Who Needs the Forest?
Regina Sievert, Naida Lefthand, and Julie Cajune
Flathead Indian Reservation, Pablo, MT

Summary
Students engage in research about indigenous forest species and create a forest mural to learn about the interdependence of Nature and balancing the use of our forest resources.

Grade level  
Second

Time required  
Six 60-minute class periods

Materials
Supplies for making teaching posters and mural (construction paper, poster paper, markers, scissors, etc.)
Information resources on indigenous forest species (books, videos, Internet, etc.)
Mission Mountain Tribal Wilderness document

Satellite image of the Flathead Reservation - see Resources
The Tree in the Ancient Forest , by Carol Reed-Jones

Goals
By completing this lesson, students will

1. be introduced to the concept of interdependence in Nature,
2. look at how the Confederated Salish and Kootenai Tribes balance the use of resources through active management,
3. gain knowledge about forest species indigenous to the Flathead Reservation and
4. gain experience in conducting research.

Science standards addressed
National Science Standards

• Abilities necessary to do scientific inquiry
• Characteristics of organisms
• Organisms and environments
• Types of resources
• Changes in environments

American Indian Science Standards

• Observations and understandings of nature and ecological relationships traditionally formed an essential base of knowledge among American Indian cultures
• Various forms of scientific and technological work currently engaged in by American Indian men and woman and in what ways their fields require the process of problem identification, design and solution
• Local challenges in medicine and environmental protection and how traditional Indian knowledge, practices and philosophies have been and continue to be called upon for solutions

Teacher tips
Creating a complete forest ecosystem may require the addition of some species not made by students.   Don't overlook smaller animal species such as worms, insects, and mice, the complete forest plant community species including shrubs, grasses, and flowers, and the lichens and fungi.

Make small icons of the forest species to be posted on the reservation image in areas predicted by students to be suitable habitat.

Read Tom McDonald's document about the Mission Mountain Tribal Wilderness for more background knowledge about this important area.

Background information
The Flathead Reservation is home to 425,000 acres of forest and many indigenous species that depend on trees to survive.   This includes some threatened, sensitive and endangered species (TSE), such as woodpeckers, raptors, and flying squirrels.   The CSKT Natural Resource Department personnel monitor and manage the forests to benefit many of these species.

Humans are also intimately tied to the trees of the Flathead Reservation.   Trees have cultural significance for the Native people of the Flathead Reservation . Years ago, at the urging of the elders, the Mission Mountain Tribal Wilderness was created, an area in the mountains where no development, including logging, may occur.

Trees also have economic importance to the Tribes.   Logging is a major industry, with an average of 28 million board feet harvested every year.   Many tribal members also make money cutting Christmas trees and posts and poles, and collecting pine cones.   Hunting, fishing, berry picking and camping are other major human activities occurring in reservation forests.

The interdependence of nature means that everything that happens in one part of an ecosystem affects other parts, and so the forest is a dynamic system, always changing.   Human activities often have adverse effects on wildlife habitat.   Tribal natural resource professionals such as wildlife biologists and foresters must work together to develop plans to manage forests effectively in order to maintain biodiversity and to address many human interests, including cultural concerns, timber, and recreation.

Procedure
Engagement

1. Show students a satellite image of the reservation and ask them to identify specific landmarks and habitats.
2. Point out the forested areas on the image.   Ask students how many have relatives who work in the woods.   Then ask them   "Who needs trees?".   Make a chart of the species that students suggest, including humans.
3. Read the book The Tree in the Ancient Forest or another book that emphasizes the interdependence of Nature and the many species who depend on trees.   Introduce the words indigenous, habitat, interdependence and resource and use them in context while discussing the story.
4. Invite an elder to visit your class to talk about the significance of trees and forest species to the Salish, Kootenai and Pend O'Reille people, both historically and today.

Exploration
Ask student pairs to choose and research an indigenous forest species of the Flathead Reservation.   Have them create a teaching poster in the shape of a large cutout of their species, which will be part of the class forest mural.   Provide students with guidelines for the type of information that should be included on the poster.   Remind them to use the vocabulary words accurately and to emphasize how their species depends on trees to survive.

Explanation

1. Ask student pairs to give an oral report to the class on their forest species.
2. Refer back to the reservation image.   Have students place a small icon of their species on the image where they predict it might be found on the reservation.

Elaboration

1. Invite a tribal wildlife biologist and/or forester on a fieldtrip or for a classroom visit to discuss with students how the tribe manages for forest species, including trees.
2. Use student-made animal cutouts to develop a class forest mural that shows the interaction of species in the forest.   Include an area showing human effects, such as logging, a burn site, a house, etc.   Ask students to teach another group (parents, community, another class) about how the part of the mural they created is interdependent on other parts.

Evaluation

1. Evaluate student learning based on their oral presentation and their teaching posters.
2. Evaluate students' ability to plan, create and explain the mural.   Look for signs of cooperative efforts, as well as the application of the environmental science concepts.

Vocabulary
interdependence                          indigenous                       habitat                               resource

Satellite image of the Flathead Reservation
http://yoda.cec.umt.edu/sid/bin/show_newjava.plx?image=
flatheadres.sid&client=Native_Lands&section=Flathead%20Reservation&title=Native%20Lands