Forestry Webquest

Online Resources
Forestry WebQuest


Created for Ms. Shields' Conservation 521 class


Introduction    Task    Process    Evaluation    Resources    Teachers    Conclusion


Over 87% of Prince Edward Island's forests are owned privately, a unique distinction among Canada's provinces where the majority of forested land is owned publicly.  As a result, private landowners are free to do as they wish with their forests.  The local school district owns the forested land surrounding our school and is planning on selling it to local developers who will be clearing the land to build a housing subdivision.  Your job is to persuade  the school district not to sell the land by educating them on the importance of maintaining this forest ecosystem.

The Task

Your group will consist of a student and staff member from the school, an environmentalist, and a private citizen who lives in the area.  Your job is to research the benefits of forests and create a persuasive slide show presentation which will be delivered to the members of the school board executive.  The future of our school's green space is in your hands; it's your job to try to save it from becoming another urban development.

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The Process

1.  Assign each group member one of the following roles:

Student -   This individual must represent the voices of today's and tomorrow's students at the school.  Explain the importance of having a forest ecosystem  and green space around the school property from a student perspective.

Teacher -  The teacher will discuss the importance of being able to take students outdoors to experience hands on learning in courses such as conservation, environmental management, and photography. 

Environmentalist- The environmentalist will present the scientific facts surrounding the importance of trees to the health of the environment.

Private Citizen -  This individual will present arguments against further land development in the area which will result in increased noise and traffic levels.

2.  Group members are to research each of their areas using encyclopedias, library resources, local agencies, and the Internet.  Several reference websites have been listed in the Resource section that can act as a starting point for your group.  Each group member must create 4 slides that represents their view for the group's Corel Presentation slideshow.   Group members must work together to ensure the presentation has flow, accuracy, and avoids duplication.  The slideshow will be presented to the class who will act as the school board executive.

3.  Groups will be evaluated using the supplied rubric.

4.  Each group member is required to participate in the oral presentation of the slideshow.

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Student projects will be evaluated using the following rubric:

Well-rehearsed with smooth delivery that holds audience attention.
Rehearsed with fairly smooth delivery that holds audience attention most of the time.
Delivery not smooth, but able to maintain interest of the audience most of the time.
Delivery not smooth and audience attention often lost.
Makes excellent use of font, color, graphics, effects, etc. to enhance the presentation.
Makes good use of font, color, graphics, effects, etc. to enhance to presentation.
Makes use of font, color, graphics, effects, etc. but occasionally these detract from the presentation content.
Use of font, color, graphics, effects etc. but these often distract from the presentation content.
Covers topic in-depth with details and examples. Subject knowledge is excellent.
Includes essential knowledge about the topic. Subject knowledge appears to be good.
Includes essential information about the topic but there are 1-2 factual errors.
Content is minimal OR there are several factual errors.
Content is well organized using headings or bulleted lists to group related material.
Uses headings or bulleted lists to organize, but the overall organization of topics appears flawed.
Content is logically organized for the most part.
There was no clear or logical organizational structure, just lots of facts.
No misspellings or grammatical errors.
Three or fewer misspellings and/or mechanical errors.
Four misspellings and/or grammatical errors.
More than 4 errors in spelling or grammar.
Source information collected for all graphics, facts and quotes. All documented in desired format.
Source information collected for all graphics, facts and quotes. Most documented in desired format.
Source information collected for graphics, facts and quotes, but not documented in desired format.
Very little or no source information was collected.
The workload is divided and shared equally by all team members.
The workload is divided and shared fairly by all team members, though workloads may vary from person to person.
The workload was divided, but one person in the group is viewed as not doing his/her fair share of the work.
The workload was not divided OR several people in the group are viewed as not doing their fair share of the work.

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Students may utilize library books, encyclopedias, or Internet resources.  A few Internet sources have been listed below to aid you in your research.  Remember to properly cite any Internet sources or graphics that you incorporate into your slide show.

Visit Encarta's Online Encyclopedia to get an explanation of a what a forest is and some statistics on Canada's forests.  A good starting point for all group members to explore.

BC's Forest Information website provides a comprehensive overview of the forestry industry and its value to society. 

The MacPhail Woods Ecological Forestry Project discusses the importance of maintaining wildlife trees on PEI as well as a historical review of our forests.  A good starting place for your environmentalist.

School Net's online publication of Canada: A Forest Nation is an excellent resource that examines questions of forest sustainability, development, and management.

An extensive list of Canadian forestry links can be found by visiting this website: .  There is something for everyone here!

The North Centre Regional Educational Laboratory offers some insight into the benefit of hands on learning for students.  A must see for your teacher and/or student representative!

Visit one community's website  or the Nova Scotia Department of Environment's website that lists the benefits of green space in a city environment.  Your citizen member should check out these sites!

This online tutorial for Corel Presentations may help you if you have forgotten some of its features.

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This Webquest was designed for grade eleven high school students taking a locally developed conservation class.  Students are expected to learn independently, and with group members, about: the importance and relevance of sustaining forests and green space in urban areas, the need to educate local land owners about their responsibility in maintaining and protecting the environment, and the benefits of hands-on learning in education.  In addition, students are to further develop their technology, presentation, and interpersonal skills through the collaborative nature of this project.

Prior to starting this project, students will have spent some time learning about Canada's forest industry, the make-up of local forests, and biodiversity.  

Curriculum outcomes, according to Atlantic Provinces Educational Foundation, achieved in this project are :

Demonstrate understanding of sustainable development and its implications for the environment.

Work and study purposely both independently and in groups.

Reflect critically on ethical issues.

Acquire, process, and interpret information critically to make informed decisions.

Solve problems independently and with others.

Locate, evaluate, create, and share information using a variety of sources and technology.

Describe interactions and explain dynamic equilibriums within ecosystems.

Materials needed include: access to the Internet, Corel Presentations or Microsoft PowerPoint, and library access.  The length of the activity is approximately 4  classes as well as additional time for group slideshow presentations to be made to the class.  

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Congratulations on a job well done.  You have been given an opportunity to discover the importance of educating the private landowners in our province in an effort to protect our forests from massive land clearing projects.  With more than 87% of our woodlands being owned privately, the future of PEI's landscape is in our own hands.  The educational effort by Islanders, such as yourself, is the key to maintaining the aesthetic beauty of Prince Edward Island and protecting the natural treasures of our island.  

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