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Description
Indigenous peoples have long understood the vital role of naturally-occurring fires in maintaining healthy ecosystems. Fire has traditionally been used as a tool for renewing landscapes, promoting biodiversity, and reducing fuel buildup. However, in recent years, wildfires in Canada have become increasingly destructive. These fires are growing in frequency, intensity and unpredictability due to factors like changing weather patterns, urban encroachment and the decline of forest management practices like controlled burns. This STEM resource involves students in a critical exploration of the complex ecological relationships and human dimensions of wildfire through three experiential activities as described below:
Nothing Succeeds Like Succession
Students explore ecosystem diversity and natural regeneration by examining succession patterns at Mount St. Helen's and investigating local habitats to identify succession stages based on plant and animal communities.
Living with Fire
Through a hands-on classroom experiment and outdoor observations, students explore the "fire triangle" by burning various natural fuels. They learn how fire behaviour is influenced by fuel, heat, and oxygen and how this knowledge can be used to assess and manage wildfire risk.
Burning Issues
Students analyze long-term atmospheric carbon dioxide data from the Mauna Loa Global Monitoring Lab to understand the link between climate change and wildfire activity. They then consider strategies for reducing carbon emissions to help prevent further global warming and weather events that are contributing to catastrophic wildfires.
Each activity can be completed independently, but the intent is that the lessons are combined into a comprehensive learning experience in which students achieve the following outcomes:
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Describe the relationship between ecological dynamics, ecosystem diversity and natural disturbance
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Observe, compare and contrast succession stages in altered and undisturbed habitats
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Use science process skills to evaluate and describe the necessary conditions for starting and sustaining a fire as represented by the “fire triangle”
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Identify wildfire prevention and protection strategies
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Evaluate evidence to make informed conclusions about human impacts on the environment
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Communicate ideas and thoughts about their learning experience through a physical or virtual exhibit
General Assessment
What skills does this resource explicitly teach?
- Problem-solving
- Critical thinking
- Experimentation
- Data analysis
- Interpreting trends and patterns
- Community-based thinking
Strengths
- Strong relevance to current wildfire issues in Canada
- Hands-on activities that encourage exploration and discovery
- Easily adapted to local environments and communities
- Links each activity to UN Sustainable Development Goals and Global Competencies
- Includes information about Indigenous perspectives
Weaknesses
- Lacks examples of Canadian wildfire events or Indigenous fire stewardship practices
- Involves burning fuels outside which may not be appropriate or feasible at many schools, and requires extensive teacher set up and knowledge related to fire safety
- Assessment tools are limited and non-specific
Recommendation of how and where to use it
This resources supports Grade 6-9 Science units exploring ecosystem resilience, successional change and biodiversity, climate change impacts and the connections between atmospheric carbon dioxide, fossil fuel emissions and weather-related consequences. The activities also build STEM skills in science literacy, experimentation, data analysis, graphing and critical thinking. Social Studies concepts regarding Indigenous traditional knowledge, land use and community sustainability are also integrated into the learning experience.
The resource could extend into a student-led action project in which learners use tools such as the "Fire Safety Checklist" to assess wildfire risks around their school. Working with local experts such as firefighters and conservation officers, students could create and present a plan to the local school board that includes ideas for improving local fire safety through modifications to the school grounds and community outreach.
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.
- Step 1Select a province
- Alberta
- Step 2Select a grade level
- Grade 6
- Step 3Select a subject
- 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
- Step 3Select a subject
- Science
- Step 4Relevant matches
- Interactions and Ecosystems
- Grade 9
- Step 3Select a subject
- Environmental Science
- Step 4Relevant matches
- Environment and Outdoor Education: Environmental Core
- British Columbia
- Manitoba
- New Brunswick
- Step 2Select a grade level
- Grade 4
- Step 3Select a subject
- Social Studies
- Step 4Relevant matches
- My Province, Exploration, History of the Atlantic Region: Geography
- Grade 9
- Step 3Select a subject
- Science
- Step 4Relevant matches
- Science 9 Ecosystem Dynamics: Learning and Living Sustainably
- Science 9 Ecosystem Dynamics: Scientific Literacy
- Newfoundland & Labrador
- Northwest Territories
- Nova Scotia
- Step 2Select a grade level
- Grade 4
- Step 3Select a subject
- Social Studies
- Step 4Relevant matches
- Social Studies 4: Physical Environment
- Grade 7
- Step 3Select a subject
- Science
- Step 4Relevant matches
- Science 7: Environmental Action
- Grade 8
- Step 3Select a subject
- Science
- Step 4Relevant matches
- Science 8: Climate Change
- Nunavut
- Ontario
- Step 2Select a grade level
- Grade 6
- Step 3Select a subject
- Science & Technology
- Step 4Relevant matches
- Life Systems: Biodiversity
- STEM Skills and Connections
- Grade 7
- Step 3Select a subject
- Geography
- Step 4Relevant matches
- Physical Patterns in a Changing World
- Science & Technology
- Step 4Relevant matches
- Earth and Space Systems: Heat in the Environment
- Life Systems: Interactions in the Environment
- STEM Skills and Connections
- Grade 8
- Step 3Select a subject
- Geography
- Step 4Relevant matches
- Global Settlement: Patterns and Sustainability
- Science & Technology
- Step 4Relevant matches
- STEM Skills and Connections
- Prince Edward Island
- Quebec
- Step 2Select a grade level
- Grade 6
- Step 3Select a subject
- Science & Technology
- Step 4Relevant matches
- Living Things
- Grade 7
- Step 3Select a subject
- Science & Technology
- Step 4Relevant matches
- The Living World
- Grade 8
- Step 3Select a subject
- Science & Technology
- Step 4Relevant matches
- The Living World
- Saskatchewan
- Step 2Select a grade level
- Grade 4
- Step 3Select a subject
- Social Studies
- Step 4Relevant matches
- Saskatchewan: Resources and Wealth
- Grade 7
- Step 3Select a subject
- Science
- Step 4Relevant matches
- Science 7: Life Science: Interactions within Ecosystems
Themes Addressed
Air, Atmosphere & Climate (1)
- Climate Change
Ecosystems (2)
- Biodiversity
- Interdependence
Indigenous Knowledge (1)
- TEK -- Traditional Ecological Knowledge
Land Use & Natural Resources (1)
- Forests
Sustainability Education Principles
| Principle | Rating | Explanation |
|---|---|---|
| Consideration of Alternative Perspectives | Good | Students investigate succession as a natural ecosystem process, while examining how changing weather patterns and human impacts on landscapes are driving more frequent, intense and damaging wildfires. By combining scientific evidence with Indigenous knowledge and community perspectives the lesson encourages critical thinking and supports informed, balanced conclusions. |
Consideration of Alternative Perspectives:
| ||
| Multiple Dimensions of Problems & Solutions | Very Good | Pupils learn that while fire is often an essential component of some natural life cycles, huge, unplanned and uncontrolled fires pollute air and water, harm wildlife, damage habitats, and reduce biodiversity. They also examine the human economic and social impacts of wildfires, including threats to lives and property, loss of livelihoods and pressure on public resources. |
| Multiple Dimensions of Problems & Solutions: Effectively addresses the environmental, economic and social dimensions of the issue(s) being explored.
| ||
| Respects Complexity | Very Good | The activities help students think beyond simple cause-and-effect by exploring the connections between wildfires, climate, carbon dioxide emissions and human actions, while identifying how sustainable forest management helps protect the environment and communities. |
| Respects Complexity: The complexity of the problems/issues being discussed is respected. | ||
| Acting on Learning | Satisfactory | Although a specific action project is not included, the activity "Living with Fire" challenges students to consider how they could help build community safety by using the "Wildfire Safety Checklist" to assess homes and learn more about fire-resistant features in home design. Examining carbon emissions also fosters thinking about personal energy use and conservation. |
| 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
| ||
| Values Education | Satisfactory | The lesson encourages environmental responsibility and climate action. |
| Values Education: Students are explicitly provided with opportunities to identify, clarify and express their own beliefs/values. | ||
| Empathy & Respect for Humans | Good | The resource encourages students to consider the real-world impacts of wildfires on people and communities, and promotes respect for Indigenous knowledge and tradtional land management practices. |
| 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 | Good | Succession activities involve pupils in direct observation and exploration of natural areas and a portion of the “fire triangle” activity also occurs outside. The lesson encourages stewardship and a sense of responsibility in caring for the Earth. |
| Personal Affinity with Earth: Encourages a personal affinity with -the natural world.
| ||
| Locally-Focused Learning | Good | Students are encouraged to explore fire-related issues in their own community through activities like using the "Wildfire Safety Checklist" in familiar places, learning from local firefighters and reflecting on how wildfires could, or have, affected their region. |
| Locally-Focused Learning: Includes learning experiences that take advantage of issues/elements within the local community.
| ||
| Past, Present & Future | Good | The lesson promotes an understanding of historical Indigenous fire stewardship practices and human impacts contributing to the more intense, and difficult to control fires that are presently occurring. They also explore how sustainable forest management and carbon reductions support climate stability and reduced fire risk in the future. |
| 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 | Very Good | Activities are designed so that students are able to discover and build knowledge through observation, questioning, experimentation, and reflection. |
| Open-Ended Instruction
: Lessons are structured so that multiple/complex answers are possible; students are not steered toward one 'right' answer. | ||
| Integrated Learning | Good | Although developed as a Science resource that builds STEM skills in investigation, analysis and problem solving, the lessons support Social Studies concepts related to global environmental issues and Traditional Ecological Knowledge. Learners also practice Mathematics skills by interpreting and graphing carbon dioxide data in the "Burning Issues" activity. |
| Integrated Learning: Learning brings together content and skills from more than one subject area
| ||
| Inquiry Learning | Good | Active investigations like burning different fuel types and analyzing succession vegetation patterns encourage problem solving and critical thinking. |
| Inquiry Learning: Learning is directed by questions, problems, or challenges that students work to address.
| ||
| Differentiated Instruction | Satisfactory | The hands-on approach supports all learning styles through a combination of outdoor and classroom investigations. |
| Differentiated Instruction: Activities address a range of student learning styles, abilities and readiness.
| ||
| Experiential Learning | Good | As students explore succession at Mount St. Helens and analyze data from Mauna Loa while engaging with local environments, they are able to apply new knowledge in an authentic context through fire safety assessment in their own community. |
| Experiential Learning: Authentic learning experiences are provided
| ||
| Cooperative Learning | Satisfactory | Pupils work in teams that actively engage with each other through peer discussions and problem-solving. |
| Cooperative Learning: Group and cooperative learning strategies are a priority.
| ||
| Assessment & Evaluation | Satisfactory | Assessment suggestions such as designing a fire-safe home are included, but there is not a defined assessment plan. Student worksheets, reflection questions and group discussions do provide formative assessment tools. It is suggested that pupils create an exhibit summarizing learning but a project outline or assessment rubric are not provided. |
| 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 | This aspect is not specifically included, although students do work cooperatively to complete tasks. |
| Peer Teaching: Provides opportunities for students to actively present their knowledge and skills to peers and/or act as teachers and mentors.
| ||
| Case Studies | Good | The resource uses a community based instructional approach where pupils explore concepts and build connections within local environments. Specific case studies are included. |
| 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 | Good | Research and discovery promote student-centred learning, exploration and the development of higher-order thinking skills. |
| 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. | ||
