Forests/Natural Resource Management II
In Lesson Two students learned about the importance of trees and the various roles they play in the
lives of humans and animals. To build on this knowledge, in lesson three, students will learn about
deforestation and the importance of forest management.
Time Required: 1 hour
The Arts: (Drama)
• Interpret and communicate the meaning of stories, poems, plays, and other material drawn
from a variety of sources and cultures, using a variety of drama and dance techniques
Language: (Oral Communications)
• Use speaking skills and strategies appropriately to communicate with different audiences for
a variety of purposes
• Read and demonstrate an understanding of a variety of literary, graphic, and informational
texts, using a range of strategies to construct meaning
• Generate, gather, and organize ideas and information to write for an intended purpose and
Science & Technology (Understanding Life Systems: Habitats and Communities)
• Analyse the effects of human activities
• Investigate the interdependence of plants and animals within specific habitats and
• Demonstrate an understanding of habitats and communities and the relationships among the
plants and animals that live in them
Review with students all the reasons why trees are important. This should be a brief review where
students can call out different uses of trees. You can refer back to the overhead sheet from Lesson Two
or The Great Kapok Tree, if necessary.
Students will explore issues affecting forests in Canada and Africa. There are three
information sheets that address issues of deforestation in Tanzania, Ethiopia, and British
Columbia. Split the class into six groups, giving two groups the Tanzanian information sheet,
two groups the Ethiopia information sheet, and two groups the BC information sheet.
Expert Groups as follows:
• Expert Group 1, Deforestation in Tanzania
• Expert Group 2, Deforestation in Ethiopia
• Expert Group 3, Deforestation in British Columbia
As a means of checking for understanding and sharing information with the rest of the class
expert groups will be asked to do a 5-minute presentation about the knowledge they obtained
and answer any questions other classmates may have. Presentations can be in the form of a
drama skit or they may use a piece of chart paper to write the main points that will be
presented to the class.
Discuss solutions to deforestation challenges with the class
The objective of this exercise is for students to write a short poem about the importance of a tree.
1. Each student receives a piece of green construction paper and a sheet of white paper.
2. Students should then draw the shape of a tree on the white paper, cut it out and paste it on
the green construction paper.
3. On a scrap piece of paper students should create a poem about trees. They can talk about
what trees are used for, why we should protect our trees etc.
4. Once they have written their poem using pencil crayons or markers they can write their
poem on the cut-out of a tree they created.
ENVIRONMENTAL ALTERNATIVE: Instead of using construction paper, students could type their
poems and post them on a class wiki-page or they could send them for display on the Global Kidz page
A. Using the Extension Data Chart provided assign students questions based on the deforestation data.
These questions will differ with each grade and data can be simplified. They could include:
Order the countries from largest to smallest in terms of total land forested/ total forest lost
How much forest was there in 2000?
How much forest was there in 1990?
What is the average forest lost in these countries?
Estimate what is the percentage forest lost of these countries?
Draw graphs demonstrating the amount of forest in each country
Draw graphs demonstrating the percentage of forest in each country
Draw graphs demonstrating the amount of forest lost in both periods.
Which country has improved the most with regards to deforestation?
What is the percentage of forested land as a fraction?
B. Plant some trees!
Take the students outside and plant some trees in your school grounds or in your community:
1. Teach students how to plant trees. You can learn some very handy tips from the book The
Simple Act of Planting a Tree (Chapter 6). The most relevant is available online at:
http://www.treelink.org/books/simpleact/chapter6.htm. Pictures and diagrams are only
included in the hard copy. If you would like a hard copy of the book please contact CPAR for
a free copy (plus Postage and Packing – apx. $10).
2. Have the students plant some trees.
3. It may be possible to have students demonstrate how to plant trees to parents and
community members at a demonstration day. Show the Mayor!
4. Make a demonstration film and put it up on You Tube also send it to CPAR and we may put
it up on the Global Kidz Website!
5. Teachers may want to draw links between trees here and in Africa by fundraising to plant
trees in Africa. You can do this through:
C. Show a film like: The Man Who Planted Trees (directed by Frédéric Back)
Additional Information on Jigsaw
1. ARRANGE COOPERATIVE GROUPS & ASSIGN MATERIAL
Within each Cooperative Group, each team member is assigned different material to learn and present
to one another
2. EXPERT GROUPS STUDY AND PREPARE PRESENTATIONS
Expert Groups are formed with the students who have the same assigned subject material. Students
read, study and plan ways to teach their material to their Cooperative Group teammates.
3. RETURN TO COOPERATIVE GROUPS FOR TEACHING AND CHECKING
Students return to their Cooperative Groups where they take turns presenting to one another.
4. INDIVIDUAL AND GROUP ACCOUNTABILITY
Groups are accountable for ensuring that all members know all of the material. This can be
demonstrated in many ways including responding orally to random questions, writing a quiz or making
an oral presentation.
Deforestation in Tanzania
Tanzania is located in East Africa. It has many different environments including savannas,
mountains, forests, and coastal regions. 39 million people live there.
Tanzanian people are connected to forests for many reasons:
• Fuel-wood for cooking, as well as curing other goods
• Clearing land for farming
• Commercial Logging
• Production of wood-based items, including homes, tools, and crafts
Tanzania is home to a great amount of forest. In fact, it has over 35 million hectares. That’s an area
bigger than Finland! These forests are being cut down though. At the moment 412 000 hectares of
Tanzanian woodland are being cut down every year.
Deforestation has been occurring in Tanzania for a long time – including when Tanzania was a
colony of the British Empire. Today the main reason for deforestation is that people cut down trees to
use them to cook with. Other fuels are just too expensive.
Tanzania is also losing its forests because more land is needed for farming. Some small farmers have
been clearing trees because they need to feed more people locally and have no means to intensify their
production sustainably. The population has increased naturally, but also because refugees from
Tanzania’s neighbours have come to Tanzania. Large farmers have also been cutting down many
trees. These farms often grow non-food crops like tobacco and tea which they export them to
countries like Canada. They must do this so Tanzania can pay off debts to other countries. To make
tea and tobacco, curing is also needed and wood is essential for this too!
In the past the logging industry has also cut down many trees for export. This is now illegal, but sadly
it still happens.
Some of the effects of deforestation in Tanzania have been:
Soil Erosion: Trees reduce wind speed. When trees are cut down bare soil is exposed
to stronger winds and the fertile topsoil blows away. Fertile soil is soil that supplies
plants with the food they need to grow.
Water Problems: When soil washes into rivers it can cause flooding. Deforestation
also prevents soil holding much water so the climate becomes drier.
Less Resources: There has been less resources available for local people to use for
personal needs like cooking.
Canadian Physicians for Aid and Relief (CPAR) is helping communities fight deforestation. CPAR is
helping communities re-plant trees. It is teaching farmers how to increase the amount of food they
grow without having to use more land. It is also helping people use less wood by showing them how
to build cooking-stoves that use less wood.
Get the 3 "expert" pages on pp. 38-40 of this booklet:
The world has 4 billion hectares of forest which covers about 30% of the world’s landmass. From 1990
to 2005 the world lost 3% of its forest – an annual decrease of 0.2%.
Reasons for this destruction are different in each country, but include: overuse for fuel which is linked
to poverty (UN says that 81% of deforestation in developing world due to energy needs), commercial logging (both in colonial and post-colonial eras), movement to large-scale farms, war and
conflict (both historic and contemporary), and international debt payments (selling of wood and clear
cutting for commercial farming).
In 2000 the UN Millennium Development Goals (MDGs) aimed to reverse the loss of forests by 2015.
This goal is not on track globally.
The rate of deforestation differs between regions. Between 2000 and 2005 Africa lost 4,040,000
hectares or an annual decrease of 0.62%. This is 55% of the world’s deforestation. Forest levels are
also decreasing in Latin America at only slightly lower rates. The FAO reports, however, that levels
are stable in Europe and North America; and even increasing in Asia.
CPAR’s integrated approach to community development recognizes the vital need to create a healthy
environment in order to develop a healthy community. The overall health of forests is key to this.
Source: FAO (2007), State of the World’s Forests 2007, www.fao.org/forestry/site/38935/en
Get a rubric on pp. 36-37 of this booklet:
Supplies You Will Need • Photocopy each expert group information sheet; there are three in total. Make sure there are enough of each information sheet for 1/3 of your class. • Six pieces of chart paper • Green construction paper and white paper, one for each per student (or computers) • Glue, scissors, markers, pencil crayons
This work is licensed under a Creative Commons License.
Web Pages Used
No comments have been posted yet. You could be first!
Please login to post a comment.