Special Places: Eco-lessons from the National Parks in Atlantic Canada

Grade 10

Protect Me, Protect Me Not?

Table of Contents:

• Summary
• Learning Outcomes
• Activity Information
• Teacher Background
• Procedure
• Evaluation
• Extension
• References
• Resources

Summary

Students will consider why there are national parks. They will reflect on their usefulness to Canadians and why they are critical to the survival of our planet.

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Learning Outcomes

Students will be able to:

• debate issues around the protection, preservation and conservation of ecosystems in protected areas;
• explain a variety of perspectives regarding the pros and cons of setting aside land and resources as national parks.

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Activity Information

Grade level: 10

Subject: Science 10 – Sustainability of Ecosystems

Curriculum linkages: 114-1; 215-1; 318-5; 318-6; 331-6 (Students will explain how a paradigm shift can change scientific world views in understanding sustainability. Students will explore the concept of sustainability and how biodiversity of an ecosystem contributes to its sustainablity.)

Duration: Approximately 110 minutes.

Setting: Classroom

Materials: Flip charts, markers, Park Backgrounders on the national parks in Atlantic Canada, Information Sheets on the piping plover and the Atlantic salmon; general info on Parks Canada, a list of national parks and national historic sites, map of national parks system available from the Parks Canada Web site (www.parkscanada.gc.ca).

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Teacher Background

Canadians are proud to be living in a land recognized and appreciated for its natural wonders and historic places, tangible symbols that speak to a sense of nationhood. Each national park and national historic site in this country is part of a network of special places that are protected for all time.

In general, Canada's national parks are large tracts of land that, because of their size, protect truly wild populations of animals. They act as an insurance policy in order that our great-grandchildren will have the same opportunity as we do today to see and experience Canada’s wild places and wildlife. With the Earth’s population having doubled twice in the last 40 years, it is clear that the planet is under pressure. This pressure is being felt not just in the Amazon, but also here in Atlantic Canada, with prime examples such as the cod crisis and, more recently, the wood supply shortage for pulp and paper mills.

As we move toward living in better harmony with our planet, protected areas will play a critical role in conserving true wildlife. We know now that ecosystems are extremely complex. It is human nature to try to have simple things – a well-planted garden, rows of trees, square city blocks, etc. Ecosystems are not like that; they are constantly changing, creating new things in ways that we do not understand. We are part of and fundamentally depend on the Earth’s ecosystems. The more we simplify and change them, the more we put humanity at risk. The complexity of ecosystems has also offered and will continue in the future to offer a better and longer life for humans. Most medicines we use today to maintain healthy lifestyles were originally derived from wild plants and animals. Nature has been, and if we look after it will continue to be, our pharmacy as well as our grocery store and home.

A specific example of an ecosystem in a protected area is a bog. Bogs are major reservoirs for water, holding it like a sponge. During dry periods of the year, water seeps out through adjacent ecosystems into underground aquifers, water tables and streams, eventually ending up in town water supplies. Unique plants and insects inhabit bogs. For example, Newfoundland’s provincial flower, the pitcher plant, is found only in bogs. Large animals such as caribou and moose spend a lot of their time foraging in bogs for lichens and plants. A great variety of plant and animal life in Atlantic Canada would not survive without this habitat.

The fundamental goals of Parks Canada are to protect and preserve special places and foster public understanding and appreciation and enjoyment of them. It is through the protection of those very special lands set aside as national parks that we, as Canadians, can benefit.

Yet, there are some who believe that those lands set aside for protection in national parks are really sacrificing resource development, socio-economic benefits and additional recreational opportunities. Think about the enormous amount of timber that is not available for harvest in our national parks. What significant economic benefit would timber harvesting have on small communities who are struggling with employment opportunities? How about the recreational opportunities that are beyond reach because of legislation protecting parks? Increased hunting and fishing opportunities, as well as ATV and snow machine trails built throughout national parks would increase the number of visitors and bring their associated dollars to the local communities.

The economic argument for developing wild spaces does not take into account the economic benefits to be gained from keeping wild spaces. Many people who visit national parks and other protected areas do so because of the pristine wilderness. If they are coming because of this image, tainting it will alienate them, even though there may be immediate economic gain as a result of new development. It is important to look at all the possible outcomes before making a decision based only on resource extraction.

Are the many significant benefits derived from setting aside land in national parks truly worthwhile? Do these benefits genuinely outweigh the potential benefits that could be achieved if the same land was not protected?

The following activity has the students explore this issue, and asks them to consider whether the protection of lands within the national parks is a waste of potential resources or legitimately provides one of the best options for the survival of unique landscapes and heritage and cultural resources.

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Procedure

1. Begin by discussing what is a “natural resource.” (Bear in mind that an item must have value in order to be considered a resource.) Relate the resource’s value to the following activities:
   • Recreational
   • Scientific
   • Economic
   • Social (includes spiritual, aesthetic, human health and survival)
2. Ask the students which value is the most important – to them as individuals, and to all Canadians. Is it possible to choose one over the other?
3. What does a national park do? Why do we have land set aside as national parks? Begin a general discussion of the value (must be more specific when we mention value) of national parks, but also try to provide them with a perspective of the other side of the issue of setting aside land for protection purposes.
4. Divide the class into two groups. Hand out copies of the Park Backgrounders and Information Sheets on the piping plover and the Atlantic salmon. Have each group prepare a presentation to defend and support one of the following statements:
   • Conservation of land, cultural and heritage assets and species held within national parks in Atlantic Canada is a waste of potential resources available for Canadians to exploit. There is a wealth of accessible timber, minerals and recreational opportunities that are currently unavailable and should be utilized by Atlantic Canadians.
   • Our national parks provide one of the best options for the survival of unique landscapes, heritage and cultural resources, threatened and endangered species and their habitats. They are protected areas for the public where human exploitation is limited, and natural processes are allowed to continue.
5. Give each group one class period to research and prepare a definitive argument to support their statement, and to prepare a panel presentation. Additionally, ask the groups to prepare a series of questions to pose to the opposing group.
6. Ensure that each group selects a debate panel of five students who will present the collective research. Each student will focus on one aspect of the argument. Ask the students to select one student as an unbiased debate moderator (or have the teacher assume that role).
7. Select a time and place for the debate. Each member of the debate team will have three minutes to present their position on their particular aspect of the issue. Following each team’s presentation, a series of questions will be allowed, with the moderator managing the questions. The teacher or student moderator can take a few minutes’ break, and provide closing comments on the two presentations.

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Evaluation

Have the students comment on both sides of one of the following issues:

• Should piping plover habitat be protected and temporarily closed to visitor access in Prince Edward Island National Park? Please explain.
• Should aquaculture for Atlantic salmon be encouraged or discouraged near Cape Breton Highlands, Kouchibouguac and Gros Morne national parks? Please explain.
• A developer wishes to construct a series of cabin-like condos adjacent to Kejimkujik, Terra Nova or Fundy National Park. Discuss the potential impacts and outcomes.

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References

• Parks Canada Web site: www.parkscanada.gc.ca
• Species at Risk Web site: www.speciesatrisk.gc.ca

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Resources

• Park Backgrounder - Cape Breton Highlands National Park
• Park Backgrounder: Fundy National Park of Canada
• Park Backgrounder: Gros Morne National Park of Canada
• Park Backgrounder: Kejimkujik National Park of Canada
• Park Backgrounder: Kouchibouguac National Park of Canada
• Park Backgrounder - Prince Edward Island National Park
• Park Backgrounder: Terra Nova National Park of Canada
• Information Sheet: Atlantic Salmon
• Information Sheet: Piping Plover