Forest distribu�on worldwide. Wasteful and ra�onalmanagement of forest resources

Forest distribu�on worldwide. Wasteful and ra�onal management of forest resourcesLesson plan (Polish)Lesson plan (English)

Link to the lesson

Before you start you should know

what impact the climate has on flora diversity on Earth;that flora formations occur in zones on Earth;how ecosystems function;that environment conditions have significant impact on the forms of resourcemanagement;that there is a conflict of interest in the Amazon between economical use of itsresources and ecological consequences of deforestation.

You will learn

to name the largest forest complexes in the world;to list forests' economic and non‐economic functions;to point where in the world forests are the most depleted and repleted;to explain how to manage and how not to manage forest resources.

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nagranie dźwiękowe abstraktu

Forests worldwide and their importance

Source: licencja: CC 0.

There are two large woody plant formations on Earth: taiga and humid equatorial forest.Situated at middle and high latitudes, taiga occupies the surface of approximately 19 millionkm , while the area of humid equatorial forest is approximately 14 million km .2 2

Forest distribu�on worldwide. Wasteful and ra�onalmanagement of forest resources

Global distribu�on of biggest forest forma�onsSource: licencja: CC BY 3.0.

Apart from those large formations, forests grow in other climate zones as well, but they donot occupy such sizeable areas. The main limitation is the insufficient supply of water forsuch big plants. This can be particularly sharply noticed in equatorial zone. There is alsolittle woodland in those countries, where trees were cut down e.g. the United Kingdom orDenmark. The rate of wood areas (forest cover) varies much between different countries ofthe world as can be seen in table 1 Other tables present countries with the highest woodarea in 2010 (table 2) and countries with the highest quantities of harvested wood (table 3).

Task 1

Search in the e-textbook for the tables indicated above and analyze data contained therein.

Task 2

Use problem method 5Q to consider the problem: How to eliminate wasteful management offorest resources?

What can we do at a greater rate to achieve the goal?

What can we do at a lesser rate?

What can we do differently?

What can we stop doing?

What can we start doing?

Management of forest resourcesForests have been cut down and otherwise exploited for ages, but it was the industrialrevolution that created an increased demand for wood and provided technical means tosatisfy this demand. Since the industrial revolution first happened in Europe and NorthAmerica, this is where massive logging started first. Due to significant depletion of woodarea in temperate zone, growing demand and availability of more efficient transport, this

intensive exploitation moved to equatorial forests. It is estimated that human activitiescaused the area of all forests to decrease by 18 million km .

The annual average increase or decrease of wood area in respec�ve regions of the world in 2000–2010 ascalculated by the World BankSource: Krzysztof Jaworski, licencja: CC BY 3.0.

Every year, about 130,000 km of woods is cut down on Earth. It means that in the last 20years 1.4 million km of forest disappeared. This happened when forest's non‐economicsignificance was already well known. Luckily, the rate of deforestation worldwide is fallingdown. In addition, there are afforestation plans carried out, the forest also grows backnaturally. Afforestation and natural regeneration mean that the annual wood depletionworldwide is 52,000 km .

2

2

2

2

Countries with greatest annual deforesta�on rate in 2000–2010 according to FAOSource: licencja: CC BY 3.0.

The global differences in areas affected by deforestation process are clearly visible. In tworegions of the world, forests deplete at an alarmingly high rate. Those are humind equatorialforest zones in Africa and South America, which are exceptionally important in terms ofnature. Luckily, at the same time wood areas in other regions are expanding.

Source: licencja: CC 0.

The differences are even more visible when we look at the individual countries in the world.Those countries, where deforestation proceeds at high rate, are less developedeconomically and their populations grow faster - for them, forest logging is an importantsource of income. Meanwhile, forests are expanding in both developing countries anddeveloped countries. Those countries increase their forest cover primarily because of theforests' non‐economic significance. They understand that the management of forestresources must be sustainable. You can see how fast deforestation and afforestation go inthe selected countries in table 4.

Source: licencja: CC 0.

Exercise 1

Source: licencja: CC 0.

Exercise 2

Arrange the countries in correct order considering the forest cover. Start with the country withthe greatest forest cover.

Democratic Republic of CongoSwedenFinlandLaosJapanEgyptGuyana

Exercise 3

Source: licencja: CC 0.

Exercise 4

Among the listed countries, select the country which has the greatest deforesta�on worldwideof 26,420 km per year.

BrazilIndonesiaBoliviaTanzania

Keywordstaiga, management of forest resources, equatorial forest, forest cover

Glossarydeforesta�on

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nagranie dźwiękowe słówka

2

deforestacja – proces zmniejszania udziału terenów leśnych w ogólnej powierzchnidanego obszaru, zazwyczaj skutek antropopresji np. nadmierne wykorzystaniegospodarcze lasów. Może prowadzić do powodzi, susz, osunięć ziemi i lawin błotnych.

forest cover

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nagranie dźwiękowe słówka

lesistość – odsetek powierzchni kraju pokryty lasami

Lesson plan (Polish)

Temat: Rozmieszczenie lasów na świecie. Rabunkowa i racjonalna gospodarka leśna

Adresat

Uczeń klasy II liceum ogólnokształcącego i technikum, zakres podstawowy

Podstawa programowa

X. Rolnictwo, leśnictwo i rybactwo: czynniki rozwoju rolnictwa, struktura użytków rolnych,obszary upraw i chów zwierząt, zrównoważona gospodarka leśna, rybactwo (morskiei śródlądowe, akwakultura).

Uczeń:

4) wyjaśnia zróżnicowanie przestrzenne wskaźnika lesistości na świecie i w Polsce,przedstawia wielorakie wartości lasu oraz uzasadnia konieczność racjonalnegogospodarowania zasobami leśnymi zgodnie z zasadami zrównoważonej gospodarki leśneji ochrony przyrody;

5) wykazuje znaczenie przyrodnicze, społeczne i gospodarcze lasów;

Ogólny cel kształcenia

Student zapozna się z największymi kompleksami leśnymi na świecie wskazanymi na mapiei pozna przykłady rabunku i racjonalnej gospodarki leśnej

Kompetencje kluczowe

porozumiewanie się w językach obcych;kompetencje informatyczne;umiejętność uczenia się.

Kryteria sukcesuUczeń nauczy się:

wskazywać największe kompleksy leśne świata;wymieniać ekonomiczne i pozaekonomiczne funkcje lasów;wskazywać, gdzie na świecie ubywa najwięcej lasów, a gdzie przybywa;wyjaśniać, jak należy i jak nie należy gospodarować w lasach.

Metody/techniki kształcenia

podającepogadanka.

aktywizującedyskusja.

eksponującepokaz.

programowanez użyciem komputera;z użyciem e‐podręcznika.

praktycznećwiczeń przedmiotowych.

Formy pracy

praca indywidualna;praca w parach;praca w grupach;praca całego zespołu klasowego.

Środki dydaktyczne

e‐podręcznik;tablica interaktywna, tablety/komputery;mapa fizyczna świata;atlasy geograficzne;rzutnik multimedialny.

Przebieg lekcji

Przed lekcją

Uczniowie zapoznają się z treścią abstraktu. Przygotowują się do pracy na lekcji w takisposób, żeby móc przeczytany materiał streścić własnymi słowami i samodzielnierozwiązać zadania.

Faza wstępna

Nauczyciel podaje uczniom temat oraz cele lekcji.Prosi uczniów o wskazanie funkcji lasów. Pogadanka.

Faza realizacyjna

Nauczyciel wyświetla na tablicy multimedialnej mapę z e‐podręcznika: Świat największeformacje roślinne. Uczniowie korzystając z atlasów geograficznych podają nazwy kraingeograficznych, na których występuje tajga oraz wilgotny las równikowy. Nauczycieluzupełnia informacje, że do zasobów leśnych świata zalicza się również lasypodzwrotnikowe oraz liściaste i mieszane strefy umiarkowanej. Dyskusja.

Nauczyciel wyświetla na tablicy multimedialnej tabelę z e‐podręcznika: Zróżnicowanielesistości na świecie. Uczniowie wyszukują w atlasie geograficznym państwazamieszczone w tabeli. Korzystając z własnej wiedzy oraz z Internetu, podają przyczynyzróżnicowanego zalesienia w podanych państwach.Nauczyciel wyświetla na tablicy multimedialnej tabele z e‐podręcznika: Państwao największej powierzchni leśnej oraz Państwa o największej ilości pozyskiwanegodrewna. Uczniowie analizują przyczyny różnic w tych danych. Dyskusja.Nauczyciel zadaje pytanie uczniom, na czym polega gospodarka leśna. Uczniowie napodstawie wiedzy własnej, zasobów internetu oraz z podręcznika przedstawiają zakresdziałalności.Praca w parach. Na podstawie różnych materiałów źródłowych, takich jak podręcznikdo nauczania geografii, e‐podręcznik, Internet oraz własnej wiedzy, uczniowieopracowują przyczyny i skutki wylesiania na przykładzie Amazonii.

Faza podsumowująca

Nauczyciel dokonuje oceny pracy wylosowanej grupy. Prosi o samoocenę uczniówdotyczącą współpracy w zespole oraz wykonanego zadania.Na zakończenie zajęć, nauczyciel wyświetla na tablicy interaktywnej ćwiczenia, którewykonywane są przez cały zespół klasowy.

W tej lekcji zostaną użyte m.in. następujące pojęcia oraznagrania

Pojęcia

deforesta�on

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nagranie dźwiękowe słówka

deforestacja – proces zmniejszania udziału terenów leśnych w ogólnej powierzchnidanego obszaru, zazwyczaj skutek antropopresji np. nadmierne wykorzystaniegospodarcze lasów. Może prowadzić do powodzi, susz, osunięć ziemi i lawin błotnych.

forest cover

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nagranie dźwiękowe słówka

lesistość – odsetek powierzchni kraju pokryty lasami

Teksty i nagrania

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nagranie dźwiękowe abstraktu

Forest distribution worldwide. Wasteful and rational management of forest resources

There are two large woody plant formations on Earth: taiga and humid equatorial forest.Situated at middle and high latitudes, taiga occupies the surface of approximately 19 millionkm , while the area of humid equatorial forest is approximately 14 million km .

Apart from those large formations, forests grow in other climate zones as well, but they donot occupy such sizeable areas. The main limitation is the insufficient supply of water forsuch big plants. This can be particularly sharply noticed in equatorial zone. There is alsolittle woodland in those countries, where trees were cut down e.g. the United Kingdom orDenmark. The rate of wood areas (forest cover) varies much between different countries ofthe world as can be seen in table 1 Other tables present countries with the highest woodarea in 2010 (table 2) and countries with the highest quantities of harvested wood (table 3).

Forests have been cut down and otherwise exploited for ages, but it was the industrialrevolution that created an increased demand for wood and provided technical means tosatisfy this demand. Since the industrial revolution first happened in Europe and NorthAmerica, this is where massive logging started first. Due to significant depletion of woodarea in temperate zone, growing demand and availability of more efficient transport, thisintensive exploitation moved to equatorial forests. It is estimated that human activitiescaused the area of all forests to decrease by 18 million km .

Every year, about 130,000 km of woods is cut down on Earth. It means that in the last 20years 1.4 million km of forest disappeared. This happened when forest's non‐economicsignificance was already well known. Luckily, the rate of deforestation worldwide is fallingdown. In addition, there are afforestation plans carried out, the forest also grows backnaturally. Afforestation and natural regeneration mean that the annual wood depletionworldwide is 52,000 km .

The global differences in areas affected by deforestation process are clearly visible. In tworegions of the world, forests deplete at an alarmingly high rate. Those are humind equatorialforest zones in Africa and South America, which are exceptionally important in terms ofnature. Luckily, at the same time wood areas in other regions are expanding.

2 2

2

2

2

2

The differences are even more visible when we look at the individual countries in the world.Those countries, where deforestation proceeds at high rate, are less developedeconomically and their populations grow faster - for them, forest logging is an importantsource of income. Meanwhile, forests are expanding in both developing countries anddeveloped countries. Those countries increase their forest cover primarily because of theforests' non‐economic significance. They understand that the management of forestresources must be sustainable. You can see how fast deforestation and afforestation go inthe selected countries in table 4.

Lesson plan (English)

Topic: Forest distribution worldwide. Wasteful and rational management of forestresources

Target group

Second‐grade student of high school and technical school, basic programme

Core curriculum

X. Agriculture, forestry and fishing: factors of agricultural development, structure ofagricultural land, areas of cultivation and animal husbandry, sustainable forest management,fisheries (sea and inland, aquaculture).

Student:

4) explains the spatial diversity of the forest cover indicator in the world and in Poland,presents the multiple values of the forest and justifies the necessity of rational managementof forest resources in accordance with the principles of sustainable forest management andnature conservation;

5) shows the natural, social and economic significance of forests;

General aim of education:

The student will gain knowledge of the largest forest complexes in the world indicated onthe map. He or she will also list examples of overexploitation and rational forestmanagement.

Key competences

communication in foreign languages;digital competence;learning to learn.

Criteria for successThe student will learn:

to name the largest forest complexes in the world;to list forests' economic and non‐economic functions;to point where in the world forests are the most depleted and repleted;to explain how to manage and how not to manage forest resources.

Methods/techniques

expositorytalk.

activatingdiscussion.

exposingexposition.

programmedwith computer;with e‐textbook.

practicalexercices concerned.

Forms of work

individual activity;activity in pairs;activity in groups;collective activity.

Teaching aids

e‐textbook;interactive whiteboard, tablets/computers;physical map of the world;geographical atlases;projector.

Lesson plan overview

Before classes

Students get acquainted with the content of the abstract. They prepare to work on thelesson in such a way to be able to summarize the material read in their own words andsolve the tasks themselves.

Introduction

The teacher gives students the topic and goals of the lesson.He asks students to indicate the function of forests. Talk.

Realization

The teacher displays on the multimedia board a map from the e‐textbook: World of thelargest plant formations. Students using geographical atlases give the names of thegeographical areas where the taiga and humid equatorial forest occur. The teacher

completes the information that the forest resources of the world also includesubtropical and deciduous forests and mixed temperate zones. Discussion.The teacher displays tables on the multimedia table from the e‐textbook: Variety offorest cover in the world. Students search in the geographical atlas of the countrieslisted in the table. Using their own knowledge and the Internet, they give reasons forthe diversified afforestation in the countries mentioned..The teacher displays on the multimedia table tables from the e‐textbook: The countrieswith the largest forest area and The state with the largest amount of harvested wood.Students analyze the reasons for differences in these data. Discussion.The teacher asks students what forest management is about. Students on the basis oftheir own knowledge, Internet resources and the manual show the scope of activity.Work in pairs. Based on various source materials, such as a textbook for teachinggeography, e‐textbook, Internet and own knowledge, students develop the causes andeffects of deforestation in the Amazon example.

Summary

The teacher evaluates the work of the selected group. He asks for self‐esteem ofstudents regarding team cooperation and the task performed.At the end of the class, the teacher displays on the interactive whiteboard exercisesthat are performed by the whole class team.

The following terms and recordings will be used during thislesson

Terms

deforesta�on

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nagranie dźwiękowe słówka

deforestacja – proces zmniejszania udziału terenów leśnych w ogólnej powierzchnidanego obszaru, zazwyczaj skutek antropopresji np. nadmierne wykorzystaniegospodarcze lasów. Może prowadzić do powodzi, susz, osunięć ziemi i lawin błotnych.

forest cover

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nagranie dźwiękowe słówka

lesistość – odsetek powierzchni kraju pokryty lasami

Texts and recordings

Nagranie dostępne na portalu epodreczniki.pl

nagranie dźwiękowe abstraktu

Forest distribution worldwide. Wasteful and rational management of forest resources

There are two large woody plant formations on Earth: taiga and humid equatorial forest.Situated at middle and high latitudes, taiga occupies the surface of approximately 19 millionkm , while the area of humid equatorial forest is approximately 14 million km .

Apart from those large formations, forests grow in other climate zones as well, but they donot occupy such sizeable areas. The main limitation is the insufficient supply of water forsuch big plants. This can be particularly sharply noticed in equatorial zone. There is alsolittle woodland in those countries, where trees were cut down e.g. the United Kingdom orDenmark. The rate of wood areas (forest cover) varies much between different countries ofthe world as can be seen in table 1 Other tables present countries with the highest woodarea in 2010 (table 2) and countries with the highest quantities of harvested wood (table 3).

Forests have been cut down and otherwise exploited for ages, but it was the industrialrevolution that created an increased demand for wood and provided technical means tosatisfy this demand. Since the industrial revolution first happened in Europe and NorthAmerica, this is where massive logging started first. Due to significant depletion of woodarea in temperate zone, growing demand and availability of more efficient transport, thisintensive exploitation moved to equatorial forests. It is estimated that human activitiescaused the area of all forests to decrease by 18 million km .

Every year, about 130,000 km of woods is cut down on Earth. It means that in the last 20years 1.4 million km of forest disappeared. This happened when forest's non‐economicsignificance was already well known. Luckily, the rate of deforestation worldwide is fallingdown. In addition, there are afforestation plans carried out, the forest also grows backnaturally. Afforestation and natural regeneration mean that the annual wood depletionworldwide is 52,000 km .

The global differences in areas affected by deforestation process are clearly visible. In tworegions of the world, forests deplete at an alarmingly high rate. Those are humind equatorialforest zones in Africa and South America, which are exceptionally important in terms ofnature. Luckily, at the same time wood areas in other regions are expanding.

2 2

2

2

2

2

The differences are even more visible when we look at the individual countries in the world.Those countries, where deforestation proceeds at high rate, are less developedeconomically and their populations grow faster - for them, forest logging is an importantsource of income. Meanwhile, forests are expanding in both developing countries anddeveloped countries. Those countries increase their forest cover primarily because of theforests' non‐economic significance. They understand that the management of forestresources must be sustainable. You can see how fast deforestation and afforestation go inthe selected countries in table 4.