaginary forest. Have groups meet independently fi rst, and have them write down the ways they use the forest, any concerns they have about the forest, and what they’re willing to do to develop sustainable forestry techniques. Then create a forum where each group has fi ve minutes to present their ideas. On a large sheet of paper, try to fi nd compromises that all groups can agree on that will result in a sustainable forest.

3. Forest Diversity

Use a map of Canada’s ecozones to teach students about the different types of forests in our country: http://ecosys.cfl .scf.rncan.gc.ca/classif/intro_eco_e.htm is Natural Resources Canada’s webpage that includes information about the 11 forest ecozones. Have students work in groups to learn about the trees that grow in their selected ecozone. Using construction paper, students should draw, label and cut out the types of trees that grow there. Have them create a forest by pinning the trees to a bulletin board. Then they should present their forest to the class, describing various types of trees, along with information about the plants, animals and communities that depend on trees in that forest ecozone.

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