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The Power of Forests

What role do forests play in regulating the global climate?

Middle, Secondary

Description

Forests are essential to all life on Earth, including humans. These vital ecosystems provide numerous ecological, social, and economic benefits, including supporting biodiversity, providing natural resources, mitigating climate change impact and enhancing human well being. Despite their importance, forests are increasingly threatened by human activities and have declined significantly worldwide. This series of three hands-on lessons takes students on an exploration of some of the world's most remarkable forest ecosystems while developing an awareness of the connections between Indigenous traditions, sustainable forest management, and conservation in protecting the forests that remain. Each lesson features a virtual field trip, hands on activity, and reflection, as described below.

Lesson 1 – Storing Carbon: Students travel to the old growth forests of Borneo to explore carbon sequestration, atmospheric gases, and the greenhouse effect while observing critically endangered wildlife. A simple experiment models atmospheric gas imbalance and rising temperatures, followed by discussions about the role of forests in absorbing carbon dioxide, traditional forest management practices and sustainable forest products.

Lesson 2 – Protecting Biodiversity: Set in the Appalachian Mountain Forest, this lesson explores food webs and how environmental change affects ecosystem stability. Students build a food web model to investigate the impacts of warming temperatures and other disturbances. Reflections focus on how citizen actions, such as planting native species, can help protect biodiversity.

Lesson 3 – Sustainable Forestry: Students visit the Maya Forest of Central America to examine how Indigenous ecological knowledge has supported sustainable forestry for generations. Through a Milpa farming game, they explore the connections between nature, agriculture, and culture before reflecting on how traditional practices and environmental stewardship contribute to healthy ecosystems that support humans and nature.

Combined into a comprehensive learning experience, these three lessons support the following learning outcomes:

  • Describe how greenhouse gases support life on Earth and how forests regulate these gases
  • Explain the relationship between fossil fuels, excess atmospheric carbon dioxide, and climate change
  • Analyze how climate change alters species distribution and impacts food webs
  • Explain the relationship between traditional ecological knowledge, sustainable forestry, and climate resilience
  • Identify examples of important forest ecosystems, current threats, and conservation actions

General Assessment

What skills does this resource explicitly teach?

  • Modelling ecological processes
  • Analysis of cause and effect
  • Reflective thinking
  • Summarizing and evaluating visual media
  • Social awareness

Strengths

  • Strong connections between climate, biodiversity and human interactions with the environment
  • Uses authentic global examples of forest conservation sites
  • Engaging multimedia
  • Includes hands-on activities to reinforce learning

Weaknesses

  • Misses an opportunity to include an outdoor component in Lesson 2 that explores biodiversity and food webs
  • Could provide more assessment tools
  • Could provide more background about Indigenous peoples featured in the lessons

Recommendation of how and where to use it

This resource supports Grade 6–8 Science units exploring ecosystems, forests, biodiversity, and ecological functions such as carbon sequestration. The lessons also strengthen understanding of climate concepts, including the greenhouse effect, atmospheric gases, and factors contributing to global warming. Social Studies and Geography connections focus on relationships between culture and the environment, Indigenous ecological knowledge and traditions, and global sustainability.

One stewardship action highlighted in the lessons is purchasing sustainably sourced forest products identified by the Forest Stewardship Council (FSC) certification label. As an extension, students could develop a community awareness project by creating a display of locally available FSC certified products that explains how responsible purchasing supports sustainable forestry and forest conservation. Information about the Forest Stewardship Council can be found here.

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
    • Step 2Select a grade level
    • Grade 6
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      • Science
        • Step 4Relevant matches
        • 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
    • Grade 7
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      • Science
        • Step 4Relevant matches
        • Interactions and Ecosystems
  • British Columbia
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    • Grade 7
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      • Science
        • Step 4Relevant matches
        • Science 7: Earth and its climate have changed over geological time
  • Manitoba
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    • Grade 7
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      • Science
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        • Interactions Within Ecosystems
        • Life Systems
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        • People & Places in the World: World Geography
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      • Science
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        • Earth Science
  • New Brunswick
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    • Grade 9
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      • Science
        • Step 4Relevant matches
        • Science 9 Ecosystem Dynamics: Learning and Living Sustainably
        • Science 9 Ecosystem Dynamics: Scientific Literacy
  • Newfoundland & Labrador
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    • Grade 6
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      • Social Studies
        • Step 4Relevant matches
        • How Does Cross-Cultural Understanding Influence Interactions?
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      • Science
        • Step 4Relevant matches
        • Interaction of Ecosystems
  • Northwest Territories
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    • Grade 7
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      • Science
        • Step 4Relevant matches
        • Science 7: Earth and its climate have changed over geological time
  • Nova Scotia
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    • Grade 6
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      • Science
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        • Science 6: Diversity of Life
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      • Science
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        • Science 7: Environmental Action
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      • Science
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        • Science 8: Climate Change
  • Nunavut
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    • Grade 7
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        • Interactions and Ecosystems
  • Ontario
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    • Grade 6
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      • Geography
        • Step 4Relevant matches
        • Natural Resources around the World: Use and Sustainability
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        • Earth and Space Systems: Heat in the Environment
        • Life Systems: Interactions in the Environment
  • Prince Edward Island
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    • Grade 6
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      • Social Studies
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        • Environment and culture
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      • Science
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        • Interactions Within Ecosystems
  • Quebec
  • Saskatchewan
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    • Grade 7
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      • Science
        • Step 4Relevant matches
        • Science 7: Life Science: Interactions within Ecosystems
  • Yukon Territory
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    • Grade 7
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      • Science
        • Step 4Relevant matches
        • Science 7: Earth and its climate have changed over geological time

Themes Addressed

Air, Atmosphere & Climate (1)

  • Climate Change

Ecosystems (1)

  • Biodiversity

Indigenous Knowledge (1)

  • TEK -- Traditional Ecological Knowledge

Land Use & Natural Resources (1)

  • Forests

Sustainability Education Principles

Principle Rating Explanation
Consideration of Alternative Perspectives Good

The combination of hands on activities, watch and respond tasks, and exploration of important global forest sites encourages students to critically examine the relationships between forests, climate, biodiversity, and people while developing ideas about conservation strategies and solutions.

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 Very Good

Students explore the ecological functions of forests, including their role in carbon storage, climate regulation, and biodiversity. They also develop an understanding of ecosystem interdependence and how threats such as deforestation can disrupt ecological balance. Through an examination of Indigenous communities and their relationship with forests, students gain insight into the social, cultural, and economic importance of these ecosystems.

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 local threats to forests can have significant global consequences, such as irreversible species loss, reduced long term carbon storage, and diminished climate regulation. The lesson highlights how community stewardship and sustainable forest management are essential for protecting forest ecosystems and strengthening worldwide climate resilience.

Respects Complexity:

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

Acting on Learning Satisfactory

Each lesson includes a "Watch Guide" worksheet to accompany the virtual field trip, with reflection questions that encourage students to consider citizen stewardship actions such as purchasing Forest Stewardship Council (FSC) certified wood products. 

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 Good

The focus on Indigenous stewardship fosters an appreciation of the interconnectedness between people and the environment, encouraging students to reflect on their responsibility to care for the natural world.

Values Education:

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

Empathy & Respect for Humans Good

Students learn that as generational stewards of the land, Indigenous communities possess valuable ecological knowledge that supports the sustainable harvesting of natural resources and agricultural food production while respecting the natural world.

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

Although the lessons do not include outdoor investigations, images and videos of remarkable places such as the forests of Borneo help foster appreciation for these unique ecosystems.

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 Satisfactory

The lessons focus on global forest ecosystems while helping students recognize how local actions contribute to broader conservation efforts. Students are encouraged to reflect on how community based actions can help protect forests and reduce the impacts of climate change.

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 resource explains how past human activities have contributed to widespread declines in forest ecosystems that have resulted in current issues such as biodiversity decline, reduced carbon storage, and climate change. It also emphasizes community based conservation strategies that integrate traditional ecological knowledge and sustainable forestry practices to support long term stewardship and reduce future deforestation.

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

Hands on activities such as the "Smoke in a Jar" experiment, analysis of visual information, and reflection questions encourage critical thinking and scientific reasoning as students respond to guided questions and participate in peer 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

This resource focuses on Science concepts related to ecosystems and climate change. Social Studies and Geography content includes Indigenous traditions, locating and describing important global conservation areas and exploring culture.

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

The lessons use open-ended questioning to engage students in exploring, thinking, asking and answering questions to acquire and use new knowledge through active discussions.

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, hands-on learning and discussion opportunities 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

Modeling exercises like building a food web and the Milpa farming game actively engage students in the subject matter and supports evidence-based learning. Taking students outside into a treed area to conduct these activities would strengthen the 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 are involved in group brainstorming and discussions and work collaboratively to complete activities.

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

Summative assessment tools are not included with the resource, but the student video "Watch Guide" worksheet for each lesson supports formative assessment of student understanding.

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 Poor/Not considered

Peer teaching is not a component of this resource.

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

Featuring the Borneo rain forest, the Appalachian Mountain forest and the Maya forest as the subject of the learning experience provides students with genuine information about global conservation areas and sustainable forest initiatives.

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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