TIME ALLOTMENT: Three to five 50-minute classes.

OVERVIEW:
Fire is inherently neither good nor bad. Its ignition, fuel, location, intensity and burn rate determine how people view it —good or bad. Wildland fire is a natural process and a necessary ecological component of many ecosystems—therefore, a good thing. Native Americans utilized fire to drive game, clear forests, stimulate crop growth, and to reduce hiding places available to their enemies. European settlers, too manipulated fire to their advantage in altering the landscape to meet their domestic and agricultural needs.
Fire’s encroachment on homes and other developed lands (both rural and urban) can result in dramatic loss in property and lives and can affect both an area’s economy and its citizen’s sense of security—a bad thing. However, suppression of fire in ecosystems results in dead plant material and dense understory vegetation to develop, providing fuel for hotter, more extensive fires—which can be devastating.
Land managers must utilize a combination of fire suppression and prescribed (or controlled burns) to maintain healthy wildland ecosystems and to reduce risk to communities within fire-prone areas.
The decision to burn wildlands, however, is frequently wrapped in controversy. Problems occur when the public is misinformed about wildland fires and fear or alarm take hold. It is essential that the public understands appropriate fire management policies and that fire is a necessary part of ecological succession. The key idea of the activities in this unit is to emphasize that it is often most efficient to “fight fire with fire” to avoid larger and more destructive fires in later years.

SUBJECT MATTER: Biology, General or Integrated Science, and Environmental Science

LEARNING OBJECTIVES:
Students will be able to:
• List and discuss positive and negative effects of wildland fire.
• Discuss relationships among plants, animals (and/or ecosystems) and fire
• Analyze issues involved in living in the wildland/urban interface and use decision-making skills to determine the best alternatives.
• Participate in interactive/role-playing activities related to wildland fire management.

STANDARDS:
National Science Education Standards
http://bob.nap.edu/html/nses/html
Content Standard A: Science as Inquiry
Abilities to do scientific inquiry
Content Standard C: Life Science
Regulation and Behavior
Diversity and Adaptations of Organisms
Content Standard F: Science in Personal and Social Perspectives
Natural Hazards (Grades 5-8)
Risks and Benefits (Grades 5-8)
Natural and human-induced hazards (Grades 9-12)
Science in Personal and Social Perspective

Excellence in Environmental Education Guidelines
http://www.naaee.org/npeee/learner_guidelines.php
Strand 1: Questioning and Analysis Skills
F. Working with models and simulations
G. Developing proposed explanations
Strand 2: Knowledge of Environmental Processes and Systems
2. The Living Environment
3. Humans and their Societies
4. Environment and Society

Louisiana Science Frameworks:
State Standards for Curriculum Development
http://www.lcet.doe.state.la.us/doe/assessment/standards/SCIENCE.pdf
SI-H-A5: Recognizing and analyzing alternative explanations and models.
SI-H-A6: Communicating and defending a scientific argument.
SE-H-A8: Analyzing evidence that plant and animal species have evolved physical, biochemical, and/or behavioral adaptations to their environments.
SE-H-B5: Analyzing resource management.
SE-H-D1: Demonstrating the effects of personal choices and actions on the natural environment.
LS-H-D4: Exploring how humans have impacted ecosystems and the need for societies to plan for the future.

MEDIA COMPONENT:
Video:
Enviro- Tacklebox™: Rebirth in Fire, Louisiana Public Broadcasting, Enviro-Tacklebox™ program Louisiana Education Television Authority. 2002. (19 minutes 50 seconds)
Video Clip 1—-This clip STARTS with the opening credits and should be paused after Sue Grace says; “We’ve learned that if we have fire in the landscape, it makes a healthier forest”. The visual cue is a forester walking along a road. (This is approximately 8 minutes and 25 seconds into the tape.) PAUSE or STOP the tape at this point as Clip 2 follows immediately.
Video Clip 2—-This clip STARTS with begins with Greg and the kids in the Tackle Shop and closes with a panoramic view of a forest with Greg stating,” But Smokey’s message is still true today. Humans must be careful not to accidentally start unplanned forest fires that can become destructive wildfires.” PAUSE or STOP the tape at this point as Clip 3 immediately follows. Clip 2 is about 3 minutes in length.
Video Clip 3—- This clip STARTS in the Tackle Shack. The opening line is, “When homes and nature are back to back, it is called wildland/urban interface or I-Zone.” The clip ends with the closing credits.

Additional related videos are available from the US Forest Service free-loan videotape library at: Forest Service Video Library
c/o Audience Planners
5341 Derry Ave., Suite Q
Agoura Hills, CA 91301
Ph: (800) 683-8366 Fax: (818) 865-1327
Including:
Fire Wars, NOVA follows an elite firefighting team through the 2000 fire season, one of the fieriest in U.S. history, Closed-Caption, 2002.

Managing Wildland Fire: A Matter of Choice, Discusses the risks and benefits of wildland fire, Closed-Caption. 2002

Prescribed Fire: Maintaining the Balance, Prescribed fire’s role in maintaining ecosystems, Closed-Caption. 2002

Two Sides of Fire, Wildfire and prescribed burns are discussed, 1996.

Web sites:
Enviro-Tacklebox™ Rebirth in Fire resource materials can be found at:
http://www.envirotacklebox.org/teacherguide/module4/4fire.htm

Additional related Web sites:
NOVA Online—Fire Wars http://www.pbs.org/nova/fire/ Provides program-related articles, interviews, interactive activities, and other resources.

Fire Education http://www.fs.fed.us/fire/prev_ed Provides teaching tools, activities, and games as well as links to fire information sites and “Good Fire/Bad Fire: Understanding the role of Wildland Fire”.

Firewise http://www.firewise.org/fw99/home.html Offers homeowner information on fire-wise principles and techniques, fire seasons map, materials for educators and more.

SmokeyBear.com http://www.smokeybear.com “Smokey Kids” has a selection of games, stories and fun. “Only You” relates the science of wildfires, the difference between good and bad fire, and ways to prevent wildfires. “Smokey’s Vault” relates Smokey’s history

Optional CD-ROM:
Burning Issues: An Interactive Multimedia Program Including Simulated Exercises and Educator’s Guide A joint project of the Bureau of Land Management and Florida State University, the CD contains: over 30 minutes of dynamic video, panoramic ecotours of four different ecosystems, an interactive resource room, five interactive on-line activities, interviews with scientists and consultants, a hotlink to the FIREWISE Web site, and a field notebook for student observations and data.
To order the CD contact:

MATERIALS:
Per Teacher:
• Rebirth in Fire Activity Guide Enviro-Tacklebox™ Module 4: Forces in the Environment Teacher’s Guide Louisiana Public Broadcasting http://www.envirotacklebox.org/teacherguide/module4/4fire.htm
• Rebirth in Fire— Lesson 1 Activity:” Fireproof Plants” http://www.envirotacklebox.org/tchgdm4.htm
• Rebirth in Fire—Lesson 2 Activity: ”The Wildland/ Urban Interface Dilemma”
http://www.envirotacklebox.org/tchgdm4.htm

Per Student:
• paper
• pencils
• crayons or markers

Per Group:
• Index cards for notes
• Poster board for visual aids in presentation
• Markers, crayons, or colored pencils

Per Student (One copy of Student Pages included in this document):
• Focus for Media Interaction 1- Phoenix Rising; Rebirth in Fire
• Focus for Media Interaction 2- Only you can
• Focus for Media Interaction 3-Prevent Wildfires

Optional:
• Burning Issues CD-ROM and 1 set of “I-ZONE” student materials per group

PREP FOR TEACHERS:
1. Prior to teaching the unit, download the Rebirth in Fire Teacher’s Guide Background Information materials. Preview the Background Information before introducing the material to the class; it contains information on heat transfer and on the characteristics of fuel, weather and topography that when used in class discussion, will extend and enhance the understanding of fire in ecosystems.

2. Bookmark the Web sites to be used.

3. If available, print the Burning Issues-”I-ZONE” teacher materials and student field notebooks.

4. Prepare copies of Focus for Media Interaction 1, 2, and 3. Students should be instructed to read the worksheets prior to watching the video clips and during or after the viewing, they should complete the specific tasks related to the video.

5. CUE video segments.

INTRODUCTORY ACTIVITY:
Setting the Stage

Step 1. Tell students that they are going to be studying the effects of fire in the environment and that as an introductory activity, they will be taking a pre-test. (Remind them that pre-tests are not graded for accuracy.)

Step 2. Ask them to answer the following questions in their notebooks and that a class discussion will follow:
1. What is meant by the term “Wildland Fire”?
2. What negative effects does fire have on wildlands?
3. Does fire play a positive role in the environment? Explain.
4. What is Smokey Bear’s message about fire in the environment? What is your reaction to this?

Step 3. Have the students discuss their answers.

Step 4. Using the background information from the Rebirth in Fire Teachers Guide for assistance, provide students with information that will help them understand fire as a force in nature: fire triangle, heat transfer, characteristics of fuel, characteristics of weather, characteristics of topography, and how each of these relates to forest resource management.

Step 5. Have students relate the provided information to personal experiences and historical and/or current events.

LEARNING ACTIVITIES:
Prior to teaching this unit, download and print a copy of the Rebirth in Fire Activity Guide Background Information and Lesson 1 and 2 Activities: Background— http://www.envirotacklebox.org/teacherguide/module4/4fire.htm
Lesson 1 and 2 Activities—-http://www.envirotacklebox.org/tchgdm4.htm

1. Provide your students with a FOCUS FOR MEDIA INTERACTION 1 asking them to answer each question on the worksheet. Have students preview the assignment.(READ the questions aloud before playing the video.)

2. PLAY Video Clip 1. (It begins with the opening credits and should be paused after Sue Grace says; “We’ve learned that if we have fire in the landscape, it makes a healthier forest”. The visual cue is a forester is seen walking along a road.)

3. Conduct a student-led discussion of the FOCUS FOR MEDIA INTERACTION 1 items.

4. Lead a discussion of the elements of the fire triangle, the characteristics of fuel, the characteristics of weather and the characteristics of topography. (Refer to the Rebirth in Fire Teacher’s Guide Background Information.) Have students record notes on the back of their FOCUS FOR MEDIA INTERACTION 1 sheets or in their notebooks.

5. Provide your students with a FOCUS FOR MEDIA INTERACTION 2 asking them to answer each question on the worksheet. Have students preview the assignment. (READ the questions aloud before playing the video.)

6. PLAY Video Clip 2. (It begins with Greg and the kids in the Tackle Shop and closes with a panoramic view of a forest with Greg stating,” But Smokey’s message is still true today. Humans must be careful not to accidentally start unplanned forest fires that can become destructive wildfires.”

7. Review FOCUS FOR MEDIA INTERACTION 2 items.

8. Introduce Rebirth in Fire -Lesson 1 Activity: “ Fireproof Plants.”

9. Provide students with access to books, Internet sources, the Burning Issues CD (if available) and other fire ecology-related resources.

10. Have students present their “fireproof plants” to the class, explaining the unique properties that would enable it to survive in a wildfire.

11. Use the Fireproof Plants: Suggested Discussion Questions to guide student review of the material (either verbal or written discussion).

CULMINATING ACTIVITIES:
1. Define” I-Zone”(wildland/human interface).

2. Inform students that Video Clip 3 will serve as an introduction to the interactive/role-playing activities related to wildland fire management.

3. Provide your students with a FOCUS FOR MEDIA INTERACTION 3 asking them to answer each question on the worksheet. Have students preview the assignment. (READ the questions aloud before playing the video.)

4. PLAY Video Clip 3. (It begins immediately after clip 2. It opens on the kids playing the I-Zone computer game. The opening line is “When homes and nature are back-to-back it’s called a wildland/urban interface or I-Zone”. The clip and ends with the closing credits.

5. Lead a class discussion of Focus for Video Interaction 3.

6. Begin the Rebirth in Fire -Lesson 2 Activity: ”The Wildland/Urban Interface Dilemma” activity by having students list the positive and negative effects of fire in nature.

7. Assign each group (of 3-4 students) a role to play in the upcoming debate about land use/management:
(In an effort to reduce anthropomorphism, this list varies slightly from the one in the activity.)
(A) Park/forest manager
(B) Homeowner in the interface area
(C) Rancher with animals that graze in the area
(D) Executive of a timber company that wants to harvest lumber from the area
(E) An entomologist who is studying the ecology of insects that live in and eat dead wood
(F) Firefighter from an urban area
(G) Forest Firefighter
(H) Land developer who wants to build in the wooded area
(I) A biologist interested in preserving the pitcher plant bogs in the area

8. Tell students that a fire has started in the forest area, and that they are to meet with their group to decide what their position is with respect to the fire. Once they have decided upon a position, they will prepare a 1-minute presentation to make before the local governing board.

9. Student groups will present their positions to their classmates.

10. Use the activity “Suggested Discussion Questions” to stimulate student discussion to analyze the issues involved or as a written assessment of the activity.

ALTERNATE CULMINATING ACTIVITIES:
The BURNING ISSUES CD-ROM “I-ZONE (Chaparral)” ecotour is a more challenging activity. This activity will take at least 2-3 fifty-minute class periods to complete. In order for students to work in small groups, a computer and copy of the CD must be available for each group’s use.

Additionally, the “Southern Pine: FIRE POWER” ecotour would serve well as an additional group or individual project.

CROSS-CURRICULAR EXTENSIONS:
Geography/Language Arts/ Technology
• Students participate in the thirteen ed-online activity “Taking a Stand: Pros and Cons of Forest Fires” (http://www.thirteen.org/edonline/lessons/fire/index.html). In this interactive and multi-disciplinary lesson, students learn about all aspects of forest fires, review real-time data from case studies and record findings in a project journal. After completing their research the students compose an e-mail expressing their opinions to be sent to appropriate state officials.
Science/ Math/ Social Studies
• NOVA FIRE WARS teaching materials (http://www.pbs.org/nova/fire) include demonstrations, activities that have students identify fire risk factors, fire season statistics, and opportunities for students to extrapolate information and create questions for further investigation.
Science/ Social Studies
• PROJECT LEARNING TREE activity “Living with Fire” teaches how fire is a natural event in ecosystems and how it helps keep the ecosystem healthy.

PROJECT LEARNING TREE The Changing Forest: Forest Ecology secondary module includes:
“Understanding Fire” in which students explore the patterns of change brought about by fires in a forest ecosystem and examine the controversial issues influencing decisions about controlling wildfires and
“ Fire Management” in which students learn about the interdependence of forests and fire in healthy ecosystems, research fire-dependent species, and examine controversial issues influencing decisions about controlling wildfires near the wildland-urban interface.

COMMUNITY CONNECTIONS:
• Invite USDA or state foresters to speak to the class about fire/ urban interface or firefighting techniques employed in your area.
• Participate in a PROJECT LEARNING TREE (PLT) workshop. PLT is a K-12+ interdisciplinary, hands-on environmental education program that uses the forest as a “Window on the World”. Visit http://www.plt.org and click on your state’s link for info about upcoming workshops and activities.

STUDENT MATERIALS:
Attached:
• Focus for Media Interaction 1- Phoenix Rising; Rebirth in Fire (  PDF )
• Focus for Media Interaction 2- Only you can (  PDF )
• Focus for Media Interaction 3-Prevent Wildfires (  PDF )