Teaching about Wild Products from Teaching about Wild Products from BC’s Coastal Rainforests BC’s Coastal Rainforests

A Guidebook for Educators for Grades 4-7 A Guidebook for Educators for Grades 4-7

A collaborative project of the Coastal First Nations A collaborative project of the Coastal First Nations Initiative, Sierra Club BC, and the Centre t Initiative, Sierra Club BC, and the Centre Great Bear | Grea Bear | for Non-Timber Resources at Royal Roads University 1 for Non-Timber Resources at Royal Roads University 1 טּשׁה ךּשׁטּי טּשׁה ךּשׁטּי Initiative Initiative Going Wild! Teaching about Wild Products from BC’s Coastal Rainforests Going Wild! Teaching about Wild Products from BC’s Coastal Rainforests Going Wild! Teaching about Wild Products from BC’s Coastal Rainforests

Table Of Contents Table Of Contents Table Of Contents Acknowledgements ...... 1 Acknowledgements ...... 1 Acknowledgements ...... 1 Welcome ...... 3 Welcome ...... 3 Welcome ...... 3 Introduction to this Guidebook ...... 4 Introduction to this Guidebook ...... 4 Introduction to this Guidebook ...... 4 Learning Outcomes ...... 4 Learning Outcomes ...... 4 Learning Outcomes ...... 4 Traditional Knowledge and Teaching ...... 5 Traditional Knowledge and Teaching ...... 5 Traditional Knowledge and Teaching ...... 5 How do I use this guidebook? ...... 6 How do I use this guidebook? ...... 6 How do I use this guidebook? ...... 6 Who is this guidebook for? ...... 6 Who is this guidebook for? ...... 6 Who is this guidebook for? ...... 6 Wild Products: An Introduction ...... 7 Wild Products: An Introduction ...... 7 Wild Products: An Introduction ...... 7 What are Wild Products? ...... 7 What are Wild Products? ...... 7 What are Wild Products? ...... 7 How are Wild Products Used? ...... 7 How are Wild Products Used? ...... 7 How are Wild Products Used? ...... 7 Wild Edibles ...... 8 Wild Edibles ...... 8 Wild Edibles ...... 8 Medicinal Uses ...... 8 Medicinal Uses ...... 8 Medicinal Uses ...... 8 Floral Greenery ...... 9 Floral Greenery ...... 9 Floral Greenery ...... 9 Crafts and Art ...... 9 Crafts and Art ...... 9 Crafts and Art ...... 9 Species Backgrounders ...... 10 Species Backgrounders ...... 10 Species Backgrounders ...... 10 What are species backgrounders? ...... 10 What are species backgrounders? ...... 10 What are species backgrounders? ...... 10 How do I use the backgrounders? ...... 10 How do I use the backgrounders? ...... 10 How do I use the backgrounders? ...... 10 Where can I learn more? ...... 10 Where can I learn more? ...... 10 Where can I learn more? ...... 10 Red Huckleberry ...... 11 Red Huckleberry ...... 11 Red Huckleberry ...... 11 Mushrooms ...... 13 Mushrooms ...... 13 Mushrooms ...... 13 Labrador Tea ...... 15 Labrador Tea ...... 15 Labrador Tea ...... 15 Devil’s Club ...... 16 Devil’s Club ...... 16 Devil’s Club ...... 16 Pacific Yew ...... 18 Pacific Yew ...... 18 Pacific Yew ...... 18 Salal ...... 20 Salal ...... 20 Salal ...... 20 Sword Fern ...... 22 Sword Fern ...... 22 Sword Fern ...... 22 Cedar ...... 23 Cedar ...... 23 Cedar ...... 23 Activities ...... 27 Activities ...... 27 Activities ...... 27 Activity Structure ...... 27 Activity Structure ...... 27 Activity Structure ...... 27 Learning Themes ...... 28 Learning Themes ...... 28 Learning Themes ...... 28 Activities-at-a-Glance ...... 28 Activities-at-a-Glance ...... 28 Activities-at-a-Glance ...... 28 Creating a Portfolio ...... 30 Creating a Portfolio ...... 30 Creating a Portfolio ...... 30 Taking your Classroom Outside ...... 30 Taking your Classroom Outside ...... 30 Taking your Classroom Outside ...... 30 Working in Small Groups ...... 30 Working in Small Groups ...... 30 Working in Small Groups ...... 30 Going Wild! Teaching about Wild Products from BC’s Coastal Rainforests Going Wild! Teaching about Wild Products from BC’s Coastal Rainforests Going Wild! Teaching about Wild Products from BC’s Coastal Rainforests

Getting to Know Wild Species ...... 31 Getting to Know Wild Species ...... 31 Getting to Know Wild Species ...... 31 Activity 1 - Get to Know a Plant ...... 31 Activity 1 - Get to Know a Plant ...... 31 Activity 1 - Get to Know a Plant ...... 31 Activity 2 - Learn about Leaf Patterns ...... 33 Activity 2 - Learn about Leaf Patterns ...... 33 Activity 2 - Learn about Leaf Patterns ...... 33 Activity 3 - Make a Plant Map ...... 37 Activity 3 - Make a Plant Map ...... 37 Activity 3 - Make a Plant Map ...... 37 Activity 4 - Thanks for Plants (Summary Activity) ...... 41 Activity 4 - Thanks for Plants (Summary Activity) ...... 41 Activity 4 - Thanks for Plants (Summary Activity) ...... 41 Wild Edibles ...... 42 Wild Edibles ...... 42 Wild Edibles ...... 42 Activity 5 – How to Sustain Ecosystems ...... 42 Activity 5 – How to Sustain Ecosystems ...... 42 Activity 5 – How to Sustain Ecosystems ...... 42 Activity 6 - The Forest Food Web Game ...... 47 Activity 6 - The Forest Food Web Game ...... 47 Activity 6 - The Forest Food Web Game ...... 47 Activity 7 – Making a Seasonal Harvest Calendar ...... 52 Activity 7 – Making a Seasonal Harvest Calendar ...... 52 Activity 7 – Making a Seasonal Harvest Calendar ...... 52 Activity 8 – Gathering Berries for Jam ...... 53 Activity 8 – Gathering Berries for Jam ...... 53 Activity 8 – Gathering Berries for Jam ...... 53 Activity 9 - The Business of Mushrooms ...... 56 Activity 9 - The Business of Mushrooms ...... 56 Activity 9 - The Business of Mushrooms ...... 56 Medicinal Uses ...... 59 Medicinal Uses ...... 59 Medicinal Uses ...... 59 Activity 10 - Learning about Devil’s Club ...... 59 Activity 10 - Learning about Devil’s Club ...... 59 Activity 10 - Learning about Devil’s Club ...... 59 Activity 11 - Making Tea ...... 62 Activity 11 - Making Tea ...... 62 Activity 11 - Making Tea ...... 62 Floral Greenery ...... 65 Floral Greenery ...... 65 Floral Greenery ...... 65 Activity 12 - Making Wreaths ...... 65 Activity 12 - Making Wreaths ...... 65 Activity 12 - Making Wreaths ...... 65 Crafts and Art ...... 68 Crafts and Art ...... 68 Crafts and Art ...... 68 Activity 13 - Cedar Weaving...... 68 Activity 13 - Cedar Weaving...... 68 Activity 13 - Cedar Weaving...... 68 Activity 14 - Cedar Stories ...... 72 Activity 14 - Cedar Stories ...... 72 Activity 14 - Cedar Stories ...... 72 Wrap-Up ...... 78 Wrap-Up ...... 78 Wrap-Up ...... 78 Activity 15 - Wild Products Fair (Conclusion Activity) ....78 Activity 15 - Wild Products Fair (Conclusion Activity) ....78 Activity 15 - Wild Products Fair (Conclusion Activity) ....78 Glossary ...... 81 Glossary ...... 81 Glossary ...... 81 References ...... 83 References ...... 83 References ...... 83 Resources ...... 85 Resources ...... 85 Resources ...... 85 Books ...... 85 Books ...... 85 Books ...... 85 Websites ...... 86 Websites ...... 86 Websites ...... 86 Appendix A: Specific Prescribed Learning Outcomes ...... 87 Appendix A: Specific Prescribed Learning Outcomes ...... 87 Appendix A: Specific Prescribed Learning Outcomes ...... 87 Arts Prescribed Learning Outcomes ...... 94 Arts Prescribed Learning Outcomes ...... 94 Arts Prescribed Learning Outcomes ...... 94 Appendix B: Field Trip Checklist ...... 95 Appendix B: Field Trip Checklist ...... 95 Appendix B: Field Trip Checklist ...... 95 Appendix C: Working in a Small Group ...... 97 Appendix C: Working in a Small Group ...... 97 Appendix C: Working in a Small Group ...... 97 Going Wild! Teaching about Wild Products from BC’s Coastal Rainforests Going Wild! TeachingTeaching aboutabout WildWild ProductsProducts fromfrom BC’sBC’s CoastalCoastal RainforestsRainforests Going Wild! Teaching about Wild Products from BC’s Coastal Rainforests

Acknowledgements Acknowledgements Acknowledgements Many people have contributed their time, energy and expertise to developing, revising Many people have contributed their time, energy and expertise to developing, revising Many people have contributed their time, energy and expertise to developing, revising and reviewing this guidebook. Thanks go to community members and the board and reviewing this guidebook. Thanks go to community members and the board and reviewing this guidebook. Thanks go to community members and the board of directors of the Coastal First Nations Great Bear Initiative for encouraging the of directors of the Coastal First Nations Great Bear Initiative for encouraging the of directors of the Coastal First Nations Great Bear Initiative for encouraging the development of this guidebook. Thanks to the NTFP Working Group for making development of this guidebook. Thanks to the NTFP Working Group for making development of this guidebook. Thanks to the NTFP Working Group for making this project a priority. A special thanks to the Advisory Committee who helped to this project a priority. A special thanks to the Advisory Committee who helped to this project a priority. A special thanks to the Advisory Committee who helped to conceptualize this guidebook and oversaw its development: Jessie Housty, Lillian conceptualize this guidebook and oversaw its development: Jessie Housty, Lillian conceptualize this guidebook and oversaw its development: Jessie Housty, Lillian Howard, Maryann Enevoldsen, Johanna Gordon-Walker, Leslie Bellis, Lana Wilhelm, Howard, Maryann Enevoldsen, Johanna Gordon-Walker, Leslie Bellis, Lana Wilhelm, Howard, Maryann Enevoldsen, Johanna Gordon-Walker, Leslie Bellis, Lana Wilhelm, and Bess Brown. Thanks to the project team: Kerri Lanaway, Johanna Helbig, Claire and Bess Brown. Thanks to the project team: Kerri Lanaway, Johanna Helbig, Claire and Bess Brown. Thanks to the project team: Kerri Lanaway, Johanna Helbig, Claire Hutton and Tim Brigham. Thanks to the Sierra Club Education Team who helped to Hutton and Tim Brigham. Thanks to the Sierra Club Education Team who helped to Hutton and Tim Brigham. Thanks to the Sierra Club Education Team who helped to pilot the project: Rachael Black and Erica Spearman. Finally, a special thanks to the pilot the project: Rachael Black and Erica Spearman. Finally, a special thanks to the pilot the project: Rachael Black and Erica Spearman. Finally, a special thanks to the people who developed the content: Nick Stanger, Robin June Hood, Nadine Lefort people who developed the content: Nick Stanger, Robin June Hood, Nadine Lefort people who developed the content: Nick Stanger, Robin June Hood, Nadine Lefort and Susan Gage. and Susan Gage. and Susan Gage.

Sierra Club BC, the Centre for Non-Timber Resources and the Coastal First Nations Sierra Club BC, the Centre for Non-Timber Resources and the Coastal First Nations Sierra Club BC, the Centre for Non-Timber Resources and the Coastal First Nations Great Bear Initiative would like to acknowledge the generous support of the Great Bear Initiative would like to acknowledge the generous support of the Great Bear Initiative would like to acknowledge the generous support of the following funders: following funders: following funders:

The Wilburforce Foundation The Wilburforce Foundation The Wilburforce Foundation The William and Flora Hewlett Foundation The William and Flora Hewlett Foundation The William and Flora Hewlett Foundation The David and Lucile Packard Foundation The David and Lucile Packard Foundation The David and Lucile Packard Foundation The Nature Conservancy The Nature Conservancy The Nature Conservancy Tides Canada Foundation Tides Canada Foundation Tides Canada Foundation

Additional support for this guidebook was generously provided by: Additional support for this guidebook was generously provided by: The Rainforest Solutions Project, a joint initiative of ForestEthics, Greenpeace The Rainforest Solutions Project, a joint initiative of ForestEthics, Greenpeace and Sierra Club of BC and Sierra Club of BC TD Canada Trust Friends of the Environment Foundation TD Canada Trust Friends of the Environment Foundation

| 1 | 1 | 1 2 | 2 | 2 | A9RED9C.pdf 1 7/28/2015 12:18:17 PM A9RED9C.pdf 1 7/28/2015 12:18:17 PM Going Wild! Teaching about Wild Products from BC’s Coastal Rainforests Going Wild! Teaching about Wild Products from BC’s Coastal Rainforests Going Wild! Teaching about Wild Products from BC’s Coastal Rainforests

Welcome Welcome Welcome

Tsuu aay ‘kiing jah Tsuu aay ‘kiing jah Tsuu aay ‘kiing jah We will look into the heart of cedar and We will look into the heart of cedar and We will look into the heart of cedar and walk in the majesty of the great magician. walk in the majesty of the great magician. walk in the majesty of the great magician.

Guujaaw Guujaaw Guujaaw Former President Former President Former President Coastal First Nations Great Bear Initiative Coastal First Nations Great Bear Initiative Coastal First Nations Great Bear Initiative

A Letter of Welcome A Letter of Welcome A Letter of Welcome A few years ago, we held community workshops to explore Non-Timber Forest A few years ago, we held community workshops to explore Non-Timber Forest A few years ago, we held community workshops to explore Non-Timber Forest Products and income generation from harvesting and crafting wild products. We heard Products and income generation from harvesting and crafting wild products. We heard Products and income generation from harvesting and crafting wild products. We heard a clear call for the need to re-connect our children and youth with the plants, forests, a clear call for the need to re-connect our children and youth with the plants, forests, a clear call for the need to re-connect our children and youth with the plants, forests, medicines and traditional practices that surround us in the temperate rainforest in medicines and traditional practices that surround us in the temperate rainforest in medicines and traditional practices that surround us in the temperate rainforest in which we live. which we live. which we live.

As we move forward with ecosystem-based management on the Central and North As we move forward with ecosystem-based management on the Central and North As we move forward with ecosystem-based management on the Central and North Coast and Haida Gwaii through our land use planning processes, we are also seeking Coast and Haida Gwaii through our land use planning processes, we are also seeking Coast and Haida Gwaii through our land use planning processes, we are also seeking ways to protect and wisely use our forests to enhance our well-being. Being out ways to protect and wisely use our forests to enhance our well-being. Being out ways to protect and wisely use our forests to enhance our well-being. Being out on the land, gathering mushrooms and berries for food and cedar bark for weaving, on the land, gathering mushrooms and berries for food and cedar bark for weaving, on the land, gathering mushrooms and berries for food and cedar bark for weaving, transmits traditional knowledge through the ages, from elder to child, from generation transmits traditional knowledge through the ages, from elder to child, from generation transmits traditional knowledge through the ages, from elder to child, from generation to generation. Our lands, waters and cultures make us strong and define who we to generation. Our lands, waters and cultures make us strong and define who we to generation. Our lands, waters and cultures make us strong and define who we are, as First Nations and individuals. Out on the land, we are the eyes and ears of are, as First Nations and individuals. Out on the land, we are the eyes and ears of are, as First Nations and individuals. Out on the land, we are the eyes and ears of our communities, monitoring the health of the ecosystems around us while managing our communities, monitoring the health of the ecosystems around us while managing our communities, monitoring the health of the ecosystems around us while managing and stewarding our environment. and stewarding our environment. and stewarding our environment.

It is my hope that teachers will find this guidebook and its activities useful for It is my hope that teachers will find this guidebook and its activities useful for It is my hope that teachers will find this guidebook and its activities useful for imparting a sense of curiosity about the wild plants in our forests, and equally as imparting a sense of curiosity about the wild plants in our forests, and equally as imparting a sense of curiosity about the wild plants in our forests, and equally as important, the realization that people are making incomes from wild products, leading important, the realization that people are making incomes from wild products, leading important, the realization that people are making incomes from wild products, leading to a better quality of life, and looking after the environment at the same time. to a better quality of life, and looking after the environment at the same time. to a better quality of life, and looking after the environment at the same time.

Art Sterritt Art Sterritt Art Sterritt Executive Director Executive Director Executive Director Initiative טּשׁה ךּשׁטּי Initiative Coastal First Nations טּשׁה ךּשׁטּי Initiative Coastal First Nations טּשׁה ךּשׁטּי Coastal First Nations

Prayer & Welcome | 3 Prayer & Welcome | 3 Prayer & Welcome | 3 Going Wild! Teaching about Wild Products from BC’s Coastal Rainforests Going Wild! Teaching about Wild Products from BC’s Coastal Rainforests Going Wild! Teaching about Wild Products from BC’s Coastal Rainforests

Introduction To This Guidebook Introduction To This Guidebook Introduction To This Guidebook

What type of plants did our ancestors collect and use from our coastal forests? How What type of plants did our ancestors collect and use from our coastal forests? How What type of plants did our ancestors collect and use from our coastal forests? How do people use these plants now? Why are they important to you and your family? do people use these plants now? Why are they important to you and your family? do people use these plants now? Why are they important to you and your family? How can we learn to recognize them and continue to use them in a sustainable way How can we learn to recognize them and continue to use them in a sustainable way How can we learn to recognize them and continue to use them in a sustainable way to strengthen our communities? to strengthen our communities? to strengthen our communities?

This guidebook will help you and your students explore these questions. It provides This guidebook will help you and your students explore these questions. It provides This guidebook will help you and your students explore these questions. It provides background material on some special plants and mushrooms from the rainforests of background material on some special plants and mushrooms from the rainforests of background material on some special plants and mushrooms from the rainforests of BC’s Central and North Coast and Haida Gwaii that are important for many reasons. BC’s Central and North Coast and Haida Gwaii that are important for many reasons. BC’s Central and North Coast and Haida Gwaii that are important for many reasons. The activities in this guidebook focus on these species, how they are used and why The activities in this guidebook focus on these species, how they are used and why The activities in this guidebook focus on these species, how they are used and why they are important. The activities are designed for grades 4 to 7, but also include they are important. The activities are designed for grades 4 to 7, but also include they are important. The activities are designed for grades 4 to 7, but also include extension activities for other grades. extension activities for other grades. extension activities for other grades.

Going Wild! Teaching about Wild Products from BC’s Coastal Rainforests has Going Wild! Teaching about Wild Products from BC’s Coastal Rainforests has Going Wild! Teaching about Wild Products from BC’s Coastal Rainforests has been developed specifically for First Nations on the Central and North Coast and been developed specifically for First Nations on the Central and North Coast and been developed specifically for First Nations on the Central and North Coast and Haida Gwaii, but it can be used as a resource for other coastal communities and Haida Gwaii, but it can be used as a resource for other coastal communities and Haida Gwaii, but it can be used as a resource for other coastal communities and in other locations in BC where these plants are found. We hope that this guidebook in other locations in BC where these plants are found. We hope that this guidebook in other locations in BC where these plants are found. We hope that this guidebook will be a useful tool in helping your students find a closer connection with their will be a useful tool in helping your students find a closer connection with their will be a useful tool in helping your students find a closer connection with their environment, and with plants that have been, and continue to be, important to their environment, and with plants that have been, and continue to be, important to their environment, and with plants that have been, and continue to be, important to their communities. communities. communities.

Learning Outcomes Learning Outcomes Learning Outcomes

Going Wild! Teaching about Wild Products from BC’s Coastal Rainforests Going Wild! Teaching about Wild Products from BC’s Coastal Rainforests Going Wild! Teaching about Wild Products from BC’s Coastal Rainforests addresses the need for increased environmental awareness and appreciation of wild addresses the need for increased environmental awareness and appreciation of wild addresses the need for increased environmental awareness and appreciation of wild products (also known as non-timber forest products), and it encourages all of us to products (also known as non-timber forest products), and it encourages all of us to products (also known as non-timber forest products), and it encourages all of us to recognize that forests are far more than just timber-producing ecosystems. recognize that forests are far more than just timber-producing ecosystems. recognize that forests are far more than just timber-producing ecosystems.

The activities in this guidebook fulfill the following Learning Outcomes: The activities in this guidebook fulfill the following Learning Outcomes: The activities in this guidebook fulfill the following Learning Outcomes:

͙ to learn about wild products, and to learn about and describe local plant species; ͙ to learn about wild products, and to learn about and describe local plant species; ͙ to learn about wild products, and to learn about and describe local plant species; ͙ to explore relationships between humans, plants and ecosystems; ͙ to explore relationships between humans, plants and ecosystems; ͙ to explore relationships between humans, plants and ecosystems; ͙ to learn concepts of sustainability through studying the use of wild products; ͙ to learn concepts of sustainability through studying the use of wild products; ͙ to learn concepts of sustainability through studying the use of wild products; ͙ to better understand and respect traditional practices of local First Nations ͙ to better understand and respect traditional practices of local First Nations ͙ to better understand and respect traditional practices of local First Nations related to the use of wild products; related to the use of wild products; related to the use of wild products; ͙ to learn about some potential sustainable options for community economic ͙ to learn about some potential sustainable options for community economic ͙ to learn about some potential sustainable options for community economic development based on the use of wild products. development based on the use of wild products. development based on the use of wild products.

Each activity covers British Columbia Prescribed Learning Outcomes for one or more Each activity covers British Columbia Prescribed Learning Outcomes for one or more Each activity covers British Columbia Prescribed Learning Outcomes for one or more of the following: Science, Mathematics, Visual Arts, English Language Arts, Social of the following: Science, Mathematics, Visual Arts, English Language Arts, Social of the following: Science, Mathematics, Visual Arts, English Language Arts, Social Studies, Physical Education, and Health and Career Education. Specific learning Studies, Physical Education, and Health and Career Education. Specific learning Studies, Physical Education, and Health and Career Education. Specific learning outcomes for each activity can be found in Appendix A. outcomes for each activity can be found in Appendix A. outcomes for each activity can be found in Appendix A.

4 | Introduction 4 | Introduction 4 | Introduction Going Wild! Teaching about Wild Products from BC’s Coastal Rainforests Going Wild! Teaching about Wild Products from BC’s Coastal Rainforests Going Wild! Teaching about Wild Products from BC’s Coastal Rainforests

Traditional Knowledge and Teaching Traditional Knowledge and Teaching Traditional Knowledge and Teaching Going Wild! Teaching about Wild Products from BC’s Coastal Rainforests draws Going Wild! Teaching about Wild Products from BC’s Coastal Rainforests draws Going Wild! Teaching about Wild Products from BC’s Coastal Rainforests draws on both modern and traditional knowledge from British Columbia’s Central and North on both modern and traditional knowledge from British Columbia’s Central and North on both modern and traditional knowledge from British Columbia’s Central and North Coast and Haida Gwaii. Here’s one definition of traditional knowledge: Coast and Haida Gwaii. Here’s one definition of traditional knowledge: Coast and Haida Gwaii. Here’s one definition of traditional knowledge:

… the knowledge, practice, and belief concerning the relationships between … the knowledge, practice, and belief concerning the relationships between … the knowledge, practice, and belief concerning the relationships between living beings to one another and to their environment, based on generations living beings to one another and to their environment, based on generations living beings to one another and to their environment, based on generations of intimate contact with the land. It includes an ethic of interconnectedness of intimate contact with the land. It includes an ethic of interconnectedness of intimate contact with the land. It includes an ethic of interconnectedness and respect, and is therefore woven into and inseparable from a culture. and respect, and is therefore woven into and inseparable from a culture. and respect, and is therefore woven into and inseparable from a culture. Traditional knowledge is generally transmitted orally, through songs, stories, Traditional knowledge is generally transmitted orally, through songs, stories, Traditional knowledge is generally transmitted orally, through songs, stories, legends, and practices, and it is always changing, as does our environment. legends, and practices, and it is always changing, as does our environment. legends, and practices, and it is always changing, as does our environment. Traditional knowledge is generally considered collective to a community or Traditional knowledge is generally considered collective to a community or Traditional knowledge is generally considered collective to a community or nation, not to a particular individual. nation, not to a particular individual. nation, not to a particular individual.

(Berkes, 1999) (Berkes, 1999) (Berkes, 1999)

When working with traditional knowledge, it When working with traditional knowledge, it When working with traditional knowledge, it is important to consider the generations of is important to consider the generations of is important to consider the generations of understanding, and the spiritual significance that understanding, and the spiritual significance that understanding, and the spiritual significance that underlies this knowledge. While some traditional underlies this knowledge. While some traditional underlies this knowledge. While some traditional knowledge is general and is openly shared, some knowledge is general and is openly shared, some knowledge is general and is openly shared, some information is sensitive and can only be shared information is sensitive and can only be shared information is sensitive and can only be shared when permission is given. when permission is given. when permission is given.

Throughout this guidebook we encourage teachers Throughout this guidebook we encourage teachers Throughout this guidebook we encourage teachers to involve local knowledge holders such as Elders to involve local knowledge holders such as Elders to involve local knowledge holders such as Elders and other important community resource people and other important community resource people and other important community resource people in the students’ learning about the uses and in the students’ learning about the uses and in the students’ learning about the uses and importance of non-timber forest products. Are you importance of non-timber forest products. Are you importance of non-timber forest products. Are you aware of who you can ask from the community to aware of who you can ask from the community to aware of who you can ask from the community to work with your students on different topics covered work with your students on different topics covered work with your students on different topics covered in this Guidebook (e.g. Elders who could share in this Guidebook (e.g. Elders who could share in this Guidebook (e.g. Elders who could share stories about important plants, artists who work stories about important plants, artists who work stories about important plants, artists who work with cedar, community members who harvest wild with cedar, community members who harvest wild with cedar, community members who harvest wild plants, etc.)? If you need help finding resource plants, etc.)? If you need help finding resource plants, etc.)? If you need help finding resource people to work with your class try contacting the people to work with your class try contacting the people to work with your class try contacting the Education Coordinator or Education Department Education Coordinator or Education Department Education Coordinator or Education Department at the Band office, the Cultural Liaison people at the Band office, the Cultural Liaison people at the Band office, the Cultural Liaison people who work in the school, the School Principal, or who work in the school, the School Principal, or who work in the school, the School Principal, or other teachers. other teachers. other teachers.

Introduction | 5 Introduction | 5 Introduction | 5 Going Wild! Teaching about Wild Products from BC’s Coastal Rainforests Going Wild! Teaching about Wild Products from BC’s Coastal Rainforests Going Wild! Teaching about Wild Products from BC’s Coastal Rainforests

How Do I Use This Guidebook? How Do I Use This Guidebook? How Do I Use This Guidebook? This guidebook consists of two major sections: This guidebook consists of two major sections: This guidebook consists of two major sections:

ವ Wild Products: An Introduction – This section consists of an introduction ವ Wild Products: An Introduction – This section consists of an introduction ವ Wild Products: An Introduction – This section consists of an introduction to help you and your students understand what wild products are, and how to help you and your students understand what wild products are, and how to help you and your students understand what wild products are, and how they are used. The Species Backgrounders are a series of 8 student handouts they are used. The Species Backgrounders are a series of 8 student handouts they are used. The Species Backgrounders are a series of 8 student handouts that profile species commonly used by First Nations of BC’s Central and North that profile species commonly used by First Nations of BC’s Central and North that profile species commonly used by First Nations of BC’s Central and North Coast and Haida Gwaii, highlighting some of the important artistic, cultural, Coast and Haida Gwaii, highlighting some of the important artistic, cultural, Coast and Haida Gwaii, highlighting some of the important artistic, cultural, nutritional, medicinal and economic uses of these species. nutritional, medicinal and economic uses of these species. nutritional, medicinal and economic uses of these species.

ವ Activities – The 15 activities use interactive, learner-centred methodology to ವ Activities – The 15 activities use interactive, learner-centred methodology to ವ Activities – The 15 activities use interactive, learner-centred methodology to help your students interact with wild products. They can be taught in any help your students interact with wild products. They can be taught in any help your students interact with wild products. They can be taught in any order; each activity stands alone, but can be effectively linked with others. Use order; each activity stands alone, but can be effectively linked with others. Use order; each activity stands alone, but can be effectively linked with others. Use the suggested extension activities to challenge advanced students, to teach the suggested extension activities to challenge advanced students, to teach the suggested extension activities to challenge advanced students, to teach to higher grades, or to take your whole class to another level of analysis or to higher grades, or to take your whole class to another level of analysis or to higher grades, or to take your whole class to another level of analysis or creativity. creativity. creativity.

Some of this guidebook may be photocopied. Look for the Student Handouts after Some of this guidebook may be photocopied. Look for the Student Handouts after Some of this guidebook may be photocopied. Look for the Student Handouts after each Activity. each Activity. each Activity.

Who Is This Guidebook For? Who Is This Guidebook For? Who Is This Guidebook For? This guidebook is for educators, including classroom teachers, non-formal educators, This guidebook is for educators, including classroom teachers, non-formal educators, This guidebook is for educators, including classroom teachers, non-formal educators, park interpreters, camp counsellors, after school program facilitators, parents, park interpreters, camp counsellors, after school program facilitators, parents, park interpreters, camp counsellors, after school program facilitators, parents, grandparents, youth, and anyone else who is interested. We hope that this resource grandparents, youth, and anyone else who is interested. We hope that this resource grandparents, youth, and anyone else who is interested. We hope that this resource will become a community resource, drawing traditional knowledge holders into the will become a community resource, drawing traditional knowledge holders into the will become a community resource, drawing traditional knowledge holders into the classroom, and students out of the classroom and into the forest. classroom, and students out of the classroom and into the forest. classroom, and students out of the classroom and into the forest.

Labrador tea Labrador tea Labrador tea

6 | Introduction 6 | Introduction 6 | Introduction Going Wild! Teaching about Wild Products from BC’s Coastal Rainforests Going Wild! Teaching about Wild Products from BC’s Coastal Rainforests Going Wild! Teaching about Wild Products from BC’s Coastal Rainforests

Wild Products: An Introduction Wild Products: An Introduction Wild Products: An Introduction

What Are Wild Products? What Are Wild Products? What Are Wild Products? Often when we think of forest products, we think of trees for timber. But there Often when we think of forest products, we think of trees for timber. But there Often when we think of forest products, we think of trees for timber. But there are many plants and mushrooms that grow in the forest that humans have used are many plants and mushrooms that grow in the forest that humans have used are many plants and mushrooms that grow in the forest that humans have used for thousands of years. What we call “wild products” are also called “Non- for thousands of years. What we call “wild products” are also called “Non- for thousands of years. What we call “wild products” are also called “Non- Timber Forest Products” or NTFPs for short. NTFPs are all of the plants and Timber Forest Products” or NTFPs for short. NTFPs are all of the plants and Timber Forest Products” or NTFPs for short. NTFPs are all of the plants and mushrooms in the forest other than timber, pulpwood, shakes, or other wood mushrooms in the forest other than timber, pulpwood, shakes, or other wood mushrooms in the forest other than timber, pulpwood, shakes, or other wood products that have cultural, spiritual, recreational, commercial and subsistence products that have cultural, spiritual, recreational, commercial and subsistence products that have cultural, spiritual, recreational, commercial and subsistence uses. Some examples of NTFPs are: berries, wild mushrooms, floral greenery, uses. Some examples of NTFPs are: berries, wild mushrooms, floral greenery, uses. Some examples of NTFPs are: berries, wild mushrooms, floral greenery, plants for medicine, and craft and art materials. plants for medicine, and craft and art materials. plants for medicine, and craft and art materials.

Wild products are important for many reasons – they Wild products are important for many reasons – they Wild products are important for many reasons – they feed us, provide us with medicine, support our culture, feed us, provide us with medicine, support our culture, feed us, provide us with medicine, support our culture, provide us with material to make things with. More provide us with material to make things with. More provide us with material to make things with. More recently the harvesting and selling some of these recently the harvesting and selling some of these recently the harvesting and selling some of these plants and mushrooms has become an important plants and mushrooms has become an important plants and mushrooms has become an important activity in many parts of BC including on the North activity in many parts of BC including on the North activity in many parts of BC including on the North Coast, Central Coast and Haida Gwaii. Thousands of Coast, Central Coast and Haida Gwaii. Thousands of Coast, Central Coast and Haida Gwaii. Thousands of people throughout the province harvest wild products people throughout the province harvest wild products people throughout the province harvest wild products on a part-time basis, selling what they pick to other on a part-time basis, selling what they pick to other on a part-time basis, selling what they pick to other businesses or sometimes making their own products businesses or sometimes making their own products businesses or sometimes making their own products (like berry jam or Christmas wreathes) to sell to people in their (like berry jam or Christmas wreathes) to sell to people in their (like berry jam or Christmas wreathes) to sell to people in their community. For some communities, the harvesting and selling of community. For some communities, the harvesting and selling of community. For some communities, the harvesting and selling of

these products provides an opportunity for lots of different people in Chanterelle these products provides an opportunity for lots of different people in Chanterelle these products provides an opportunity for lots of different people in Chanterelle Sword Fern the community to earn an income from the forest without having to cut Sword Fern the community to earn an income from the forest without having to cut Sword Fern the community to earn an income from the forest without having to cut down the trees. down the trees. down the trees.

For more information on wild products go to the website for the Centre for Non- For more information on wild products go to the website for the Centre for Non- For more information on wild products go to the website for the Centre for Non- Timber Resources at Royal Roads University: cntr.royalroads.ca/community_toolkit. Timber Resources at Royal Roads University: cntr.royalroads.ca/community_toolkit. Timber Resources at Royal Roads University: cntr.royalroads.ca/community_toolkit.

How Are Wild Products Used? How Are Wild Products Used? How Are Wild Products Used? The money made from wild forest products in BC adds up to hundreds of millions The money made from wild forest products in BC adds up to hundreds of millions The money made from wild forest products in BC adds up to hundreds of millions of dollars annually – and in Canada as a whole it may be over a billion dollars per of dollars annually – and in Canada as a whole it may be over a billion dollars per of dollars annually – and in Canada as a whole it may be over a billion dollars per year (CFS, 2007). Many of these wild products are important for other reasons too. year (CFS, 2007). Many of these wild products are important for other reasons too. year (CFS, 2007). Many of these wild products are important for other reasons too. Dr. Nancy Turner, a celebrated ethno-botanist (a scientist who studies how people Dr. Nancy Turner, a celebrated ethno-botanist (a scientist who studies how people Dr. Nancy Turner, a celebrated ethno-botanist (a scientist who studies how people use plants) at the University of Victoria, points out that these plants have been used use plants) at the University of Victoria, points out that these plants have been used use plants) at the University of Victoria, points out that these plants have been used for a long time: for a long time: for a long time: For British Columbia First Peoples, many of the forest For British Columbia First Peoples, many of the forest For British Columbia First Peoples, many of the forest species identified as potential products in a new economy species identified as potential products in a new economy species identified as potential products in a new economy have high cultural values and have been used for food, have high cultural values and have been used for food, have high cultural values and have been used for food, materials, and medicines since time immemorial. materials, and medicines since time immemorial. materials, and medicines since time immemorial.

(Turner, 2001, p.2) (Turner, 2001, p.2) (Turner, 2001, p.2) Woven cedar bark hat Woven cedar bark hat Woven cedar bark hat

Introduction | 7 Introduction | 7 Introduction | 7 Going Wild! Teaching about Wild Products from BC’s Coastal Rainforests Going Wild! Teaching about Wild Products from BC’s Coastal Rainforests Going Wild! Teaching about Wild Products from BC’s Coastal Rainforests

In this guidebook, we focus on the following areas: Wild Edibles, Medicinal Plants, In this guidebook, we focus on the following areas: Wild Edibles, Medicinal Plants, In this guidebook, we focus on the following areas: Wild Edibles, Medicinal Plants, Floral Greenery, and Crafts and Art. Floral Greenery, and Crafts and Art. Floral Greenery, and Crafts and Art.

Wild Edibles Wild Edibles Wild Edibles First Nations people on the coast have been harvesting food from the forest (edible First Nations people on the coast have been harvesting food from the forest (edible First Nations people on the coast have been harvesting food from the forest (edible plants) for many thousands of years. Certain ferns, berries, roots, and leaves of plants) for many thousands of years. Certain ferns, berries, roots, and leaves of plants) for many thousands of years. Certain ferns, berries, roots, and leaves of many plants and trees have been eaten for a long time, and continue to be eaten many plants and trees have been eaten for a long time, and continue to be eaten many plants and trees have been eaten for a long time, and continue to be eaten today by many different people. Wild mushrooms have become an increasingly today by many different people. Wild mushrooms have become an increasingly today by many different people. Wild mushrooms have become an increasingly important wild edible product that is harvested in coastal BC. important wild edible product that is harvested in coastal BC. important wild edible product that is harvested in coastal BC.

See the Species See the Species See the Species Backgrounders on Backgrounders on Backgrounders on red huckleberries and red huckleberries and red huckleberries and mushrooms for more mushrooms for more mushrooms for more information on wild edibles. Red huckleberry information on wild edibles. Red huckleberry information on wild edibles. Red huckleberry

Medicinal Plants Chanterelle mushroom Medicinal Plants Chanterelle mushroom Medicinal Plants Chanterelle mushroom Many plants from the forest are used as medicines. They are prepared in many Many plants from the forest are used as medicines. They are prepared in many Many plants from the forest are used as medicines. They are prepared in many ways including as balms, tonics, salves, lozenges and teas. Cottonwood buds were ways including as balms, tonics, salves, lozenges and teas. Cottonwood buds were ways including as balms, tonics, salves, lozenges and teas. Cottonwood buds were used as a balm for burns and scratches, and Douglas fir pitch was also used to used as a balm for burns and scratches, and Douglas fir pitch was also used to used as a balm for burns and scratches, and Douglas fir pitch was also used to help heal wounds. Salal was used as a tea, and as a balm for insect bites. Labrador help heal wounds. Salal was used as a tea, and as a balm for insect bites. Labrador help heal wounds. Salal was used as a tea, and as a balm for insect bites. Labrador tea was used as a tonic and a tea by many First Nations tea was used as a tonic and a tea by many First Nations tea was used as a tonic and a tea by many First Nations people. Devil’s club is used by many First Nations for its healing people. Devil’s club is used by many First Nations for its healing people. Devil’s club is used by many First Nations for its healing medicine. Pacific yew has been more recently used as a source medicine. Pacific yew has been more recently used as a source medicine. Pacific yew has been more recently used as a source of paclitaxel, a drug that has proven to be effective against a of paclitaxel, a drug that has proven to be effective against a of paclitaxel, a drug that has proven to be effective against a variety of cancers. variety of cancers. variety of cancers.

See the Species Backgrounders on Labrador tea, Pacific yew, and See the Species Backgrounders on Labrador tea, Pacific yew, and See the Species Backgrounders on Labrador tea, Pacific yew, and devil’s club for more information on plants with medicinal uses. devil’s club for more information on plants with medicinal uses. devil’s club for more information on plants with medicinal uses. Pacific yew Pacific yew Pacific yew A Note On Medicines A Note On Medicines A Note On Medicines

Because medicine is often sacred, Because medicine is often sacred, Because medicine is often sacred, it is important to check with it is important to check with it is important to check with local Elders in your community local Elders in your community local Elders in your community to ask if it’s okay to talk about to ask if it’s okay to talk about to ask if it’s okay to talk about certain traditional medicines. certain traditional medicines. certain traditional medicines.

Labrador tea Devil’s club Labrador tea Devil’s club Labrador tea Devil’s club

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Floral Greenery Floral Greenery Floral Greenery

Floral greenery is an important part of the wild products industry in British Columbia. Floral greenery is an important part of the wild products industry in British Columbia. Floral greenery is an important part of the wild products industry in British Columbia. Have you ever looked at a bunch of flowers and noticed that flowers are only part Have you ever looked at a bunch of flowers and noticed that flowers are only part Have you ever looked at a bunch of flowers and noticed that flowers are only part of the bouquet? Salal is used extensively in floral arrangements; other greenery of the bouquet? Salal is used extensively in floral arrangements; other greenery of the bouquet? Salal is used extensively in floral arrangements; other greenery products such as conifer boughs (for example, cedar and pine), boxwood, evergreen products such as conifer boughs (for example, cedar and pine), boxwood, evergreen products such as conifer boughs (for example, cedar and pine), boxwood, evergreen huckleberry, sword fern and other species are harvested and sold in much smaller huckleberry, sword fern and other species are harvested and sold in much smaller huckleberry, sword fern and other species are harvested and sold in much smaller quantities. Sales of all these products put together total about $50-60 million per quantities. Sales of all these products put together total about $50-60 million per quantities. Sales of all these products put together total about $50-60 million per year (Forest Practices Board, 2004). year (Forest Practices Board, 2004). year (Forest Practices Board, 2004).

For more information on floral greenery products, see the Species Backgrounders For more information on floral greenery products, see the Species Backgrounders For more information on floral greenery products, see the Species Backgrounders on salal and sword fern. on salal and sword fern. on salal and sword fern.

Sword fern Sword fern Sword fern Salal Salal Salal

Crafts and Art Crafts and Art Crafts and Art

Crafts and Art refers to all the things made from forest plants that are built, woven, Crafts and Art refers to all the things made from forest plants that are built, woven, Crafts and Art refers to all the things made from forest plants that are built, woven, painted or carved. Crafts and art are an important part of First Peoples’ spiritual and painted or carved. Crafts and art are an important part of First Peoples’ spiritual and painted or carved. Crafts and art are an important part of First Peoples’ spiritual and cultural relationships with the forest. cultural relationships with the forest. cultural relationships with the forest.

Wild products made with wood use smaller portions of wood than is needed for Wild products made with wood use smaller portions of wood than is needed for Wild products made with wood use smaller portions of wood than is needed for construction purposes. Wood for wild products is often salvaged from wood left over construction purposes. Wood for wild products is often salvaged from wood left over construction purposes. Wood for wild products is often salvaged from wood left over from logging, or from dead trees that have fallen in the forest. from logging, or from dead trees that have fallen in the forest. from logging, or from dead trees that have fallen in the forest.

Cedar and Pacific yew are both very important woods used for crafts and arts Cedar and Pacific yew are both very important woods used for crafts and arts Cedar and Pacific yew are both very important woods used for crafts and arts in coastal cultures. To learn more about these two species, go to the Species in coastal cultures. To learn more about these two species, go to the Species in coastal cultures. To learn more about these two species, go to the Species Backgrounders. Backgrounders. Backgrounders.

Pacific yew Pacific yew Pacific yew

Cedar Cedar Cedar

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Species Backgrounders Species Backgrounders Species Backgrounders

What Are Species Backgrounders? What Are Species Backgrounders? What Are Species Backgrounders?

Wild Edibles Floral Greenery Wild Edibles Floral Greenery Wild Edibles Floral Greenery Red Huckleberry (Backgrounder 1) Salal (Backgrounder 6) Red Huckleberry (Backgrounder 1) Salal (Backgrounder 6) Red Huckleberry (Backgrounder 1) Salal (Backgrounder 6) Mushrooms (Backgrounder 2) Swordfern (Backgrounder 7) Mushrooms (Backgrounder 2) Swordfern (Backgrounder 7) Mushrooms (Backgrounder 2) Swordfern (Backgrounder 7)

Medicinal Uses Crafts and Art Medicinal Uses Crafts and Art Medicinal Uses Crafts and Art Labrador Tea (Backgrounder 3) Cedar (Backgrounder 8) Labrador Tea (Backgrounder 3) Cedar (Backgrounder 8) Labrador Tea (Backgrounder 3) Cedar (Backgrounder 8) Devil’s Club (Backgrounder 4) Devil’s Club (Backgrounder 4) Devil’s Club (Backgrounder 4) Pacific Yew (Backgrounder 5) Pacific Yew (Backgrounder 5) Pacific Yew (Backgrounder 5)

The Species Backgrounders are eight student handouts that profile different forest The Species Backgrounders are eight student handouts that profile different forest The Species Backgrounders are eight student handouts that profile different forest plants and mushrooms. We have chosen these eight species because: plants and mushrooms. We have chosen these eight species because: plants and mushrooms. We have chosen these eight species because: ವ they are relatively abundant and easily identified; ವ they are relatively abundant and easily identified; ವ they are relatively abundant and easily identified; ವ many of them have a history of First Nations, as well as non-First Nation, ವ many of them have a history of First Nations, as well as non-First Nation, ವ many of them have a history of First Nations, as well as non-First Nation, uses; uses; uses; ವ they represent different uses including cultural and commercial uses. ವ they represent different uses including cultural and commercial uses. ವ they represent different uses including cultural and commercial uses.

How Do I Use The Backgrounders? How Do I Use The Backgrounders? How Do I Use The Backgrounders?

To prepare to use this guidebook, we hope that you will take some time to walk To prepare to use this guidebook, we hope that you will take some time to walk To prepare to use this guidebook, we hope that you will take some time to walk around the forest near your school, identifying the plants profiled in the Species around the forest near your school, identifying the plants profiled in the Species around the forest near your school, identifying the plants profiled in the Species Backgrounders. Backgrounders. Backgrounders.

These eight handouts contain information that supports many of the activities. These eight handouts contain information that supports many of the activities. These eight handouts contain information that supports many of the activities. Photocopy them as needed as you work through the activities. Some of the material Photocopy them as needed as you work through the activities. Some of the material Photocopy them as needed as you work through the activities. Some of the material may be at a higher reading level than your class; if so, feel free to draw out the may be at a higher reading level than your class; if so, feel free to draw out the may be at a higher reading level than your class; if so, feel free to draw out the useful and appropriate information to share with your class. useful and appropriate information to share with your class. useful and appropriate information to share with your class.

Where Can I Learn More? Where Can I Learn More? Where Can I Learn More?

The Backgrounders contain basic information about the eight species that are The Backgrounders contain basic information about the eight species that are The Backgrounders contain basic information about the eight species that are highlighted in this guidebook. You or your students may decide to do further highlighted in this guidebook. You or your students may decide to do further highlighted in this guidebook. You or your students may decide to do further research as you explore the subject. Here are some excellent resources that we have research as you explore the subject. Here are some excellent resources that we have research as you explore the subject. Here are some excellent resources that we have drawn from that can provide you with additional information: drawn from that can provide you with additional information: drawn from that can provide you with additional information:

ವ Klinkenberg, Brian. (Editor) 2008. E-Flora BC: Electronic Atlas of the Plants ವ Klinkenberg, Brian. (Editor) 2008. E-Flora BC: Electronic Atlas of the Plants ವ Klinkenberg, Brian. (Editor) 2008. E-Flora BC: Electronic Atlas of the Plants of British Columbia [www.eflora.bc.ca]. Lab for Advanced Spatial Analysis, of British Columbia [www.eflora.bc.ca]. Lab for Advanced Spatial Analysis, of British Columbia [www.eflora.bc.ca]. Lab for Advanced Spatial Analysis, Department of Geography, University of British Columbia, Vancouver. Department of Geography, University of British Columbia, Vancouver. Department of Geography, University of British Columbia, Vancouver. ವ Pojar J. & MacKinnon A. (1994). Plants of Coastal British Columbia including ವ Pojar J. & MacKinnon A. (1994). Plants of Coastal British Columbia including ವ Pojar J. & MacKinnon A. (1994). Plants of Coastal British Columbia including Washington, Oregon, and Alaska. Lone Pine Publishing, Vancouver BC. Washington, Oregon, and Alaska. Lone Pine Publishing, Vancouver BC. Washington, Oregon, and Alaska. Lone Pine Publishing, Vancouver BC. ವ Royal Roads University’s Centre for Non-Timber Forest Resources: ವ Royal Roads University’s Centre for Non-Timber Forest Resources: ವ Royal Roads University’s Centre for Non-Timber Forest Resources: cntr.royalroads.ca/ cntr.royalroads.ca/ cntr.royalroads.ca/

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Species Backgrounder 1 Page 1 Species Backgrounder 1 Page 1 Species Backgrounder 1 Page 1 RED HUCKLEBERRY RED HUCKLEBERRY RED HUCKLEBERRY

Description Description Description Red huckleberry is a common red-fruiting Red huckleberry is a common red-fruiting Red huckleberry is a common red-fruiting bush with very small bright green leaves bush with very small bright green leaves bush with very small bright green leaves and stems that grows approximately 1-4 and stems that grows approximately 1-4 and stems that grows approximately 1-4 metres tall. It is a deciduous plant (drops metres tall. It is a deciduous plant (drops metres tall. It is a deciduous plant (drops its leaves in the fall) that has solitary, tiny its leaves in the fall) that has solitary, tiny its leaves in the fall) that has solitary, tiny yellowish or pinkish flowers. Unlike many yellowish or pinkish flowers. Unlike many yellowish or pinkish flowers. Unlike many other bushes, the stems of red huckleberry other bushes, the stems of red huckleberry other bushes, the stems of red huckleberry are mostly green (older parts turn brown are mostly green (older parts turn brown are mostly green (older parts turn brown and woody), and are a bit square, or angled, and woody), and are a bit square, or angled, and woody), and are a bit square, or angled, instead of round. instead of round. instead of round.

The scientific name for red huckleberry is The scientific name for red huckleberry is The scientific name for red huckleberry is Vaccinium parvifolium. “Vaccinium” means Vaccinium parvifolium. “Vaccinium” means Vaccinium parvifolium. “Vaccinium” means the genus, or group, that this plant is in. the genus, or group, that this plant is in. the genus, or group, that this plant is in. There are other plants in the Vaccinium There are other plants in the Vaccinium There are other plants in the Vaccinium group which are all related to the red group which are all related to the red group which are all related to the red huckleberry, including blueberries. Many huckleberry, including blueberries. Many huckleberry, including blueberries. Many different blueberries are found on the different blueberries are found on the different blueberries are found on the Central Coast of British Columbia including Central Coast of British Columbia including Central Coast of British Columbia including Alaskan blueberry, dwarf blueberry, oval- Alaskan blueberry, dwarf blueberry, oval- Alaskan blueberry, dwarf blueberry, oval- leaved blueberry, bog blueberry, and leaved blueberry, bog blueberry, and leaved blueberry, bog blueberry, and mountain cranberry. Blueberries tend to mountain cranberry. Blueberries tend to mountain cranberry. Blueberries tend to have darker green leaves, blue berries, and have darker green leaves, blue berries, and have darker green leaves, blue berries, and browner stems than red huckleberry. browner stems than red huckleberry. browner stems than red huckleberry.

Ecology and Habitat Ecology and Habitat Ecology and Habitat Red huckleberry is found in a lot Red huckleberry is found in a lot Red huckleberry is found in a lot of places, from wet to dry forests, of places, from wet to dry forests, of places, from wet to dry forests, bogs and lowland coastal zones. bogs and lowland coastal zones. bogs and lowland coastal zones. Although they will grow in the Although they will grow in the Although they will grow in the shade, they require light to produce shade, they require light to produce shade, they require light to produce berries. Good berry bushes are berries. Good berry bushes are berries. Good berry bushes are found most often in clearcuts and found most often in clearcuts and found most often in clearcuts and young forests, or in mature forests young forests, or in mature forests young forests, or in mature forests where there are openings in the where there are openings in the where there are openings in the canopy. A good place to find them canopy. A good place to find them canopy. A good place to find them is along forest edges, and along is along forest edges, and along is along forest edges, and along streams and lakes. Look for them streams and lakes. Look for them streams and lakes. Look for them on rotting logs and stumps. on rotting logs and stumps. on rotting logs and stumps.

Huckleberry bush Huckleberry bush Huckleberry bush

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Species Backgrounder 1 Page 2 Species Backgrounder 1 Page 2 Species Backgrounder 1 Page 2 RED HUCKLEBERRY RED HUCKLEBERRY RED HUCKLEBERRY

Birds, bears, deer and other animals eat the berries Birds, bears, deer and other animals eat the berries Birds, bears, deer and other animals eat the berries of blueberries and huckleberries, helping the plants to of blueberries and huckleberries, helping the plants to of blueberries and huckleberries, helping the plants to spread to new areas. spread to new areas. spread to new areas.

Economic, Social, and Cultural Importance Economic, Social, and Cultural Importance Economic, Social, and Cultural Importance Red huckleberries and related blueberries are a valued Red huckleberries and related blueberries are a valued Red huckleberries and related blueberries are a valued Deer mouse food source for many British Columbians. The berries Deer mouse food source for many British Columbians. The berries Deer mouse food source for many British Columbians. The berries can be eaten fresh, frozen, or mashed and then dried. can be eaten fresh, frozen, or mashed and then dried. can be eaten fresh, frozen, or mashed and then dried. Red huckleberries are more often collected simply to eat rather than to sell. However, Red huckleberries are more often collected simply to eat rather than to sell. However, Red huckleberries are more often collected simply to eat rather than to sell. However, some people do sell wild blueberries some people do sell wild blueberries some people do sell wild blueberries and huckleberries. Huckleberry stems and huckleberries. Huckleberry stems and huckleberries. Huckleberry stems are also sold as floral greenery, are also sold as floral greenery, are also sold as floral greenery, especially after the leaves drop off in especially after the leaves drop off in especially after the leaves drop off in the fall and winter. the fall and winter. the fall and winter.

First Nations have used red huckleberries First Nations have used red huckleberries First Nations have used red huckleberries for thousands of years as a food source for thousands of years as a food source for thousands of years as a food source and as a medicinal food. Traditionally, and as a medicinal food. Traditionally, and as a medicinal food. Traditionally, wooden combs were used to rake the wooden combs were used to rake the wooden combs were used to rake the berries off the branches. Some Nations, berries off the branches. Some Nations, berries off the branches. Some Nations, such as the Tsimshian, boiled the such as the Tsimshian, boiled the such as the Tsimshian, boiled the berries with salmon roe in cedar boxes berries with salmon roe in cedar boxes berries with salmon roe in cedar boxes and then sealed the tops of the boxes and then sealed the tops of the boxes and then sealed the tops of the boxes with eulachon oil (from the eulachon fish) and skunk cabbage leaves. This technique with eulachon oil (from the eulachon fish) and skunk cabbage leaves. This technique with eulachon oil (from the eulachon fish) and skunk cabbage leaves. This technique allowed the berries to be kept for many months. Dried berries were stewed and made allowed the berries to be kept for many months. Dried berries were stewed and made allowed the berries to be kept for many months. Dried berries were stewed and made into sauces, and eaten at winter feasts (Turner, 1995). into sauces, and eaten at winter feasts (Turner, 1995). into sauces, and eaten at winter feasts (Turner, 1995).

The leaves of red huckleberries and other members of the Vaccinium genus can also The leaves of red huckleberries and other members of the Vaccinium genus can also The leaves of red huckleberries and other members of the Vaccinium genus can also be used fresh or dried to make a healthy and tasty green tea. be used fresh or dried to make a healthy and tasty green tea. be used fresh or dried to make a healthy and tasty green tea.

Red huckleberry leaf Red huckleberry leaf Red huckleberry leaf

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Species Backgrounder 2 Page 1 Species Backgrounder 2 Page 1 Species Backgrounder 2 Page 1 MUSHROOMS MUSHROOMS MUSHROOMS

Description Description Description A mushroom is the fruit A mushroom is the fruit A mushroom is the fruit of a fungus – rather like of a fungus – rather like of a fungus – rather like an apple on an apple an apple on an apple an apple on an apple tree. With most fungi, the tree. With most fungi, the tree. With most fungi, the main body (the ‘tree’) is main body (the ‘tree’) is main body (the ‘tree’) is underground, and all you underground, and all you underground, and all you see are the fruits sticking see are the fruits sticking see are the fruits sticking up. Unlike plants, fungi do Chanterelle up. Unlike plants, fungi do Chanterelle up. Unlike plants, fungi do Chanterelle not make their own food but Pine mushroom not make their own food but Pine mushroom not make their own food but Pine mushroom have to get it from somewhere have to get it from somewhere have to get it from somewhere else like decaying wood or else like decaying wood or else like decaying wood or tree roots. tree roots. tree roots.

There are many edible There are many edible There are many edible mushrooms that grow in coastal mushrooms that grow in coastal mushrooms that grow in coastal British Columbia, but two of the British Columbia, but two of the British Columbia, but two of the most popular and economically most popular and economically most popular and economically valuable are the pine mushroom valuable are the pine mushroom valuable are the pine mushroom (Tricholoma magnivelare) and the (Tricholoma magnivelare) and the (Tricholoma magnivelare) and the chanterelle (Chantarellus spp.). chanterelle (Chantarellus spp.). chanterelle (Chantarellus spp.).

Pine mushrooms have reddish- Pine mushrooms have reddish- Pine mushrooms have reddish- brown gills and have a strong, brown gills and have a strong, brown gills and have a strong, unusual spicy, cinnamon odour unusual spicy, cinnamon odour unusual spicy, cinnamon odour and taste. Experienced pine and taste. Experienced pine and taste. Experienced pine mushroom pickers can smell a mushroom pickers can smell a mushroom pickers can smell a stand of pine mushrooms even stand of pine mushrooms even stand of pine mushrooms even when they can’t see them. when they can’t see them. when they can’t see them.

Chanterelles are a golden colour, ranging from yellow to orange. They are found Chanterelles are a golden colour, ranging from yellow to orange. They are found Chanterelles are a golden colour, ranging from yellow to orange. They are found throughout the province and are quite a popular edible mushroom because they are throughout the province and are quite a popular edible mushroom because they are throughout the province and are quite a popular edible mushroom because they are delicious to eat and, once you’ve picked them a few times, easy to identify. delicious to eat and, once you’ve picked them a few times, easy to identify. delicious to eat and, once you’ve picked them a few times, easy to identify.

Caution Caution Caution

NO plant or fungus should be eaten as food or NO plant or fungus should be eaten as food or NO plant or fungus should be eaten as food or medicine unless you are sure of its identity and a medicine unless you are sure of its identity and a medicine unless you are sure of its identity and a reliable source indicates that it is safe to eat. Many reliable source indicates that it is safe to eat. Many reliable source indicates that it is safe to eat. Many mushrooms and plants are poisonous. mushrooms and plants are poisonous. mushrooms and plants are poisonous.

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Species Backgrounder 2 Page 2 Species Backgrounder 2 Page 2 Species Backgrounder 2 Page 2

MUSHROOMS MUSHROOMS MUSHROOMS Ecology and Habitat Ecology and Habitat Ecology and Habitat Pine mushrooms are usually found growing alone or scattered in groups on the Pine mushrooms are usually found growing alone or scattered in groups on the Pine mushrooms are usually found growing alone or scattered in groups on the forest floor from mid-August to early December, if the conditions are right (enough forest floor from mid-August to early December, if the conditions are right (enough forest floor from mid-August to early December, if the conditions are right (enough water and the temperature is right for them to grow). Pine mushrooms mostly need water and the temperature is right for them to grow). Pine mushrooms mostly need water and the temperature is right for them to grow). Pine mushrooms mostly need old forests – over 100 years old – in which to grow. The tree species that the pine old forests – over 100 years old – in which to grow. The tree species that the pine old forests – over 100 years old – in which to grow. The tree species that the pine mushrooms grow with are usually Douglas fir or spruce, and sometimes hemlock or mushrooms grow with are usually Douglas fir or spruce, and sometimes hemlock or mushrooms grow with are usually Douglas fir or spruce, and sometimes hemlock or pine. pine. pine.

Chanterelles are found in forests on Vancouver Island, the coastal mainland and Chanterelles are found in forests on Vancouver Island, the coastal mainland and Chanterelles are found in forests on Vancouver Island, the coastal mainland and Haida Gwaii. Chanterelles like to grow in forests that are about 50-80 years old, with Haida Gwaii. Chanterelles like to grow in forests that are about 50-80 years old, with Haida Gwaii. Chanterelles like to grow in forests that are about 50-80 years old, with trees such as Douglas fir, hemlock or spruce. They don’t like cedar forests very much. trees such as Douglas fir, hemlock or spruce. They don’t like cedar forests very much. trees such as Douglas fir, hemlock or spruce. They don’t like cedar forests very much. They are easiest to find in open forests where there aren’t many bushes or ferns They are easiest to find in open forests where there aren’t many bushes or ferns They are easiest to find in open forests where there aren’t many bushes or ferns growing, but where there is a lot of soft moss. These mushrooms usually come up growing, but where there is a lot of soft moss. These mushrooms usually come up growing, but where there is a lot of soft moss. These mushrooms usually come up from August to late November. from August to late November. from August to late November.

Economic, Social, and Cultural Importance Economic, Social, and Cultural Importance Economic, Social, and Cultural Importance If you added up all the money earned by mushroom If you added up all the money earned by mushroom If you added up all the money earned by mushroom pickers, buyers and exporters in British Columbia, the pickers, buyers and exporters in British Columbia, the pickers, buyers and exporters in British Columbia, the total would be tens of millions of dollars each year. total would be tens of millions of dollars each year. total would be tens of millions of dollars each year. The pine mushroom is the most valuable commercially- The pine mushroom is the most valuable commercially- The pine mushroom is the most valuable commercially- harvested mushroom in our province (South Moresby harvested mushroom in our province (South Moresby harvested mushroom in our province (South Moresby Forest Replacement Account, 2000). Forest Replacement Account, 2000). Forest Replacement Account, 2000).

Pine mushrooms are exported only to Japan, while Pine mushrooms are exported only to Japan, while Pine mushrooms are exported only to Japan, while chanterelles and other wild mushrooms are sold mostly to chanterelles and other wild mushrooms are sold mostly to chanterelles and other wild mushrooms are sold mostly to Europe and other parts of North America. Medical research from Europe and other parts of North America. Medical research from Europe and other parts of North America. Medical research from Asia suggests that many mushrooms can even prevent illnesses Asia suggests that many mushrooms can even prevent illnesses Asia suggests that many mushrooms can even prevent illnesses or boost human health. This means that we might see even more or boost human health. This means that we might see even more or boost human health. This means that we might see even more demand for wild mushrooms in the future, as more people focus demand for wild mushrooms in the future, as more people focus demand for wild mushrooms in the future, as more people focus on healthy foods (Forrex, 2008). on healthy foods (Forrex, 2008). on healthy foods (Forrex, 2008).

Pine mushrooms and the related cottonwood mushroom were used as a food by Pine mushrooms and the related cottonwood mushroom were used as a food by Pine mushrooms and the related cottonwood mushroom were used as a food by the Interior Salish, Thompson and Lillooet First Nations (Turner, Kuhnlein, & Egger, the Interior Salish, Thompson and Lillooet First Nations (Turner, Kuhnlein, & Egger, the Interior Salish, Thompson and Lillooet First Nations (Turner, Kuhnlein, & Egger, 1986). More recently, the Nisga’a Nation in northwestern British Columbia developed a 1986). More recently, the Nisga’a Nation in northwestern British Columbia developed a 1986). More recently, the Nisga’a Nation in northwestern British Columbia developed a forest development plan for the Nisga’a Village Lands that will help protect important forest development plan for the Nisga’a Village Lands that will help protect important forest development plan for the Nisga’a Village Lands that will help protect important harvesting areas for pine mushrooms (South Moresby Forest Replacement Account, harvesting areas for pine mushrooms (South Moresby Forest Replacement Account, harvesting areas for pine mushrooms (South Moresby Forest Replacement Account, 2000). 2000). 2000).

The Queen Charlotte Culinary Co-operative harvests, dries and sells chanterelles from The Queen Charlotte Culinary Co-operative harvests, dries and sells chanterelles from The Queen Charlotte Culinary Co-operative harvests, dries and sells chanterelles from Haida Gwaii. It is a co-operative that tries to get a better price for local mushroom Haida Gwaii. It is a co-operative that tries to get a better price for local mushroom Haida Gwaii. It is a co-operative that tries to get a better price for local mushroom pickers and to find new markets for dried mushrooms in restaurants. pickers and to find new markets for dried mushrooms in restaurants. pickers and to find new markets for dried mushrooms in restaurants.

14 | Species Backgrounders 14 | Species Backgrounders 14 | Species Backgrounders Going Wild! Teaching about Wild Products from BC’s Coastal Rainforests Going Wild! Teaching about Wild Products from BC’s Coastal Rainforests Going Wild! Teaching about Wild Products from BC’s Coastal Rainforests

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LABRADOR TEA LABRADOR TEA LABRADOR TEA

Description Description Description Labrador tea (Ledum groen- Labrador tea (Ledum groen- Labrador tea (Ledum groen- landicum) is a short shrub, usually landicum) is a short shrub, usually landicum) is a short shrub, usually 50 - 150 cm tall. The flowers form 50 - 150 cm tall. The flowers form 50 - 150 cm tall. The flowers form white umbrellas at the end of each white umbrellas at the end of each white umbrellas at the end of each stem of leaves. Each flower has 5 stem of leaves. Each flower has 5 stem of leaves. Each flower has 5 distinct petals. The leaves alternate distinct petals. The leaves alternate distinct petals. The leaves alternate on the stem of the plant. on the stem of the plant. on the stem of the plant.

The best way to identify Labrador The best way to identify Labrador The best way to identify Labrador tea is by looking at its leaves. tea is by looking at its leaves. tea is by looking at its leaves. They are up to 6 cm long and They are up to 6 cm long and They are up to 6 cm long and are oblong or lance-shaped, with are oblong or lance-shaped, with are oblong or lance-shaped, with a blunt tip (see the Activity 2 a blunt tip (see the Activity 2 a blunt tip (see the Activity 2 “Learn about Leaf Patterns” for “Learn about Leaf Patterns” for “Learn about Leaf Patterns” for more information on how to more information on how to more information on how to identify plants). Each leaf edge is identify plants). Each leaf edge is identify plants). Each leaf edge is rolled under slightly at the edges. rolled under slightly at the edges. rolled under slightly at the edges. On the underside of Labrador On the underside of Labrador On the underside of Labrador tea leaves there is a covering of tea leaves there is a covering of tea leaves there is a covering of rusty, dense hair. If the bottoms of the leaves are fuzzy and rust coloured, it is rusty, dense hair. If the bottoms of the leaves are fuzzy and rust coloured, it is rusty, dense hair. If the bottoms of the leaves are fuzzy and rust coloured, it is safe to say it’s Labrador tea and not bog-laurel or bog-rosemary, both of which are safe to say it’s Labrador tea and not bog-laurel or bog-rosemary, both of which are safe to say it’s Labrador tea and not bog-laurel or bog-rosemary, both of which are poisonous. However, it is a good idea to ask a plant expert to be sure you have poisonous. However, it is a good idea to ask a plant expert to be sure you have poisonous. However, it is a good idea to ask a plant expert to be sure you have identified the plant correctly. identified the plant correctly. identified the plant correctly.

Ecology and Habitat Ecology and Habitat Ecology and Habitat Labrador tea likes to grow in acidic soil, and is found in bogs and wet forests all Labrador tea likes to grow in acidic soil, and is found in bogs and wet forests all Labrador tea likes to grow in acidic soil, and is found in bogs and wet forests all across British Columbia. It often forms a low canopy in wet forests and provides across British Columbia. It often forms a low canopy in wet forests and provides across British Columbia. It often forms a low canopy in wet forests and provides cover for smaller animals to hide in as they move through open bogs. The plant is cover for smaller animals to hide in as they move through open bogs. The plant is cover for smaller animals to hide in as they move through open bogs. The plant is often eaten by deer and elk. often eaten by deer and elk. often eaten by deer and elk.

Economic, Social, and Cultural Importance Economic, Social, and Cultural Importance Economic, Social, and Cultural Importance Because of its medicinal qualities, Labrador tea has been traded and used as a Because of its medicinal qualities, Labrador tea has been traded and used as a Because of its medicinal qualities, Labrador tea has been traded and used as a remedy for different illnesses over the last 10,000 years (Moore, 1993). Labrador remedy for different illnesses over the last 10,000 years (Moore, 1993). Labrador remedy for different illnesses over the last 10,000 years (Moore, 1993). Labrador tea has become popular as a modern herbal remedy for colds, chest infections, and tea has become popular as a modern herbal remedy for colds, chest infections, and tea has become popular as a modern herbal remedy for colds, chest infections, and fevers. Often it is drunk as a tea or tonic for its spicy taste. fevers. Often it is drunk as a tea or tonic for its spicy taste. fevers. Often it is drunk as a tea or tonic for its spicy taste.

Despite all these uses, Labrador tea is not often sold as a commercial product. Despite all these uses, Labrador tea is not often sold as a commercial product. Despite all these uses, Labrador tea is not often sold as a commercial product. Caution Caution Caution

As with all medicines, you should only make teas and use As with all medicines, you should only make teas and use As with all medicines, you should only make teas and use them under adult supervision. them under adult supervision. them under adult supervision.

Species Backgrounders | 15 Species Backgrounders | 15 Species Backgrounders | 15 Going Wild! Teaching about Wild Products from BC’s Coastal Rainforests Going Wild! Teaching about Wild Products from BC’s Coastal Rainforests Going Wild! Teaching about Wild Products from BC’s Coastal Rainforests

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DEVIL’S CLUB DEVIL’S CLUB DEVIL’S CLUB

Description Description Description Devil’s club (Oplopanax horridus) is Devil’s club (Oplopanax horridus) is Devil’s club (Oplopanax horridus) is a tall, deciduous shrub with stems a tall, deciduous shrub with stems a tall, deciduous shrub with stems approximately 1-3 metres tall, and thick approximately 1-3 metres tall, and thick approximately 1-3 metres tall, and thick spines 5-10 mm long. spines 5-10 mm long. spines 5-10 mm long.

The leaves have 7 or 9 lobes, and The leaves have 7 or 9 lobes, and The leaves have 7 or 9 lobes, and they are very large (10-35 cm). The they are very large (10-35 cm). The they are very large (10-35 cm). The flowers are small and form a greenish- flowers are small and form a greenish- flowers are small and form a greenish- white cone, about 25 cm long. Devil’s white cone, about 25 cm long. Devil’s white cone, about 25 cm long. Devil’s club berries are bright red small berries club berries are bright red small berries club berries are bright red small berries that are clumped in small groups. The that are clumped in small groups. The that are clumped in small groups. The berries are not edible by humans, but berries are not edible by humans, but berries are not edible by humans, but are eaten by bears. are eaten by bears. are eaten by bears.

Devil’s club can be quite painful, as the Devil’s club can be quite painful, as the Devil’s club can be quite painful, as the spines can act like slivers, irritate your spines can act like slivers, irritate your spines can act like slivers, irritate your skin and cause a rash. skin and cause a rash. skin and cause a rash.

Ecology and Habitat Ecology and Habitat Ecology and Habitat Devil’s club grows from low-lands up Devil’s club grows from low-lands up Devil’s club grows from low-lands up into sub-alpine zones. Devil’s club into sub-alpine zones. Devil’s club into sub-alpine zones. Devil’s club can sometimes be the dominant (most can sometimes be the dominant (most can sometimes be the dominant (most common) species in semi-open forests, common) species in semi-open forests, common) species in semi-open forests, especially in wetter areas. especially in wetter areas. especially in wetter areas.

The new shoots and stems of devil’s club are edible, but the spines are The new shoots and stems of devil’s club are edible, but the spines are The new shoots and stems of devil’s club are edible, but the spines are mildly poisonous. mildly poisonous. mildly poisonous.

Economic, Social, and Cultural Importance Economic, Social, and Cultural Importance Economic, Social, and Cultural Importance Here are some extracts from Lantz, Swerhun & Turner (2004): Here are some extracts from Lantz, Swerhun & Turner (2004): Here are some extracts from Lantz, Swerhun & Turner (2004):

Devil’s club is rich in value. Not only can it be harvested for food found Devil’s club is rich in value. Not only can it be harvested for food found Devil’s club is rich in value. Not only can it be harvested for food found in its shoots and stems, but it is also considered to be a sacred and in its shoots and stems, but it is also considered to be a sacred and in its shoots and stems, but it is also considered to be a sacred and spiritual plant. It is used by many First Nations for its healing medicine spiritual plant. It is used by many First Nations for its healing medicine spiritual plant. It is used by many First Nations for its healing medicine for a variety of ailments in poultices, teas, and lozenges. for a variety of ailments in poultices, teas, and lozenges. for a variety of ailments in poultices, teas, and lozenges.

Devil’s club is one of the most important spiritual and medicinal plants Devil’s club is one of the most important spiritual and medicinal plants Devil’s club is one of the most important spiritual and medicinal plants to many First Nations peoples who live within its habitat. Different parts to many First Nations peoples who live within its habitat. Different parts to many First Nations peoples who live within its habitat. Different parts of this plant are used by over 38 First Nations for over 34 categories of of this plant are used by over 38 First Nations for over 34 categories of of this plant are used by over 38 First Nations for over 34 categories of physical ailment, as well as many spiritual applications. physical ailment, as well as many spiritual applications. physical ailment, as well as many spiritual applications.

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DEVIL’S CLUB DEVIL’S CLUB DEVIL’S CLUB

Devil’s club has traditionally been used for the treatment of Devil’s club has traditionally been used for the treatment of Devil’s club has traditionally been used for the treatment of external and internal infections. It has been used to treat many external and internal infections. It has been used to treat many external and internal infections. It has been used to treat many ailments including arthritis, broken bones, fevers, headaches, ailments including arthritis, broken bones, fevers, headaches, ailments including arthritis, broken bones, fevers, headaches, and stomach aches. Several and stomach aches. Several and stomach aches. Several parts of the shrub, including the parts of the shrub, including the parts of the shrub, including the inner bark, inner bark ash, whole inner bark, inner bark ash, whole inner bark, inner bark ash, whole stems, roots, berries, and leaves, stems, roots, berries, and leaves, stems, roots, berries, and leaves, are used in a variety of ways are used in a variety of ways are used in a variety of ways for these treatments. The most for these treatments. The most for these treatments. The most common type of preparation is common type of preparation is common type of preparation is Devil’s club root is used a tonic made with the inner bark Devil’s club root is used a tonic made with the inner bark Devil’s club root is used a tonic made with the inner bark in a variety of ways of the stem. in a variety of ways of the stem. in a variety of ways of the stem.

Devil’s club is also traded Devil’s club is also traded Devil’s club is also traded commercially and was one of the top five wild harvested commercially and was one of the top five wild harvested commercially and was one of the top five wild harvested herbal medicines sold in British Columbia in the late 1990s herbal medicines sold in British Columbia in the late 1990s herbal medicines sold in British Columbia in the late 1990s (Wills and Lipsey 1999). Many Elders are against the sale of (Wills and Lipsey 1999). Many Elders are against the sale of (Wills and Lipsey 1999). Many Elders are against the sale of devil’s club and other traditional medicines because of the devil’s club and other traditional medicines because of the devil’s club and other traditional medicines because of the belief that medicines are to be used by all people and should belief that medicines are to be used by all people and should belief that medicines are to be used by all people and should Devil’s club is used Devil’s club is used Devil’s club is used not be bought or sold. not be bought or sold. not be bought or sold. to treat many to treat many to treat many Devil’s club is used widely as a spiritual plant. It is important for ailments including Devil’s club is used widely as a spiritual plant. It is important for ailments including Devil’s club is used widely as a spiritual plant. It is important for ailments including purification, cleansing and protection against bad external influences. broken bones! purification, cleansing and protection against bad external influences. broken bones! purification, cleansing and protection against bad external influences. broken bones!

Caution Caution Caution

As with all medicines, As with all medicines, As with all medicines, you should only make you should only make you should only make

teas and use them under Young devil’s club shoots with thorns teas and use them under Young devil’s club shoots with thorns teas and use them under Young devil’s club shoots with thorns adult supervision. adult supervision. adult supervision.

Species Backgrounders | 17 Species Backgrounders | 17 Species Backgrounders | 17 Going Wild! Teaching about Wild Products from BC’s Coastal Rainforests Going Wild! Teaching about Wild Products from BC’s Coastal Rainforests Going Wild! Teaching about Wild Products from BC’s Coastal Rainforests

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PACIFIC YEW PACIFIC YEW PACIFIC YEW

Description Description Description Pacific yew (Taxus brevifolia) is a Pacific yew (Taxus brevifolia) is a Pacific yew (Taxus brevifolia) is a small evergreen tree, growing about small evergreen tree, growing about small evergreen tree, growing about 10 to 15 metres tall, with a trunk 10 to 15 metres tall, with a trunk 10 to 15 metres tall, with a trunk up to 30 cm in diameter. It has up to 30 cm in diameter. It has up to 30 cm in diameter. It has scaly brown bark, with reddish- scaly brown bark, with reddish- scaly brown bark, with reddish- purple inner bark. purple inner bark. purple inner bark.

The needles are short, 1-3 cm The needles are short, 1-3 cm The needles are short, 1-3 cm long. They are dark green on long. They are dark green on long. They are dark green on top and lighter underneath, with top and lighter underneath, with top and lighter underneath, with a white line, and are attached to a white line, and are attached to a white line, and are attached to the branch by small stems called the branch by small stems called the branch by small stems called petioles. You can tell a yew from petioles. You can tell a yew from petioles. You can tell a yew from other trees because the needles other trees because the needles other trees because the needles are very distinctive - they have a are very distinctive - they have a are very distinctive - they have a pointed tip, and they lay in a flat pointed tip, and they lay in a flat pointed tip, and they lay in a flat line off the branch. line off the branch. line off the branch.

The female cones are round and The female cones are round and The female cones are round and red and poisonous to humans. red and poisonous to humans. red and poisonous to humans. The cones look like berries (though The cones look like berries (though The cones look like berries (though they are not), and they are about they are not), and they are about they are not), and they are about 5-6 mm long and found on the 5-6 mm long and found on the 5-6 mm long and found on the underside of the leaves. The underside of the leaves. The underside of the leaves. The pollen cones (male cones) are pollen cones (male cones) are pollen cones (male cones) are yellow, globe-shaped, and about 3 yellow, globe-shaped, and about 3 yellow, globe-shaped, and about 3 mm long. mm long. mm long.

Ecology and Habitat Ecology and Habitat Ecology and Habitat Pacific yew grows happily under the shade of other trees and is often found growing Pacific yew grows happily under the shade of other trees and is often found growing Pacific yew grows happily under the shade of other trees and is often found growing under tall cedars and other evergreens. Yew trees grow slowly, but can live quite under tall cedars and other evergreens. Yew trees grow slowly, but can live quite under tall cedars and other evergreens. Yew trees grow slowly, but can live quite long: up to 100 or more years. long: up to 100 or more years. long: up to 100 or more years.

Pacific yew grows in forests from southern Alaska Pacific yew grows in forests from southern Alaska Pacific yew grows in forests from southern Alaska through the Pacific Coast region of British Columbia through the Pacific Coast region of British Columbia through the Pacific Coast region of British Columbia and into Washington. The trees grow in a wide range and into Washington. The trees grow in a wide range and into Washington. The trees grow in a wide range of forests, with differing moisture and temperature of forests, with differing moisture and temperature of forests, with differing moisture and temperature conditions, but grow best in deep, moist, gravel soils. conditions, but grow best in deep, moist, gravel soils. conditions, but grow best in deep, moist, gravel soils. They do well along rivers, mountain streams and in They do well along rivers, mountain streams and in They do well along rivers, mountain streams and in shady canyons and ravines. shady canyons and ravines. shady canyons and ravines.

18 | Species Backgrounders 18 | Species Backgrounders 18 | Species Backgrounders Going Wild! Teaching about Wild Products from BC’s Coastal Rainforests Going Wild! Teaching about Wild Products from BC’s Coastal Rainforests Going Wild! Teaching about Wild Products from BC’s Coastal Rainforests

Species Backgrounder 5 Page 2 Species Backgrounder 5 Page 2 Species Backgrounder 5 Page 2 PACIFIC YEW PACIFIC YEW PACIFIC YEW

Economic, Social and Cultural Importance Economic, Social and Cultural Importance Economic, Social and Cultural Importance Pacific yew has incredibly hard wood in its trunk and branches, and is a valued wood Pacific yew has incredibly hard wood in its trunk and branches, and is a valued wood Pacific yew has incredibly hard wood in its trunk and branches, and is a valued wood for tools and decorations, especially because of its hardness and ability to hold a for tools and decorations, especially because of its hardness and ability to hold a for tools and decorations, especially because of its hardness and ability to hold a high polish. It was named ‘the bow plant’ by the Haida, Halq’emeylem and Stl’atl’imx, high polish. It was named ‘the bow plant’ by the Haida, Halq’emeylem and Stl’atl’imx, high polish. It was named ‘the bow plant’ by the Haida, Halq’emeylem and Stl’atl’imx, and ‘wedge plant’ by the Sechelt, Squamish, and Nuu-chah-nulth peoples. Pacific yew and ‘wedge plant’ by the Sechelt, Squamish, and Nuu-chah-nulth peoples. Pacific yew and ‘wedge plant’ by the Sechelt, Squamish, and Nuu-chah-nulth peoples. Pacific yew can be salvaged from logging sites and is still used by carvers, artists, and regalia- can be salvaged from logging sites and is still used by carvers, artists, and regalia- can be salvaged from logging sites and is still used by carvers, artists, and regalia- makers today. makers today. makers today.

In the 1960s, scientists discovered that In the 1960s, scientists discovered that In the 1960s, scientists discovered that a chemical compound in yew bark, a chemical compound in yew bark, a chemical compound in yew bark, paclitaxel, had potential for treating paclitaxel, had potential for treating paclitaxel, had potential for treating cancer. By the 1980s and 90s, yew cancer. By the 1980s and 90s, yew cancer. By the 1980s and 90s, yew bark was being harvested in large bark was being harvested in large bark was being harvested in large amounts in British Columbia, leading amounts in British Columbia, leading amounts in British Columbia, leading to concerns over the sustainability of to concerns over the sustainability of to concerns over the sustainability of harvesting practices. Since the mid- harvesting practices. Since the mid- harvesting practices. Since the mid- 1990s, other sources of paclitaxel 1990s, other sources of paclitaxel 1990s, other sources of paclitaxel (from other species of yew) have been (from other species of yew) have been (from other species of yew) have been identified and are being used instead identified and are being used instead identified and are being used instead of Pacific yew. of Pacific yew. of Pacific yew. Pacific yew bark Pacific yew bark Pacific yew bark

Species Backgrounders | 19 Species Backgrounders | 19 Species Backgrounders | 19 Going Wild! Teaching about Wild Products from BC’s Coastal Rainforests Going Wild! Teaching about Wild Products from BC’s Coastal Rainforests Going Wild! Teaching about Wild Products from BC’s Coastal Rainforests

Species Backgrounder 6 Page 1 Species Backgrounder 6 Page 1 Species Backgrounder 6 Page 1 SALAL SALAL SALAL

Description Description Description Salal (Gaultheria shallon) is among Salal (Gaultheria shallon) is among Salal (Gaultheria shallon) is among the most common forest shrub in the most common forest shrub in the most common forest shrub in coastal British Columbia. Salal can coastal British Columbia. Salal can coastal British Columbia. Salal can creep along the ground or stand creep along the ground or stand creep along the ground or stand up to 1.5 metres tall (sometimes up to 1.5 metres tall (sometimes up to 1.5 metres tall (sometimes even as tall as 5 metres). even as tall as 5 metres). even as tall as 5 metres).

It has leathery, tough oval leaves It has leathery, tough oval leaves It has leathery, tough oval leaves which have slightly pointed ends, which have slightly pointed ends, which have slightly pointed ends, and are about 5 to 10 cm long. and are about 5 to 10 cm long. and are about 5 to 10 cm long. Its flowers are pink or white bells Its flowers are pink or white bells Its flowers are pink or white bells that hang in rows at the end of that hang in rows at the end of that hang in rows at the end of the twigs. They bloom in May or the twigs. They bloom in May or the twigs. They bloom in May or June and are hairy looking. June and are hairy looking. June and are hairy looking.

Although salal’s fruits look like Although salal’s fruits look like Although salal’s fruits look like berries, and are usually called berries, and are usually called berries, and are usually called berries, they are not true berries. berries, they are not true berries. berries, they are not true berries. These fruits are purplish-black at These fruits are purplish-black at These fruits are purplish-black at maturity, are hairy and approximately maturity, are hairy and approximately maturity, are hairy and approximately 5-10 mm wide. Salal berries are 5-10 mm wide. Salal berries are 5-10 mm wide. Salal berries are edible and delicious. They continue edible and delicious. They continue edible and delicious. They continue to be an important food for many to be an important food for many to be an important food for many coastal First Nations. coastal First Nations. coastal First Nations.

Ecology and Habitat Ecology and Habitat Ecology and Habitat Salal grows from sea level to mid Salal grows from sea level to mid Salal grows from sea level to mid elevations, and often forms a continuous elevations, and often forms a continuous elevations, and often forms a continuous shrub layer in the ground level of shrub layer in the ground level of shrub layer in the ground level of coniferous forests. It is very common coniferous forests. It is very common coniferous forests. It is very common along the shoreline throughout most along the shoreline throughout most along the shoreline throughout most of British Columbia, and is one of the of British Columbia, and is one of the of British Columbia, and is one of the most prolific shrubs on the coast. It most prolific shrubs on the coast. It most prolific shrubs on the coast. It grows in dry-to-wet forests. grows in dry-to-wet forests. grows in dry-to-wet forests.

Salal grows taller in the shade than Salal grows taller in the shade than Salal grows taller in the shade than in very sunny areas, though you need in very sunny areas, though you need in very sunny areas, though you need sunny areas to find the fruit. Salal sunny areas to find the fruit. Salal sunny areas to find the fruit. Salal can be found as far north as Alaska. can be found as far north as Alaska. can be found as far north as Alaska.

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Species Backgrounder 6 Page 2 Species Backgrounder 6 Page 2 Species Backgrounder 6 Page 2 SALAL SALAL SALAL

Economic, Social, and Cultural Importance Economic, Social, and Cultural Importance Economic, Social, and Cultural Importance In the Pacific Northwest, many people harvest salal to sell to florists worldwide for use In the Pacific Northwest, many people harvest salal to sell to florists worldwide for use In the Pacific Northwest, many people harvest salal to sell to florists worldwide for use as foliage (green part) in flower arrangements. In fact, buyers pay out an estimated as foliage (green part) in flower arrangements. In fact, buyers pay out an estimated as foliage (green part) in flower arrangements. In fact, buyers pay out an estimated $25 million or more per year for salal stems harvested in British Columbia. Picking $25 million or more per year for salal stems harvested in British Columbia. Picking $25 million or more per year for salal stems harvested in British Columbia. Picking salal is hard work but harvesters can earn more money as they gain experience over salal is hard work but harvesters can earn more money as they gain experience over salal is hard work but harvesters can earn more money as they gain experience over time. time. time.

Because it is a very common and tough plant, there isn’t much risk of eliminating Because it is a very common and tough plant, there isn’t much risk of eliminating Because it is a very common and tough plant, there isn’t much risk of eliminating stands of salal through over-harvesting. However, some stands close to urban areas stands of salal through over-harvesting. However, some stands close to urban areas stands of salal through over-harvesting. However, some stands close to urban areas on southern Vancouver Island are harvested very heavily, and the plants are never on southern Vancouver Island are harvested very heavily, and the plants are never on southern Vancouver Island are harvested very heavily, and the plants are never able to grow very tall because of constant picking. able to grow very tall because of constant picking. able to grow very tall because of constant picking.

For many First Nations people on the coast, juicy For many First Nations people on the coast, juicy For many First Nations people on the coast, juicy salal berries were the most important and plentiful salal berries were the most important and plentiful salal berries were the most important and plentiful berry, eaten fresh or dried into cakes and used to berry, eaten fresh or dried into cakes and used to berry, eaten fresh or dried into cakes and used to sweeten other foods (Pojar & MacKinnon 1994). sweeten other foods (Pojar & MacKinnon 1994). sweeten other foods (Pojar & MacKinnon 1994). The Haida used salal berries to thicken salmon The Haida used salal berries to thicken salmon The Haida used salal berries to thicken salmon eggs. Salal berries are often prepared as jams eggs. Salal berries are often prepared as jams eggs. Salal berries are often prepared as jams or preserves. or preserves. or preserves.

Species Backgrounders | 21 Species Backgrounders | 21 Species Backgrounders | 21 Going Wild! Teaching about Wild Products from BC’s Coastal Rainforests Going Wild! Teaching about Wild Products from BC’s Coastal Rainforests Going Wild! Teaching about Wild Products from BC’s Coastal Rainforests

Species Backgrounder 7 Page 1 Species Backgrounder 7 Page 1 Species Backgrounder 7 Page 1

SWORD FERN SWORD FERN SWORD FERN

Description Description Description Sword fern (Polystichum munitum) Sword fern (Polystichum munitum) Sword fern (Polystichum munitum) is a large, evergreen fern with long is a large, evergreen fern with long is a large, evergreen fern with long (20-150cm) leaves, or fronds, that (20-150cm) leaves, or fronds, that (20-150cm) leaves, or fronds, that are shaped like swords. The pinnae are shaped like swords. The pinnae are shaped like swords. The pinnae (or smaller leaves) are attached to (or smaller leaves) are attached to (or smaller leaves) are attached to the frond stem on a small stalk, or the frond stem on a small stalk, or the frond stem on a small stalk, or petiole, and are pointed and sharp- petiole, and are pointed and sharp- petiole, and are pointed and sharp- toothed with a small lobe that points toothed with a small lobe that points toothed with a small lobe that points forward at the bottom. Each pinnae forward at the bottom. Each pinnae forward at the bottom. Each pinnae looks like a miniature sword. looks like a miniature sword. looks like a miniature sword.

Ferns reproduce through spores Ferns reproduce through spores Ferns reproduce through spores (instead of seeds like many other (instead of seeds like many other (instead of seeds like many other plants) that are mostly spread by plants) that are mostly spread by plants) that are mostly spread by the wind. the wind. the wind.

Ecology and Habitat Ecology and Habitat Ecology and Habitat Sword ferns typically are found in Sword ferns typically are found in Sword ferns typically are found in wet forests up and down the coast wet forests up and down the coast wet forests up and down the coast of British Columbia. They are of British Columbia. They are of British Columbia. They are often found growing under western often found growing under western often found growing under western redcedar. redcedar. redcedar.

They also can be found in disturbed They also can be found in disturbed They also can be found in disturbed sites, such as forest clearings or sites, such as forest clearings or sites, such as forest clearings or clearcuts, but grow best in some shade. They grow well in wet sites like stream edges or clearcuts, but grow best in some shade. They grow well in wet sites like stream edges or clearcuts, but grow best in some shade. They grow well in wet sites like stream edges or slight depressions. slight depressions. slight depressions.

Economic, Social, and Cultural Importance Economic, Social, and Cultural Importance Economic, Social, and Cultural Importance Sword ferns are used in a variety of ways. Sword fern leaves are harvested and Sword ferns are used in a variety of ways. Sword fern leaves are harvested and Sword ferns are used in a variety of ways. Sword fern leaves are harvested and sold in bundles as floral greenery, though in very small amounts as compared to sold in bundles as floral greenery, though in very small amounts as compared to sold in bundles as floral greenery, though in very small amounts as compared to salal. The sword fern is also popular as an attractive garden plant, and is used in salal. The sword fern is also popular as an attractive garden plant, and is used in salal. The sword fern is also popular as an attractive garden plant, and is used in replanting disturbed areas along creeks and on road building sites. replanting disturbed areas along creeks and on road building sites. replanting disturbed areas along creeks and on road building sites.

Whole sword ferns can be salvaged from sites for horticulture or ecosystem restoration Whole sword ferns can be salvaged from sites for horticulture or ecosystem restoration Whole sword ferns can be salvaged from sites for horticulture or ecosystem restoration – particularly when sites are being developed or logging roads are being built. – particularly when sites are being developed or logging roads are being built. – particularly when sites are being developed or logging roads are being built. Research conducted on Vancouver Island showed that harvesters salvaging and re- Research conducted on Vancouver Island showed that harvesters salvaging and re- Research conducted on Vancouver Island showed that harvesters salvaging and re- selling ferns that would otherwise be wiped out because of road building or other selling ferns that would otherwise be wiped out because of road building or other selling ferns that would otherwise be wiped out because of road building or other construction activities can earn money as long as they can find buyers for the ferns construction activities can earn money as long as they can find buyers for the ferns construction activities can earn money as long as they can find buyers for the ferns (Forest Practices Board, 2004). (Forest Practices Board, 2004). (Forest Practices Board, 2004).

22 | Species Backgrounders 22 | Species Backgrounders 22 | Species Backgrounders Going Wild! Teaching about Wild Products from BC’s Coastal Rainforests Going Wild! Teaching about Wild Products from BC’s Coastal Rainforests Going Wild! Teaching about Wild Products from BC’s Coastal Rainforests

Species Backgrounder 8 Page 1 Species Backgrounder 8 Page 1 Species Backgrounder 8 Page 1

CEDAR CEDAR CEDAR

Description Description Description Tall and straight, cedar Tall and straight, cedar Tall and straight, cedar is integral to life on is integral to life on is integral to life on British Columbia’s coast. British Columbia’s coast. British Columbia’s coast. Two types of cedars grow Two types of cedars grow Two types of cedars grow here: western redcedar here: western redcedar here: western redcedar (Thuja plicata, also called (Thuja plicata, also called (Thuja plicata, also called Pacific cedar, giant cedar, Pacific cedar, giant cedar, Pacific cedar, giant cedar, tree of life) and yellow-cedar tree of life) and yellow-cedar tree of life) and yellow-cedar (Chamaecyparis nootkatensis, Red cedar bark (Chamaecyparis nootkatensis, Red cedar bark (Chamaecyparis nootkatensis, Red cedar bark also called Sitka cedar, Nootka also called Sitka cedar, Nootka also called Sitka cedar, Nootka cedar). Redcedar is not actually cedar). Redcedar is not actually cedar). Redcedar is not actually a true cedar, but yellow- cedar, a true cedar, but yellow- cedar, a true cedar, but yellow- cedar, in the Chamaecyparis genus, is in the Chamaecyparis genus, is in the Chamaecyparis genus, is a true cedar. a true cedar. a true cedar.

Western red and yellow-cedars Western red and yellow-cedars Western red and yellow-cedars have many similarities, and are have many similarities, and are have many similarities, and are sometimes used for the same sometimes used for the same sometimes used for the same purposes. Yellow-cedar wood purposes. Yellow-cedar wood purposes. Yellow-cedar wood is slightly more flexible and is slightly more flexible and is slightly more flexible and smooth, but the tree is nowhere smooth, but the tree is nowhere smooth, but the tree is nowhere near as tall as redcedar, near as tall as redcedar, near as tall as redcedar, which can be as tall as which can be as tall as which can be as tall as 60 metres! Both yellow 60 metres! Both yellow 60 metres! Both yellow and redcedar branches and redcedar branches and redcedar branches tend to droop slightly, tend to droop slightly, tend to droop slightly, then turn up at the then turn up at the then turn up at the tips. Redcedar bark is tips. Redcedar bark is tips. Redcedar bark is grey to reddish-brown, grey to reddish-brown, grey to reddish-brown, and yellow-cedar bark and yellow-cedar bark and yellow-cedar bark is dirty-white to greyish- is dirty-white to greyish- is dirty-white to greyish- brown. On both trees, Yellow cedar bark brown. On both trees, Yellow cedar bark brown. On both trees, Yellow cedar bark the bark looks a bit the bark looks a bit the bark looks a bit shaggy. The two trees shaggy. The two trees shaggy. The two trees can be difficult to tell apart. The redcedar is far more common and is taller. The can be difficult to tell apart. The redcedar is far more common and is taller. The can be difficult to tell apart. The redcedar is far more common and is taller. The yellow cedar has a stronger smell, and the needle-covered twigs are quite square yellow cedar has a stronger smell, and the needle-covered twigs are quite square yellow cedar has a stronger smell, and the needle-covered twigs are quite square (with redcedar they look flat rather than square).Both trees are culturally significant, (with redcedar they look flat rather than square).Both trees are culturally significant, (with redcedar they look flat rather than square).Both trees are culturally significant, and the trees are revered as spiritually important because of the close relationships and the trees are revered as spiritually important because of the close relationships and the trees are revered as spiritually important because of the close relationships people and entire cultures have with cedar. people and entire cultures have with cedar. people and entire cultures have with cedar.

Species Backgrounders | 23 Species Backgrounders | 23 Species Backgrounders | 23 Going Wild! Teaching about Wild Products from BC’s Coastal Rainforests Going Wild! Teaching about Wild Products from BC’s Coastal Rainforests Going Wild! Teaching about Wild Products from BC’s Coastal Rainforests

Species Backgrounder 8 Page 2 Species Backgrounder 8 Page 2 Species Backgrounder 8 Page 2 CEDAR CEDAR CEDAR

Ecology and Habitat Ecology and Habitat Ecology and Habitat Western redcedar grows throughout coastal British Western redcedar grows throughout coastal British Western redcedar grows throughout coastal British Columbia, with branches drooping into the sea, Columbia, with branches drooping into the sea, Columbia, with branches drooping into the sea, and up into the hills as high as 1300 metres, and up into the hills as high as 1300 metres, and up into the hills as high as 1300 metres, from Alaska to northern California. The tallest from Alaska to northern California. The tallest from Alaska to northern California. The tallest trees grow in moist soils on cool slopes, lakesides, trees grow in moist soils on cool slopes, lakesides, trees grow in moist soils on cool slopes, lakesides, and river estuaries. Trees that grow in the shade and river estuaries. Trees that grow in the shade and river estuaries. Trees that grow in the shade reach up for light, growing tall and straight, with reach up for light, growing tall and straight, with reach up for light, growing tall and straight, with most of the branches at the top. Cedars are most of the branches at the top. Cedars are most of the branches at the top. Cedars are often in groves of large trees with an undergrowth often in groves of large trees with an undergrowth often in groves of large trees with an undergrowth of ferns, salal, devil’s club and skunk cabbage. of ferns, salal, devil’s club and skunk cabbage. of ferns, salal, devil’s club and skunk cabbage.

Yellow-cedar grows best on slopes in moist, Yellow-cedar grows best on slopes in moist, Yellow-cedar grows best on slopes in moist, shaded regions from Alaska to Vancouver Island. shaded regions from Alaska to Vancouver Island. shaded regions from Alaska to Vancouver Island. It often grows at higher elevations than redcedar. It often grows at higher elevations than redcedar. It often grows at higher elevations than redcedar. Yellow- cedars are the oldest living trees in British Yellow- cedars are the oldest living trees in British Yellow- cedars are the oldest living trees in British Columbia, with some trees living as long as 1500 Columbia, with some trees living as long as 1500 Columbia, with some trees living as long as 1500 years. Redcedars can live up to 1000 years old. years. Redcedars can live up to 1000 years old. years. Redcedars can live up to 1000 years old. One reason both species live so long is because One reason both species live so long is because One reason both species live so long is because they have an oil in their wood that keeps them they have an oil in their wood that keeps them they have an oil in their wood that keeps them from rotting in the damp forest. from rotting in the damp forest. from rotting in the damp forest.

Economic, Social, and Cultural Importance Economic, Social, and Cultural Importance Economic, Social, and Cultural Importance

Cedar has been harvested for many thousands Cedar has been harvested for many thousands Cedar has been harvested for many thousands of years and is very important to all coastal First of years and is very important to all coastal First of years and is very important to all coastal First Nations: not just to their economy, but also to Nations: not just to their economy, but also to Nations: not just to their economy, but also to their way of life, and to their culture. Cedar is held their way of life, and to their culture. Cedar is held their way of life, and to their culture. Cedar is held in the highest respect and holds important healing in the highest respect and holds important healing in the highest respect and holds important healing and spiritual powers. In the recent past, peoples of and spiritual powers. In the recent past, peoples of and spiritual powers. In the recent past, peoples of the Northwest Coast made almost everything they the Northwest Coast made almost everything they the Northwest Coast made almost everything they needed from cedar: houses, canoes, clothing, needed from cedar: houses, canoes, clothing, needed from cedar: houses, canoes, clothing, ceremonial and house poles, tools and more. ceremonial and house poles, tools and more. ceremonial and house poles, tools and more. Cedar continues to be used for these artistic and Cedar continues to be used for these artistic and Cedar continues to be used for these artistic and cultural purposes. cultural purposes. cultural purposes.

While cedar has several uses as timber in While cedar has several uses as timber in While cedar has several uses as timber in construction, it also has many non-timber uses. construction, it also has many non-timber uses. construction, it also has many non-timber uses. Every part of the cedar – its wood, boughs, bark, Every part of the cedar – its wood, boughs, bark, Every part of the cedar – its wood, boughs, bark, roots, leaves and oil, is valuable. roots, leaves and oil, is valuable. roots, leaves and oil, is valuable.

24 | Species Backgrounders 24 | Species Backgrounders 24 | Species Backgrounders Going Wild! Teaching about Wild Products from BC’s Coastal Rainforests Going Wild! Teaching about Wild Products from BC’s Coastal Rainforests Going Wild! Teaching about Wild Products from BC’s Coastal Rainforests

Species Backgrounder 8 Page 3 Species Backgrounder 8 Page 3 Species Backgrounder 8 Page 3 CEDAR CEDAR CEDAR

Cedar wood is used for timber Cedar wood is used for timber Cedar wood is used for timber and fine wood for cabinetry and and fine wood for cabinetry and and fine wood for cabinetry and instrument building, as well as for instrument building, as well as for instrument building, as well as for carving, mask-making and other carving, mask-making and other carving, mask-making and other ceremonial art. ceremonial art. ceremonial art.

Cedar boughs are used to make Cedar boughs are used to make Cedar boughs are used to make wreaths and other decorations for wreaths and other decorations for wreaths and other decorations for holiday celebrations and contribute holiday celebrations and contribute holiday celebrations and contribute to a multi-million dollar greenery to a multi-million dollar greenery to a multi-million dollar greenery industry in British Columbia (Forest industry in British Columbia (Forest industry in British Columbia (Forest Practices Board, 2004). Practices Board, 2004). Practices Board, 2004).

Cedar oil is used in the detergent Bowl made from yellow cedar Cedar oil is used in the detergent Bowl made from yellow cedar Cedar oil is used in the detergent Bowl made from yellow cedar industry and also as an anti-fungal industry and also as an anti-fungal industry and also as an anti-fungal agent. The oil is extracted from the leaves, and can be removed without affecting agent. The oil is extracted from the leaves, and can be removed without affecting agent. The oil is extracted from the leaves, and can be removed without affecting the tree’s health if bough collection is done properly and in moderation. Some plants the tree’s health if bough collection is done properly and in moderation. Some plants the tree’s health if bough collection is done properly and in moderation. Some plants have both medicinal and toxic qualities; cedar oil is highly concentrated and contains have both medicinal and toxic qualities; cedar oil is highly concentrated and contains have both medicinal and toxic qualities; cedar oil is highly concentrated and contains the toxin thujone, so it is not appropriate for use in soaps and body products. the toxin thujone, so it is not appropriate for use in soaps and body products. the toxin thujone, so it is not appropriate for use in soaps and body products.

Weaving with Cedar Weaving with Cedar Weaving with Cedar For many centuries, First Nations people For many centuries, First Nations people For many centuries, First Nations people have woven with cedar bark and roots, have woven with cedar bark and roots, have woven with cedar bark and roots, making nets, baskets, hats, mats, skirts making nets, baskets, hats, mats, skirts making nets, baskets, hats, mats, skirts and many other items. Today, cedar and many other items. Today, cedar and many other items. Today, cedar weaving is still an important activity. weaving is still an important activity. weaving is still an important activity.

A woven cedar hat A woven cedar hat A woven cedar hat

Rolls of cedar bark Rolls of cedar bark Rolls of cedar bark

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Species Backgrounder 8 Page 4 Species Backgrounder 8 Page 4 Species Backgrounder 8 Page 4

A strip of bark removed from a cedar A strip of bark removed from a cedar A strip of bark removed from a cedar When bark is pulled off cedar, it is pulled off a living tree, and the tree is not harmed When bark is pulled off cedar, it is pulled off a living tree, and the tree is not harmed When bark is pulled off cedar, it is pulled off a living tree, and the tree is not harmed if the harvesting is done correctly. It has the ability to heal itself, although a scar if the harvesting is done correctly. It has the ability to heal itself, although a scar if the harvesting is done correctly. It has the ability to heal itself, although a scar is often left on the tree. It is important to not peel off too much bark from one is often left on the tree. It is important to not peel off too much bark from one is often left on the tree. It is important to not peel off too much bark from one tree, and to harvest only what is needed. For instance, when the Kwakwaka’wakw tree, and to harvest only what is needed. For instance, when the Kwakwaka’wakw tree, and to harvest only what is needed. For instance, when the Kwakwaka’wakw pulled bark from a cedar, they took care to leave enough on the tree to ensure its pulled bark from a cedar, they took care to leave enough on the tree to ensure its pulled bark from a cedar, they took care to leave enough on the tree to ensure its continued growth (Stewart, 1984). It is important to collect strips from young healthy continued growth (Stewart, 1984). It is important to collect strips from young healthy continued growth (Stewart, 1984). It is important to collect strips from young healthy trees and not to collect from too many in one area to reduce the impact on a local trees and not to collect from too many in one area to reduce the impact on a local trees and not to collect from too many in one area to reduce the impact on a local stand, and never to collect bark from all sides of the tree at once. stand, and never to collect bark from all sides of the tree at once. stand, and never to collect bark from all sides of the tree at once.

After the bark is stripped from the tree, the outer bark is cleaned away, and the After the bark is stripped from the tree, the outer bark is cleaned away, and the After the bark is stripped from the tree, the outer bark is cleaned away, and the inner bark is used for inner bark is used for inner bark is used for weaving. The inner weaving. The inner weaving. The inner bark is soaked and bark is soaked and bark is soaked and then split or cut into then split or cut into then split or cut into strips. Redcedar bark strips. Redcedar bark strips. Redcedar bark pulls off in long strips, pulls off in long strips, pulls off in long strips, while yellow-cedar is while yellow-cedar is while yellow-cedar is heavier and softer and heavier and softer and heavier and softer and pulls off in stiff sections, pulls off in stiff sections, pulls off in stiff sections, and can be split into and can be split into and can be split into very strong, thin strips. very strong, thin strips. very strong, thin strips. Often they are woven Often they are woven Often they are woven together, and can form together, and can form together, and can form a tight weave that can a tight weave that can a tight weave that can withstand heavy West withstand heavy West withstand heavy West

Coast rains. Cedar hat, bark and branches Coast rains. Cedar hat, bark and branches Coast rains. Cedar hat, bark and branches

26 | Species Backgrounders 26 | Species Backgrounders 26 | Species Backgrounders Going Wild! Teaching about Wild Products from BC’s Coastal Rainforests Going Wild! Teaching about Wild Products from BC’s Coastal Rainforests Going Wild! Teaching about Wild Products from BC’s Coastal Rainforests

Activities Activities Activities The activities in this section can be used separately, or linked together to form units. The activities in this section can be used separately, or linked together to form units. The activities in this section can be used separately, or linked together to form units. They come in a variety of time-frames. Some will fit easily into one class; others may They come in a variety of time-frames. Some will fit easily into one class; others may They come in a variety of time-frames. Some will fit easily into one class; others may need to be spread over more than one. need to be spread over more than one. need to be spread over more than one.

Activity Structure Activity Structure Activity Structure Each activity is set up like this: Each activity is set up like this: Each activity is set up like this:

Learning What students should be able to do after completing the Learning What students should be able to do after completing the Learning What students should be able to do after completing the Objectives activity. Objectives activity. Objectives activity. Any scientific vocabulary not specifically defined within the Any scientific vocabulary not specifically defined within the Any scientific vocabulary not specifically defined within the activity is listed here. Definitions for these words are in the activity is listed here. Definitions for these words are in the activity is listed here. Definitions for these words are in the Vocabulary Vocabulary Vocabulary Glossary at the back. (Note: In cases where there is no Glossary at the back. (Note: In cases where there is no Glossary at the back. (Note: In cases where there is no special vocabulary, this section is omitted.) special vocabulary, this section is omitted.) special vocabulary, this section is omitted.) Time Overall time required to complete the activity. Time Overall time required to complete the activity. Time Overall time required to complete the activity. Materials A list of materials needed to do the activity. Materials A list of materials needed to do the activity. Materials A list of materials needed to do the activity. Before you Additional things to do (besides preparing and collecting Before you Additional things to do (besides preparing and collecting Before you Additional things to do (besides preparing and collecting start materials) to prepare for the activity. start materials) to prepare for the activity. start materials) to prepare for the activity. Process Step-by-step instructions for facilitating the activity. Process Step-by-step instructions for facilitating the activity. Process Step-by-step instructions for facilitating the activity. Suggestions for assessing how well your students have met Suggestions for assessing how well your students have met Suggestions for assessing how well your students have met the learning objectives. The overall evaluation suggestion for the learning objectives. The overall evaluation suggestion for the learning objectives. The overall evaluation suggestion for Evaluation this unit is to encourage students to include their work in a Evaluation this unit is to encourage students to include their work in a Evaluation this unit is to encourage students to include their work in a portfolio collection, parts of which may be shared with the portfolio collection, parts of which may be shared with the portfolio collection, parts of which may be shared with the teacher and/or class at the end. teacher and/or class at the end. teacher and/or class at the end. Additional related activities that build on the basic activity Additional related activities that build on the basic activity Additional related activities that build on the basic activity Extension Extension Extension – can be used for either higher grades or more advanced – can be used for either higher grades or more advanced – can be used for either higher grades or more advanced Suggestions Suggestions Suggestions students. students. students. Handouts used in the classroom activities. At the end of Handouts used in the classroom activities. At the end of Handouts used in the classroom activities. At the end of each handout is a series of reflective questions entitled Think each handout is a series of reflective questions entitled Think each handout is a series of reflective questions entitled Think Student Student Student About What You Have Learned. These can be used in a About What You Have Learned. These can be used in a About What You Have Learned. These can be used in a Handouts Handouts Handouts number of ways (small group, class discussion, writing, etc.) as number of ways (small group, class discussion, writing, etc.) as number of ways (small group, class discussion, writing, etc.) as a summarizing, reflecting and evaluating tool. a summarizing, reflecting and evaluating tool. a summarizing, reflecting and evaluating tool.

Activities | 27 Activities | 27 Activities | 27 Going Wild! Teaching about Wild Products from BC’s Coastal Rainforests Going Wild! Teaching about Wild Products from BC’s Coastal Rainforests Going Wild! Teaching about Wild Products from BC’s Coastal Rainforests

Learning Themes Learning Themes Learning Themes

The activities teach about wild products, how they are used and why they are The activities teach about wild products, how they are used and why they are The activities teach about wild products, how they are used and why they are important, as well as the interconnectedness of forests, and the role that all of us, important, as well as the interconnectedness of forests, and the role that all of us, important, as well as the interconnectedness of forests, and the role that all of us, including students, can play in sustaining wild products and healthy forest ecosystems. including students, can play in sustaining wild products and healthy forest ecosystems. including students, can play in sustaining wild products and healthy forest ecosystems. Threaded throughout the activities are 5 learning themes: Threaded throughout the activities are 5 learning themes: Threaded throughout the activities are 5 learning themes:

1. Conservation and Ecology – introduction to the values of plants, our 1. Conservation and Ecology – introduction to the values of plants, our 1. Conservation and Ecology – introduction to the values of plants, our relationship with the forest, and sustainable and unsustainable harvesting relationship with the forest, and sustainable and unsustainable harvesting relationship with the forest, and sustainable and unsustainable harvesting methods. methods. methods.

2. Observation Skills – recognizing patterns in the forest, producing new patterns 2. Observation Skills – recognizing patterns in the forest, producing new patterns 2. Observation Skills – recognizing patterns in the forest, producing new patterns through crafts and art. through crafts and art. through crafts and art.

3. Cultural and Spiritual Significance – recognizing and respecting 3. Cultural and Spiritual Significance – recognizing and respecting 3. Cultural and Spiritual Significance – recognizing and respecting shared relationships between species over generations, respecting cultural shared relationships between species over generations, respecting cultural shared relationships between species over generations, respecting cultural appropriateness in the use of wild products. appropriateness in the use of wild products. appropriateness in the use of wild products.

4. Role of Self – understanding our role as participants in forest relationships 4. Role of Self – understanding our role as participants in forest relationships 4. Role of Self – understanding our role as participants in forest relationships and as protectors and users of the forests. and as protectors and users of the forests. and as protectors and users of the forests.

5. Economics – recognizing the value of wild products, considering the balance 5. Economics – recognizing the value of wild products, considering the balance 5. Economics – recognizing the value of wild products, considering the balance between economic, cultural, and ecosystem needs. between economic, cultural, and ecosystem needs. between economic, cultural, and ecosystem needs.

Activities-at-a-Glance Activities-at-a-Glance Activities-at-a-Glance

Getting to Know Wild Species Getting to Know Wild Species Getting to Know Wild Species Activity 1. Get to Know a Plant Activity 1. Get to Know a Plant Activity 1. Get to Know a Plant Students use their senses to identify one or more species, observe it and draw Students use their senses to identify one or more species, observe it and draw Students use their senses to identify one or more species, observe it and draw it. In an extension activity, students go on to learn more about the uses of this it. In an extension activity, students go on to learn more about the uses of this it. In an extension activity, students go on to learn more about the uses of this species and create a poster using this information. species and create a poster using this information. species and create a poster using this information. Activity 2. Learn about Leaf Patterns Activity 2. Learn about Leaf Patterns Activity 2. Learn about Leaf Patterns Students use information about leaf features to identify similarities and Students use information about leaf features to identify similarities and Students use information about leaf features to identify similarities and differences between salal and huckleberry leaves. differences between salal and huckleberry leaves. differences between salal and huckleberry leaves.

Activity 3. Make a Plant Map Activity 3. Make a Plant Map Activity 3. Make a Plant Map Students map a small area near the school, with emphasis on location of plant Students map a small area near the school, with emphasis on location of plant Students map a small area near the school, with emphasis on location of plant species, and then – in Part 2 of the activity – extend their mapping to include species, and then – in Part 2 of the activity – extend their mapping to include species, and then – in Part 2 of the activity – extend their mapping to include a wider area of their community. a wider area of their community. a wider area of their community.

Activity 4. Thanks for the Plants Activity 4. Thanks for the Plants Activity 4. Thanks for the Plants Students review the characteristics of a wild product they have studied, consider Students review the characteristics of a wild product they have studied, consider Students review the characteristics of a wild product they have studied, consider how some of the plant’s characteristics might be ones shared by humans, and how some of the plant’s characteristics might be ones shared by humans, and how some of the plant’s characteristics might be ones shared by humans, and identify reasons to be thankful for the plant. identify reasons to be thankful for the plant. identify reasons to be thankful for the plant.

28 | Activities 28 | Activities 28 | Activities Going Wild! Teaching about Wild Products from BC’s Coastal Rainforests Going Wild! Teaching about Wild Products from BC’s Coastal Rainforests Going Wild! Teaching about Wild Products from BC’s Coastal Rainforests

Wild Edibles Wild Edibles Wild Edibles Activity 5. How to Sustain Ecosystems Activity 5. How to Sustain Ecosystems Activity 5. How to Sustain Ecosystems Through reading and discussing two short articles, students learn about Through reading and discussing two short articles, students learn about Through reading and discussing two short articles, students learn about ecosystems and sustainable harvesting. They discuss a harvesting situation in ecosystems and sustainable harvesting. They discuss a harvesting situation in ecosystems and sustainable harvesting. They discuss a harvesting situation in their own community, and make a poster about ecosystems and sustainability. their own community, and make a poster about ecosystems and sustainability. their own community, and make a poster about ecosystems and sustainability. Activity 6. The Forest Food Web Game Activity 6. The Forest Food Web Game Activity 6. The Forest Food Web Game Through a food web simulation game, students learn the importance of Through a food web simulation game, students learn the importance of Through a food web simulation game, students learn the importance of maintaining a balance within the food web. maintaining a balance within the food web. maintaining a balance within the food web. Activity 7. Making a Seasonal Harvest Calendar Activity 7. Making a Seasonal Harvest Calendar Activity 7. Making a Seasonal Harvest Calendar Students, with the help of a community resource person, create a large wall Students, with the help of a community resource person, create a large wall Students, with the help of a community resource person, create a large wall calendar of the forest foods harvested throughout the year by their community. calendar of the forest foods harvested throughout the year by their community. calendar of the forest foods harvested throughout the year by their community. The visitor speaks to the students about past and present harvesting practices. The visitor speaks to the students about past and present harvesting practices. The visitor speaks to the students about past and present harvesting practices. Students take notes, ask questions, and create a thank-you note to summarize Students take notes, ask questions, and create a thank-you note to summarize Students take notes, ask questions, and create a thank-you note to summarize what they have learned. what they have learned. what they have learned. Activity 8. Gathering Berries for Jam Activity 8. Gathering Berries for Jam Activity 8. Gathering Berries for Jam Students sustainably harvest salal berries, learn about the ways that people in Students sustainably harvest salal berries, learn about the ways that people in Students sustainably harvest salal berries, learn about the ways that people in their community use these berries for food, then prepare and eat jam. their community use these berries for food, then prepare and eat jam. their community use these berries for food, then prepare and eat jam. Activity 9. The Business of Mushrooms Activity 9. The Business of Mushrooms Activity 9. The Business of Mushrooms Students do research, using the internet and asking family members, to gather Students do research, using the internet and asking family members, to gather Students do research, using the internet and asking family members, to gather the information they would need before starting a small mushroom-picking the information they would need before starting a small mushroom-picking the information they would need before starting a small mushroom-picking business. business. business.

Medicinal Uses Medicinal Uses Medicinal Uses Activity 10. Learning about Devil’s Club Activity 10. Learning about Devil’s Club Activity 10. Learning about Devil’s Club Students interview a community member, either in the classroom or as a Students interview a community member, either in the classroom or as a Students interview a community member, either in the classroom or as a homework assignment. To prepare for the interview, they read background homework assignment. To prepare for the interview, they read background homework assignment. To prepare for the interview, they read background information, and then prepare questions to find out more about how devil’s information, and then prepare questions to find out more about how devil’s information, and then prepare questions to find out more about how devil’s club is used in their own community. club is used in their own community. club is used in their own community. Activity 11. Making Tea Activity 11. Making Tea Activity 11. Making Tea Students are led by a community resource person on a field trip to collect tea Students are led by a community resource person on a field trip to collect tea Students are led by a community resource person on a field trip to collect tea leaves from huckleberry, Labrador tea, and possibly other plants. They listen to leaves from huckleberry, Labrador tea, and possibly other plants. They listen to leaves from huckleberry, Labrador tea, and possibly other plants. They listen to stories about tea leaf collection, preparation, and use, and then prepare a tea. stories about tea leaf collection, preparation, and use, and then prepare a tea. stories about tea leaf collection, preparation, and use, and then prepare a tea.

Floral Greenery Floral Greenery Floral Greenery Activity 12. Making Wreaths Activity 12. Making Wreaths Activity 12. Making Wreaths Students sustainably harvest boughs of salal and cedar and use them to make Students sustainably harvest boughs of salal and cedar and use them to make Students sustainably harvest boughs of salal and cedar and use them to make wreaths. wreaths. wreaths.

Activities | 29 Activities | 29 Activities | 29 Going Wild! Teaching about Wild Products from BC’s Coastal Rainforests Going Wild! Teaching about Wild Products from BC’s Coastal Rainforests Going Wild! Teaching about Wild Products from BC’s Coastal Rainforests

Crafts and Art Crafts and Art Crafts and Art Activity 13. Cedar Weaving Activity 13. Cedar Weaving Activity 13. Cedar Weaving Students learn the basics of weaving using construction paper, and think Students learn the basics of weaving using construction paper, and think Students learn the basics of weaving using construction paper, and think about how they might extend this to include natural materials. In a suggested about how they might extend this to include natural materials. In a suggested about how they might extend this to include natural materials. In a suggested extension, a community weaver demonstrates and tells stories about weaving. extension, a community weaver demonstrates and tells stories about weaving. extension, a community weaver demonstrates and tells stories about weaving. Activity 14. Cedar Stories Activity 14. Cedar Stories Activity 14. Cedar Stories Students interview community resource people about old and new stories of cedar, Students interview community resource people about old and new stories of cedar, Students interview community resource people about old and new stories of cedar, and present these stories to the class. In an extension activity, they consider the and present these stories to the class. In an extension activity, they consider the and present these stories to the class. In an extension activity, they consider the symbols used in cedar carving, and create a personal ceremonial pole. symbols used in cedar carving, and create a personal ceremonial pole. symbols used in cedar carving, and create a personal ceremonial pole.

Wrap-Up Wrap-Up Wrap-Up Activity 15. Wild Products Fair Activity 15. Wild Products Fair Activity 15. Wild Products Fair Students organize and present to the school and community a fair that Students organize and present to the school and community a fair that Students organize and present to the school and community a fair that features all that they have learned about wild products. features all that they have learned about wild products. features all that they have learned about wild products.

Creating a Portfolio Creating a Portfolio Creating a Portfolio Each of the 15 activities includes an evaluation suggestion. However, as well as using Each of the 15 activities includes an evaluation suggestion. However, as well as using Each of the 15 activities includes an evaluation suggestion. However, as well as using these individual evaluation techniques, you may want to invite your students to create these individual evaluation techniques, you may want to invite your students to create these individual evaluation techniques, you may want to invite your students to create a Wild Products portfolio. As you go through the activities, you will notice that many a Wild Products portfolio. As you go through the activities, you will notice that many a Wild Products portfolio. As you go through the activities, you will notice that many of them involve creating a product: artwork, reports, maps, reflections, etc. If students of them involve creating a product: artwork, reports, maps, reflections, etc. If students of them involve creating a product: artwork, reports, maps, reflections, etc. If students collect these, you will have a complete record of work for each of your students. collect these, you will have a complete record of work for each of your students. collect these, you will have a complete record of work for each of your students. (Note: for evaluation purposes, you may invite students to submit their 3 favourite (Note: for evaluation purposes, you may invite students to submit their 3 favourite (Note: for evaluation purposes, you may invite students to submit their 3 favourite pieces of work, etc.) pieces of work, etc.) pieces of work, etc.)

If you also collect the larger group- or class-created pieces such as murals, mega- If you also collect the larger group- or class-created pieces such as murals, mega- If you also collect the larger group- or class-created pieces such as murals, mega- maps, etc., you will be a step ahead if you decide to hold a Wild Products Fair maps, etc., you will be a step ahead if you decide to hold a Wild Products Fair maps, etc., you will be a step ahead if you decide to hold a Wild Products Fair as a wrap-up (Activity 15). as a wrap-up (Activity 15). as a wrap-up (Activity 15).

Taking your Classroom Outside Taking your Classroom Outside Taking your Classroom Outside A trip into the forest or into other natural surroundings is a chance to study the A trip into the forest or into other natural surroundings is a chance to study the A trip into the forest or into other natural surroundings is a chance to study the environment first hand and will enhance your students’ learning experience. This environment first hand and will enhance your students’ learning experience. This environment first hand and will enhance your students’ learning experience. This guidebook suggests several activities that will take your students beyond the four guidebook suggests several activities that will take your students beyond the four guidebook suggests several activities that will take your students beyond the four walls of the classroom. Depending on where your school is located, this may mean walls of the classroom. Depending on where your school is located, this may mean walls of the classroom. Depending on where your school is located, this may mean a simple walk from the school grounds, or a more major field trip. For reminders, a simple walk from the school grounds, or a more major field trip. For reminders, a simple walk from the school grounds, or a more major field trip. For reminders, instructions and tips, go to Appendix B: Field Trip Checklist. instructions and tips, go to Appendix B: Field Trip Checklist. instructions and tips, go to Appendix B: Field Trip Checklist.

Working in Small Groups Working in Small Groups Working in Small Groups Many of these activities include small group work. Students at this level generally Many of these activities include small group work. Students at this level generally Many of these activities include small group work. Students at this level generally work well in groups, but need to know how to organize themselves. If you feel your work well in groups, but need to know how to organize themselves. If you feel your work well in groups, but need to know how to organize themselves. If you feel your students need help in structuring themselves in small groups, try using the student students need help in structuring themselves in small groups, try using the student students need help in structuring themselves in small groups, try using the student handout in Appendix C: Working in a Small Group. handout in Appendix C: Working in a Small Group. handout in Appendix C: Working in a Small Group.

30 | Activities 30 | Activities 30 | Activities Going Wild! Teaching about Wild Products from BC’s Coastal Rainforests GETTING TO Going Wild! Teaching about Wild Products from BC’s Coastal Rainforests GETTING TO Going Wild! Teaching about Wild Products from BC’s Coastal Rainforests GETTING TO KNOW WILD KNOW WILD KNOW WILD SPECIES SPECIES SPECIES

ACTIVITY 1. Get to Know a Plant ACTIVITY 1. Get to Know a Plant ACTIVITY 1. Get to Know a Plant

Process: Process: Process: Learning Objectives: Learning Objectives: Learning Objectives: 1. Distribute copies of Student Handout 1: Get to Know a 1. Distribute copies of Student Handout 1: Get to Know a 1. Distribute copies of Student Handout 1: Get to Know a ವ Recognize plant ವ Recognize plant ವ Recognize plant patterns by using Plant! Go over them together. patterns by using Plant! Go over them together. patterns by using Plant! Go over them together. different senses 2. If this is an outside activity, lead your students on a different senses 2. If this is an outside activity, lead your students on a different senses 2. If this is an outside activity, lead your students on a ವ Identify specific wild walkabout to see the species you have chosen to focus ವ Identify specific wild walkabout to see the species you have chosen to focus ವ Identify specific wild walkabout to see the species you have chosen to focus species on. Encourage the students to note the names of each species on. Encourage the students to note the names of each species on. Encourage the students to note the names of each ವ Practice observation of the plants. If it is an inside activity, show the class ವ Practice observation of the plants. If it is an inside activity, show the class ವ Practice observation of the plants. If it is an inside activity, show the class and drawing skills the plant clippings you have collected. Arrange these in and drawing skills the plant clippings you have collected. Arrange these in and drawing skills the plant clippings you have collected. Arrange these in Vocabulary: different locations in the classroom. Vocabulary: different locations in the classroom. Vocabulary: different locations in the classroom. non-timber forest 3. Explain that all of these plants are wild products – they non-timber forest 3. Explain that all of these plants are wild products – they non-timber forest 3. Explain that all of these plants are wild products – they products (NTFPs) are plants that grow in the forest that are gathered products (NTFPs) are plants that grow in the forest that are gathered products (NTFPs) are plants that grow in the forest that are gathered wild products for food, medicine, crafts and art, or floral greenery. wild products for food, medicine, crafts and art, or floral greenery. wild products for food, medicine, crafts and art, or floral greenery. species Sometimes these are called Non-Timber Forest Products species Sometimes these are called Non-Timber Forest Products species Sometimes these are called Non-Timber Forest Products habitat (NTFPs), because they are products of the forest – other habitat (NTFPs), because they are products of the forest – other habitat (NTFPs), because they are products of the forest – other than trees cut for timber – that have value and are used than trees cut for timber – that have value and are used than trees cut for timber – that have value and are used Time: Time: Time: by people. by people. by people. 30 minutes - 1.5 hours 4. Distribute blank sheets of paper, or ask students to use 30 minutes - 1.5 hours 4. Distribute blank sheets of paper, or ask students to use 30 minutes - 1.5 hours 4. Distribute blank sheets of paper, or ask students to use Materials: their art books. Materials: their art books. Materials: their art books. ವ paper or art-books 5. Invite students to sit down in a comfortable quiet spot ವ paper or art-books 5. Invite students to sit down in a comfortable quiet spot ವ paper or art-books 5. Invite students to sit down in a comfortable quiet spot separate from each other, and to follow the instructions separate from each other, and to follow the instructions separate from each other, and to follow the instructions ವ coloured pens and ವ coloured pens and ವ coloured pens and pencils in Student Handout 1: Get to Know a Plant! Make copies pencils in Student Handout 1: Get to Know a Plant! Make copies pencils in Student Handout 1: Get to Know a Plant! Make copies of the appropriate Species Backgrounders available to of the appropriate Species Backgrounders available to of the appropriate Species Backgrounders available to ವ collected natural students. ವ collected natural students. ವ collected natural students. materials materials materials ವ copies of Student Evaluation: ವ copies of Student Evaluation: ವ copies of Student Evaluation: Handout 1: Get to Handout 1: Get to Handout 1: Get to Know a Plant! You may decide to use the Think About What You Have Know a Plant! You may decide to use the Think About What You Have Know a Plant! You may decide to use the Think About What You Have Learned questions at the bottom on the student handout in Learned questions at the bottom on the student handout in Learned questions at the bottom on the student handout in ವ Copies of Species ವ Copies of Species ವ Copies of Species Backgrounders of the various ways: writing down the answers, sharing their answers Backgrounders of the various ways: writing down the answers, sharing their answers Backgrounders of the various ways: writing down the answers, sharing their answers plants you have chosen with a partner (either with a partner who has drawn the plants you have chosen with a partner (either with a partner who has drawn the plants you have chosen with a partner (either with a partner who has drawn the (a few of each) same plant, or a partner who has drawn a different plant), (a few of each) same plant, or a partner who has drawn a different plant), (a few of each) same plant, or a partner who has drawn a different plant), Before you start: sharing them in small group or in full-class discussion. Before you start: sharing them in small group or in full-class discussion. Before you start: sharing them in small group or in full-class discussion. Search out several plant Extension Suggestions: Search out several plant Extension Suggestions: Search out several plant Extension Suggestions: species close to the species close to the species close to the school or gather an Make a Species Poster school or gather an Make a Species Poster school or gather an Make a Species Poster assortment of clippings. assortment of clippings. assortment of clippings. If possible, choose plants Group the students in same-species groups, and ask them to If possible, choose plants Group the students in same-species groups, and ask them to If possible, choose plants Group the students in same-species groups, and ask them to covered in the Species use their drawings and the Species Backgrounder to create covered in the Species use their drawings and the Species Backgrounder to create covered in the Species use their drawings and the Species Backgrounder to create Backgrounders. a poster on their species and its uses as a wild product. Backgrounders. a poster on their species and its uses as a wild product. Backgrounders. a poster on their species and its uses as a wild product.

Invite students to include their work in their Wild Products Invite students to include their work in their Wild Products Invite students to include their work in their Wild Products portfolio. portfolio. portfolio.

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STUDENT HANDOUT 1 STUDENT HANDOUT 1 STUDENT HANDOUT 1 Get to Know a Plant! Get to Know a Plant! Get to Know a Plant! Here’s a chance to get to know a plant that is important in your community. Before Here’s a chance to get to know a plant that is important in your community. Before Here’s a chance to get to know a plant that is important in your community. Before you start, here are three tips on how to draw plants. Drawing a plant is easier than you start, here are three tips on how to draw plants. Drawing a plant is easier than you start, here are three tips on how to draw plants. Drawing a plant is easier than you think. you think. you think. Take your time. Take your time. Take your time. Before you start, you might want to take a few minutes to really look at your plant Before you start, you might want to take a few minutes to really look at your plant Before you start, you might want to take a few minutes to really look at your plant carefully, and then to think about how you want to fit it onto your page. carefully, and then to think about how you want to fit it onto your page. carefully, and then to think about how you want to fit it onto your page. Try to really see this plant. Try to really see this plant. Try to really see this plant. Draw what you actually see, not what you think a plant should look like. Draw what you actually see, not what you think a plant should look like. Draw what you actually see, not what you think a plant should look like. Move around to see the plant from different angles. Move around to see the plant from different angles. Move around to see the plant from different angles. You may find you like one view better than another. You may find you like one view better than another. You may find you like one view better than another.

Steps to follow: Steps to follow: Steps to follow: 1. At the top of your blank sheet of paper, write the name of your plant. 1. At the top of your blank sheet of paper, write the name of your plant. 1. At the top of your blank sheet of paper, write the name of your plant. 2. Draw the entire plant. What does the top of the plant look like? The middle? 2. Draw the entire plant. What does the top of the plant look like? The middle? 2. Draw the entire plant. What does the top of the plant look like? The middle? The bottom? What do the roots look like? The bottom? What do the roots look like? The bottom? What do the roots look like? 3. Draw an individual branch. What shape are the leaves? How are they 3. Draw an individual branch. What shape are the leaves? How are they 3. Draw an individual branch. What shape are the leaves? How are they arranged? Are there cones, fruits, or flowers? arranged? Are there cones, fruits, or flowers? arranged? Are there cones, fruits, or flowers? 4. Close your eyes and feel the plant. What does it feel like? Under your drawing 4. Close your eyes and feel the plant. What does it feel like? Under your drawing 4. Close your eyes and feel the plant. What does it feel like? Under your drawing or on another piece of paper, write some words that describe the feel (e.g. or on another piece of paper, write some words that describe the feel (e.g. or on another piece of paper, write some words that describe the feel (e.g. is it rough? dry? soft?). is it rough? dry? soft?). is it rough? dry? soft?). 5. Smell the plant. How does it smell? Write some words that describe the 5. Smell the plant. How does it smell? Write some words that describe the 5. Smell the plant. How does it smell? Write some words that describe the smell. smell. smell. 6. Find out some more about your plant. If you are outside observing your plant, 6. Find out some more about your plant. If you are outside observing your plant, 6. Find out some more about your plant. If you are outside observing your plant, write about its habitat – where does it like to grow? If you are indoors, your write about its habitat – where does it like to grow? If you are indoors, your write about its habitat – where does it like to grow? If you are indoors, your teacher will give you some background information. Write down some words teacher will give you some background information. Write down some words teacher will give you some background information. Write down some words to describe the habitat of your plant. to describe the habitat of your plant. to describe the habitat of your plant.

Think About What You Have Learned: Think About What You Have Learned: Think About What You Have Learned: Think about these questions. (Your teacher may ask you to write down the answers, Think about these questions. (Your teacher may ask you to write down the answers, Think about these questions. (Your teacher may ask you to write down the answers, or may ask you to think about them, so you can share your answers with someone or may ask you to think about them, so you can share your answers with someone or may ask you to think about them, so you can share your answers with someone else.) else.) else.)

ವ What features stand out when you look at the plant as a whole (e.g., shape, ವ What features stand out when you look at the plant as a whole (e.g., shape, ವ What features stand out when you look at the plant as a whole (e.g., shape, colour, fruit)? What features stand out when you look at parts of it up colour, fruit)? What features stand out when you look at parts of it up colour, fruit)? What features stand out when you look at parts of it up close? close? close? ವ If someone wanted to find this species in the forest, what things would you tell ವ If someone wanted to find this species in the forest, what things would you tell ವ If someone wanted to find this species in the forest, what things would you tell them to help them find it? (Hint: Think about the plant’s features and also its them to help them find it? (Hint: Think about the plant’s features and also its them to help them find it? (Hint: Think about the plant’s features and also its habitat.) habitat.) habitat.)

32 | Activity 1: Getting to Know Wild Species 32 | Activity 1: Getting to Know Wild Species 32 | Activity 1: Getting to Know Wild Species Going Wild! Teaching about Wild Products from BC’s Coastal Rainforests GETTING TO Going Wild! Teaching about Wild Products from BC’s Coastal Rainforests GETTING TO Going Wild! Teaching about Wild Products from BC’s Coastal Rainforests GETTING TO KNOW WILD KNOW WILD KNOW WILD SPECIES SPECIES SPECIES

Activity 2. Learn about Leaf Patterns Activity 2. Learn about Leaf Patterns Activity 2. Learn about Leaf Patterns

Process: Process: Process: Learning Objectives: Learning Objectives: Learning Objectives: ವ Explain leaf features 1. Distribute copies of Student Handout 2: Leaf Patterns. ವ Explain leaf features 1. Distribute copies of Student Handout 2: Leaf Patterns. ವ Explain leaf features 1. Distribute copies of Student Handout 2: Leaf Patterns. used to identify and used to identify and used to identify and differentiate plants, 2. Go through it together. differentiate plants, 2. Go through it together. differentiate plants, 2. Go through it together. using vocabulary 3. Divide students into groups of 2 to 4, each with a using vocabulary 3. Divide students into groups of 2 to 4, each with a using vocabulary 3. Divide students into groups of 2 to 4, each with a relating to leaf structure relating to leaf structure relating to leaf structure and placement cutting of huckleberry and salal, and be available for and placement cutting of huckleberry and salal, and be available for and placement cutting of huckleberry and salal, and be available for ವ Explain the importance help as they work through the instructions. ವ Explain the importance help as they work through the instructions. ವ Explain the importance help as they work through the instructions. of correctly identifying of correctly identifying of correctly identifying plants used for edible Evaluation: plants used for edible Evaluation: plants used for edible Evaluation: purposes purposes purposes Ask each student to choose a different partner (not in their Ask each student to choose a different partner (not in their Ask each student to choose a different partner (not in their Vocabulary: original group) and tell this person 3 important similarities Vocabulary: original group) and tell this person 3 important similarities Vocabulary: original group) and tell this person 3 important similarities and 3 important differences between salal and huckleberry and 3 important differences between salal and huckleberry and 3 important differences between salal and huckleberry coniferous coniferous coniferous leaves. leaves. leaves. Time: Time: Time: Invite students to include their lists in their Wild Products Invite students to include their lists in their Wild Products Invite students to include their lists in their Wild Products 1 hour portfolio. 1 hour portfolio. 1 hour portfolio.

Materials: Extension Suggestions: Materials: Extension Suggestions: Materials: Extension Suggestions: ವ cuttings of salal and ವ cuttings of salal and ವ cuttings of salal and huckleberry (Note: Illustrate a Leaf huckleberry (Note: Illustrate a Leaf huckleberry (Note: Illustrate a Leaf If these are not Ask students to choose either one of the two plants they If these are not Ask students to choose either one of the two plants they If these are not Ask students to choose either one of the two plants they obtainable, other leaf- obtainable, other leaf- obtainable, other leaf- bearing wild plants can examined, and to draw a small section of leaves (enough to bearing wild plants can examined, and to draw a small section of leaves (enough to bearing wild plants can examined, and to draw a small section of leaves (enough to be used) show placement) clearly enough so that someone else could be used) show placement) clearly enough so that someone else could be used) show placement) clearly enough so that someone else could use their drawing as an identification guide. use their drawing as an identification guide. use their drawing as an identification guide. ವ copies of Student ವ copies of Student ವ copies of Student Handout 2: Leaf Handout 2: Leaf Handout 2: Leaf Patterns Patterns Patterns ವ pencils or pens ವ pencils or pens ವ pencils or pens

Before you start: Before you start: Before you start: If your students are not If your students are not If your students are not accustomed to working accustomed to working accustomed to working independently in small independently in small independently in small groups, you may have groups, you may have groups, you may have to go over the group to go over the group to go over the group roles with them. See roles with them. See roles with them. See Appendix C: Working in Appendix C: Working in Appendix C: Working in a Small Group, for more a Small Group, for more a Small Group, for more information. information. information.

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STUDENT HANDOUT 2 STUDENT HANDOUT 2 STUDENT HANDOUT 2 Leaf Patterns Leaf Patterns Leaf Patterns When picking plants, it is important to pick the proper plant, especially if you are When picking plants, it is important to pick the proper plant, especially if you are When picking plants, it is important to pick the proper plant, especially if you are picking food. Sometimes plants can look like other plants that are not good to picking food. Sometimes plants can look like other plants that are not good to picking food. Sometimes plants can look like other plants that are not good to eat and might even be poisonous. Plants have particular patterns, and in order to eat and might even be poisonous. Plants have particular patterns, and in order to eat and might even be poisonous. Plants have particular patterns, and in order to properly identify plants, it is important to know what patterns to look for. properly identify plants, it is important to know what patterns to look for. properly identify plants, it is important to know what patterns to look for.

Leaf Features to Look For: Leaf Features to Look For: Leaf Features to Look For:

Leaf Shape Leaf Shape Leaf Shape

Circular Egg-shaped Lanceolate Heart-shaped Lobed Circular Egg-shaped Lanceolate Heart-shaped Lobed Circular Egg-shaped Lanceolate Heart-shaped Lobed

Veins Veins Veins

Parallel Pinnate Palmate Parallel Pinnate Palmate Parallel Pinnate Palmate

Leaf Edges Leaf Edges Leaf Edges

Smooth Toothed Smooth Toothed Smooth Toothed

Growth Patterns Growth Patterns Growth Patterns

Opposite Alternate Opposite Alternate Opposite Alternate

34 | Activity 2: Getting to Know Wild Species 34 | Activity 2: Getting to Know Wild Species 34 | Activity 2: Getting to Know Wild Species Going Wild! Teaching about Wild Products from BC’s Coastal Rainforests Going Wild! Teaching about Wild Products from BC’s Coastal Rainforests Going Wild! Teaching about Wild Products from BC’s Coastal Rainforests

STUDENT HANDOUT 2 STUDENT HANDOUT 2 STUDENT HANDOUT 2

SALAL SALAL SALAL How to identify salal: How to identify salal: How to identify salal: White flowers In order to find salal, you White flowers In order to find salal, you White flowers In order to find salal, you first need to look in a place first need to look in a place first need to look in a place where it would grow. It tends where it would grow. It tends where it would grow. It tends to grow in forests underneath large to grow in forests underneath large to grow in forests underneath large conifer trees. Salal usually grows with other salal plants, conifer trees. Salal usually grows with other salal plants, conifer trees. Salal usually grows with other salal plants, covering all of the forest floor in some places. You can covering all of the forest floor in some places. You can covering all of the forest floor in some places. You can also identify salal by its specific characteristics: also identify salal by its specific characteristics: also identify salal by its specific characteristics:

ವ Salal leaves are alternate. ವ Salal leaves are alternate. ವ Salal leaves are alternate. ವ Salal leaves are leathery. ವ Salal leaves are leathery. ವ Salal leaves are leathery. ವ Salal leaves are egg-shaped. ವ Salal leaves are egg-shaped. ವ Salal leaves are egg-shaped. ವ If it is spring or early summer, ವ If it is spring or early summer, ವ If it is spring or early summer, there might be flowers. Salal there might be flowers. Salal there might be flowers. Salal flowers are white or pink, and flowers are white or pink, and flowers are white or pink, and hang like little bells in rows. hang like little bells in rows. hang like little bells in rows. ವ If it is late in the summer, ವ If it is late in the summer, ವ If it is late in the summer, there might be berries. Salal there might be berries. Salal there might be berries. Salal berries are dark blue or purple. berries are dark blue or purple. berries are dark blue or purple. ವ Salal berries are about 5 to 10 ವ Salal berries are about 5 to 10 ವ Salal berries are about 5 to 10 Alternate, leathery & Purple berries Alternate, leathery & Purple berries Alternate, leathery & Purple berries egg-shaped leaves millimetres across. egg-shaped leaves millimetres across. egg-shaped leaves millimetres across.

HUCKLEBERRY HUCKLEBERRY HUCKLEBERRY How to identify huckleberry: How to identify huckleberry: How to identify huckleberry: To find red huckleberry, look at the edges ವ Huckleberry leaves are To find red huckleberry, look at the edges ವ Huckleberry leaves are To find red huckleberry, look at the edges ವ Huckleberry leaves are of coniferous forests. alternate. of coniferous forests. alternate. of coniferous forests. alternate. ವ Huckleberry leaves are egg- ವ Huckleberry leaves are egg- ವ Huckleberry leaves are egg- shaped, often more narrow shaped, often more narrow shaped, often more narrow Small red ovals. Small red ovals. Small red ovals. berries ವ Huckleberry leaves are not berries ವ Huckleberry leaves are not berries ವ Huckleberry leaves are not toothed. toothed. toothed. ವ If it is spring, there might be ವ If it is spring, there might be ವ If it is spring, there might be flowers. Huckleberry flowers flowers. Huckleberry flowers flowers. Huckleberry flowers are small yellowish green or are small yellowish green or are small yellowish green or pinkish bells. pinkish bells. pinkish bells. ವ If it is late summer, there might ವ If it is late summer, there might ವ If it is late summer, there might be berries. Huckleberries are be berries. Huckleberries are be berries. Huckleberries are small and small and small and red and red and red and Alternate, egg- Alternate, egg- Alternate, egg- shaped leaves sour but shaped leaves sour but shaped leaves sour but tasty! tasty! tasty!

Activity 2: Getting to Know Wild Species | 35 Activity 2: Getting to Know Wild Species | 35 Activity 2: Getting to Know Wild Species | 35 Going Wild! Teaching about Wild Products from BC’s Coastal Rainforests Going Wild! Teaching about Wild Products from BC’s Coastal Rainforests Going Wild! Teaching about Wild Products from BC’s Coastal Rainforests

STUDENT HANDOUT 2 STUDENT HANDOUT 2 STUDENT HANDOUT 2

Finding Similarities and Differences: Finding Similarities and Differences: Finding Similarities and Differences: Use this worksheet to help to find similarities (the things that are the same or almost Use this worksheet to help to find similarities (the things that are the same or almost Use this worksheet to help to find similarities (the things that are the same or almost the same) and differences between these two plants, salal and huckleberry. the same) and differences between these two plants, salal and huckleberry. the same) and differences between these two plants, salal and huckleberry.

Similarities Similarities Similarities

5 features that these leaves have in common (Hint: Look at the Leaf Features chart 5 features that these leaves have in common (Hint: Look at the Leaf Features chart 5 features that these leaves have in common (Hint: Look at the Leaf Features chart above, but also think about features like colour, smell, hairiness, spots, thinness, above, but also think about features like colour, smell, hairiness, spots, thinness, above, but also think about features like colour, smell, hairiness, spots, thinness, thickness, toughness, etc.): thickness, toughness, etc.): thickness, toughness, etc.):

1. ______1. ______1. ______

2. ______2. ______2. ______

3. ______3. ______3. ______

4. ______4. ______4. ______

5. ______5. ______5. ______

   Differences Differences Differences

5 ways that these leaves are different from each other: 5 ways that these leaves are different from each other: 5 ways that these leaves are different from each other:

1. ______1. ______1. ______

2. ______2. ______2. ______

3. ______3. ______3. ______

4. ______4. ______4. ______

5. ______5. ______5. ______

Think About What You Have Learned: Think About What You Have Learned: Think About What You Have Learned: ವ Why is it important to pay close attention to all these leaf features when you are ವ Why is it important to pay close attention to all these leaf features when you are ವ Why is it important to pay close attention to all these leaf features when you are gathering wild plants? gathering wild plants? gathering wild plants? ______

______

ವ What new words did you learn to describe leaves? (Write down at least 3.) ವ What new words did you learn to describe leaves? (Write down at least 3.) ವ What new words did you learn to describe leaves? (Write down at least 3.) ______

36 | Activity 2: Getting to Know Wild Species 36 | Activity 2: Getting to Know Wild Species 36 | Activity 2: Getting to Know Wild Species Going Wild! Teaching about Wild Products from BC’s Coastal Rainforests GETTING TO Going Wild! Teaching about Wild Products from BC’s Coastal Rainforests GETTING TO Going Wild! Teaching about Wild Products from BC’s Coastal Rainforests GETTING TO KNOW WILD KNOW WILD KNOW WILD SPECIES SPECIES SPECIES

Activity 3. Make a Plant Map Activity 3. Make a Plant Map Activity 3. Make a Plant Map

Process: Process: Process: Learning Objectives: Learning Objectives: Learning Objectives: Part 1 Part 1 Part 1 ವ Use observation skills to identify plants ವ Use observation skills to identify plants ವ Use observation skills to identify plants ವ Create a simple map of features, including 1. Introduce your students to the idea ವ Create a simple map of features, including 1. Introduce your students to the idea ವ Create a simple map of features, including 1. Introduce your students to the idea wild products, near the school community of mapping by displaying a map of wild products, near the school community of mapping by displaying a map of wild products, near the school community of mapping by displaying a map of ವ Explain the significance of mapping their town and inviting them to find ವ Explain the significance of mapping their town and inviting them to find ವ Explain the significance of mapping their town and inviting them to find ವ Describe the importance of ‘special areas’ their home. ವ Describe the importance of ‘special areas’ their home. ವ Describe the importance of ‘special areas’ their home. where populations of plant species grow 2.Ask : If we wanted to draw a map of where populations of plant species grow 2.Ask : If we wanted to draw a map of where populations of plant species grow 2.Ask : If we wanted to draw a map of our classroom, what would we need our classroom, what would we need our classroom, what would we need Vocabulary: to draw? Follow student suggestions Vocabulary: to draw? Follow student suggestions Vocabulary: to draw? Follow student suggestions species to quickly create a map of desks, species to quickly create a map of desks, species to quickly create a map of desks, location of various furniture, reading location of various furniture, reading location of various furniture, reading Time: corner, etc. Make sure you label these Time: corner, etc. Make sure you label these Time: corner, etc. Make sure you label these 1.5 - 4 hours (if both sections are done) – as well as sketching them in. 1.5 - 4 hours (if both sections are done) – as well as sketching them in. 1.5 - 4 hours (if both sections are done) – as well as sketching them in. could lead to continued work during the could lead to continued work during the could lead to continued work during the school year 3. Distribute copies of Student Handout school year 3. Distribute copies of Student Handout school year 3. Distribute copies of Student Handout 3, Part 1: Make a Plant Map and go 3, Part 1: Make a Plant Map and go 3, Part 1: Make a Plant Map and go Materials: over them together. Materials: over them together. Materials: over them together. ವ paper or a journal 4. Make sure students have the materials ವ paper or a journal 4. Make sure students have the materials ವ paper or a journal 4. Make sure students have the materials ವ clipboards (Note: these can be made from they need: clipboards, paper, pencils, ವ clipboards (Note: these can be made from they need: clipboards, paper, pencils, ವ clipboards (Note: these can be made from they need: clipboards, paper, pencils, pieces of board or cardboard, and a clip) erasers. pieces of board or cardboard, and a clip) erasers. pieces of board or cardboard, and a clip) erasers. pens, pencils and erasers pens, pencils and erasers pens, pencils and erasers ವ 5. Take your students outside, assign ವ 5. Take your students outside, assign ವ 5. Take your students outside, assign ವ coloured pens and pencils areas and get them mapping. Tell ವ coloured pens and pencils areas and get them mapping. Tell ವ coloured pens and pencils areas and get them mapping. Tell ವ town map (Note: if your school is on- them that they will have 20 minutes ವ town map (Note: if your school is on- them that they will have 20 minutes ವ town map (Note: if your school is on- them that they will have 20 minutes reserve the band office should have a map reserve the band office should have a map reserve the band office should have a map of the reserve if you can’t find one) to create a map of their area. Keep of the reserve if you can’t find one) to create a map of their area. Keep of the reserve if you can’t find one) to create a map of their area. Keep reassuring them that what they are reassuring them that what they are reassuring them that what they are ವ copies of Student Handout 3, Part 1: Make ವ copies of Student Handout 3, Part 1: Make ವ copies of Student Handout 3, Part 1: Make a Plant Map creating is a rough diagram, and that a Plant Map creating is a rough diagram, and that a Plant Map creating is a rough diagram, and that they can do a better version once they can do a better version once they can do a better version once ವ copies of Student Handout 3, Part 2: Make ವ copies of Student Handout 3, Part 2: Make ವ copies of Student Handout 3, Part 2: Make a Bigger Map (if you decide to move on to they return to the classroom. a Bigger Map (if you decide to move on to they return to the classroom. a Bigger Map (if you decide to move on to they return to the classroom. Part 2) Part 2) Part 2) 6. Once back in the classroom, give 6. Once back in the classroom, give 6. Once back in the classroom, give Before you start: students time to work on “good Before you start: students time to work on “good Before you start: students time to work on “good copies”, either individually or in pairs. copies”, either individually or in pairs. copies”, either individually or in pairs. Walk around and choose an outdoor location Walk around and choose an outdoor location Walk around and choose an outdoor location to start your students on mapping. It should Post these on the wall. to start your students on mapping. It should Post these on the wall. to start your students on mapping. It should Post these on the wall. be a space with lots of natural features, be a space with lots of natural features, be a space with lots of natural features, and enough different spots so that you can Part 2 and enough different spots so that you can Part 2 and enough different spots so that you can Part 2 divide the students into groups and give them divide the students into groups and give them divide the students into groups and give them different ground to cover. If possible, challenge your students to different ground to cover. If possible, challenge your students to different ground to cover. If possible, challenge your students to stretch a little further by moving on to stretch a little further by moving on to stretch a little further by moving on to This activity is in 2 parts. Part 1 involves the This activity is in 2 parts. Part 1 involves the This activity is in 2 parts. Part 1 involves the initial development of simple mapping skills Student Handout 3, Part 2: Make a Bigger initial development of simple mapping skills Student Handout 3, Part 2: Make a Bigger initial development of simple mapping skills Student Handout 3, Part 2: Make a Bigger through a nearby mapping venue. Part 2 Map. Consider assigning the rough draft through a nearby mapping venue. Part 2 Map. Consider assigning the rough draft through a nearby mapping venue. Part 2 Map. Consider assigning the rough draft involves mapping of the larger community. Plan for homework, and then give class time involves mapping of the larger community. Plan for homework, and then give class time involves mapping of the larger community. Plan for homework, and then give class time how you will structure this work. If you decide how you will structure this work. If you decide how you will structure this work. If you decide to go on to Part 2, you may decide to assign for students to work on the final map to go on to Part 2, you may decide to assign for students to work on the final map to go on to Part 2, you may decide to assign for students to work on the final map the Part 2 rough mapping as homework. version. the Part 2 rough mapping as homework. version. the Part 2 rough mapping as homework. version.

Activity 3: Getting to Know Wild Species | 37 Activity 3: Getting to Know Wild Species | 37 Activity 3: Getting to Know Wild Species | 37 GETTING TO Going Wild! Teaching about Wild Products from BC’s Coastal Rainforests GETTING TO Going Wild! Teaching about Wild Products from BC’s Coastal Rainforests GETTING TO Going Wild! Teaching about Wild Products from BC’s Coastal Rainforests KNOW WILD KNOW WILD KNOW WILD SPECIES SPECIES SPECIES

Evaluation: Evaluation: Evaluation: For both Part 1 and Part 2: For both Part 1 and Part 2: For both Part 1 and Part 2: ವ Invite students to post their completed maps around the room, and have ವ Invite students to post their completed maps around the room, and have ವ Invite students to post their completed maps around the room, and have a ‘Map Gallery Walk-around’. At each map, invite one of the students to a ‘Map Gallery Walk-around’. At each map, invite one of the students to a ‘Map Gallery Walk-around’. At each map, invite one of the students to ask its creator a question about his or her map. ask its creator a question about his or her map. ask its creator a question about his or her map. ವ You may also want to use the Thinking about what you have learned ವ You may also want to use the Thinking about what you have learned ವ You may also want to use the Thinking about what you have learned questions, either in pair, group, or class discussion. questions, either in pair, group, or class discussion. questions, either in pair, group, or class discussion. ವ When the maps finally come off the wall, invite students to include them ವ When the maps finally come off the wall, invite students to include them ವ When the maps finally come off the wall, invite students to include them in their Wild Products portfolio. in their Wild Products portfolio. in their Wild Products portfolio.

Extension Suggestions: Extension Suggestions: Extension Suggestions: Dynamic Wall Map Dynamic Wall Map Dynamic Wall Map The maps can be put on the wall and added to throughout the year, with natural The maps can be put on the wall and added to throughout the year, with natural The maps can be put on the wall and added to throughout the year, with natural items (leaves, twigs, etc.) glued to the map in appropriate places. Students can add items (leaves, twigs, etc.) glued to the map in appropriate places. Students can add items (leaves, twigs, etc.) glued to the map in appropriate places. Students can add species, geographic features they have found, and other items over the year. These species, geographic features they have found, and other items over the year. These species, geographic features they have found, and other items over the year. These maps can be updated, changed, and coloured. Encourage your students to find a maps can be updated, changed, and coloured. Encourage your students to find a maps can be updated, changed, and coloured. Encourage your students to find a new addition to their map every week! new addition to their map every week! new addition to their map every week!

Mega-Maps Mega-Maps Mega-Maps Create a mural-sized map that different students can contribute to, using their smaller Create a mural-sized map that different students can contribute to, using their smaller Create a mural-sized map that different students can contribute to, using their smaller maps as a reference. This is a project that students can work on in extra time, after maps as a reference. This is a project that students can work on in extra time, after maps as a reference. This is a project that students can work on in extra time, after they have completed their required work. they have completed their required work. they have completed their required work.

Micro-Maps Micro-Maps Micro-Maps Ask your students to draw a zoomed-in map of the cedar bark or branches. What Ask your students to draw a zoomed-in map of the cedar bark or branches. What Ask your students to draw a zoomed-in map of the cedar bark or branches. What significant sites exist on the bark? Can you see what routes the ants take to walk significant sites exist on the bark? Can you see what routes the ants take to walk significant sites exist on the bark? Can you see what routes the ants take to walk up and down the tree? Or zoom into other plant species - where do they grow? up and down the tree? Or zoom into other plant species - where do they grow? up and down the tree? Or zoom into other plant species - where do they grow? Are there specific plants that often grow with them? If so, do they always grow Are there specific plants that often grow with them? If so, do they always grow Are there specific plants that often grow with them? If so, do they always grow together? together? together? More Mapping Resources: More Mapping Resources: More Mapping Resources: Barefoot Mapping is a type of ecosystem mapping that does not require fancy tools Barefoot Mapping is a type of ecosystem mapping that does not require fancy tools Barefoot Mapping is a type of ecosystem mapping that does not require fancy tools or specialized knowledge, and takes into account all of the natural and human-made or specialized knowledge, and takes into account all of the natural and human-made or specialized knowledge, and takes into account all of the natural and human-made features of our home area. Did these activities whet your appetite for more barefoot features of our home area. Did these activities whet your appetite for more barefoot features of our home area. Did these activities whet your appetite for more barefoot mapping? If so, check out two of Sierra Club BC’s learning resource guides: mapping? If so, check out two of Sierra Club BC’s learning resource guides: mapping? If so, check out two of Sierra Club BC’s learning resource guides:

ವ Barefoot Mapping (2001) ವ Barefoot Mapping (2001) ವ Barefoot Mapping (2001) ವ From Maps to Murrelets: An Introductory Guide (1998) ವ From Maps to Murrelets: An Introductory Guide (1998) ವ From Maps to Murrelets: An Introductory Guide (1998) Both are available for free download from the Sierra Club BC’s Education website Both are available for free download from the Sierra Club BC’s Education website Both are available for free download from the Sierra Club BC’s Education website (www.sierraclub.bc.ca/education), and can also be purchased in hard copy. (www.sierraclub.bc.ca/education), and can also be purchased in hard copy. (www.sierraclub.bc.ca/education), and can also be purchased in hard copy.

More information on maps can also be found in the resource Giving the Land a More information on maps can also be found in the resource Giving the Land a More information on maps can also be found in the resource Giving the Land a Voice: Mapping our Home Places. You can order this book from the Land Trust Voice: Mapping our Home Places. You can order this book from the Land Trust Voice: Mapping our Home Places. You can order this book from the Land Trust Alliance of British Columbia: http://www.landtrustalliance.bc.ca. Alliance of British Columbia: http://www.landtrustalliance.bc.ca. Alliance of British Columbia: http://www.landtrustalliance.bc.ca.

38 | Activity 3: Getting to Know Wild Species 38 | Activity 3: Getting to Know Wild Species 38 | Activity 3: Getting to Know Wild Species Going Wild! Teaching about Wild Products from BC’s Coastal Rainforests Going Wild! Teaching about Wild Products from BC’s Coastal Rainforests Going Wild! Teaching about Wild Products from BC’s Coastal Rainforests

STUDENT HANDOUT 3 STUDENT HANDOUT 3 STUDENT HANDOUT 3

Make a Plant Map Make a Plant Map Make a Plant Map One good way to look closely at the plants in your neighbourhood is to make a One good way to look closely at the plants in your neighbourhood is to make a One good way to look closely at the plants in your neighbourhood is to make a map. A map is a type of diagram of an area. It shows what things are in an area, map. A map is a type of diagram of an area. It shows what things are in an area, map. A map is a type of diagram of an area. It shows what things are in an area, and it shows where they are located. and it shows where they are located. and it shows where they are located.

When you go outdoors to map an area, remember that what When you go outdoors to map an area, remember that what When you go outdoors to map an area, remember that what you are doing is making a rough draft. Your map doesn’t have you are doing is making a rough draft. Your map doesn’t have you are doing is making a rough draft. Your map doesn’t have to be perfect. Think of yourself as a bird, looking down from to be perfect. Think of yourself as a bird, looking down from to be perfect. Think of yourself as a bird, looking down from the sky. What would this bird see? the sky. What would this bird see? the sky. What would this bird see?

Steps to follow: Steps to follow: Steps to follow: 1. Walk around the area you are planning to map, and look 1. Walk around the area you are planning to map, and look 1. Walk around the area you are planning to map, and look for the main features: for the main features: for the main features:

͙ Very large things like buildings, roads and paths ͙ Very large things like buildings, roads and paths ͙ Very large things like buildings, roads and paths ͙ Large things like trees, big rocks, hills, or logs ͙ Large things like trees, big rocks, hills, or logs ͙ Large things like trees, big rocks, hills, or logs ͙ Plants, patches of mushrooms or moss. Make sure you label these with a ͙ Plants, patches of mushrooms or moss. Make sure you label these with a ͙ Plants, patches of mushrooms or moss. Make sure you label these with a name if possible. name if possible. name if possible. ͙ Places where animals might live ͙ Places where animals might live ͙ Places where animals might live

2. Figure out approximately how big you can draw the features you have seen, and 2. Figure out approximately how big you can draw the features you have seen, and 2. Figure out approximately how big you can draw the features you have seen, and still have room on your page. It might be useful to make a little mark for each still have room on your page. It might be useful to make a little mark for each still have room on your page. It might be useful to make a little mark for each large feature, before you really start to draw. large feature, before you really start to draw. large feature, before you really start to draw.

3. Draw a small sketch or symbol of each thing you see, and also write its name. 3. Draw a small sketch or symbol of each thing you see, and also write its name. 3. Draw a small sketch or symbol of each thing you see, and also write its name. Because you’re outside and just making a rough copy, don’t worry about being Because you’re outside and just making a rough copy, don’t worry about being Because you’re outside and just making a rough copy, don’t worry about being perfect. (Note: If you see a plant you don’t know the name for, ask someone else perfect. (Note: If you see a plant you don’t know the name for, ask someone else perfect. (Note: If you see a plant you don’t know the name for, ask someone else or draw a little sketch of the plant to help you ask your teacher later.) or draw a little sketch of the plant to help you ask your teacher later.) or draw a little sketch of the plant to help you ask your teacher later.)

4. When you get back into your classroom, use your coloured pencils or pens to 4. When you get back into your classroom, use your coloured pencils or pens to 4. When you get back into your classroom, use your coloured pencils or pens to make a more perfect and colourful version of your map. make a more perfect and colourful version of your map. make a more perfect and colourful version of your map.

Think About What You Have Learned: Think About What You Have Learned: Think About What You Have Learned: Think about these questions. (Your teacher may ask you to write down the answers, Think about these questions. (Your teacher may ask you to write down the answers, Think about these questions. (Your teacher may ask you to write down the answers, or may ask you to think about them and share your answers with someone else.) or may ask you to think about them and share your answers with someone else.) or may ask you to think about them and share your answers with someone else.)

ವ What plants did you see? ವ What plants did you see? ವ What plants did you see? ವ Were there some plants that you couldn’t recognize? Can you describe or ವ Were there some plants that you couldn’t recognize? Can you describe or ವ Were there some plants that you couldn’t recognize? Can you describe or sketch them so that someone else may be able to tell you what they are? sketch them so that someone else may be able to tell you what they are? sketch them so that someone else may be able to tell you what they are? ವ Why is it important to be able to make maps and understand maps? ವ Why is it important to be able to make maps and understand maps? ವ Why is it important to be able to make maps and understand maps?

Activity 3: Getting to Know Wild Species | 39 Activity 3: Getting to Know Wild Species | 39 Activity 3: Getting to Know Wild Species | 39 Going Wild! Teaching about Wild Products from BC’s Coastal Rainforests Going Wild! Teaching about Wild Products from BC’s Coastal Rainforests Going Wild! Teaching about Wild Products from BC’s Coastal Rainforests

STUDENT HANDOUT 3 STUDENT HANDOUT 3 STUDENT HANDOUT 3

Make a Bigger Map Make a Bigger Map Make a Bigger Map Now that you have experience as a map maker, try making a map of a larger area. Now that you have experience as a map maker, try making a map of a larger area. Now that you have experience as a map maker, try making a map of a larger area. This time, draw a map of your community. (Imagine you are still a bird, but this time This time, draw a map of your community. (Imagine you are still a bird, but this time This time, draw a map of your community. (Imagine you are still a bird, but this time you’re flying much higher than you were in Part 1.) you’re flying much higher than you were in Part 1.) you’re flying much higher than you were in Part 1.)

Try to include: Try to include: Try to include: F the school grounds F the school grounds F the school grounds F forest F forest F forest F hills F hills F hills F wetlands (rivers, lakes, puddles, etc.) F wetlands (rivers, lakes, puddles, etc.) F wetlands (rivers, lakes, puddles, etc.) F specific plants (cedar, yew, huckleberry, other berries, devil’s club etc) F specific plants (cedar, yew, huckleberry, other berries, devil’s club etc) F specific plants (cedar, yew, huckleberry, other berries, devil’s club etc) F routes (to get to and from home, to get to the plants, etc.) F routes (to get to and from home, to get to the plants, etc.) F routes (to get to and from home, to get to the plants, etc.) F places along the way (stores, your house, your friends’ houses, playing fields, F places along the way (stores, your house, your friends’ houses, playing fields, F places along the way (stores, your house, your friends’ houses, playing fields, etc.) etc.) etc.)

Remember to use a little picture, or logo, for each feature, and to label it if possible. Remember to use a little picture, or logo, for each feature, and to label it if possible. Remember to use a little picture, or logo, for each feature, and to label it if possible. You may even want to pick a small bit of the plant (e.g., a leaf) to paste on your You may even want to pick a small bit of the plant (e.g., a leaf) to paste on your You may even want to pick a small bit of the plant (e.g., a leaf) to paste on your map to show where you found that plant. map to show where you found that plant. map to show where you found that plant.

Bring your map to school, and be prepared to explain it to someone else. Bring your map to school, and be prepared to explain it to someone else. Bring your map to school, and be prepared to explain it to someone else.

Think about what you Think about what you Think about what you have learned: have learned: have learned:

ವ What species (plants) are easy to ವ What species (plants) are easy to ವ What species (plants) are easy to find in your community? find in your community? find in your community? ವ Are there any special areas where ವ Are there any special areas where ವ Are there any special areas where there are many different kinds of there are many different kinds of there are many different kinds of species (plants)? species (plants)? species (plants)? ವ Is there anything that might impact ವ Is there anything that might impact ವ Is there anything that might impact these special areas? (e.g. new these special areas? (e.g. new these special areas? (e.g. new houses being built, garbage, use houses being built, garbage, use houses being built, garbage, use of ATVs, logging, climate change) of ATVs, logging, climate change) of ATVs, logging, climate change) ವ What things could your community ವ What things could your community ವ What things could your community do to help protect these special do to help protect these special do to help protect these special areas? areas? areas?

40 | Activity 3: Getting to Know Wild Species 40 | Activity 3: Getting to Know Wild Species 40 | Activity 3: Getting to Know Wild Species Going Wild! Teaching about Wild Products from BC’s Coastal Rainforests GETTING TO Going Wild! Teaching about Wild Products from BC’s Coastal Rainforests GETTING TO Going Wild! Teaching about Wild Products from BC’s Coastal Rainforests GETTING TO KNOW WILD KNOW WILD KNOW WILD SPECIES SPECIES SPECIES

Activity 4. Thanks for Plants Activity 4. Thanks for Plants Activity 4. Thanks for Plants (Summary Activity) (Summary Activity) (Summary Activity)

Process: Process: Process: Learning Objectives: Learning Objectives: Learning Objectives: If possible, sit the students (with paper and pencil) in a circle, If possible, sit the students (with paper and pencil) in a circle, If possible, sit the students (with paper and pencil) in a circle, ವ Identify and generalize with samples of the wild products studied in the centre. ವ Identify and generalize with samples of the wild products studied in the centre. ವ Identify and generalize with samples of the wild products studied in the centre. the characteristics of the characteristics of the characteristics of plants plants plants 1. Tell the students that today you are going to think 1. Tell the students that today you are going to think 1. Tell the students that today you are going to think ವ Identify reasons to be ವ Identify reasons to be ವ Identify reasons to be thankful for the plants about the characteristics of each of these wild products. thankful for the plants about the characteristics of each of these wild products. thankful for the plants about the characteristics of each of these wild products. students have studied Hold up a sample (e.g., salal), and brainstorm its students have studied Hold up a sample (e.g., salal), and brainstorm its students have studied Hold up a sample (e.g., salal), and brainstorm its characteristics, writing them on the board (e.g. green, characteristics, writing them on the board (e.g. green, characteristics, writing them on the board (e.g. green, Time: thick, leathery, tough, strong, grows everywhere). Explain Time: thick, leathery, tough, strong, grows everywhere). Explain Time: thick, leathery, tough, strong, grows everywhere). Explain 30 minutes that these characteristics are all the things that are 30 minutes that these characteristics are all the things that are 30 minutes that these characteristics are all the things that are special about this plant. special about this plant. special about this plant. Materials: 2. Ask students to think about the wild product that they Materials: 2. Ask students to think about the wild product that they Materials: 2. Ask students to think about the wild product that they ವ samples of wild feel they have learned the most about, and write a list ವ samples of wild feel they have learned the most about, and write a list ವ samples of wild feel they have learned the most about, and write a list products, previous products, previous products, previous creations (maps, of its characteristics. Tell them that they will have 5 creations (maps, of its characteristics. Tell them that they will have 5 creations (maps, of its characteristics. Tell them that they will have 5 sculptures, etc.) minutes to create their lists. sculptures, etc.) minutes to create their lists. sculptures, etc.) minutes to create their lists. (optional) (optional) (optional) 3. Go around the circle and ask a few students to share 3. Go around the circle and ask a few students to share 3. Go around the circle and ask a few students to share ವ sheet of paper and ವ sheet of paper and ವ sheet of paper and pencil for each student their lists. Then ask the students to go through their pencil for each student their lists. Then ask the students to go through their pencil for each student their lists. Then ask the students to go through their list and to put a star next to any characteristic that list and to put a star next to any characteristic that list and to put a star next to any characteristic that they share with their plant. Ask which are their favourite they share with their plant. Ask which are their favourite they share with their plant. Ask which are their favourite characteristics and why. characteristics and why. characteristics and why. 4. After 2 or 3 minutes, ask them to turn to the person on 4. After 2 or 3 minutes, ask them to turn to the person on 4. After 2 or 3 minutes, ask them to turn to the person on their left, and to share with that person what characteristic their left, and to share with that person what characteristic their left, and to share with that person what characteristic they chose, and why. they chose, and why. they chose, and why. 5. Now, ask your students: Can you think of any reasons 5. Now, ask your students: Can you think of any reasons 5. Now, ask your students: Can you think of any reasons we should be thankful for the plant that you have we should be thankful for the plant that you have we should be thankful for the plant that you have chosen? Give them a minute or two to write down a chosen? Give them a minute or two to write down a chosen? Give them a minute or two to write down a reason to be thankful for their plant. reason to be thankful for their plant. reason to be thankful for their plant. 6. Go around the circle and ask students to share their 6. Go around the circle and ask students to share their 6. Go around the circle and ask students to share their reason for being thankful. reason for being thankful. reason for being thankful. Evaluation: Evaluation: Evaluation: Thanks, Plants! Graffiti Poster Thanks, Plants! Graffiti Poster Thanks, Plants! Graffiti Poster Post a large, mural-sized sheet of paper on the wall. On it, Post a large, mural-sized sheet of paper on the wall. On it, Post a large, mural-sized sheet of paper on the wall. On it, tape pictures of each of the wild products you have studied, tape pictures of each of the wild products you have studied, tape pictures of each of the wild products you have studied, arranged with lots of space between them. Provide coloured arranged with lots of space between them. Provide coloured arranged with lots of space between them. Provide coloured markers. Invite students to write messages of thanks to one markers. Invite students to write messages of thanks to one markers. Invite students to write messages of thanks to one or more of the plants, and to sign their messages. (Note: or more of the plants, and to sign their messages. (Note: or more of the plants, and to sign their messages. (Note: This can be done over a period of a few days, to avoid This can be done over a period of a few days, to avoid This can be done over a period of a few days, to avoid congestion). congestion). congestion).

Activity 4: Getting to Know Wild Species | 41 Activity 4: Getting to Know Wild Species | 41 Activity 4: Getting to Know Wild Species | 41 WILD Going Wild! Teaching about Wild Products from BC’s Coastal Rainforests WILD Going Wild! Teaching about Wild Products from BC’s Coastal Rainforests WILD Going Wild! Teaching about Wild Products from BC’s Coastal Rainforests EDIBLES EDIBLES EDIBLES

Activity 5. How to Sustain Ecosystems Activity 5. How to Sustain Ecosystems Activity 5. How to Sustain Ecosystems

Process: Process: Process: Learning Objectives: Learning Objectives: Learning Objectives: 1. On the board, write the words ecosystem and sustainable 1. On the board, write the words ecosystem and sustainable 1. On the board, write the words ecosystem and sustainable ವ Explain the concepts harvest. Briefly brainstorm what the students already ವ Explain the concepts harvest. Briefly brainstorm what the students already ವ Explain the concepts harvest. Briefly brainstorm what the students already of ecosystem and of ecosystem and of ecosystem and sustainable harvesting know about each of these terms. sustainable harvesting know about each of these terms. sustainable harvesting know about each of these terms. practices 2. Distribute copies of Student Handout 5: How to Sustain practices 2. Distribute copies of Student Handout 5: How to Sustain practices 2. Distribute copies of Student Handout 5: How to Sustain ವ Use art skills to Ecosystems. ವ Use art skills to Ecosystems. ವ Use art skills to Ecosystems. present ideas of present ideas of present ideas of ecosystem sustainability 3. Ask a student to read aloud the section: What is an ecosystem sustainability 3. Ask a student to read aloud the section: What is an ecosystem sustainability 3. Ask a student to read aloud the section: What is an Ecosystem? At the conclusion, ask if there are other Ecosystem? At the conclusion, ask if there are other Ecosystem? At the conclusion, ask if there are other Vocabulary: words you should write in your brainstorm list on Vocabulary: words you should write in your brainstorm list on Vocabulary: words you should write in your brainstorm list on ecosystem ecosystems. ecosystem ecosystems. ecosystem ecosystems. sustainable harvesting 4. Repeat this process with What is Sustainable sustainable harvesting 4. Repeat this process with What is Sustainable sustainable harvesting 4. Repeat this process with What is Sustainable over-harvesting Harvesting? over-harvesting Harvesting? over-harvesting Harvesting? natural resources natural resources natural resources 5. Go over the rest of the handout. (Leave the mini-articles 5. Go over the rest of the handout. (Leave the mini-articles 5. Go over the rest of the handout. (Leave the mini-articles Timeline: to be read by the students in their small groups.) Make Timeline: to be read by the students in their small groups.) Make Timeline: to be read by the students in their small groups.) Make 1.5 hours sure everyone understands the task. 1.5 hours sure everyone understands the task. 1.5 hours sure everyone understands the task. Materials: 6. Ask the students to form groups of 3 or 4, and give Materials: 6. Ask the students to form groups of 3 or 4, and give Materials: 6. Ask the students to form groups of 3 or 4, and give ವ large pieces of paper, each of them a large sheet of paper and art materials. ವ large pieces of paper, each of them a large sheet of paper and art materials. ವ large pieces of paper, each of them a large sheet of paper and art materials. writing and drawing Clarify the mini-articles you would like them to read writing and drawing Clarify the mini-articles you would like them to read writing and drawing Clarify the mini-articles you would like them to read implements and discuss, and the timeline. implements and discuss, and the timeline. implements and discuss, and the timeline. ವ copies of Student ವ copies of Student ವ copies of Student Handout 5: How to 7. Create a gallery of the completed posters, and walk Handout 5: How to 7. Create a gallery of the completed posters, and walk Handout 5: How to 7. Create a gallery of the completed posters, and walk Sustain Ecosystems around as a class. Invite each group to explain their Sustain Ecosystems around as a class. Invite each group to explain their Sustain Ecosystems around as a class. Invite each group to explain their Before you start: posters and answer questions. Before you start: posters and answer questions. Before you start: posters and answer questions. If your students are not Evaluation: If your students are not Evaluation: If your students are not Evaluation: accustomed to working accustomed to working accustomed to working independently in small Use the completed posters, and the group’s explanation of independently in small Use the completed posters, and the group’s explanation of independently in small Use the completed posters, and the group’s explanation of groups, you may decide them, to make sure that students understand the concepts groups, you may decide them, to make sure that students understand the concepts groups, you may decide them, to make sure that students understand the concepts to go over the group roles to go over the group roles to go over the group roles with them. See Appendix C: of ecosystem and sustainable harvesting. with them. See Appendix C: of ecosystem and sustainable harvesting. with them. See Appendix C: of ecosystem and sustainable harvesting. Working in a Small Group, Working in a Small Group, Working in a Small Group, for more information. Extension Suggestion: for more information. Extension Suggestion: for more information. Extension Suggestion: Decide how you will Ask the groups of students to create a skit that shows Decide how you will Ask the groups of students to create a skit that shows Decide how you will Ask the groups of students to create a skit that shows structure the work. Will you the importance of sustainable harvesting, both for the structure the work. Will you the importance of sustainable harvesting, both for the structure the work. Will you the importance of sustainable harvesting, both for the assign both mini-articles to assign both mini-articles to assign both mini-articles to each group? Or will half continuation of the plant species, and for the well-being each group? Or will half continuation of the plant species, and for the well-being each group? Or will half continuation of the plant species, and for the well-being the groups work on Mini- of the other species who are part of the ecosystem. You the groups work on Mini- of the other species who are part of the ecosystem. You the groups work on Mini- of the other species who are part of the ecosystem. You article 1 (Harvesting Pacific can either ask the groups to choose whether they will base article 1 (Harvesting Pacific can either ask the groups to choose whether they will base article 1 (Harvesting Pacific can either ask the groups to choose whether they will base Yew), and the other half Yew), and the other half Yew), and the other half Mini-article 2 (Harvesting their skit on the Pacific yew or huckleberry harvest, or you Mini-article 2 (Harvesting their skit on the Pacific yew or huckleberry harvest, or you Mini-article 2 (Harvesting their skit on the Pacific yew or huckleberry harvest, or you Huckleberries)? can assign these topics. Huckleberries)? can assign these topics. Huckleberries)? can assign these topics. Give the groups 20 minutes to plan their skits, then all sit Give the groups 20 minutes to plan their skits, then all sit Give the groups 20 minutes to plan their skits, then all sit round and enjoy the presentations. round and enjoy the presentations. round and enjoy the presentations.

42 | Activity 5: Wild Edibles 42 | Activity 5: Wild Edibles 42 | Activity 5: Wild Edibles Going Wild! Teaching about Wild Products from BC’s Coastal Rainforests Going Wild! Teaching about Wild Products from BC’s Coastal Rainforests Going Wild! Teaching about Wild Products from BC’s Coastal Rainforests

STUDENT HANDOUT 5 STUDENT HANDOUT 5 STUDENT HANDOUT 5

How to Sustain Ecosystems How to Sustain Ecosystems How to Sustain Ecosystems What is an Ecosystem? What is an Ecosystem? What is an Ecosystem? An ecosystem can be as small as a puddle or An ecosystem can be as small as a puddle or An ecosystem can be as small as a puddle or as large as the coastal temperate rainforest. Any as large as the coastal temperate rainforest. Any as large as the coastal temperate rainforest. Any group of living and nonliving things interacting with group of living and nonliving things interacting with group of living and nonliving things interacting with each other can be considered an ecosystem. So each other can be considered an ecosystem. So each other can be considered an ecosystem. So you can think of an ecosystem as a community you can think of an ecosystem as a community you can think of an ecosystem as a community of animals (fish, birds, insects, humans, and of animals (fish, birds, insects, humans, and of animals (fish, birds, insects, humans, and everyone else), plants, water, soil, and other everyone else), plants, water, soil, and other everyone else), plants, water, soil, and other resources in an area. Everything that lives in resources in an area. Everything that lives in resources in an area. Everything that lives in an ecosystem depends on the other species an ecosystem depends on the other species an ecosystem depends on the other species and elements that are part of their community. and elements that are part of their community. and elements that are part of their community. If one part of an ecosystem is damaged or If one part of an ecosystem is damaged or If one part of an ecosystem is damaged or disappears, it has an impact on everything else. disappears, it has an impact on everything else. disappears, it has an impact on everything else. Because nature is always changing (living things Because nature is always changing (living things Because nature is always changing (living things grow and die, temperatures go up and down, grow and die, temperatures go up and down, grow and die, temperatures go up and down, weather changes, etc.), ecosystems are always weather changes, etc.), ecosystems are always weather changes, etc.), ecosystems are always balancing. balancing. balancing.

many many many others others others

= an Ecosystem! = an Ecosystem! = an Ecosystem!

What is Sustainable Harvesting? What is Sustainable Harvesting? What is Sustainable Harvesting? Sustainable harvesting is when you don’t take too much of any one species. You Sustainable harvesting is when you don’t take too much of any one species. You Sustainable harvesting is when you don’t take too much of any one species. You harvest in a way that does not disrupt the balance in an ecosystem. If too much harvest in a way that does not disrupt the balance in an ecosystem. If too much harvest in a way that does not disrupt the balance in an ecosystem. If too much of one species is picked too quickly, it may not be able to grow back, and the of one species is picked too quickly, it may not be able to grow back, and the of one species is picked too quickly, it may not be able to grow back, and the ecosystem may not be able to recover. ecosystem may not be able to recover. ecosystem may not be able to recover.

The opposite of sustainable harvesting is over-harvesting, when too much is taken The opposite of sustainable harvesting is over-harvesting, when too much is taken The opposite of sustainable harvesting is over-harvesting, when too much is taken for the ecosystem to adapt and be healthy. To avoid over-harvesting, it is important for the ecosystem to adapt and be healthy. To avoid over-harvesting, it is important for the ecosystem to adapt and be healthy. To avoid over-harvesting, it is important to take note of what you are picking. Are there many plants? Do you need to take to take note of what you are picking. Are there many plants? Do you need to take to take note of what you are picking. Are there many plants? Do you need to take the entire plant, or would one branch or a few leaves be enough? Are you leaving the entire plant, or would one branch or a few leaves be enough? Are you leaving the entire plant, or would one branch or a few leaves be enough? Are you leaving enough berries for the birds and animals? enough berries for the birds and animals? enough berries for the birds and animals?

Think About Harvesting: Before you start, choose a facilitator, a reader, a recorder Think About Harvesting: Before you start, choose a facilitator, a reader, a recorder Think About Harvesting: Before you start, choose a facilitator, a reader, a recorder and a timekeeper. Your teacher will tell you which article or articles you should work and a timekeeper. Your teacher will tell you which article or articles you should work and a timekeeper. Your teacher will tell you which article or articles you should work on. Listen as the reader reads aloud. As you listen, think about sustainable harvest. on. Listen as the reader reads aloud. As you listen, think about sustainable harvest. on. Listen as the reader reads aloud. As you listen, think about sustainable harvest. What happens when a species is over-harvested? How can this be avoided? What happens when a species is over-harvested? How can this be avoided? What happens when a species is over-harvested? How can this be avoided?

Activity 5: Wild Edibles | 43 Activity 5: Wild Edibles | 43 Activity 5: Wild Edibles | 43 Going Wild! Teaching about Wild Products from BC’s Coastal Rainforests Going Wild! Teaching about Wild Products from BC’s Coastal Rainforests Going Wild! Teaching about Wild Products from BC’s Coastal Rainforests

STUDENT HANDOUT 5 STUDENT HANDOUT 5 STUDENT HANDOUT 5

5QVQ̉)Z\QKTM"0IZ^M[\QVO8IKQÅKaM_ 5QVQ̉)Z\QKTM"0IZ^M[\QVO8IKQÅKaM_ 5QVQ̉)Z\QKTM"0IZ^M[\QVO8IKQÅKaM_

Pacific yew has been used by First Nations for Pacific yew has been used by First Nations for Pacific yew has been used by First Nations for thousands of years because it is a very hard wood thousands of years because it is a very hard wood thousands of years because it is a very hard wood with a nice polish and is useful for building tools and with a nice polish and is useful for building tools and with a nice polish and is useful for building tools and decorations. In the 1960s, decorations. In the 1960s, decorations. In the 1960s, western scientists discovered western scientists discovered western scientists discovered that a chemical compound that a chemical compound that a chemical compound in yew bark, paclitaxel, had in yew bark, paclitaxel, had in yew bark, paclitaxel, had potential for treating cancer. potential for treating cancer. potential for treating cancer. The bark, needles and twigs The bark, needles and twigs The bark, needles and twigs of Pacific yew contain taxanes. of Pacific yew contain taxanes. of Pacific yew contain taxanes. These taxanes could be made These taxanes could be made These taxanes could be made into paclitaxel, a very strong into paclitaxel, a very strong into paclitaxel, a very strong anti-cancer drug. Suddenly, anti-cancer drug. Suddenly, anti-cancer drug. Suddenly, Pacific yew was in great Pacific yew was in great Pacific yew was in great Spoons carved from Pacific yew Spoons carved from Pacific yew Spoons carved from Pacific yew demand. In the 1990s, people demand. In the 1990s, people demand. In the 1990s, people could make lots of money by harvesting it and selling could make lots of money by harvesting it and selling could make lots of money by harvesting it and selling it to drug companies. During the next 10 years, there it to drug companies. During the next 10 years, there it to drug companies. During the next 10 years, there was so much harvesting of Pacific yew that it became was so much harvesting of Pacific yew that it became was so much harvesting of Pacific yew that it became very hard to find on the west coast of BC. So much very hard to find on the west coast of BC. So much very hard to find on the west coast of BC. So much yew had been taken that it would take a long time yew had been taken that it would take a long time yew had been taken that it would take a long time to grow back. to grow back. to grow back.

What could the drug companies do, now that What could the drug companies do, now that What could the drug companies do, now that the Pacific yew was becoming harder to find? the Pacific yew was becoming harder to find? the Pacific yew was becoming harder to find? Scientists explored the forest some more, and Scientists explored the forest some more, and Scientists explored the forest some more, and found another plant that contained taxanes. found another plant that contained taxanes. found another plant that contained taxanes. Now, ground hemlock (Taxus canadensis) Now, ground hemlock (Taxus canadensis) Now, ground hemlock (Taxus canadensis) from eastern Canada is the main source from eastern Canada is the main source from eastern Canada is the main source of paclitaxel. of paclitaxel. of paclitaxel.

Pacific yew Here’s the question: Pacific yew Here’s the question: Pacific yew Here’s the question: How can communities make sure that this plant is How can communities make sure that this plant is How can communities make sure that this plant is harvested sustainably, so that it can re-grow and harvested sustainably, so that it can re-grow and harvested sustainably, so that it can re-grow and keep producing this important drug? keep producing this important drug? keep producing this important drug?

44 | Activity 5: Wild Edibles 44 | Activity 5: Wild Edibles 44 | Activity 5: Wild Edibles Going Wild! Teaching about Wild Products from BC’s Coastal Rainforests Going Wild! Teaching about Wild Products from BC’s Coastal Rainforests Going Wild! Teaching about Wild Products from BC’s Coastal Rainforests

STUDENT HANDOUT 5 STUDENT HANDOUT 5 STUDENT HANDOUT 5

Mini-Article 2: Harvesting Huckleberries Mini-Article 2: Harvesting Huckleberries Mini-Article 2: Harvesting Huckleberries

Fred Sampson heads out in his truck from his home on Fred Sampson heads out in his truck from his home on Fred Sampson heads out in his truck from his home on the Siska reserve, near Lytton, to the Coquihalla high the Siska reserve, near Lytton, to the Coquihalla high the Siska reserve, near Lytton, to the Coquihalla high country, where he’s going to collect some huckleberries. country, where he’s going to collect some huckleberries. country, where he’s going to collect some huckleberries. Sampson, chief of the Siska First Nation, remembers Sampson, chief of the Siska First Nation, remembers Sampson, chief of the Siska First Nation, remembers making this journey when he was a small child. His making this journey when he was a small child. His making this journey when he was a small child. His Huckleberries family went to Merritt by truck, where they met his Huckleberries family went to Merritt by truck, where they met his Huckleberries family went to Merritt by truck, where they met his grandparents, and they completed the last grandparents, and they completed the last grandparents, and they completed the last leg of the trip by horse and buggy along a dirt leg of the trip by horse and buggy along a dirt leg of the trip by horse and buggy along a dirt road, years before the Coquihalla Highway road, years before the Coquihalla Highway road, years before the Coquihalla Highway existed. It was two weeks of family time; the existed. It was two weeks of family time; the existed. It was two weeks of family time; the men hunted deer, which was smoked and men hunted deer, which was smoked and men hunted deer, which was smoked and dried in the camp, while Sampson picked dried in the camp, while Sampson picked dried in the camp, while Sampson picked the tasty huckleberries by hand with his the tasty huckleberries by hand with his the tasty huckleberries by hand with his aunts, uncles, and older brother, putting aunts, uncles, and older brother, putting aunts, uncles, and older brother, putting them into cedar-root baskets. them into cedar-root baskets. them into cedar-root baskets. When Sampson returned to the site of his When Sampson returned to the site of his When Sampson returned to the site of his traditional camp last July, he saw a large traditional camp last July, he saw a large traditional camp last July, he saw a large van parked by the side of the road and a van parked by the side of the road and a van parked by the side of the road and a dozen people in the bushes. Commercial dozen people in the bushes. Commercial dozen people in the bushes. Commercial huckleberry pickers were using rakes to huckleberry pickers were using rakes to huckleberry pickers were using rakes to scoop the berries off the bushes and into scoop the berries off the bushes and into scoop the berries off the bushes and into plastic buckets. plastic buckets. plastic buckets. “We got there and there were no berries,” Sampson says. “We got there and there were no berries,” Sampson says. “We got there and there were no berries,” Sampson says. “They cleaned the area out. They use rakes that take the “They cleaned the area out. They use rakes that take the “They cleaned the area out. They use rakes that take the leaves off the plant while it’s still in photosynthesis. When I leaves off the plant while it’s still in photosynthesis. When I leaves off the plant while it’s still in photosynthesis. When I saw this, at first, I felt anger, then just plain sadness….”. saw this, at first, I felt anger, then just plain sadness….”. saw this, at first, I felt anger, then just plain sadness….”. Nowadays, the Siska First Nation has started a company Nowadays, the Siska First Nation has started a company Nowadays, the Siska First Nation has started a company called Siska Traditions, to collect huckleberries. They called Siska Traditions, to collect huckleberries. They called Siska Traditions, to collect huckleberries. They use the traditional method of sustainable harvesting: use the traditional method of sustainable harvesting: use the traditional method of sustainable harvesting: they only take 30% of the berries in order to leave they only take 30% of the berries in order to leave they only take 30% of the berries in order to leave some for the birds and bears and to nourish the some for the birds and bears and to nourish the some for the birds and bears and to nourish the huckleberry plants. They also collect arnica flowers, wild huckleberry plants. They also collect arnica flowers, wild huckleberry plants. They also collect arnica flowers, wild mint, dandelion, yarrow, plantain, devil’s club, wild ginger, mint, dandelion, yarrow, plantain, devil’s club, wild ginger, mint, dandelion, yarrow, plantain, devil’s club, wild ginger, juniper, and stinging nettle for use in teas, soaps, jams juniper, and stinging nettle for use in teas, soaps, jams juniper, and stinging nettle for use in teas, soaps, jams and jellies, and herbal medicines. and jellies, and herbal medicines. and jellies, and herbal medicines. Adapted from Efron, S., Marketing of Forest Floor Adapted from Efron, S., Marketing of Forest Floor Adapted from Efron, S., Marketing of Forest Floor Arnica Has Consequences, Georgia Straight, Dec. 9, 2004. Arnica Has Consequences, Georgia Straight, Dec. 9, 2004. Arnica Has Consequences, Georgia Straight, Dec. 9, 2004.

Activity 5: Wild Edibles | 45 Activity 5: Wild Edibles | 45 Activity 5: Wild Edibles | 45 Going Wild! Teaching about Wild Products from BC’s Coastal Rainforests Going Wild! Teaching about Wild Products from BC’s Coastal Rainforests Going Wild! Teaching about Wild Products from BC’s Coastal Rainforests

STUDENT HANDOUT 5 STUDENT HANDOUT 5 STUDENT HANDOUT 5

Discuss: Discuss: Discuss: When you have finished reading the article, discuss these questions. Your recorder When you have finished reading the article, discuss these questions. Your recorder When you have finished reading the article, discuss these questions. Your recorder should take very brief notes on your main ideas. should take very brief notes on your main ideas. should take very brief notes on your main ideas.

1. What types of wild products or other natural resources are harvested from your 1. What types of wild products or other natural resources are harvested from your 1. What types of wild products or other natural resources are harvested from your territory? territory? territory? 2. What are some of the other animal and plant members of the ecosystem that 2. What are some of the other animal and plant members of the ecosystem that 2. What are some of the other animal and plant members of the ecosystem that are affected by the harvest? are affected by the harvest? are affected by the harvest? 3. Is the harvest sustainable? How could the harvest be improved to help sustain 3. Is the harvest sustainable? How could the harvest be improved to help sustain 3. Is the harvest sustainable? How could the harvest be improved to help sustain the ecosystem? the ecosystem? the ecosystem?

Make a Poster: Make a Poster: Make a Poster: Use the art materials to create a poster that shows the main things you have Use the art materials to create a poster that shows the main things you have Use the art materials to create a poster that shows the main things you have discussed. You may decide to make 2 posters: one showing over-harvesting of an discussed. You may decide to make 2 posters: one showing over-harvesting of an discussed. You may decide to make 2 posters: one showing over-harvesting of an ecosystem, and the effects this has on other members of the ecosystem, and one ecosystem, and the effects this has on other members of the ecosystem, and one ecosystem, and the effects this has on other members of the ecosystem, and one showing sustainable harvesting. You may decide to use only pictures, or you may showing sustainable harvesting. You may decide to use only pictures, or you may showing sustainable harvesting. You may decide to use only pictures, or you may want to include words. It’s up to you! want to include words. It’s up to you! want to include words. It’s up to you!

Note: Make sure you can explain your poster (or posters) to others in your class. Note: Make sure you can explain your poster (or posters) to others in your class. Note: Make sure you can explain your poster (or posters) to others in your class.

Over-harvesting Sustainable Harvesting Over-harvesting Sustainable Harvesting Over-harvesting Sustainable Harvesting

Think About What You Have Learned: Think About What You Have Learned: Think About What You Have Learned: ವ Why is it so important to sustain ecosystems? ವ Why is it so important to sustain ecosystems? ವ Why is it so important to sustain ecosystems? ವ What can you do to help sustain ecosystems in your territory? ವ What can you do to help sustain ecosystems in your territory? ವ What can you do to help sustain ecosystems in your territory?

46 | Activity 5: Wild Edibles 46 | Activity 5: Wild Edibles 46 | Activity 5: Wild Edibles Going Wild! Teaching about Wild Products from BC’s Coastal Rainforests WILD Going Wild! Teaching about Wild Products from BC’s Coastal Rainforests WILD Going Wild! Teaching about Wild Products from BC’s Coastal Rainforests WILD EDIBLES EDIBLES EDIBLES

Activity 6. The Forest Food Web Game Activity 6. The Forest Food Web Game Activity 6. The Forest Food Web Game

Process: Process: Process: Learning Objectives: Learning Objectives: Learning Objectives: ವ Explain the meaning 1. Distribute copies of Student Handout 6: The Forest Food ವ Explain the meaning 1. Distribute copies of Student Handout 6: The Forest Food ವ Explain the meaning 1. Distribute copies of Student Handout 6: The Forest Food and importance of food Web Game. Read the Introduction. Ask: What happens and importance of food Web Game. Read the Introduction. Ask: What happens and importance of food Web Game. Read the Introduction. Ask: What happens webs, ecosystems, and when there are too many humans or animals that eat webs, ecosystems, and when there are too many humans or animals that eat webs, ecosystems, and when there are too many humans or animals that eat sustainability sustainability sustainability certain plants? certain plants? certain plants? ವ Describe ecological ವ Describe ecological ವ Describe ecological interconnectedness and interconnectedness and interconnectedness and the balancing nature of 2. Explain that the students are going to play a game the balancing nature of 2. Explain that the students are going to play a game the balancing nature of 2. Explain that the students are going to play a game ecosystems that will teach them more about the food web, and the ecosystems that will teach them more about the food web, and the ecosystems that will teach them more about the food web, and the way in which all the players in an ecosystem —plants, way in which all the players in an ecosystem —plants, way in which all the players in an ecosystem —plants, Vocabulary animals and humans — are interconnected. Vocabulary animals and humans — are interconnected. Vocabulary animals and humans — are interconnected. ecosystem ecosystem ecosystem food web 3. Round 1: Hand out the cards. Give about a fifth of your food web 3. Round 1: Hand out the cards. Give about a fifth of your food web 3. Round 1: Hand out the cards. Give about a fifth of your habitat class each type of card (omitting deer cards). E.g., If habitat class each type of card (omitting deer cards). E.g., If habitat class each type of card (omitting deer cards). E.g., If over-population there are 20 students in your class, hand out 4 human over-population there are 20 students in your class, hand out 4 human over-population there are 20 students in your class, hand out 4 human sustainable cards, 4 food cards, 4 medicine cards, 4 tool cards, sustainable cards, 4 food cards, 4 medicine cards, 4 tool cards, sustainable cards, 4 food cards, 4 medicine cards, 4 tool cards, and 4 art cards. If your class number isn’t a multiple and 4 art cards. If your class number isn’t a multiple and 4 art cards. If your class number isn’t a multiple Time: of 5, give one extra of each non-human card, so that Time: of 5, give one extra of each non-human card, so that Time: of 5, give one extra of each non-human card, so that 1 hour the children with the ‘human’ cards will be able to 1 hour the children with the ‘human’ cards will be able to 1 hour the children with the ‘human’ cards will be able to collect one of each of the other types, and there will collect one of each of the other types, and there will collect one of each of the other types, and there will Materials: be several left over. Read student handout for more Materials: be several left over. Read student handout for more Materials: be several left over. Read student handout for more ವ a set of food detailed instructions. ವ a set of food detailed instructions. ವ a set of food detailed instructions. cards (see Round 1 cards (see Round 1 cards (see Round 1 instructions, and Forest 4. Round 2: Collect the cards, and hand them out again, instructions, and Forest 4. Round 2: Collect the cards, and hand them out again, instructions, and Forest 4. Round 2: Collect the cards, and hand them out again, Food Web Cards page but this time, hand out 2 more human cards, 1 less Food Web Cards page but this time, hand out 2 more human cards, 1 less Food Web Cards page but this time, hand out 2 more human cards, 1 less at the end of this at the end of this at the end of this activity) food card, and 1 less medicine card. This time it will activity) food card, and 1 less medicine card. This time it will activity) food card, and 1 less medicine card. This time it will not work out that each human gets all four categories. not work out that each human gets all four categories. not work out that each human gets all four categories. ವ copies of Student ವ copies of Student ವ copies of Student Handout 6: The Forest Handout 6: The Forest Handout 6: The Forest Food Web Game 5. At the end of Round 2, ask the following questions: Food Web Game 5. At the end of Round 2, ask the following questions: Food Web Game 5. At the end of Round 2, ask the following questions: ವ paper and pens ವ paper and pens ವ paper and pens ವ What happened? Did all humans find what they ವ What happened? Did all humans find what they ವ What happened? Did all humans find what they Before you start: needed? Why not? Before you start: needed? Why not? Before you start: needed? Why not? Decide on the space for ವ What happens when humans take too much? Decide on the space for ವ What happens when humans take too much? Decide on the space for ವ What happens when humans take too much? the game. Outdoors or in the game. Outdoors or in the game. Outdoors or in the gym may work best, ವ Are any plants left? Which ones? the gym may work best, ವ Are any plants left? Which ones? the gym may work best, ವ Are any plants left? Which ones? unless you have a large unless you have a large unless you have a large classroom. ವ Are there times like this in the forest, when some classroom. ವ Are there times like this in the forest, when some classroom. ವ Are there times like this in the forest, when some plants get collected and there are not enough for plants get collected and there are not enough for plants get collected and there are not enough for others? Why? others? Why? others? Why? ವ Are there things that humans can do to make sure ವ Are there things that humans can do to make sure ವ Are there things that humans can do to make sure that plant resources are shared? that plant resources are shared? that plant resources are shared?

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6. Round 3: Collect the cards again. This time, add in 3 deer cards. Then shuffle 6. Round 3: Collect the cards again. This time, add in 3 deer cards. Then shuffle 6. Round 3: Collect the cards again. This time, add in 3 deer cards. Then shuffle the rest of the cards (human, food, medicine, tools, art), and give out the 3 deer the rest of the cards (human, food, medicine, tools, art), and give out the 3 deer the rest of the cards (human, food, medicine, tools, art), and give out the 3 deer cards, plus the random assortment of shuffled cards. cards, plus the random assortment of shuffled cards. cards, plus the random assortment of shuffled cards.

7. Debrief the game posing the following questions: 7. Debrief the game posing the following questions: 7. Debrief the game posing the following questions:

͙ What happened in this round? What was different? ͙ What happened in this round? What was different? ͙ What happened in this round? What was different? ͙ What happens if there are more deer? What happens if there are fewer? ͙ What happens if there are more deer? What happens if there are fewer? ͙ What happens if there are more deer? What happens if there are fewer? ͙ Are deer the only animal needing plants for food? Who else needs them? ͙ Are deer the only animal needing plants for food? Who else needs them? ͙ Are deer the only animal needing plants for food? Who else needs them? ͙ How can humans and animals and plants live in the forest together? ͙ How can humans and animals and plants live in the forest together? ͙ How can humans and animals and plants live in the forest together?

8. Tell your students the Deer in Haida Gwaii example below. What would need to 8. Tell your students the Deer in Haida Gwaii example below. What would need to 8. Tell your students the Deer in Haida Gwaii example below. What would need to happen in Haida Gwaii to restore the natural balance of the ecosystem? happen in Haida Gwaii to restore the natural balance of the ecosystem? happen in Haida Gwaii to restore the natural balance of the ecosystem?

Deer in Haida Gwaii. Deer in Haida Gwaii. Deer in Haida Gwaii. Deer were introduced to Haida Gwaii early last century and since then the Deer were introduced to Haida Gwaii early last century and since then the Deer were introduced to Haida Gwaii early last century and since then the islands have become overpopulated with deer due to the few predators that islands have become overpopulated with deer due to the few predators that islands have become overpopulated with deer due to the few predators that eat deer on the islands. These deer have an enormous impact when they eat deer on the islands. These deer have an enormous impact when they eat deer on the islands. These deer have an enormous impact when they overgraze local plants. They have reduced the available food and medicinal overgraze local plants. They have reduced the available food and medicinal overgraze local plants. They have reduced the available food and medicinal plants that are used by the Haida people. plants that are used by the Haida people. plants that are used by the Haida people.

Evaluation: Evaluation: Evaluation: Pose the question: How has this game changed your thinking? Ask students to turn Pose the question: How has this game changed your thinking? Ask students to turn Pose the question: How has this game changed your thinking? Ask students to turn to a partner and discuss the answer to this question, or to write it down. to a partner and discuss the answer to this question, or to write it down. to a partner and discuss the answer to this question, or to write it down.

Extension Suggestions: Extension Suggestions: Extension Suggestions: Sharing stories and traditional knowledge Sharing stories and traditional knowledge Sharing stories and traditional knowledge Invite students to tell their families about the activity and ask family members for Invite students to tell their families about the activity and ask family members for Invite students to tell their families about the activity and ask family members for stories of over-harvesting and imbalance in their communities. stories of over-harvesting and imbalance in their communities. stories of over-harvesting and imbalance in their communities.

These stories can be shared orally with the class, or form the basis of a written These stories can be shared orally with the class, or form the basis of a written These stories can be shared orally with the class, or form the basis of a written report or illustration. (See Activity 14: Cedar Stories, for suggestions about preparing report or illustration. (See Activity 14: Cedar Stories, for suggestions about preparing report or illustration. (See Activity 14: Cedar Stories, for suggestions about preparing for interviews.) for interviews.) for interviews.)

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STUDENT HANDOUT 6 STUDENT HANDOUT 6 STUDENT HANDOUT 6

The Forest Food Web Game The Forest Food Web Game The Forest Food Web Game Introduction: Introduction: Introduction: Have a look at this diagram (sometimes called a ‘Food Web’). What does it show you? Have a look at this diagram (sometimes called a ‘Food Web’). What does it show you? Have a look at this diagram (sometimes called a ‘Food Web’). What does it show you?

What do you think will happen when one element in this web changes (e.g., gets What do you think will happen when one element in this web changes (e.g., gets What do you think will happen when one element in this web changes (e.g., gets over-harvested)? What animals or plants would you change about this food web to over-harvested)? What animals or plants would you change about this food web to over-harvested)? What animals or plants would you change about this food web to make it apply to your community? make it apply to your community? make it apply to your community?

You are about to play a game that will teach you more about food webs, and You are about to play a game that will teach you more about food webs, and You are about to play a game that will teach you more about food webs, and why they are important. why they are important. why they are important.

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STUDENT HANDOUT 6 STUDENT HANDOUT 6 STUDENT HANDOUT 6

Rules: Rules: Rules: There are 5 types of cards in this game: food cards, medicine cards, tool cards, art There are 5 types of cards in this game: food cards, medicine cards, tool cards, art There are 5 types of cards in this game: food cards, medicine cards, tool cards, art cards, and human cards. Your teacher will give you a card. Make sure you hide it cards, and human cards. Your teacher will give you a card. Make sure you hide it cards, and human cards. Your teacher will give you a card. Make sure you hide it from everyone else. Take a minute to read your card, so that you understand what from everyone else. Take a minute to read your card, so that you understand what from everyone else. Take a minute to read your card, so that you understand what its use is. its use is. its use is.

Round 1: If you have a food, medicine, tool or art card, find a space where you’re Round 1: If you have a food, medicine, tool or art card, find a space where you’re Round 1: If you have a food, medicine, tool or art card, find a space where you’re not right next to anyone else. not right next to anyone else. not right next to anyone else.

If you have a human card, you have to collect a plant for each of the following: If you have a human card, you have to collect a plant for each of the following: If you have a human card, you have to collect a plant for each of the following:

1. food 1. food 1. food 2. medicine 2. medicine 2. medicine 3. tools 3. tools 3. tools 4. art 4. art 4. art You must collect them in this order (e.g., food first, then medicine, etc.). The humans You must collect them in this order (e.g., food first, then medicine, etc.). The humans You must collect them in this order (e.g., food first, then medicine, etc.). The humans need to ask a person “Are you Food?” and if they say “yes” they link arms and go need to ask a person “Are you Food?” and if they say “yes” they link arms and go need to ask a person “Are you Food?” and if they say “yes” they link arms and go to look for Medicine. If they say “no” the human must keep looking for food. to look for Medicine. If they say “no” the human must keep looking for food. to look for Medicine. If they say “no” the human must keep looking for food.

Once the human has all four, they are finished and can sit down. Once the human has all four, they are finished and can sit down. Once the human has all four, they are finished and can sit down.

Round 2: Repeat the process. Round 2: Repeat the process. Round 2: Repeat the process.

Round 3: Repeat the process, but this time some people will get deer cards. Deer Round 3: Repeat the process, but this time some people will get deer cards. Deer Round 3: Repeat the process, but this time some people will get deer cards. Deer have to run around with the humans, trying to collect food cards, but not the have to run around with the humans, trying to collect food cards, but not the have to run around with the humans, trying to collect food cards, but not the medicine, tools and art cards. They will continue doing this until the humans have medicine, tools and art cards. They will continue doing this until the humans have medicine, tools and art cards. They will continue doing this until the humans have met all of their needs (and sit down) or until the food cards run out. met all of their needs (and sit down) or until the food cards run out. met all of their needs (and sit down) or until the food cards run out.

Think About What You Have Learned: Think About What You Have Learned: Think About What You Have Learned: ವ What have you learned from the Forest Food Web Game? ವ What have you learned from the Forest Food Web Game? ವ What have you learned from the Forest Food Web Game? ವ What can you do in your community to help sustain the food web so that there ವ What can you do in your community to help sustain the food web so that there ವ What can you do in your community to help sustain the food web so that there is enough for all? is enough for all? is enough for all?

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STUDENT HANDOUT 6 STUDENT HANDOUT 6 STUDENT HANDOUT 6

Forest Food Web Cards Forest Food Web Cards Forest Food Web Cards Food Food Food Human Human Human Mushrooms Mushrooms Mushrooms

Pacific Yew Pacific Yew Pacific Yew Tool Tool Tool

Medicine Wooden Mallet (Hammer) Medicine Wooden Mallet (Hammer) Medicine Wooden Mallet (Hammer)

Woven Woven Woven Basket Basket Basket Art Art Art Deer Deer Deer

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Activity 7. Making a Seasonal Activity 7. Making a Seasonal Activity 7. Making a Seasonal Harvest Calendar Harvest Calendar Harvest Calendar Process: Process: Process: Learning Objectives: Learning Objectives: Learning Objectives: 1. Introduce your community resource person, and 1. Introduce your community resource person, and 1. Introduce your community resource person, and ವ Identify the season for harvesting explain to the class that s/he will be helping ವ Identify the season for harvesting explain to the class that s/he will be helping ವ Identify the season for harvesting explain to the class that s/he will be helping various wild products in the territory various wild products in the territory various wild products in the territory you learn about the wild products traditionally you learn about the wild products traditionally you learn about the wild products traditionally ವ Describe traditional harvest methods ವ Describe traditional harvest methods ವ Describe traditional harvest methods and uses of wild products in the used for food in your area. and uses of wild products in the used for food in your area. and uses of wild products in the used for food in your area. area 2. On a large sheet of paper draw area 2. On a large sheet of paper draw area 2. On a large sheet of paper draw winter winter winter Time: a large circle with an “X” in it. Time: a large circle with an “X” in it. Time: a large circle with an “X” in it. 1 hour 3. Mark each season (winter, fall spring 1 hour 3. Mark each season (winter, fall spring 1 hour 3. Mark each season (winter, fall spring spring, summer, fall) in the four spring, summer, fall) in the four spring, summer, fall) in the four Materials: Materials: Materials: quadrants of the circle, with quadrants of the circle, with quadrants of the circle, with ವ large sheet of chart paper (perhaps summer ವ large sheet of chart paper (perhaps summer ವ large sheet of chart paper (perhaps summer more than one sheet taped together) winter on top. more than one sheet taped together) winter on top. more than one sheet taped together) winter on top. and felt markers 4. Before the speakers begins, ask the students and felt markers 4. Before the speakers begins, ask the students and felt markers 4. Before the speakers begins, ask the students ವ large stickies, or sheets of paper if they know what time of year when any ವ large stickies, or sheets of paper if they know what time of year when any ವ large stickies, or sheets of paper if they know what time of year when any and tape important plants or animals are harvested. and tape important plants or animals are harvested. and tape important plants or animals are harvested. ವ notebooks and pens or pencils Write these on your large stickies or separate ವ notebooks and pens or pencils Write these on your large stickies or separate ವ notebooks and pens or pencils Write these on your large stickies or separate Before you start: pieces of paper and stick them to the seasonal Before you start: pieces of paper and stick them to the seasonal Before you start: pieces of paper and stick them to the seasonal Invite an Elder or other community wheel. Invite an Elder or other community wheel. Invite an Elder or other community wheel. resource person with knowledge of 5. Invite your visitor to speak and encourage them resource person with knowledge of 5. Invite your visitor to speak and encourage them resource person with knowledge of 5. Invite your visitor to speak and encourage them past and present practices to speak on past and present practices to speak on past and present practices to speak on the wild products traditionally gathered to make additions or changes to the seasonal the wild products traditionally gathered to make additions or changes to the seasonal the wild products traditionally gathered to make additions or changes to the seasonal for food in your territory. Ideally, the wheel, building on the students’ brainstorming. for food in your territory. Ideally, the wheel, building on the students’ brainstorming. for food in your territory. Ideally, the wheel, building on the students’ brainstorming. resource person you invite to work Ask your students to take notes of anything resource person you invite to work Ask your students to take notes of anything resource person you invite to work Ask your students to take notes of anything with your class will be able to speak with your class will be able to speak with your class will be able to speak to some or all of these topics: that stands out for them, and of any questions to some or all of these topics: that stands out for them, and of any questions to some or all of these topics: that stands out for them, and of any questions that they would like to ask at the end. Add that they would like to ask at the end. Add that they would like to ask at the end. Add 1. Different foods that are harvested at more onto the seasonal harvesting chart after 1. Different foods that are harvested at more onto the seasonal harvesting chart after 1. Different foods that are harvested at more onto the seasonal harvesting chart after different times of year. different times of year. different times of year. listening to the speaker. listening to the speaker. listening to the speaker. 2. Moving around to follow the plant 2. Moving around to follow the plant 2. Moving around to follow the plant harvest season. 6. Ask the student who has prepared a thank-you harvest season. 6. Ask the student who has prepared a thank-you harvest season. 6. Ask the student who has prepared a thank-you 3. Methods of preserving wild to thank the visitor. 3. Methods of preserving wild to thank the visitor. 3. Methods of preserving wild to thank the visitor. products. products. products. 4. Traditional practices for harvesting Evaluation: 4. Traditional practices for harvesting Evaluation: 4. Traditional practices for harvesting Evaluation: plants. How did they make sure the plants. How did they make sure the plants. How did they make sure the harvest was sustainable? Invite students to write a thank-you letter to the harvest was sustainable? Invite students to write a thank-you letter to the harvest was sustainable? Invite students to write a thank-you letter to the 5. Obtaining some wild products through visitor, identifying at least one new thing they 5. Obtaining some wild products through visitor, identifying at least one new thing they 5. Obtaining some wild products through visitor, identifying at least one new thing they trade with other people. learned, and one thing they really enjoyed about trade with other people. learned, and one thing they really enjoyed about trade with other people. learned, and one thing they really enjoyed about 6. Stories from their own childhood. the presentation. 6. Stories from their own childhood. the presentation. 6. Stories from their own childhood. the presentation. What do they remember about What do they remember about What do they remember about gathering and preparing wild foods gathering and preparing wild foods gathering and preparing wild foods as a child? Extension Suggestion: as a child? Extension Suggestion: as a child? Extension Suggestion: Tell your students about the visitor who Transform your Seasonal Harvest Calendar from Tell your students about the visitor who Transform your Seasonal Harvest Calendar from Tell your students about the visitor who Transform your Seasonal Harvest Calendar from will be coming, and invite them to make rough copy to final copy by inviting students to will be coming, and invite them to make rough copy to final copy by inviting students to will be coming, and invite them to make rough copy to final copy by inviting students to a list of questions they would like to a list of questions they would like to a list of questions they would like to ask him or her. make pictures of the different wild products to be ask him or her. make pictures of the different wild products to be ask him or her. make pictures of the different wild products to be pasted onto the calendar next to the name of the pasted onto the calendar next to the name of the pasted onto the calendar next to the name of the Identify a student to thank the visitor product. Identify a student to thank the visitor product. Identify a student to thank the visitor product. at the end of the presentation. at the end of the presentation. at the end of the presentation.

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Activity 8. Gathering Berries for Jam Activity 8. Gathering Berries for Jam Activity 8. Gathering Berries for Jam A fall harvest activity (September/October) A fall harvest activity (September/October) A fall harvest activity (September/October) Process: Process: Process: Learning Objectives: Learning Objectives: Learning Objectives: A few days ahead (option): A few days ahead (option): A few days ahead (option): ವ Identify and gather wild berries ವ Identify and gather wild berries ವ Identify and gather wild berries 1. Write on the board: salal berries. Ask: How 1. Write on the board: salal berries. Ask: How 1. Write on the board: salal berries. Ask: How ವ Describe what is fun and challenging ವ Describe what is fun and challenging ವ Describe what is fun and challenging about berry picking many of you like to eat them? What are about berry picking many of you like to eat them? What are about berry picking many of you like to eat them? What are ವ Identify local ways that salal berries some ways we can use salal berries as ವ Identify local ways that salal berries some ways we can use salal berries as ವ Identify local ways that salal berries some ways we can use salal berries as are used for food food? Brainstorm a list. (Answers might are used for food food? Brainstorm a list. (Answers might are used for food food? Brainstorm a list. (Answers might ವ Follow recipe instructions to prepare include: raw, mixed with other fruit, in muffins ವ Follow recipe instructions to prepare include: raw, mixed with other fruit, in muffins ವ Follow recipe instructions to prepare include: raw, mixed with other fruit, in muffins berry jam or pancakes, jam, etc.) Ask students to berry jam or pancakes, jam, etc.) Ask students to berry jam or pancakes, jam, etc.) Ask students to quiz their families on good ways to use quiz their families on good ways to use quiz their families on good ways to use Time: Time: Time: salal berries, and to bring descriptions and salal berries, and to bring descriptions and salal berries, and to bring descriptions and 2 hours recipes back to school. You may decide to 2 hours recipes back to school. You may decide to 2 hours recipes back to school. You may decide to Materials: use one of these recipes, rather than the Materials: use one of these recipes, rather than the Materials: use one of these recipes, rather than the ವ copies of Species Backgrounder 6: jam recipe in Student Handout 8: Making ವ copies of Species Backgrounder 6: jam recipe in Student Handout 8: Making ವ copies of Species Backgrounder 6: jam recipe in Student Handout 8: Making Salal Salal Berry Jam. Salal Salal Berry Jam. Salal Salal Berry Jam. ವ copies of Student Handout 8: Making ವ copies of Student Handout 8: Making ವ copies of Student Handout 8: Making Salal Berry Jam or locally-collected Berry-picking day Salal Berry Jam or locally-collected Berry-picking day Salal Berry Jam or locally-collected Berry-picking day recipe (see Step 1 below) recipe (see Step 1 below) recipe (see Step 1 below) 1. Distribute copies of Species Backgrounder 6: 1. Distribute copies of Species Backgrounder 6: 1. Distribute copies of Species Backgrounder 6: ವ buckets for collecting berries (ice- ವ buckets for collecting berries (ice- ವ buckets for collecting berries (ice- cream buckets, yogurt containers or Salal. Remind students that it’s important to cream buckets, yogurt containers or Salal. Remind students that it’s important to cream buckets, yogurt containers or Salal. Remind students that it’s important to water bottles all work well) correctly identify plants if they are planning water bottles all work well) correctly identify plants if they are planning water bottles all work well) correctly identify plants if they are planning ವ if making jam at school, jam-making to eat the berries. If you have already ವ if making jam at school, jam-making to eat the berries. If you have already ವ if making jam at school, jam-making to eat the berries. If you have already supplies: large pot, stove, and done Activity 2: Learn about Leaf Patterns supplies: large pot, stove, and done Activity 2: Learn about Leaf Patterns supplies: large pot, stove, and done Activity 2: Learn about Leaf Patterns ingredients (see recipes below) with your class, review the characteristics ingredients (see recipes below) with your class, review the characteristics ingredients (see recipes below) with your class, review the characteristics ವ crackers or bread to spread with jam of the salal leaf to help with identification. ವ crackers or bread to spread with jam of the salal leaf to help with identification. ವ crackers or bread to spread with jam of the salal leaf to help with identification. and eat and eat and eat 2. Remind students of sustainable harvesting 2. Remind students of sustainable harvesting 2. Remind students of sustainable harvesting Before you start: practices. It’s important to leave some Before you start: practices. It’s important to leave some Before you start: practices. It’s important to leave some ವ Locate an appropriate place to harvest berries in each part of the salal patch. Ask ವ Locate an appropriate place to harvest berries in each part of the salal patch. Ask ವ Locate an appropriate place to harvest berries in each part of the salal patch. Ask salal berries. your students why this is important. salal berries. your students why this is important. salal berries. your students why this is important. ವ Invite a local community member to ವ Invite a local community member to ವ Invite a local community member to help you (optional) or other adults to 3. When you return with your harvest, either help you (optional) or other adults to 3. When you return with your harvest, either help you (optional) or other adults to 3. When you return with your harvest, either supervise the class while berry picking. make jam or if you don’t have access supervise the class while berry picking. make jam or if you don’t have access supervise the class while berry picking. make jam or if you don’t have access ವ Decide how you will structure your jam- to a stove, eat the berries! (Note: If you ವ Decide how you will structure your jam- to a stove, eat the berries! (Note: If you ವ Decide how you will structure your jam- to a stove, eat the berries! (Note: If you making session. Is it practical to do it make jam, you may choose to use Student making session. Is it practical to do it make jam, you may choose to use Student making session. Is it practical to do it make jam, you may choose to use Student at school? Could you do this activity in at school? Could you do this activity in at school? Could you do this activity in the morning and then make the jam at Handout 8: Making Salal Berry Jam, or use the morning and then make the jam at Handout 8: Making Salal Berry Jam, or use the morning and then make the jam at Handout 8: Making Salal Berry Jam, or use lunch time with students who wanted another recipe.) lunch time with students who wanted another recipe.) lunch time with students who wanted another recipe.) to help? Would it be an idea to freeze to help? Would it be an idea to freeze to help? Would it be an idea to freeze some berries to make more jam later some berries to make more jam later some berries to make more jam later (e.g. at the Wild Products Fair, if you (e.g. at the Wild Products Fair, if you (e.g. at the Wild Products Fair, if you decide to have one)? decide to have one)? decide to have one)? ವ Step 1 (optional) involves gathering ವ Step 1 (optional) involves gathering ವ Step 1 (optional) involves gathering local recipes and ideas for using salal local recipes and ideas for using salal local recipes and ideas for using salal berries. You may want to do this well berries. You may want to do this well berries. You may want to do this well ahead, collect and print the recipes. ahead, collect and print the recipes. ahead, collect and print the recipes.

Activity 8: Wild Edibles | 53 Activity 8: Wild Edibles | 53 Activity 8: Wild Edibles | 53 WILD Going Wild! Teaching about Wild Products from BC’s Coastal Rainforests WILD Going Wild! Teaching about Wild Products from BC’s Coastal Rainforests WILD Going Wild! Teaching about Wild Products from BC’s Coastal Rainforests EDIBLES EDIBLES EDIBLES

Evaluation: Evaluation: Evaluation: After returning from berry picking and making jam, invite students to work in two After returning from berry picking and making jam, invite students to work in two After returning from berry picking and making jam, invite students to work in two or threes and brainstorm a list of what they liked about harvesting the berries and or threes and brainstorm a list of what they liked about harvesting the berries and or threes and brainstorm a list of what they liked about harvesting the berries and making jam, and what they found difficult. Ask each group to share their ideas and making jam, and what they found difficult. Ask each group to share their ideas and making jam, and what they found difficult. Ask each group to share their ideas and record these on the board. record these on the board. record these on the board.

Extension Suggestions: Extension Suggestions: Extension Suggestions: A Berry-Picker’s Life A Berry-Picker’s Life A Berry-Picker’s Life Ask students to write a story on a day in the life of a berry-picker. They should Ask students to write a story on a day in the life of a berry-picker. They should Ask students to write a story on a day in the life of a berry-picker. They should cover the following elements (print these questions or write them on the board): cover the following elements (print these questions or write them on the board): cover the following elements (print these questions or write them on the board):

ವ How far would they have to go? ವ How far would they have to go? ವ How far would they have to go? ವ What types of berries would be picked and how would the picker identify ವ What types of berries would be picked and how would the picker identify ವ What types of berries would be picked and how would the picker identify them? them? them? ವ How long would it take to pick an ice cream bucket’s worth of berries? ವ How long would it take to pick an ice cream bucket’s worth of berries? ವ How long would it take to pick an ice cream bucket’s worth of berries? ವ How does the berry picker determine a good berry? (hint – taste, colour, size, ವ How does the berry picker determine a good berry? (hint – taste, colour, size, ವ How does the berry picker determine a good berry? (hint – taste, colour, size, time of year, proximity to road) time of year, proximity to road) time of year, proximity to road) ವ What does it feel like to be a berry-picker? ವ What does it feel like to be a berry-picker? ವ What does it feel like to be a berry-picker? ವ How would they carry lots of berries? ವ How would they carry lots of berries? ವ How would they carry lots of berries? ವ Do they sell them and how much for? ವ Do they sell them and how much for? ವ Do they sell them and how much for? ವ What types of foods could be made with berries? ವ What types of foods could be made with berries? ವ What types of foods could be made with berries?

Berry Berry Berry baskets baskets baskets with Oregon with Oregon with Oregon grape, salal, grape, salal, grape, salal, blackberries blackberries blackberries and rosehips and rosehips and rosehips

54 | Activity 8: Wild Edibles 54 | Activity 8: Wild Edibles 54 | Activity 8: Wild Edibles Going Wild! Teaching about Wild Products from BC’s Coastal Rainforests Going Wild! Teaching about Wild Products from BC’s Coastal Rainforests Going Wild! Teaching about Wild Products from BC’s Coastal Rainforests

STUDENT HANDOUT 8 STUDENT HANDOUT 8 STUDENT HANDOUT 8

Making Salal Berry Jam Making Salal Berry Jam Making Salal Berry Jam Here are 2 jam recipes using salal berries. Make sure you have an adult to help Here are 2 jam recipes using salal berries. Make sure you have an adult to help Here are 2 jam recipes using salal berries. Make sure you have an adult to help you, and have fun! you, and have fun! you, and have fun! Salal Berry Jam 1 Salal Berry Jam 1 Salal Berry Jam 1 Ingredients: Ingredients: Ingredients: ವ 4 cups ripe salal berries, cleaned ವ 4 cups ripe salal berries, cleaned ವ 4 cups ripe salal berries, cleaned ವ 2 apples (tart if possible), peeled and diced ವ 2 apples (tart if possible), peeled and diced ವ 2 apples (tart if possible), peeled and diced ವ 1 cup sugar, or more to taste ವ 1 cup sugar, or more to taste ವ 1 cup sugar, or more to taste ವ small amount of water (up to ½ cup) ವ small amount of water (up to ½ cup) ವ small amount of water (up to ½ cup) ವ Optional – package of Certo or other pectin crystals, just in case the jam ವ Optional – package of Certo or other pectin crystals, just in case the jam ವ Optional – package of Certo or other pectin crystals, just in case the jam doesn’t thicken enough doesn’t thicken enough doesn’t thicken enough Process: Process: Process: 1. Crush one layer of berries at a time in a large pot with a potato masher. 1. Crush one layer of berries at a time in a large pot with a potato masher. 1. Crush one layer of berries at a time in a large pot with a potato masher. 2. Turn the heat on to medium and add the apples. 2. Turn the heat on to medium and add the apples. 2. Turn the heat on to medium and add the apples. 3. When the mixture is boiling, add the sugar and a small amount of water if it 3. When the mixture is boiling, add the sugar and a small amount of water if it 3. When the mixture is boiling, add the sugar and a small amount of water if it seems that the mixture might stick to the pot. seems that the mixture might stick to the pot. seems that the mixture might stick to the pot. 4. Cook at medium heat until the jam thickens (20-30 minutes). 4. Cook at medium heat until the jam thickens (20-30 minutes). 4. Cook at medium heat until the jam thickens (20-30 minutes). Now try your jam on some bread or toast and see what you think! You made your Now try your jam on some bread or toast and see what you think! You made your Now try your jam on some bread or toast and see what you think! You made your very own jam with wild products from the forest. very own jam with wild products from the forest. very own jam with wild products from the forest. Salal Berry Jam 2 Salal Berry Jam 2 Salal Berry Jam 2 Ingredients: Ingredients: Ingredients: ವ 12 cups salal berries, cleaned ವ 12 cups salal berries, cleaned ವ 12 cups salal berries, cleaned ವ ¾ teaspoon lemon juice ವ ¾ teaspoon lemon juice ವ ¾ teaspoon lemon juice ವ 4 tablespoons sugar, or more (to taste) ವ 4 tablespoons sugar, or more (to taste) ವ 4 tablespoons sugar, or more (to taste) Process: Process: Process: 1. In a large saucepan over medium-high heat, cook berries until soft. Strain through 1. In a large saucepan over medium-high heat, cook berries until soft. Strain through 1. In a large saucepan over medium-high heat, cook berries until soft. Strain through a fine-mesh sieve or cheesecloth to extract all the juice. a fine-mesh sieve or cheesecloth to extract all the juice. a fine-mesh sieve or cheesecloth to extract all the juice. 2. Return berry juice to the saucepan over medium heat, add lemon juice and sugar 2. Return berry juice to the saucepan over medium heat, add lemon juice and sugar 2. Return berry juice to the saucepan over medium heat, add lemon juice and sugar to taste and cook until sugar is dissolved. Cook until mixture starts to jell (about to taste and cook until sugar is dissolved. Cook until mixture starts to jell (about to taste and cook until sugar is dissolved. Cook until mixture starts to jell (about 5 minutes). 5 minutes). 5 minutes). 3. Cool and eat. 3. Cool and eat. 3. Cool and eat.

Notes: Though the berries are strained to extract the juice, this resembles jam more Notes: Though the berries are strained to extract the juice, this resembles jam more Notes: Though the berries are strained to extract the juice, this resembles jam more than jelly. The amount of sugar in the recipe is very low because salal berries have than jelly. The amount of sugar in the recipe is very low because salal berries have than jelly. The amount of sugar in the recipe is very low because salal berries have natural pectin, so sugar is not necessary for thickening but you can add more sugar natural pectin, so sugar is not necessary for thickening but you can add more sugar natural pectin, so sugar is not necessary for thickening but you can add more sugar for a sweeter jam. for a sweeter jam. for a sweeter jam. Note: If you decide you want to bottle either of these jams, you will need more Note: If you decide you want to bottle either of these jams, you will need more Note: If you decide you want to bottle either of these jams, you will need more equipment (for canning instructions, google “making jam”). Rather than canning the equipment (for canning instructions, google “making jam”). Rather than canning the equipment (for canning instructions, google “making jam”). Rather than canning the jam so that it can be stored over time, you can keep your jam in the fridge and eat jam so that it can be stored over time, you can keep your jam in the fridge and eat jam so that it can be stored over time, you can keep your jam in the fridge and eat it all up quickly. it all up quickly. it all up quickly.

Activity 8: Wild Edibles | 55 Activity 8: Wild Edibles | 55 Activity 8: Wild Edibles | 55 WILD Going Wild! Teaching about Wild Products from BC’s Coastal Rainforests WILD Going Wild! Teaching about Wild Products from BC’s Coastal Rainforests WILD Going Wild! Teaching about Wild Products from BC’s Coastal Rainforests EDIBLES EDIBLES EDIBLES

Activity 9. The Business of Mushrooms Activity 9. The Business of Mushrooms Activity 9. The Business of Mushrooms

Process: Process: Process: Learning Objectives: Learning Objectives: Learning Objectives: 1. Explain that today the focus is mushrooms. Ask students 1. Explain that today the focus is mushrooms. Ask students 1. Explain that today the focus is mushrooms. Ask students ವ Use research and ವ Use research and ವ Use research and summary skills to what they know about wild mushroom harvesting in the summary skills to what they know about wild mushroom harvesting in the summary skills to what they know about wild mushroom harvesting in the locate and organize area. Does their family gather mushrooms? Do they locate and organize area. Does their family gather mushrooms? Do they locate and organize area. Does their family gather mushrooms? Do they information about the know someone who harvests and sells mushrooms? information about the know someone who harvests and sells mushrooms? information about the know someone who harvests and sells mushrooms? role of mushrooms in role of mushrooms in role of mushrooms in small-scale businesses What kinds of mushrooms are common in their region? small-scale businesses What kinds of mushrooms are common in their region? small-scale businesses What kinds of mushrooms are common in their region? on the coast Is mushroom-picking a good way to make money? on the coast Is mushroom-picking a good way to make money? on the coast Is mushroom-picking a good way to make money? ವ Create a basic business ವ Create a basic business ವ Create a basic business plan for harvesting and 2. Display any images you have of local mushrooms and plan for harvesting and 2. Display any images you have of local mushrooms and plan for harvesting and 2. Display any images you have of local mushrooms and selling a wild product mushroom picking, and discuss them. selling a wild product mushroom picking, and discuss them. selling a wild product mushroom picking, and discuss them. ವ Explain the economic ವ Explain the economic ವ Explain the economic worth of wild products 3. Hand out copies of Species Backgrounder 2: Mushrooms worth of wild products 3. Hand out copies of Species Backgrounder 2: Mushrooms worth of wild products 3. Hand out copies of Species Backgrounder 2: Mushrooms and read together the section entitled Economic, Social, and read together the section entitled Economic, Social, and read together the section entitled Economic, Social, Vocabulary: and Cultural Importance. Stress that the mushroom-picking Vocabulary: and Cultural Importance. Stress that the mushroom-picking Vocabulary: and Cultural Importance. Stress that the mushroom-picking business plan business brings lots of money into the BC economy. business plan business brings lots of money into the BC economy. business plan business brings lots of money into the BC economy.

Time: 4. Ask: What about starting your own mushroom-picking Time: 4. Ask: What about starting your own mushroom-picking Time: 4. Ask: What about starting your own mushroom-picking 2 hours (including business? Have you ever thought about it? What would 2 hours (including business? Have you ever thought about it? What would 2 hours (including business? Have you ever thought about it? What would homework) you need to find out first, before you were ready to homework) you need to find out first, before you were ready to homework) you need to find out first, before you were ready to Materials: start? Materials: start? Materials: start? ವ images of mushrooms ವ images of mushrooms ವ images of mushrooms and mushroom pickers 5. Hand out copies of Student Handout 9: Finding Out and mushroom pickers 5. Hand out copies of Student Handout 9: Finding Out and mushroom pickers 5. Hand out copies of Student Handout 9: Finding Out ವ copies of Species about Mushrooms. Go over it together, then assign it for ವ copies of Species about Mushrooms. Go over it together, then assign it for ವ copies of Species about Mushrooms. Go over it together, then assign it for Backgrounder 2: class work or homework. Backgrounder 2: class work or homework. Backgrounder 2: class work or homework. Mushrooms Mushrooms Mushrooms ವ copies of Student 6. When the students have completed their handouts, invite ವ copies of Student 6. When the students have completed their handouts, invite ವ copies of Student 6. When the students have completed their handouts, invite Handout 9: Finding Out presentations. Discuss differences and commonalities. Handout 9: Finding Out presentations. Discuss differences and commonalities. Handout 9: Finding Out presentations. Discuss differences and commonalities. about Mushrooms Use the Think About What You Have Learned questions about Mushrooms Use the Think About What You Have Learned questions about Mushrooms Use the Think About What You Have Learned questions as discussion-organizers. as discussion-organizers. as discussion-organizers. Before you start: Before you start: Before you start: Read through the activity Read through the activity Read through the activity and decide how you will Evaluation: and decide how you will Evaluation: and decide how you will Evaluation: structure the work. Is structure the work. Is structure the work. Is it realistic to ask your Invite students to include their completed handouts in their it realistic to ask your Invite students to include their completed handouts in their it realistic to ask your Invite students to include their completed handouts in their students to do this for portfolios. students to do this for portfolios. students to do this for portfolios. homework? Is adequate homework? Is adequate homework? Is adequate internet access available, internet access available, internet access available, or would it be better to Extension Suggestions: or would it be better to Extension Suggestions: or would it be better to Extension Suggestions: invite someone from the invite someone from the invite someone from the community to answer Invite a Mushroom Business Owner to your Class community to answer Invite a Mushroom Business Owner to your Class community to answer Invite a Mushroom Business Owner to your Class questions? (Note: This If there’s someone in your community who has gone through questions? (Note: This If there’s someone in your community who has gone through questions? (Note: This If there’s someone in your community who has gone through activity is most appropriate activity is most appropriate activity is most appropriate for higher grades – grade the process of starting up and managing a mushroom-picking for higher grades – grade the process of starting up and managing a mushroom-picking for higher grades – grade the process of starting up and managing a mushroom-picking 7 and up.) business, invite them to your class. Ask students to use their 7 and up.) business, invite them to your class. Ask students to use their 7 and up.) business, invite them to your class. Ask students to use their research to help them prepare questions in advance. research to help them prepare questions in advance. research to help them prepare questions in advance.

56 | Activity 9: Wild Edibles 56 | Activity 9: Wild Edibles 56 | Activity 9: Wild Edibles Going Wild! Teaching about Wild Products from BC’s Coastal Rainforests Going Wild! Teaching about Wild Products from BC’s Coastal Rainforests Going Wild! Teaching about Wild Products from BC’s Coastal Rainforests

STUDENT HANDOUT 9 STUDENT HANDOUT 9 STUDENT HANDOUT 9

Finding Out about Mushrooms Finding Out about Mushrooms Finding Out about Mushrooms The wild mushroom business in British Columbia is big business. It gives many people The wild mushroom business in British Columbia is big business. It gives many people The wild mushroom business in British Columbia is big business. It gives many people in small communities part-time or seasonal jobs. in small communities part-time or seasonal jobs. in small communities part-time or seasonal jobs.

In this activity, you will use your research skills to find out more about how to harvest In this activity, you will use your research skills to find out more about how to harvest In this activity, you will use your research skills to find out more about how to harvest mushrooms, and start a small business. Here are some ideas about where to go to mushrooms, and start a small business. Here are some ideas about where to go to mushrooms, and start a small business. Here are some ideas about where to go to find the information: find the information: find the information:

People in Your Community: People in Your Community: People in Your Community: Do you have a family member or neighbour who knows about mushrooms? Do you have a family member or neighbour who knows about mushrooms? Do you have a family member or neighbour who knows about mushrooms?

Websites: Websites: Websites: Here are some websites with lots of information about mushrooms in British Columbia: Here are some websites with lots of information about mushrooms in British Columbia: Here are some websites with lots of information about mushrooms in British Columbia: http://bcmushrooms.forrex.org/ http://bcmushrooms.forrex.org/ http://bcmushrooms.forrex.org/ http://bcbiodiversity.homestead.com/mushrooms.html http://bcbiodiversity.homestead.com/mushrooms.html http://bcbiodiversity.homestead.com/mushrooms.html www.for.gov.bc.ca/hfp/publications/00028/harvest.htm www.for.gov.bc.ca/hfp/publications/00028/harvest.htm www.for.gov.bc.ca/hfp/publications/00028/harvest.htm http://cntr.royalroads.ca/files-cntr/File/Harvester%20Handbook%20for%20web%20 http://cntr.royalroads.ca/files-cntr/File/Harvester%20Handbook%20for%20web%20 http://cntr.royalroads.ca/files-cntr/File/Harvester%20Handbook%20for%20web%20 Aug%202008.pdf Aug%202008.pdf Aug%202008.pdf

Caution Caution Caution

Never pick or eat mushrooms Never pick or eat mushrooms Never pick or eat mushrooms unless you have an unless you have an unless you have an experienced mushroom picker experienced mushroom picker experienced mushroom picker with you who can positively with you who can positively with you who can positively identify mushrooms! identify mushrooms! identify mushrooms!

Some mushrooms can look Some mushrooms can look Some mushrooms can look fine or like other mushrooms, fine or like other mushrooms, fine or like other mushrooms, but are poisonous and deadly but are poisonous and deadly but are poisonous and deadly to eat. CAUTION!!! to eat. CAUTION!!! to eat. CAUTION!!!

Pine mushroom Pine mushroom Pine mushroom

Activity 9: Wild Edibles | 57 Activity 9: Wild Edibles | 57 Activity 9: Wild Edibles | 57 Going Wild! Teaching about Wild Products from BC’s Coastal Rainforests Going Wild! Teaching about Wild Products from BC’s Coastal Rainforests Going Wild! Teaching about Wild Products from BC’s Coastal Rainforests

STUDENT HANDOUT 9 STUDENT HANDOUT 9 STUDENT HANDOUT 9

Starting a Mushroom Business Starting a Mushroom Business Starting a Mushroom Business If you want to start a small mushroom business, you’ll need some information first. If If you want to start a small mushroom business, you’ll need some information first. If If you want to start a small mushroom business, you’ll need some information first. If you answer the questions below, you’ll have the basic information to get you going. you answer the questions below, you’ll have the basic information to get you going. you answer the questions below, you’ll have the basic information to get you going. Good luck! Good luck! Good luck!

1. What mushrooms are edible in your area? (give two to three examples) 1. What mushrooms are edible in your area? (give two to three examples) 1. What mushrooms are edible in your area? (give two to three examples) ______2. Are there qualities about these mushrooms that make them easy to sell? (e.g., Do 2. Are there qualities about these mushrooms that make them easy to sell? (e.g., Do 2. Are there qualities about these mushrooms that make them easy to sell? (e.g., Do they taste good? Can they be preserved?) they taste good? Can they be preserved?) they taste good? Can they be preserved?) ______3. When and how would you harvest these mushrooms? 3. When and how would you harvest these mushrooms? 3. When and how would you harvest these mushrooms? ______4. What tools would you need to do this? 4. What tools would you need to do this? 4. What tools would you need to do this? ______5. Who would you sell these mushrooms to? (Give specific examples.) 5. Who would you sell these mushrooms to? (Give specific examples.) 5. Who would you sell these mushrooms to? (Give specific examples.) ______6. What would you do to ensure that you can continue to pick mushrooms in the 6. What would you do to ensure that you can continue to pick mushrooms in the 6. What would you do to ensure that you can continue to pick mushrooms in the future? (What picking techniques would you use to make sure there would be future? (What picking techniques would you use to make sure there would be future? (What picking techniques would you use to make sure there would be enough mushrooms next year? Where would you pick and not pick?) enough mushrooms next year? Where would you pick and not pick?) enough mushrooms next year? Where would you pick and not pick?) ______7. What makes a mushroom business difficult? What challenges come with building 7. What makes a mushroom business difficult? What challenges come with building 7. What makes a mushroom business difficult? What challenges come with building a business? a business? a business? ______Think About What You Have Learned: Think About What You Have Learned: Think About What You Have Learned:

ವ What did you learn about the wild mushroom business that you didn’t know ವ What did you learn about the wild mushroom business that you didn’t know ವ What did you learn about the wild mushroom business that you didn’t know before? before? before? ವ Can you see yourself as the owner of a mushroom-picking business? What ವ Can you see yourself as the owner of a mushroom-picking business? What ವ Can you see yourself as the owner of a mushroom-picking business? What would you like about it? What would you dislike? would you like about it? What would you dislike? would you like about it? What would you dislike? ವ How can your community ensure that there will always be enough mushrooms? ವ How can your community ensure that there will always be enough mushrooms? ವ How can your community ensure that there will always be enough mushrooms?

58 | Activity 9: Wild Edibles 58 | Activity 9: Wild Edibles 58 | Activity 9: Wild Edibles Going Wild! Teaching about Wild Products from BC’s Coastal Rainforests MEDICINAL Going Wild! Teaching about Wild Products from BC’s Coastal Rainforests MEDICINAL Going Wild! Teaching about Wild Products from BC’s Coastal Rainforests MEDICINAL USES USES USES

Activity 10. Learning about Devil’s Club Activity 10. Learning about Devil’s Club Activity 10. Learning about Devil’s Club

Process: Process: Process: Learning Objectives: Learning Objectives: Learning Objectives: 1. Introduce devil’s club. Hold up a picture, ask students 1. Introduce devil’s club. Hold up a picture, ask students 1. Introduce devil’s club. Hold up a picture, ask students ವ Formulate questions ವ Formulate questions ವ Formulate questions about medicinal and where it grows and what they know about it. about medicinal and where it grows and what they know about it. about medicinal and where it grows and what they know about it. spiritual uses of plants 2. Distribute copies of Species Backgrounder 4: Devil’s Club. spiritual uses of plants 2. Distribute copies of Species Backgrounder 4: Devil’s Club. spiritual uses of plants 2. Distribute copies of Species Backgrounder 4: Devil’s Club. ವ Describe the medicinal Read through it together. ವ Describe the medicinal Read through it together. ವ Describe the medicinal Read through it together. and spiritual uses of and spiritual uses of and spiritual uses of devil’s club and their 3. Explain that students are going to have the opportunity devil’s club and their 3. Explain that students are going to have the opportunity devil’s club and their 3. Explain that students are going to have the opportunity cultural importance to learn more about how devil’s club is used in their cultural importance to learn more about how devil’s club is used in their cultural importance to learn more about how devil’s club is used in their community, and outline how they’re going to do this community, and outline how they’re going to do this community, and outline how they’re going to do this Time: (interviews, class visitor, etc.). Time: (interviews, class visitor, etc.). Time: (interviews, class visitor, etc.). 2 hours 4. Distribute copies of Student Handout 10: How Devil’s Club 2 hours 4. Distribute copies of Student Handout 10: How Devil’s Club 2 hours 4. Distribute copies of Student Handout 10: How Devil’s Club Materials: is Used in Our Community. Go through it together. You Materials: is Used in Our Community. Go through it together. You Materials: is Used in Our Community. Go through it together. You may find it helpful to brainstorm one set of questions, may find it helpful to brainstorm one set of questions, may find it helpful to brainstorm one set of questions, ವ devil’s club images or ವ devil’s club images or ವ devil’s club images or plants to encourage students to formulate their own. plants to encourage students to formulate their own. plants to encourage students to formulate their own. ವ copies of Species 5. When students have had a chance to ask their questions ವ copies of Species 5. When students have had a chance to ask their questions ವ copies of Species 5. When students have had a chance to ask their questions Backgrounder 4: Devil’s and take notes (either through separate interviews or Backgrounder 4: Devil’s and take notes (either through separate interviews or Backgrounder 4: Devil’s and take notes (either through separate interviews or Club Club Club through a class visit), ask each to report a separate through a class visit), ask each to report a separate through a class visit), ask each to report a separate ವ copies of Student ವ copies of Student ವ copies of Student Handout 10: How Devil’s fact or story that most impressed them (making sure it’s Handout 10: How Devil’s fact or story that most impressed them (making sure it’s Handout 10: How Devil’s fact or story that most impressed them (making sure it’s Club is Used in Our different from what earlier students have recounted). Club is Used in Our different from what earlier students have recounted). Club is Used in Our different from what earlier students have recounted). Community Community Community Evaluation: Evaluation: Evaluation: Before you start: Before you start: Before you start: Find out whether it is Ask students to write Find out whether it is Ask students to write Find out whether it is Ask students to write appropriate to discuss a mini-report or story appropriate to discuss a mini-report or story appropriate to discuss a mini-report or story devil’s club with your class, on what interested devil’s club with your class, on what interested devil’s club with your class, on what interested and – if so – who are the and – if so – who are the and – if so – who are the community resource people them, and arrange community resource people them, and arrange community resource people them, and arrange you can ask to help with these on a bulletin you can ask to help with these on a bulletin you can ask to help with these on a bulletin this activity? Decide how board, surrounding a this activity? Decide how board, surrounding a this activity? Decide how board, surrounding a you will structure the work. you will structure the work. you will structure the work. Some options are: picture of devil’s club. Some options are: picture of devil’s club. Some options are: picture of devil’s club. ವ Students, either singly Invite them to include ವ Students, either singly Invite them to include ವ Students, either singly Invite them to include or in pairs, interview their questions, answers, or in pairs, interview their questions, answers, or in pairs, interview their questions, answers, community members community members community members with a knowledge of and mini-reports in with a knowledge of and mini-reports in with a knowledge of and mini-reports in past and present uses their portfolios. past and present uses their portfolios. past and present uses their portfolios. of devil’s club of devil’s club of devil’s club ವ Students prepare ವ Students prepare ವ Students prepare questions for a questions for a questions for a community visitor community visitor community visitor whom you invite to the whom you invite to the whom you invite to the classroom to speak and classroom to speak and classroom to speak and respond to questions respond to questions respond to questions about devil’s club about devil’s club about devil’s club

Activity 10: Medicinal Uses | 59 Activity 10: Medicinal Uses | 59 Activity 10: Medicinal Uses | 59 Going Wild! Teaching about Wild Products from BC’s Coastal Rainforests Going Wild! Teaching about Wild Products from BC’s Coastal Rainforests Going Wild! Teaching about Wild Products from BC’s Coastal Rainforests

STUDENT HANDOUT 10 STUDENT HANDOUT 10 STUDENT HANDOUT 10

How Devil’s Club is Used How Devil’s Club is Used How Devil’s Club is Used in Our Community in Our Community in Our Community

In this activity, you will have the chance to talk to someone in your community about In this activity, you will have the chance to talk to someone in your community about In this activity, you will have the chance to talk to someone in your community about how devil’s club has been used in the past, and is being used now. how devil’s club has been used in the past, and is being used now. how devil’s club has been used in the past, and is being used now.

Plan Your Interview: Plan Your Interview: Plan Your Interview: Your teacher will either invite a speaker to your class, or help you to decide on a Your teacher will either invite a speaker to your class, or help you to decide on a Your teacher will either invite a speaker to your class, or help you to decide on a person to interview. person to interview. person to interview.

Name of person: ______Name of person: ______Name of person: ______

Be prepared! Make sure you have: Be prepared! Make sure you have: Be prepared! Make sure you have:

ವ this student handout ವ this student handout ವ this student handout

ವ a notebook or pieces of paper, and a pen or pencil ವ a notebook or pieces of paper, and a pen or pencil ವ a notebook or pieces of paper, and a pen or pencil

Questions to Ask: Questions to Ask: Questions to Ask:

Medicinal Uses Medicinal Uses Medicinal Uses In Alaska, devil’s club is sometimes called the “Tlingit aspirin”. Members of the In Alaska, devil’s club is sometimes called the “Tlingit aspirin”. Members of the In Alaska, devil’s club is sometimes called the “Tlingit aspirin”. Members of the Tlingit First Nation use devil’s club for everything from coughs and colds to stomach Tlingit First Nation use devil’s club for everything from coughs and colds to stomach Tlingit First Nation use devil’s club for everything from coughs and colds to stomach ulcers. ulcers. ulcers.

Think about what you’d like to know about how devil’s club is used for medicine in Think about what you’d like to know about how devil’s club is used for medicine in Think about what you’d like to know about how devil’s club is used for medicine in your community: your community: your community:

ವ In past times ವ In past times ವ In past times

ವ In present times ವ In present times ವ In present times

Write down 2 questions you’d like to ask: Write down 2 questions you’d like to ask: Write down 2 questions you’d like to ask:

1. ______1. ______1. ______

2. ______2. ______2. ______

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STUDENT HANDOUT 10 STUDENT HANDOUT 10 STUDENT HANDOUT 10

Spiritual Uses Spiritual Uses Spiritual Uses Devil’s club has been used by many coastal people to protect against evil and Devil’s club has been used by many coastal people to protect against evil and Devil’s club has been used by many coastal people to protect against evil and disease. There are also many traditional stories about devil’s club. disease. There are also many traditional stories about devil’s club. disease. There are also many traditional stories about devil’s club.

Think about what you’d like to know about the spiritual uses of devil’s club in your Think about what you’d like to know about the spiritual uses of devil’s club in your Think about what you’d like to know about the spiritual uses of devil’s club in your community: community: community:

ವ In past times ವ In past times ವ In past times ವ In present times ವ In present times ವ In present times

Write down 2 questions you’d like to ask: Write down 2 questions you’d like to ask: Write down 2 questions you’d like to ask:

1. ______1. ______1. ______

2. ______2. ______2. ______

Attitude Attitude Attitude Some people consider devil’s club a weed. What do the Elders in your community Some people consider devil’s club a weed. What do the Elders in your community Some people consider devil’s club a weed. What do the Elders in your community think about devil’s club? Do they think it is a plant that should be respected? think about devil’s club? Do they think it is a plant that should be respected? think about devil’s club? Do they think it is a plant that should be respected?

Write down 1 question you’d like to ask about your community’s attitude towards Write down 1 question you’d like to ask about your community’s attitude towards Write down 1 question you’d like to ask about your community’s attitude towards devil’s club. devil’s club. devil’s club.

1. ______1. ______1. ______

Are there stories about devil’s club in your community? How can you find out? Are there stories about devil’s club in your community? How can you find out? Are there stories about devil’s club in your community? How can you find out?

Write down 1 question you’d like to ask: Write down 1 question you’d like to ask: Write down 1 question you’d like to ask:

1. ______1. ______1. ______

Think About What You Have Learned: Think About What You Have Learned: Think About What You Have Learned: ವ What was the most important thing you learned about devil’s club? ವ What was the most important thing you learned about devil’s club? ವ What was the most important thing you learned about devil’s club? ವ Will you think about devil’s club differently now? Why or why not? ವ Will you think about devil’s club differently now? Why or why not? ವ Will you think about devil’s club differently now? Why or why not?

Activity 10: Medicinal Uses | 61 Activity 10: Medicinal Uses | 61 Activity 10: Medicinal Uses | 61 MEDICINAL Going Wild! Teaching about Wild Products from BC’s Coastal Rainforests MEDICINAL Going Wild! Teaching about Wild Products from BC’s Coastal Rainforests MEDICINAL Going Wild! Teaching about Wild Products from BC’s Coastal Rainforests USES USES USES

Activity 11. Making Tea Activity 11. Making Tea Activity 11. Making Tea

Process: Process: Process: Learning Objectives Learning Objectives Learning Objectives 1. Show the students a map of the local area 1. Show the students a map of the local area 1. Show the students a map of the local area ವ Identify, collect, prepare and use ವ Identify, collect, prepare and use ವ Identify, collect, prepare and use wild tea leaves and invite them to point out any features wild tea leaves and invite them to point out any features wild tea leaves and invite them to point out any features that they are familiar with. If they know where that they are familiar with. If they know where that they are familiar with. If they know where ವ Discuss the spiritual and cultural ವ Discuss the spiritual and cultural ವ Discuss the spiritual and cultural significance of medicinal uses of people go to harvest food plants, ask them significance of medicinal uses of people go to harvest food plants, ask them significance of medicinal uses of people go to harvest food plants, ask them plants to draw those places on the map. Point out plants to draw those places on the map. Point out plants to draw those places on the map. Point out where you will be travelling to on this field where you will be travelling to on this field where you will be travelling to on this field Time: trip. Time: trip. Time: trip. 2 hours 2. Outline the safety and other protocols involved 2 hours 2. Outline the safety and other protocols involved 2 hours 2. Outline the safety and other protocols involved Materials: in preparing students for a field trip and Materials: in preparing students for a field trip and Materials: in preparing students for a field trip and ವ dried tea leaves (such as Labrador introduce the community people traveling with ವ dried tea leaves (such as Labrador introduce the community people traveling with ವ dried tea leaves (such as Labrador introduce the community people traveling with tea) - optional the students. tea) - optional the students. tea) - optional the students. ವ copies of Species Backgrounders 3. Pose the question: How can we make sure we ವ copies of Species Backgrounders 3. Pose the question: How can we make sure we ವ copies of Species Backgrounders 3. Pose the question: How can we make sure we 1 and 3, on red huckleberry and 1 and 3, on red huckleberry and 1 and 3, on red huckleberry and Labrador tea harvest in a sustainable way? Collect answers Labrador tea harvest in a sustainable way? Collect answers Labrador tea harvest in a sustainable way? Collect answers ವ map of town on the board. Make sure students are aware ವ map of town on the board. Make sure students are aware ವ map of town on the board. Make sure students are aware that they shouldn’t take too many leaves from that they shouldn’t take too many leaves from that they shouldn’t take too many leaves from ವ clip boards, paper, and pens or ವ clip boards, paper, and pens or ವ clip boards, paper, and pens or pencils (Note: clip boards may be one plant and that they should be careful pencils (Note: clip boards may be one plant and that they should be careful pencils (Note: clip boards may be one plant and that they should be careful constructed from pieces of heavy about where they step. constructed from pieces of heavy about where they step. constructed from pieces of heavy about where they step. cardboard or thin wood, with a cardboard or thin wood, with a cardboard or thin wood, with a clip.) 4. Before you leave, hand out clipboards, copies clip.) 4. Before you leave, hand out clipboards, copies clip.) 4. Before you leave, hand out clipboards, copies ವ camera of the 2 plant backgrounders, and sheets of ವ camera of the 2 plant backgrounders, and sheets of ವ camera of the 2 plant backgrounders, and sheets of paper. Explain that the backgrounders will help paper. Explain that the backgrounders will help paper. Explain that the backgrounders will help ವ safety supplies for field trip ವ safety supplies for field trip ವ safety supplies for field trip students be sure they are identifying these students be sure they are identifying these students be sure they are identifying these electric kettle, teapot, and mugs electric kettle, teapot, and mugs electric kettle, teapot, and mugs ವ species correctly, and the blank paper is for ವ species correctly, and the blank paper is for ವ species correctly, and the blank paper is for ವ honey to sweeten the tea notes or questions. ವ honey to sweeten the tea notes or questions. ವ honey to sweeten the tea notes or questions. (optional) (optional) (optional) 5. Under the guidance of your community resource 5. Under the guidance of your community resource 5. Under the guidance of your community resource Before you start: person, collect leaves using sustainability Before you start: person, collect leaves using sustainability Before you start: person, collect leaves using sustainability ವ Contact the band office for maps of principles. Try to collect more than one type ವ Contact the band office for maps of principles. Try to collect more than one type ವ Contact the band office for maps of principles. Try to collect more than one type the area and see if there are people of leaf (e.g., Labrador tea and huckleberry). the area and see if there are people of leaf (e.g., Labrador tea and huckleberry). the area and see if there are people of leaf (e.g., Labrador tea and huckleberry). in the community with knowledge in the community with knowledge in the community with knowledge of the location of Labrador tea and 6. When you return from your collection trip, of the location of Labrador tea and 6. When you return from your collection trip, of the location of Labrador tea and 6. When you return from your collection trip, other tea plants. invite the community resource person to talk to other tea plants. invite the community resource person to talk to other tea plants. invite the community resource person to talk to ವ Talk to someone knowledgeable you about the best way to prepare the leaves ವ Talk to someone knowledgeable you about the best way to prepare the leaves ವ Talk to someone knowledgeable you about the best way to prepare the leaves about gathering to identify the best about gathering to identify the best about gathering to identify the best time to gather the leaves, and an to make good tea. He or she may also have time to gather the leaves, and an to make good tea. He or she may also have time to gather the leaves, and an to make good tea. He or she may also have appropriate site to travel to. Note: some stories of collecting tea leaves in days appropriate site to travel to. Note: some stories of collecting tea leaves in days appropriate site to travel to. Note: some stories of collecting tea leaves in days You may be able to travel to more past. Invite your students to ask questions. You may be able to travel to more past. Invite your students to ask questions. You may be able to travel to more past. Invite your students to ask questions. than one site, and gather at least than one site, and gather at least than one site, and gather at least 2 types of tea leaves. 7. You may want to make tea on your return (if 2 types of tea leaves. 7. You may want to make tea on your return (if 2 types of tea leaves. 7. You may want to make tea on your return (if ವ Invite one or more community you have some previously-dried tea leaves), or ವ Invite one or more community you have some previously-dried tea leaves), or ವ Invite one or more community you have some previously-dried tea leaves), or resource people to lead you. you may decide to wait until the leaves you resource people to lead you. you may decide to wait until the leaves you resource people to lead you. you may decide to wait until the leaves you ವ If you are going to an area far from collected have dried. ವ If you are going to an area far from collected have dried. ವ If you are going to an area far from collected have dried. your school, organize transportation, your school, organize transportation, your school, organize transportation, permission forms if necessary, 8. When the tea leaves are ready, make tea! permission forms if necessary, 8. When the tea leaves are ready, make tea! permission forms if necessary, 8. When the tea leaves are ready, make tea! supplies, etc. (For information on See instructions for making Labrador tea and supplies, etc. (For information on See instructions for making Labrador tea and supplies, etc. (For information on See instructions for making Labrador tea and organizing field trips, see AppendixB: organizing field trips, see AppendixB: organizing field trips, see AppendixB: Field Trip Checklist.) other types of tea below. Field Trip Checklist.) other types of tea below. Field Trip Checklist.) other types of tea below.

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Evaluation: Evaluation: Evaluation:

Ask your students to write a short article on what it was like to gather leaves for Ask your students to write a short article on what it was like to gather leaves for Ask your students to write a short article on what it was like to gather leaves for tea and drink tea made from the leaves they had gathered. Some of these stories, tea and drink tea made from the leaves they had gathered. Some of these stories, tea and drink tea made from the leaves they had gathered. Some of these stories, accompanied by photos, may be sent to the local newspaper, or submitted to your accompanied by photos, may be sent to the local newspaper, or submitted to your accompanied by photos, may be sent to the local newspaper, or submitted to your school newsletter. school newsletter. school newsletter.

Making Tea: Making Tea: Making Tea:

Making Labrador tea Making Labrador tea Making Labrador tea If possible allow the leaves to dry over a week in the sun. If possible allow the leaves to dry over a week in the sun. If possible allow the leaves to dry over a week in the sun.

Preparation: Leaves or Flowers Preparation: Leaves or Flowers Preparation: Leaves or Flowers To make a tea rich in Vitamin C, steep one heaping teaspoonful To make a tea rich in Vitamin C, steep one heaping teaspoonful To make a tea rich in Vitamin C, steep one heaping teaspoonful of Labrador tea leaves or flowers per person in boiling water of Labrador tea leaves or flowers per person in boiling water of Labrador tea leaves or flowers per person in boiling water for 5 minutes. The colour should be a clear, pale amber- for 5 minutes. The colour should be a clear, pale amber- for 5 minutes. The colour should be a clear, pale amber- orange. It can also be used to stretch black tea for a more orange. It can also be used to stretch black tea for a more orange. It can also be used to stretch black tea for a more aromatic drink. aromatic drink. aromatic drink. Caution Caution Caution

CAUTION: The leaves look somewhat similar to several toxic CAUTION: The leaves look somewhat similar to several toxic CAUTION: The leaves look somewhat similar to several toxic plants that are related. The key identifying feature of Labrador plants that are related. The key identifying feature of Labrador plants that are related. The key identifying feature of Labrador tea is the dense rusty hairs on the underside of the leaf, while tea is the dense rusty hairs on the underside of the leaf, while tea is the dense rusty hairs on the underside of the leaf, while the other plants do not have the same type of hair on the the other plants do not have the same type of hair on the the other plants do not have the same type of hair on the leaves. Ask a reliable source to confirm you have the right leaves. leaves. Ask a reliable source to confirm you have the right leaves. leaves. Ask a reliable source to confirm you have the right leaves.

Making Spruce Tea Making Spruce Tea Making Spruce Tea (Picea sitchensis) (Picea sitchensis) (Picea sitchensis)

Habitat Habitat Habitat Spruce is present throughout British Columbia; Sitka spruce is Spruce is present throughout British Columbia; Sitka spruce is Spruce is present throughout British Columbia; Sitka spruce is prevalent on Haida Gwaii (Queen Charlotte Islands) as well as the prevalent on Haida Gwaii (Queen Charlotte Islands) as well as the prevalent on Haida Gwaii (Queen Charlotte Islands) as well as the west coast of British Columbia. west coast of British Columbia. west coast of British Columbia. Available: Year-round Available: Year-round Available: Year-round

Preparation: Needles Preparation: Needles Preparation: Needles Gather spruce needles, can be used either fresh or dried. Steep Gather spruce needles, can be used either fresh or dried. Steep Gather spruce needles, can be used either fresh or dried. Steep them in boiling water for a good 10 minutes for a flavorful drink. them in boiling water for a good 10 minutes for a flavorful drink. them in boiling water for a good 10 minutes for a flavorful drink.

Notes Notes Notes Spruce needles can be sharp, use caution when gathering needles Spruce needles can be sharp, use caution when gathering needles Spruce needles can be sharp, use caution when gathering needles for tea. for tea. for tea.

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Making Wild Mint Tea Making Wild Mint Tea Making Wild Mint Tea (Mentha arvensis) (Mentha arvensis) (Mentha arvensis)

Habitat Habitat Habitat Moist areas, including stream banks & lake shores, also found among Moist areas, including stream banks & lake shores, also found among Moist areas, including stream banks & lake shores, also found among the long grasses of a low lying meadow. the long grasses of a low lying meadow. the long grasses of a low lying meadow.

Available: Spring - Fall Available: Spring - Fall Available: Spring - Fall

Preparation: Leaves Preparation: Leaves Preparation: Leaves Fresh leaves: Crush and steep the fresh leaves for 5 to 10 minutes. One Fresh leaves: Crush and steep the fresh leaves for 5 to 10 minutes. One Fresh leaves: Crush and steep the fresh leaves for 5 to 10 minutes. One handful will make a standard pot of tea. handful will make a standard pot of tea. handful will make a standard pot of tea. Dry leaves: 1 heaping teaspoonful per 1 cup of boiling water. Dry leaves: 1 heaping teaspoonful per 1 cup of boiling water. Dry leaves: 1 heaping teaspoonful per 1 cup of boiling water.

Notes Notes Notes Other species of mint include peppermint and spearmint. Wild mint is Other species of mint include peppermint and spearmint. Wild mint is Other species of mint include peppermint and spearmint. Wild mint is native to the West Coast. native to the West Coast. native to the West Coast.

Making Huckleberry Tea Making Huckleberry Tea Making Huckleberry Tea (Vaccinium parvifolium, Vaccinium membranaceum & other species) (Vaccinium parvifolium, Vaccinium membranaceum & other species) (Vaccinium parvifolium, Vaccinium membranaceum & other species)

Habitat Habitat Habitat Different varieties of these berries are available throughout Different varieties of these berries are available throughout Different varieties of these berries are available throughout BC, including damp, shaded coastal forests to high mountain BC, including damp, shaded coastal forests to high mountain BC, including damp, shaded coastal forests to high mountain elevation in full sun in the interior. elevation in full sun in the interior. elevation in full sun in the interior.

Available: Late Summer to Early Fall Available: Late Summer to Early Fall Available: Late Summer to Early Fall

Preparation: Berries or Leaves Preparation: Berries or Leaves Preparation: Berries or Leaves Berries: Pour three cups of boiling water over half a cup of Berries: Pour three cups of boiling water over half a cup of Berries: Pour three cups of boiling water over half a cup of either fresh or dried berries, steep for 10 -15 minutes. either fresh or dried berries, steep for 10 -15 minutes. either fresh or dried berries, steep for 10 -15 minutes. Leaves: steep 1 handful of crushed green leaves per 2 cups boiling water; steep for Leaves: steep 1 handful of crushed green leaves per 2 cups boiling water; steep for Leaves: steep 1 handful of crushed green leaves per 2 cups boiling water; steep for flavor. Add honey to taste. flavor. Add honey to taste. flavor. Add honey to taste.

Notes Notes Notes Watch for wildlife; bears enjoy huckleberries as much as humans. Watch for wildlife; bears enjoy huckleberries as much as humans. Watch for wildlife; bears enjoy huckleberries as much as humans.

References References References

Stewart, Hilary. (2002). Drink in the Wild: Teas, Cordials, Jams and More. Vancouver, Stewart, Hilary. (2002). Drink in the Wild: Teas, Cordials, Jams and More. Vancouver, Stewart, Hilary. (2002). Drink in the Wild: Teas, Cordials, Jams and More. Vancouver, B.C.: Douglas and McIntyre. B.C.: Douglas and McIntyre. B.C.: Douglas and McIntyre.

Peterson, Lee Allen. (1977). A Field Guide to Edible Wild Plants, Eastern/Central North Peterson, Lee Allen. (1977). A Field Guide to Edible Wild Plants, Eastern/Central North Peterson, Lee Allen. (1977). A Field Guide to Edible Wild Plants, Eastern/Central North America. Boston: Houghton Mifflin Company. America. Boston: Houghton Mifflin Company. America. Boston: Houghton Mifflin Company.

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Activity 12. Making Wreaths Activity 12. Making Wreaths Activity 12. Making Wreaths

Process: Process: Process: Learning Objectives: Learning Objectives: Learning Objectives: 1. If you have invited a local resource person, introduce 1. If you have invited a local resource person, introduce 1. If you have invited a local resource person, introduce ವ Identify and sustainably ವ Identify and sustainably ವ Identify and sustainably harvest wild products him or her. harvest wild products him or her. harvest wild products him or her. suitable for floral 2. Explain to your students that they are going to be suitable for floral 2. Explain to your students that they are going to be suitable for floral 2. Explain to your students that they are going to be greenery greenery greenery collecting salal and cedar branches, using sustainable collecting salal and cedar branches, using sustainable collecting salal and cedar branches, using sustainable ವ Create a work of art ವ Create a work of art ವ Create a work of art using local materials harvesting methods, and making wreaths. using local materials harvesting methods, and making wreaths. using local materials harvesting methods, and making wreaths. 3. Distribute copies of Student Handout 12: Greenery 3. Distribute copies of Student Handout 12: Greenery 3. Distribute copies of Student Handout 12: Greenery Vocabulary: Harvesting Guide. Go through it together. Vocabulary: Harvesting Guide. Go through it together. Vocabulary: Harvesting Guide. Go through it together. sustainable harvesting 4. Distribute collection bags. sustainable harvesting 4. Distribute collection bags. sustainable harvesting 4. Distribute collection bags. Time: 5. Divide students into groups of 3 to 4, giving each a Time: 5. Divide students into groups of 3 to 4, giving each a Time: 5. Divide students into groups of 3 to 4, giving each a tape measure. tape measure. tape measure. 1.5 hours 1.5 hours 1.5 hours 6. Go out and collect your boughs. 6. Go out and collect your boughs. 6. Go out and collect your boughs. Materials: Materials: Materials: ವ copies of Student 7. Return to the classroom to make the wreaths. ವ copies of Student 7. Return to the classroom to make the wreaths. ವ copies of Student 7. Return to the classroom to make the wreaths. Handout 12: Greenery Handout 12: Greenery Handout 12: Greenery Harvesting Guide Evaluation: Harvesting Guide Evaluation: Harvesting Guide Evaluation: ವ tape measures or rulers ವ tape measures or rulers ವ tape measures or rulers (a few to share) Create a Photo-Essay (a few to share) Create a Photo-Essay (a few to share) Create a Photo-Essay ವ bags to carry the Take pictures of each stage of wreath-making: welcoming ವ bags to carry the Take pictures of each stage of wreath-making: welcoming ವ bags to carry the Take pictures of each stage of wreath-making: welcoming branches your visitor, preparing to go out, collecting, making the branches your visitor, preparing to go out, collecting, making the branches your visitor, preparing to go out, collecting, making the ವ shears (gardener’s wreaths, holding the completed wreaths. Post these along ವ shears (gardener’s wreaths, holding the completed wreaths. Post these along ವ shears (gardener’s wreaths, holding the completed wreaths. Post these along scissors) scissors) scissors) a bulletin board, and invite students to choose one stage a bulletin board, and invite students to choose one stage a bulletin board, and invite students to choose one stage ವ camera of the process to write a paragraph about. Post these ವ camera of the process to write a paragraph about. Post these ವ camera of the process to write a paragraph about. Post these ವ bendable wire – pre- paragraphs under the related photo. (Note: This photo-essay ವ bendable wire – pre- paragraphs under the related photo. (Note: This photo-essay ವ bendable wire – pre- paragraphs under the related photo. (Note: This photo-essay cut to 1 m length cut to 1 m length cut to 1 m length – one length for each may be the basis of an article you send to your local – one length for each may be the basis of an article you send to your local – one length for each may be the basis of an article you send to your local student (you can use newspaper or community newsletter.) student (you can use newspaper or community newsletter.) student (you can use newspaper or community newsletter.) straightened old wire straightened old wire straightened old wire coat hangers but coat hangers but coat hangers but they’re not as easy to Extension Suggestion: they’re not as easy to Extension Suggestion: they’re not as easy to Extension Suggestion: work with) work with) work with) Use these wreaths as a fundraiser to finance a field-trip later Use these wreaths as a fundraiser to finance a field-trip later Use these wreaths as a fundraiser to finance a field-trip later ವ green twist-ties ವ green twist-ties ವ green twist-ties in the year. Support the students developing a business in the year. Support the students developing a business in the year. Support the students developing a business Before you start: plan to sell the wreaths or have a holiday gathering where Before you start: plan to sell the wreaths or have a holiday gathering where Before you start: plan to sell the wreaths or have a holiday gathering where the wreaths are up for auction. Develop a list of the the wreaths are up for auction. Develop a list of the the wreaths are up for auction. Develop a list of the ವ Locate an appropriate ವ Locate an appropriate ವ Locate an appropriate place to harvest salal costs involved in making the wreaths, and determine an place to harvest salal costs involved in making the wreaths, and determine an place to harvest salal costs involved in making the wreaths, and determine an and cedar boughs. appropriate selling price to recoup the costs. and cedar boughs. appropriate selling price to recoup the costs. and cedar boughs. appropriate selling price to recoup the costs. ವ Invite a local com-munity ವ Invite a local com-munity ವ Invite a local com-munity member to help you. member to help you. member to help you. ವ Identify a student to ವ Identify a student to ವ Identify a student to thank your visitor. thank your visitor. thank your visitor.

Activity 12: Floral Greenery | 65 Activity 12: Floral Greenery | 65 Activity 12: Floral Greenery | 65 Going Wild! Teaching about Wild Products from BC’s Coastal Rainforests Going Wild! Teaching about Wild Products from BC’s Coastal Rainforests Going Wild! Teaching about Wild Products from BC’s Coastal Rainforests

STUDENT HANDOUT 12 STUDENT HANDOUT 12 STUDENT HANDOUT 12

Greenery Harvesting Guide Greenery Harvesting Guide Greenery Harvesting Guide How to harvest sustainably How to harvest sustainably How to harvest sustainably

When you harvest your branches, you want to make sure that you don’t take so When you harvest your branches, you want to make sure that you don’t take so When you harvest your branches, you want to make sure that you don’t take so much off one plant that you injure it. And you want to make sure that you don’t much off one plant that you injure it. And you want to make sure that you don’t much off one plant that you injure it. And you want to make sure that you don’t take so many plants that you injure the ecosystem (the community of plants and take so many plants that you injure the ecosystem (the community of plants and take so many plants that you injure the ecosystem (the community of plants and animals that live here). animals that live here). animals that live here).

Here are some pointers to help you harvest sustainably: Here are some pointers to help you harvest sustainably: Here are some pointers to help you harvest sustainably:

ವ Harvest only what is sustainable for the plant and for the area. Refer to the ವ Harvest only what is sustainable for the plant and for the area. Refer to the ವ Harvest only what is sustainable for the plant and for the area. Refer to the Harvesters Handbook for guidance on how to harvest floral greenery and other Harvesters Handbook for guidance on how to harvest floral greenery and other Harvesters Handbook for guidance on how to harvest floral greenery and other NTFPs (download at: http://cntr.royalroads.ca/files-cntr/File/Harvester%20 NTFPs (download at: http://cntr.royalroads.ca/files-cntr/File/Harvester%20 NTFPs (download at: http://cntr.royalroads.ca/files-cntr/File/Harvester%20 Handbook%20for%20web%20Aug%202008.pdf) Handbook%20for%20web%20Aug%202008.pdf) Handbook%20for%20web%20Aug%202008.pdf)

ವ Be aware of the ecosystem. Some plants, such as mosses, provide homes and ವ Be aware of the ecosystem. Some plants, such as mosses, provide homes and ವ Be aware of the ecosystem. Some plants, such as mosses, provide homes and food for entire communities of plants and animals so watch where you step! food for entire communities of plants and animals so watch where you step! food for entire communities of plants and animals so watch where you step!

ವ Never harvest large amounts of any plant from one area. The rule of thumb ವ Never harvest large amounts of any plant from one area. The rule of thumb ವ Never harvest large amounts of any plant from one area. The rule of thumb is to harvest no more than 25 percent of a plant or its foliage from a site. If is to harvest no more than 25 percent of a plant or its foliage from a site. If is to harvest no more than 25 percent of a plant or its foliage from a site. If there are very few plants in an area, don’t harvest them. there are very few plants in an area, don’t harvest them. there are very few plants in an area, don’t harvest them.

(based on the Centre for Non-Timber Resources’ guide) (based on the Centre for Non-Timber Resources’ guide) (based on the Centre for Non-Timber Resources’ guide)

Harvesting Salal Branches Harvesting Salal Branches Harvesting Salal Branches Break the branch off near the base of the stem. Each salal branch should be Break the branch off near the base of the stem. Each salal branch should be Break the branch off near the base of the stem. Each salal branch should be approximately 50 cm long. approximately 50 cm long. approximately 50 cm long.

The branches should be branched The branches should be branched The branches should be branched (“sprays”). The leaves should (“sprays”). The leaves should (“sprays”). The leaves should be free from blemishes, “rust”, be free from blemishes, “rust”, be free from blemishes, “rust”, fungus, or insect bites. Woody fungus, or insect bites. Woody fungus, or insect bites. Woody brown stems are to be avoided. brown stems are to be avoided. brown stems are to be avoided. Salal branches Salal branches Salal branches Salal branches

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STUDENT HANDOUT 12 STUDENT HANDOUT 12 STUDENT HANDOUT 12

Harvesting Cedar Branches Harvesting Cedar Branches Harvesting Cedar Branches Cut boughs approximately 60 cm long. Do not over-harvest the branches on a tree; Cut boughs approximately 60 cm long. Do not over-harvest the branches on a tree; Cut boughs approximately 60 cm long. Do not over-harvest the branches on a tree; just take a few of the lower branches. just take a few of the lower branches. just take a few of the lower branches.

It is best to find a cluster of younger trees (10–25 years), for easier access to boughs It is best to find a cluster of younger trees (10–25 years), for easier access to boughs It is best to find a cluster of younger trees (10–25 years), for easier access to boughs and better quality. Ensure you have permission to cut the branches from the tree. and better quality. Ensure you have permission to cut the branches from the tree. and better quality. Ensure you have permission to cut the branches from the tree.

Harvesting Other Plants Harvesting Other Plants Harvesting Other Plants You may notice other plants, such as huckleberry, that would also look good in a You may notice other plants, such as huckleberry, that would also look good in a You may notice other plants, such as huckleberry, that would also look good in a wreath. You can collect a few of these branches, too, as long as you’re careful to wreath. You can collect a few of these branches, too, as long as you’re careful to wreath. You can collect a few of these branches, too, as long as you’re careful to take just one or two branches from each plant. You may find other things on the take just one or two branches from each plant. You may find other things on the take just one or two branches from each plant. You may find other things on the forest floor like pinecones or old twigs that you might also want to add to your forest floor like pinecones or old twigs that you might also want to add to your forest floor like pinecones or old twigs that you might also want to add to your wreath – more wild products! wreath – more wild products! wreath – more wild products!

Make Your Wreath Make Your Wreath Make Your Wreath Use a circle of wire as the base of the wreath. Weave the salal and cedar branches Use a circle of wire as the base of the wreath. Weave the salal and cedar branches Use a circle of wire as the base of the wreath. Weave the salal and cedar branches around the wire and use the green twist-ties to secure them to the wire. If you have around the wire and use the green twist-ties to secure them to the wire. If you have around the wire and use the green twist-ties to secure them to the wire. If you have enough branches – even some without a lot of leaves on them – you can use them enough branches – even some without a lot of leaves on them – you can use them enough branches – even some without a lot of leaves on them – you can use them right next to the wire to make a nice thick base for the greenery added afterwards. right next to the wire to make a nice thick base for the greenery added afterwards. right next to the wire to make a nice thick base for the greenery added afterwards.

Check the Centre for Non-Timber Resources website for more information on making Check the Centre for Non-Timber Resources website for more information on making Check the Centre for Non-Timber Resources website for more information on making wreaths and other products: http://cntr.royalroads.ca. wreaths and other products: http://cntr.royalroads.ca. wreaths and other products: http://cntr.royalroads.ca.

A wreath made of cedar and A wreath made of cedar and A wreath made of cedar and other conifers other conifers other conifers

Activity 12: Floral Greenery | 67 Activity 12: Floral Greenery | 67 Activity 12: Floral Greenery | 67 CRAFTS Going Wild! Teaching about Wild Products from BC’s Coastal Rainforests CRAFTS Going Wild! Teaching about Wild Products from BC’s Coastal Rainforests CRAFTS Going Wild! Teaching about Wild Products from BC’s Coastal Rainforests AND ART AND ART AND ART

Activity 13 - Cedar Weaving Activity 13 - Cedar Weaving Activity 13 - Cedar Weaving

1. Ask students if they have had or know anyone who has 1. Ask students if they have had or know anyone who has 1. Ask students if they have had or know anyone who has Learning Objectives: had any experience collecting or weaving with cedar. Learning Objectives: had any experience collecting or weaving with cedar. Learning Objectives: had any experience collecting or weaving with cedar. ವ Demonstrate basic Show them examples or pictures of items made of ವ Demonstrate basic Show them examples or pictures of items made of ವ Demonstrate basic Show them examples or pictures of items made of weaving skills woven cedar. Explain that today they will be learning weaving skills woven cedar. Explain that today they will be learning weaving skills woven cedar. Explain that today they will be learning ವ Explore the cultural and about the importance of cedar, and the basics of how ವ Explore the cultural and about the importance of cedar, and the basics of how ವ Explore the cultural and about the importance of cedar, and the basics of how spiritual significance of to weave. spiritual significance of to weave. spiritual significance of to weave. cedar trees cedar trees cedar trees 2. Hand out copies of Species Backgrounder 8: Cedar. 2. Hand out copies of Species Backgrounder 8: Cedar. 2. Hand out copies of Species Backgrounder 8: Cedar. Time: Time: Time: 3. Divide students into groups of 3 -5, making sure they 3. Divide students into groups of 3 -5, making sure they 3. Divide students into groups of 3 -5, making sure they 1.5 hours take with them a pencil, paper or notebook, ruler, and 1.5 hours take with them a pencil, paper or notebook, ruler, and 1.5 hours take with them a pencil, paper or notebook, ruler, and Materials: scissors. Ask them to read the section of the backgrounder Materials: scissors. Ask them to read the section of the backgrounder Materials: scissors. Ask them to read the section of the backgrounder on Economic, Social and Cultural Importance, paying on Economic, Social and Cultural Importance, paying on Economic, Social and Cultural Importance, paying paper, art-book, journal paper, art-book, journal paper, art-book, journal ವ special attention to the part entitled Weaving with Cedar. ವ special attention to the part entitled Weaving with Cedar. ವ special attention to the part entitled Weaving with Cedar. ವ coloured pens and (Depending on the reading level of your students, you ವ coloured pens and (Depending on the reading level of your students, you ವ coloured pens and (Depending on the reading level of your students, you pencils pencils pencils may want to assign a reader for each group, or ask may want to assign a reader for each group, or ask may want to assign a reader for each group, or ask ವ scissors ವ scissors ವ scissors students to read silently.) students to read silently.) students to read silently.) ವ strips of cedar bark ವ strips of cedar bark ವ strips of cedar bark (optional) 4. On the board, write these 2 questions: (optional) 4. On the board, write these 2 questions: (optional) 4. On the board, write these 2 questions: ವ copies of Species ͙ Why is the cedar an important tree? ವ copies of Species ͙ Why is the cedar an important tree? ವ copies of Species ͙ Why is the cedar an important tree? Backgrounder 8: Cedar Backgrounder 8: Cedar Backgrounder 8: Cedar ವ copies of Student ͙ What do you think weavers might need to know ವ copies of Student ͙ What do you think weavers might need to know ವ copies of Student ͙ What do you think weavers might need to know Handout 13: Step-by- about gathering cedar bark? Handout 13: Step-by- about gathering cedar bark? Handout 13: Step-by- about gathering cedar bark? Step Weaving Step Weaving Step Weaving 5. Ask the students to choose a facilitator and a recorder, 5. Ask the students to choose a facilitator and a recorder, 5. Ask the students to choose a facilitator and a recorder, ವ examples or pictures ವ examples or pictures ವ examples or pictures of objects woven from and to spend 5 minutes discussing these questions, of objects woven from and to spend 5 minutes discussing these questions, of objects woven from and to spend 5 minutes discussing these questions, cedar and preparing answers for the whole group. (Note: For cedar and preparing answers for the whole group. (Note: For cedar and preparing answers for the whole group. (Note: For suggestions on working effectively in small groups, see suggestions on working effectively in small groups, see suggestions on working effectively in small groups, see Before you start: Appendix C: Working in a Small Group.) Before you start: Appendix C: Working in a Small Group.) Before you start: Appendix C: Working in a Small Group.) You may want to invite You may want to invite You may want to invite a knowledgeable com- 6. Draw the attention of the groups together, and ask for a knowledgeable com- 6. Draw the attention of the groups together, and ask for a knowledgeable com- 6. Draw the attention of the groups together, and ask for munity member to assist reports from the recorders (depending on time, you may munity member to assist reports from the recorders (depending on time, you may munity member to assist reports from the recorders (depending on time, you may in presenting this activity. decide to ask for only a few responses). in presenting this activity. decide to ask for only a few responses). in presenting this activity. decide to ask for only a few responses). Community members may Community members may Community members may have stories or songs to 7. It’s time to weave! Give each group enough copies have stories or songs to 7. It’s time to weave! Give each group enough copies have stories or songs to 7. It’s time to weave! Give each group enough copies share about weaving, or of Student Handout 13: Step-by-Step Weaving, and share about weaving, or of Student Handout 13: Step-by-Step Weaving, and share about weaving, or of Student Handout 13: Step-by-Step Weaving, and offer general stories of offer general stories of offer general stories of traditional and modern construction paper. traditional and modern construction paper. traditional and modern construction paper. uses of cedar. A weaving uses of cedar. A weaving uses of cedar. A weaving demonstration would be an 8. Go over the instructions all together, then give the demonstration would be an 8. Go over the instructions all together, then give the demonstration would be an 8. Go over the instructions all together, then give the excellent way to kick off or students time to work through the process on their excellent way to kick off or students time to work through the process on their excellent way to kick off or students time to work through the process on their wrap up this activity. own. wrap up this activity. own. wrap up this activity. own.

Process: NOTE: some students might have sensitivities to Process: NOTE: some students might have sensitivities to Process: NOTE: some students might have sensitivities to cedar oil which comes from cedar bark. A reaction cedar oil which comes from cedar bark. A reaction cedar oil which comes from cedar bark. A reaction can occur with excessive touching of bark, leaves can occur with excessive touching of bark, leaves can occur with excessive touching of bark, leaves etc. However, this is unlikely to happen as a etc. However, this is unlikely to happen as a etc. However, this is unlikely to happen as a result of this activity. result of this activity. result of this activity.

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Evaluation: Evaluation: Evaluation: If students are creating a Wild Products portfolio, invite students to include their If students are creating a Wild Products portfolio, invite students to include their If students are creating a Wild Products portfolio, invite students to include their weaving, along with a short written statement about how they felt about the weaving, weaving, along with a short written statement about how they felt about the weaving, weaving, along with a short written statement about how they felt about the weaving, or the importance of cedar in weaving. You may also want to post these on a or the importance of cedar in weaving. You may also want to post these on a or the importance of cedar in weaving. You may also want to post these on a classroom wall, or in the school corridor. classroom wall, or in the school corridor. classroom wall, or in the school corridor.

Extension Suggestions: Extension Suggestions: Extension Suggestions: Weaving Demonstration Weaving Demonstration Weaving Demonstration Invite local weavers to demonstrate their work, and to give students weaving tips. Invite local weavers to demonstrate their work, and to give students weaving tips. Invite local weavers to demonstrate their work, and to give students weaving tips. Invite them to talk about the materials they use and their views on the commerce Invite them to talk about the materials they use and their views on the commerce Invite them to talk about the materials they use and their views on the commerce and value of their products. and value of their products. and value of their products.

Encourage a discussion about the different markets that are interested in traditional Encourage a discussion about the different markets that are interested in traditional Encourage a discussion about the different markets that are interested in traditional basketry – who is buying traditional baskets? How much do they generally sell for? basketry – who is buying traditional baskets? How much do they generally sell for? basketry – who is buying traditional baskets? How much do they generally sell for? How long does it take to weave a basket and prepare all the materials? How long does it take to weave a basket and prepare all the materials? How long does it take to weave a basket and prepare all the materials?

Using Wild Materials Using Wild Materials Using Wild Materials Ask a local weaver to take your class on a gathering trip. What weaving fibres can Ask a local weaver to take your class on a gathering trip. What weaving fibres can Ask a local weaver to take your class on a gathering trip. What weaving fibres can be found in the nearby area? If cedar is one of them, your expert may be able to be found in the nearby area? If cedar is one of them, your expert may be able to be found in the nearby area? If cedar is one of them, your expert may be able to demonstrate sustainable harvest of cedar bark, and give your students a few strips demonstrate sustainable harvest of cedar bark, and give your students a few strips demonstrate sustainable harvest of cedar bark, and give your students a few strips with which to start weaving. with which to start weaving. with which to start weaving.

Woven cedar hat with cedar bark and branches Woven cedar hat with cedar bark and branches Woven cedar hat with cedar bark and branches

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STUDENT HANDOUT 13 STUDENT HANDOUT 13 STUDENT HANDOUT 13

Step-by-Step Weaving Step-by-Step Weaving Step-by-Step Weaving If you follow these instructions carefully, you’ll be a beginning-level weaver. After you If you follow these instructions carefully, you’ll be a beginning-level weaver. After you If you follow these instructions carefully, you’ll be a beginning-level weaver. After you have learned to weave using paper, you may decide to try your hand at using natural have learned to weave using paper, you may decide to try your hand at using natural have learned to weave using paper, you may decide to try your hand at using natural materials. There are all kinds of natural materials that can be woven (bark, kelp, materials. There are all kinds of natural materials that can be woven (bark, kelp, materials. There are all kinds of natural materials that can be woven (bark, kelp, grasses). But remember to harvest in a sustainable way – ask an adult to help you. grasses). But remember to harvest in a sustainable way – ask an adult to help you. grasses). But remember to harvest in a sustainable way – ask an adult to help you.

Weaving Steps: Weaving Steps: Weaving Steps: 1. Fold a piece of coloured construction paper in half. 1. Fold a piece of coloured construction paper in half. 1. Fold a piece of coloured construction paper in half.

2. Use a ruler to draw a faint line 1 cm from the side edge. 2. Use a ruler to draw a faint line 1 cm from the side edge. 2. Use a ruler to draw a faint line 1 cm from the side edge.

1 cm 1 cm 1 cm

3. Cut slits every 3 cm, beginning each slit at the folded edge and cutting to your 3. Cut slits every 3 cm, beginning each slit at the folded edge and cutting to your 3. Cut slits every 3 cm, beginning each slit at the folded edge and cutting to your faint line. faint line. faint line.

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STUDENT HANDOUT 13 STUDENT HANDOUT 13 STUDENT HANDOUT 13

So that, when the paper is unfolded, it looks like this: So that, when the paper is unfolded, it looks like this: So that, when the paper is unfolded, it looks like this:

This is called the “warp”. This is called the “warp”. This is called the “warp”.

4. Using another piece of construction paper (preferably a different colour), cut strips 4. Using another piece of construction paper (preferably a different colour), cut strips 4. Using another piece of construction paper (preferably a different colour), cut strips 3 cm wide. Weave these in and out of the warp. These horizontal strips are called 3 cm wide. Weave these in and out of the warp. These horizontal strips are called 3 cm wide. Weave these in and out of the warp. These horizontal strips are called the weft (or woof). The weft goes over one part of the warp, then under the next the weft (or woof). The weft goes over one part of the warp, then under the next the weft (or woof). The weft goes over one part of the warp, then under the next part. The next strip goes under and then over, and so on. When you finish, part. The next strip goes under and then over, and so on. When you finish, part. The next strip goes under and then over, and so on. When you finish, you shouldn’t be able to see through – you will have a solid, beautiful piece of you shouldn’t be able to see through – you will have a solid, beautiful piece of you shouldn’t be able to see through – you will have a solid, beautiful piece of weaving! What can you do with your weaving? Try bending it slightly. How would weaving! What can you do with your weaving? Try bending it slightly. How would weaving! What can you do with your weaving? Try bending it slightly. How would you change your weaving if you wanted to make basket? you change your weaving if you wanted to make basket? you change your weaving if you wanted to make basket?

Think About What You Have Learned: Think About What You Have Learned: Think About What You Have Learned: ವ How do you feel about weaving? ವ How do you feel about weaving? ವ How do you feel about weaving? ವ How could you make your weaving more interesting using natural fibres like ವ How could you make your weaving more interesting using natural fibres like ವ How could you make your weaving more interesting using natural fibres like cedar bark? cedar bark? cedar bark? ವ Do you know anyone who weaves cedar? Do you think they might help you? ವ Do you know anyone who weaves cedar? Do you think they might help you? ವ Do you know anyone who weaves cedar? Do you think they might help you? ವ Why do First Nations people think of the cedar as such a special tree? ವ Why do First Nations people think of the cedar as such a special tree? ವ Why do First Nations people think of the cedar as such a special tree?

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Activity 14. Cedar Stories Activity 14. Cedar Stories Activity 14. Cedar Stories

Process: Process: Process: Learning Objectives: Learning Objectives: Learning Objectives: 1. Hand out copies of Student Handout 14: Collecting 1. Hand out copies of Student Handout 14: Collecting 1. Hand out copies of Student Handout 14: Collecting ವ Interview, summarize, and ವ Interview, summarize, and ವ Interview, summarize, and record stories told by Cedar Stories. record stories told by Cedar Stories. record stories told by Cedar Stories. community members community members community members 2. Read together the story How Cedar Came to Be 2. Read together the story How Cedar Came to Be 2. Read together the story How Cedar Came to Be ವ Describe the importance of ವ Describe the importance of ವ Describe the importance of stories and/or the poem Oh, The Cedar Tree. Ask: I stories and/or the poem Oh, The Cedar Tree. Ask: I stories and/or the poem Oh, The Cedar Tree. Ask: I ವ Explore the cultural wonder if our community has a story about how ವ Explore the cultural wonder if our community has a story about how ವ Explore the cultural wonder if our community has a story about how significance of cedar and cedar came to be? Explain that they are going significance of cedar and cedar came to be? Explain that they are going significance of cedar and cedar came to be? Explain that they are going its importance in traditional to have the opportunity to talk to people in their its importance in traditional to have the opportunity to talk to people in their its importance in traditional to have the opportunity to talk to people in their crafts and art community about cedar. crafts and art community about cedar. crafts and art community about cedar.

Time: 3. Go through the handout together, explaining how Time: 3. Go through the handout together, explaining how Time: 3. Go through the handout together, explaining how 2+ hours you would like the activity to be structured, timeline 2+ hours you would like the activity to be structured, timeline 2+ hours you would like the activity to be structured, timeline for the completed interviews, etc. for the completed interviews, etc. for the completed interviews, etc. Materials: Materials: Materials: ವ pencil and paper 4. When interviews are completed, students may ವ pencil and paper 4. When interviews are completed, students may ವ pencil and paper 4. When interviews are completed, students may ವ copy for each student present their stories in a variety of ways (you may ವ copy for each student present their stories in a variety of ways (you may ವ copy for each student present their stories in a variety of ways (you may of Student Handout 14: think of others): of Student Handout 14: think of others): of Student Handout 14: think of others): Collecting Cedar Stories Collecting Cedar Stories Collecting Cedar Stories Reading the story to a small group or to the Reading the story to a small group or to the Reading the story to a small group or to the ವ recording devices (optional) ವ ವ recording devices (optional) ವ ವ recording devices (optional) ವ rest of the class rest of the class rest of the class Before you start: Before you start: Before you start: ವ Illustrating the story as a story strip, or creating ವ Illustrating the story as a story strip, or creating ವ Illustrating the story as a story strip, or creating Because this is an interview Because this is an interview Because this is an interview activity, it would be good idea a single illustration, before presenting it to the activity, it would be good idea a single illustration, before presenting it to the activity, it would be good idea a single illustration, before presenting it to the to check out what the cultural class, either orally with picture-presentation, or to check out what the cultural class, either orally with picture-presentation, or to check out what the cultural class, either orally with picture-presentation, or sensitivities may be in your by creating a gallery for class viewing sensitivities may be in your by creating a gallery for class viewing sensitivities may be in your by creating a gallery for class viewing community. If you are unsure, community. If you are unsure, community. If you are unsure, contact a cultural liaison person contact a cultural liaison person contact a cultural liaison person working in your school, the school Evaluation: working in your school, the school Evaluation: working in your school, the school Evaluation: principal or the band office. This principal or the band office. This principal or the band office. This would also be a good time to ವ Use the Think About What You Have Learned would also be a good time to ವ Use the Think About What You Have Learned would also be a good time to ವ Use the Think About What You Have Learned get a list of community members questions either in small group or class get a list of community members questions either in small group or class get a list of community members questions either in small group or class who could be interviewed or who who could be interviewed or who who could be interviewed or who could come to your class to tell discussion. could come to your class to tell discussion. could come to your class to tell discussion. stories about cedar. stories about cedar. stories about cedar. ವ Students include their story and related artwork in ವ Students include their story and related artwork in ವ Students include their story and related artwork in Decide how you want to structure their portfolio. Decide how you want to structure their portfolio. Decide how you want to structure their portfolio. this activity. Will students conduct this activity. Will students conduct this activity. Will students conduct their interviews individually their interviews individually their interviews individually or will you group students or will you group students or will you group students into pairs? (Having a partner into pairs? (Having a partner into pairs? (Having a partner makes interviewing easier for makes interviewing easier for makes interviewing easier for some students, but can cause some students, but can cause some students, but can cause scheduling problems.) How would scheduling problems.) How would scheduling problems.) How would you like students to elaborate you like students to elaborate you like students to elaborate and present the stories they and present the stories they and present the stories they have collected? (Straight oral have collected? (Straight oral have collected? (Straight oral presentations, illustration artwork, presentations, illustration artwork, presentations, illustration artwork, etc.) etc.) etc.)

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Extension Suggestion: Extension Suggestion: Extension Suggestion: Make a Personal Totem Pole Make a Personal Totem Pole Make a Personal Totem Pole Remind your students of the importance of cedar as a carving material. Share images Remind your students of the importance of cedar as a carving material. Share images Remind your students of the importance of cedar as a carving material. Share images of West Coast carvings and totem poles with your students. Some sources are: of West Coast carvings and totem poles with your students. Some sources are: of West Coast carvings and totem poles with your students. Some sources are:

ವ Museum of Northern BC: www.museumofnorthernbc.com ವ Museum of Northern BC: www.museumofnorthernbc.com ವ Museum of Northern BC: www.museumofnorthernbc.com ವ UBC Museum of Anthropology: www.moa.ubc.ca ವ UBC Museum of Anthropology: www.moa.ubc.ca ವ UBC Museum of Anthropology: www.moa.ubc.ca ವ Royal BC Museum ethnology collection: www.royalbcmuseum.bc.ca/Human_ ವ Royal BC Museum ethnology collection: www.royalbcmuseum.bc.ca/Human_ ವ Royal BC Museum ethnology collection: www.royalbcmuseum.bc.ca/Human_ History/Ethnolgy.aspx History/Ethnolgy.aspx History/Ethnolgy.aspx

Discuss the symbols, the inclusion of animals that represent qualities important to Discuss the symbols, the inclusion of animals that represent qualities important to Discuss the symbols, the inclusion of animals that represent qualities important to First Nations communities. Ask: If you were going to carve a totem pole to express First Nations communities. Ask: If you were going to carve a totem pole to express First Nations communities. Ask: If you were going to carve a totem pole to express qualities important to you, what would it look like? Encourage students to use a qualities important to you, what would it look like? Encourage students to use a qualities important to you, what would it look like? Encourage students to use a variety of media (sketching, paints, paper sculpture, etc.) to create their own totem variety of media (sketching, paints, paper sculpture, etc.) to create their own totem variety of media (sketching, paints, paper sculpture, etc.) to create their own totem poles, and to create a key describing the significance of each of the symbols used. poles, and to create a key describing the significance of each of the symbols used. poles, and to create a key describing the significance of each of the symbols used.

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STUDENT HANDOUT 14 STUDENT HANDOUT 14 STUDENT HANDOUT 14

Collecting Cedar Stories Collecting Cedar Stories Collecting Cedar Stories How Cedar Came to Be How Cedar Came to Be How Cedar Came to Be There are several stories of how cedar came to be. Here is a Coast Salish story, told There are several stories of how cedar came to be. Here is a Coast Salish story, told There are several stories of how cedar came to be. Here is a Coast Salish story, told by Bertha Peters (a Stó:lo Elder), reproduced in Cedar: Tree of Life to the Northwest by Bertha Peters (a Stó:lo Elder), reproduced in Cedar: Tree of Life to the Northwest by Bertha Peters (a Stó:lo Elder), reproduced in Cedar: Tree of Life to the Northwest Coast Indians (Stewart, 2005). Coast Indians (Stewart, 2005). Coast Indians (Stewart, 2005).

There was a real good man who was always helping others. Whenever they There was a real good man who was always helping others. Whenever they There was a real good man who was always helping others. Whenever they needed, he gave; when they wanted, he gave them food and clothing. When needed, he gave; when they wanted, he gave them food and clothing. When needed, he gave; when they wanted, he gave them food and clothing. When the Great Spirit saw this, he said “That man has done his work; when he dies the Great Spirit saw this, he said “That man has done his work; when he dies the Great Spirit saw this, he said “That man has done his work; when he dies and where he is buried, a cedar tree will grow and be useful to the people and where he is buried, a cedar tree will grow and be useful to the people and where he is buried, a cedar tree will grow and be useful to the people – the roots for baskets, the bark for clothing, the wood for shelter”. – the roots for baskets, the bark for clothing, the wood for shelter”. – the roots for baskets, the bark for clothing, the wood for shelter”.

Here is a cedar story that is told in the form of a poem, written by the famous Here is a cedar story that is told in the form of a poem, written by the famous Here is a cedar story that is told in the form of a poem, written by the famous Haida carver, Bill Reid. Haida carver, Bill Reid. Haida carver, Bill Reid.

Oh, The Cedar Tree Oh, The Cedar Tree Oh, The Cedar Tree

If mankind in his infancy If mankind in his infancy If mankind in his infancy had prayed for the perfect substance had prayed for the perfect substance had prayed for the perfect substance for all material and aesthetic needs, for all material and aesthetic needs, for all material and aesthetic needs, an indulgent god an indulgent god an indulgent god could have provided nothing better. could have provided nothing better. could have provided nothing better. Beautiful in itself, Beautiful in itself, Beautiful in itself, with a magnificent flared base with a magnificent flared base with a magnificent flared base tapering suddenly to a tall, straight trunk tapering suddenly to a tall, straight trunk tapering suddenly to a tall, straight trunk wrapped in reddish brown bark, wrapped in reddish brown bark, wrapped in reddish brown bark, like a great coat of gentle fur, like a great coat of gentle fur, like a great coat of gentle fur, gracefully sweeping boughs, gracefully sweeping boughs, gracefully sweeping boughs, soft feathery fronds of grey-green needles. soft feathery fronds of grey-green needles. soft feathery fronds of grey-green needles.

Huge, some of these cedars, Huge, some of these cedars, Huge, some of these cedars, five hundred years of slow growth, five hundred years of slow growth, five hundred years of slow growth, towering from their massive bases. towering from their massive bases. towering from their massive bases. The wood is soft, The wood is soft, The wood is soft, but of a wonderful firmness but of a wonderful firmness but of a wonderful firmness and, in a good tree, and, in a good tree, and, in a good tree, so straight-grained so straight-grained so straight-grained it will split true and clean it will split true and clean it will split true and clean into forty-foot planks, into forty-foot planks, into forty-foot planks, four inches think and three feet wide, four inches think and three feet wide, four inches think and three feet wide, with scarcely a knot. with scarcely a knot. with scarcely a knot.

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STUDENT HANDOUT 14 STUDENT HANDOUT 14 STUDENT HANDOUT 14

Across the grain Across the grain Across the grain it cuts clean and precise. it cuts clean and precise. it cuts clean and precise. It is light in weight It is light in weight It is light in weight and beautiful in color, and beautiful in color, and beautiful in color, reddish brown when new, reddish brown when new, reddish brown when new, silvery grey when old. silvery grey when old. silvery grey when old. It is permeated with natural oils It is permeated with natural oils It is permeated with natural oils that make it one of the longest lasting that make it one of the longest lasting that make it one of the longest lasting of all woods, of all woods, of all woods, even in the damp even in the damp even in the damp of the Northwest Coast climate. of the Northwest Coast climate. of the Northwest Coast climate.

When steamed, When steamed, When steamed, it will bend without breaking. it will bend without breaking. it will bend without breaking. It will make houses and boats It will make houses and boats It will make houses and boats and boxes and cooking pots. and boxes and cooking pots. and boxes and cooking pots. Its bark will make mats, Its bark will make mats, Its bark will make mats, even clothing. even clothing. even clothing. With a few bits of sharpened stone and antler, With a few bits of sharpened stone and antler, With a few bits of sharpened stone and antler, some beaver teeth and a lot of time, some beaver teeth and a lot of time, some beaver teeth and a lot of time, with later on a bit of iron, with later on a bit of iron, with later on a bit of iron, you can build from the cedar tree you can build from the cedar tree you can build from the cedar tree the exterior trappings the exterior trappings the exterior trappings of one of the world’s great cultures. of one of the world’s great cultures. of one of the world’s great cultures.

Above all, you can build totem poles, Above all, you can build totem poles, Above all, you can build totem poles, and the people of the Northwest Coast and the people of the Northwest Coast and the people of the Northwest Coast built them in profusion: built them in profusion: built them in profusion: forests of sculptured columns forests of sculptured columns forests of sculptured columns between their houses and the sea, between their houses and the sea, between their houses and the sea, proudly announcing to all proudly announcing to all proudly announcing to all the heraldic past of those who dwelt there. the heraldic past of those who dwelt there. the heraldic past of those who dwelt there.

Bill Reid: Out of the Silence, with Adelaide de Menil, photographer. Bill Reid: Out of the Silence, with Adelaide de Menil, photographer. Bill Reid: Out of the Silence, with Adelaide de Menil, photographer. 1971, New York, Outerbridge & Dienstfrey, p.54-63. Used with 1971, New York, Outerbridge & Dienstfrey, p.54-63. Used with 1971, New York, Outerbridge & Dienstfrey, p.54-63. Used with permission, courtesy of the Bill Reid Estate. permission, courtesy of the Bill Reid Estate. permission, courtesy of the Bill Reid Estate.

Question to think about: What do the story and Question to think about: What do the story and Question to think about: What do the story and the poem tell us about cedar? the poem tell us about cedar? the poem tell us about cedar?

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STUDENT HANDOUT 14 STUDENT HANDOUT 14 STUDENT HANDOUT 14

How to Collect a Cedar Story How to Collect a Cedar Story How to Collect a Cedar Story In this activity, you will have the chance to talk to someone in your family or your In this activity, you will have the chance to talk to someone in your family or your In this activity, you will have the chance to talk to someone in your family or your community about cedar stories. You will learn old stories about cedar in your community about cedar stories. You will learn old stories about cedar in your community about cedar stories. You will learn old stories about cedar in your community, and also new stories about cedar. community, and also new stories about cedar. community, and also new stories about cedar.

Plan Your Interview: Plan Your Interview: Plan Your Interview: Take some time to think about a person you know who likes to tell stories or who Take some time to think about a person you know who likes to tell stories or who Take some time to think about a person you know who likes to tell stories or who you think might want to talk about cedar. When you have decided, tell your teacher. you think might want to talk about cedar. When you have decided, tell your teacher. you think might want to talk about cedar. When you have decided, tell your teacher. (If you can’t think of a person, your teacher may have some good ideas.) Then you (If you can’t think of a person, your teacher may have some good ideas.) Then you (If you can’t think of a person, your teacher may have some good ideas.) Then you will need to talk to your person to set up a time to talk. will need to talk to your person to set up a time to talk. will need to talk to your person to set up a time to talk.

Name of person: ______Name of person: ______Name of person: ______

Time of interview: ______Time of interview: ______Time of interview: ______

Things to take: Things to take: Things to take: ವ this student handout ವ this student handout ವ this student handout ವ a notebook or pieces of paper, and a pen or pencil ವ a notebook or pieces of paper, and a pen or pencil ವ a notebook or pieces of paper, and a pen or pencil ವ You may also decide to take a digital or tape recorder if you have one. ವ You may also decide to take a digital or tape recorder if you have one. ವ You may also decide to take a digital or tape recorder if you have one. However, some people don’t like to be recorded. You need to ask permission However, some people don’t like to be recorded. You need to ask permission However, some people don’t like to be recorded. You need to ask permission in advance if you plan to record your interview with them. in advance if you plan to record your interview with them. in advance if you plan to record your interview with them.

Questions to Ask: Questions to Ask: Questions to Ask: You want to hear a story (or maybe more than one story) about cedar. Let your You want to hear a story (or maybe more than one story) about cedar. Let your You want to hear a story (or maybe more than one story) about cedar. Let your person know that you would like to share this story with the other students in your person know that you would like to share this story with the other students in your person know that you would like to share this story with the other students in your class, so you are hoping that the story is one that can be shared. (Some stories are class, so you are hoping that the story is one that can be shared. (Some stories are class, so you are hoping that the story is one that can be shared. (Some stories are meant to be shared only within families or only with certain people.) meant to be shared only within families or only with certain people.) meant to be shared only within families or only with certain people.)

Here are some questions to get you started. You will probably think of more Here are some questions to get you started. You will probably think of more Here are some questions to get you started. You will probably think of more questions as you go. questions as you go. questions as you go.

ವ Do you know any old stories that our people tell about cedar? ವ Do you know any old stories that our people tell about cedar? ವ Do you know any old stories that our people tell about cedar? ವ Do you have any new stories about cedar? (Things that happened to you or ವ Do you have any new stories about cedar? (Things that happened to you or ವ Do you have any new stories about cedar? (Things that happened to you or other people in the community as they were gathering or using cedar?) other people in the community as they were gathering or using cedar?) other people in the community as they were gathering or using cedar?) ವ Can you tell me what things are important to know about gathering, or ವ Can you tell me what things are important to know about gathering, or ವ Can you tell me what things are important to know about gathering, or carving, or weaving cedar? carving, or weaving cedar? carving, or weaving cedar?

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STUDENT HANDOUT 14 STUDENT HANDOUT 14 STUDENT HANDOUT 14

Important Notes on Interviewing: Important Notes on Interviewing: Important Notes on Interviewing: ವ If the person is talking faster than you can record what they’re saying, just ವ If the person is talking faster than you can record what they’re saying, just ವ If the person is talking faster than you can record what they’re saying, just take quick notes to remind you of what they said. take quick notes to remind you of what they said. take quick notes to remind you of what they said. ವ If you don’t understand something, don’t be afraid to tell your person you ವ If you don’t understand something, don’t be afraid to tell your person you ವ If you don’t understand something, don’t be afraid to tell your person you don’t quite understand, and ask them to explain a bit more. don’t quite understand, and ask them to explain a bit more. don’t quite understand, and ask them to explain a bit more. ವ When you have finished your interview, make sure you thank your person. ವ When you have finished your interview, make sure you thank your person. ವ When you have finished your interview, make sure you thank your person. ವ As soon as you can, write down your interview. Otherwise, you may forget what ವ As soon as you can, write down your interview. Otherwise, you may forget what ವ As soon as you can, write down your interview. Otherwise, you may forget what some of your notes mean. some of your notes mean. some of your notes mean.

Think About What You Have Think About What You Have Think About What You Have Learned: Learned: Learned: ವ What was the hardest thing ವ What was the hardest thing ವ What was the hardest thing about interviewing? about interviewing? about interviewing? ವ What did you like about ವ What did you like about ವ What did you like about interviewing? interviewing? interviewing? ವ What did you like best about ವ What did you like best about ವ What did you like best about the story (or stories) that you the story (or stories) that you the story (or stories) that you learned about cedar? learned about cedar? learned about cedar? ವ Do you think that cedar has a ವ Do you think that cedar has a ವ Do you think that cedar has a special spiritual importance to special spiritual importance to special spiritual importance to your community? If so, why? your community? If so, why? your community? If so, why?

Activity 14: Crafts and Art | 77 Activity 14: Crafts and Art | 77 Activity 14: Crafts and Art | 77 WRAP UP Going Wild! Teaching about Wild Products from BC’s Coastal Rainforests WRAP UP Going Wild! Teaching about Wild Products from BC’s Coastal Rainforests WRAP UP Going Wild! Teaching about Wild Products from BC’s Coastal Rainforests ACTIVITY ACTIVITY ACTIVITY

Activity 15. Wild Products Fair Activity 15. Wild Products Fair Activity 15. Wild Products Fair (Conclusion Activity) (Conclusion Activity) (Conclusion Activity) Process: Process: Process: Learning Objectives: Learning Objectives: Learning Objectives: ವ Summarize and explain A month ahead: ವ Summarize and explain A month ahead: ವ Summarize and explain A month ahead: to others what they  Involve students in a discussion of putting on a Wild to others what they  Involve students in a discussion of putting on a Wild to others what they  Involve students in a discussion of putting on a Wild have learned about wild Products Fair. What things could they do? Whom might have learned about wild Products Fair. What things could they do? Whom might have learned about wild Products Fair. What things could they do? Whom might products, using a variety products, using a variety products, using a variety of media they invite? What kind of communication and advertising of media they invite? What kind of communication and advertising of media they invite? What kind of communication and advertising ವ Plan and organize a would be needed to make it successful? ವ Plan and organize a would be needed to make it successful? ವ Plan and organize a would be needed to make it successful? school event  Invite those interested to work with you on a Logistics school event  Invite those interested to work with you on a Logistics school event  Invite those interested to work with you on a Logistics Committee, planning the publicity, coordinating, set-up Committee, planning the publicity, coordinating, set-up Committee, planning the publicity, coordinating, set-up Time: and clean-up of the event. Time: and clean-up of the event. Time: and clean-up of the event. Multiple planning Multiple planning Multiple planning periods spread over 4  On the board, write the following headings: Crafts periods spread over 4  On the board, write the following headings: Crafts periods spread over 4  On the board, write the following headings: Crafts weeks leading up to the and Art, Wild Edibles, Medicines, Floral Greenery. weeks leading up to the and Art, Wild Edibles, Medicines, Floral Greenery. weeks leading up to the and Art, Wild Edibles, Medicines, Floral Greenery. event (which may take event (which may take event (which may take anything from 2 hours Brainstorm, for each of these topics, ideas of ways to anything from 2 hours Brainstorm, for each of these topics, ideas of ways to anything from 2 hours Brainstorm, for each of these topics, ideas of ways to to a day) make each topic interesting. Below are some (but not to a day) make each topic interesting. Below are some (but not to a day) make each topic interesting. Below are some (but not all!) of the ideas your students may come up with. all!) of the ideas your students may come up with. all!) of the ideas your students may come up with. Materials: Materials: Materials: Wild Edibles Wild Edibles Wild Edibles ವ collected and made ವ collected and made ವ collected and made creations, foods, and ವ Collect and harvest in-season foods (berries, creations, foods, and ವ Collect and harvest in-season foods (berries, creations, foods, and ವ Collect and harvest in-season foods (berries, other wild products roots, leaves) other wild products roots, leaves) other wild products roots, leaves) ವ tables ವ Display and share foods that have been collected ವ tables ವ Display and share foods that have been collected ವ tables ವ Display and share foods that have been collected ವ kitchen supplies in other seasons ವ kitchen supplies in other seasons ವ kitchen supplies in other seasons ವ copies of Student ವ Have students present their knowledge through ವ copies of Student ವ Have students present their knowledge through ವ copies of Student ವ Have students present their knowledge through Handout 15: Wild short talks and posters Handout 15: Wild short talks and posters Handout 15: Wild short talks and posters Products Fair Planner ವ Make baked goods with wild edibles (i.e., berry Products Fair Planner ವ Make baked goods with wild edibles (i.e., berry Products Fair Planner ವ Make baked goods with wild edibles (i.e., berry muffins) or show the creation of speciality foods muffins) or show the creation of speciality foods muffins) or show the creation of speciality foods Before you start: Before you start: Before you start: through examples (creating teas) through examples (creating teas) through examples (creating teas) During the unit on wild During the unit on wild During the unit on wild products, encourage Medicinal Uses products, encourage Medicinal Uses products, encourage Medicinal Uses your students to compile your students to compile your students to compile a portfolio of work, parts ವ Show and talk about appropriate examples a portfolio of work, parts ವ Show and talk about appropriate examples a portfolio of work, parts ವ Show and talk about appropriate examples of which may be used of medicinal plants (posters with pictures and of which may be used of medicinal plants (posters with pictures and of which may be used of medicinal plants (posters with pictures and for the Wild Products collections of plants) for the Wild Products collections of plants) for the Wild Products collections of plants) Fair. Make sure the Fair. Make sure the Fair. Make sure the group activity products ವ Exhibit plants where appropriate group activity products ವ Exhibit plants where appropriate group activity products ವ Exhibit plants where appropriate (murals, wall-maps, etc.) ವ Have a drawing table, where people can draw (murals, wall-maps, etc.) ವ Have a drawing table, where people can draw (murals, wall-maps, etc.) ವ Have a drawing table, where people can draw are preserved for this various medicinal plants are preserved for this various medicinal plants are preserved for this various medicinal plants event. event. event. Floral Greenery Floral Greenery Floral Greenery Invite community mem- Invite community mem- Invite community mem- bers with expertise in ವ Exhibit examples of floral greenery (create a bers with expertise in ವ Exhibit examples of floral greenery (create a bers with expertise in ವ Exhibit examples of floral greenery (create a wild products to help place where people can exhibit their floral greens wild products to help place where people can exhibit their floral greens wild products to help place where people can exhibit their floral greens your students prepare, in bouquets) your students prepare, in bouquets) your students prepare, in bouquets) and/or to have their and/or to have their and/or to have their own tables at the fair. ವ Teach how to make an interesting floral own tables at the fair. ವ Teach how to make an interesting floral own tables at the fair. ವ Teach how to make an interesting floral arrangement using wild products arrangement using wild products arrangement using wild products ವ Demonstrate how to collect salal and other plants ವ Demonstrate how to collect salal and other plants ವ Demonstrate how to collect salal and other plants sustainably (have students lead a walk to a nearby sustainably (have students lead a walk to a nearby sustainably (have students lead a walk to a nearby

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salal patch and show how to sustainably collect salal) salal patch and show how to sustainably collect salal) salal patch and show how to sustainably collect salal) ವ Have a competition where different floral displays are judged by one or more ವ Have a competition where different floral displays are judged by one or more ವ Have a competition where different floral displays are judged by one or more members of the community members of the community members of the community Crafts and Art Crafts and Art Crafts and Art ವ Provide a market setting for students and community members to exhibit their ವ Provide a market setting for students and community members to exhibit their ವ Provide a market setting for students and community members to exhibit their crafts and art (drawings, masks, weavings etc.) crafts and art (drawings, masks, weavings etc.) crafts and art (drawings, masks, weavings etc.) ವ Demonstrate how to create different crafts using wild products by having experts ವ Demonstrate how to create different crafts using wild products by having experts ವ Demonstrate how to create different crafts using wild products by having experts and students teach the audience (have some carvers or weavers at the fair) and students teach the audience (have some carvers or weavers at the fair) and students teach the audience (have some carvers or weavers at the fair)  Invite students to sign up for one of the topic groups, and to develop some of the  Invite students to sign up for one of the topic groups, and to develop some of the  Invite students to sign up for one of the topic groups, and to develop some of the brainstormed suggestions. brainstormed suggestions. brainstormed suggestions.  Give your students a timetable with blocks of class time to plan their presentations.  Give your students a timetable with blocks of class time to plan their presentations.  Give your students a timetable with blocks of class time to plan their presentations. Encourage them to use Student Handout 15: Wild Products Fair Planner. Encourage them to use Student Handout 15: Wild Products Fair Planner. Encourage them to use Student Handout 15: Wild Products Fair Planner.

Leading up to the Event: Leading up to the Event: Leading up to the Event:  Meet regularly with your Logistics Committee, and have this group report back to the  Meet regularly with your Logistics Committee, and have this group report back to the  Meet regularly with your Logistics Committee, and have this group report back to the whole class with their requirements. (Note: Publicity such as creation of posters, writing whole class with their requirements. (Note: Publicity such as creation of posters, writing whole class with their requirements. (Note: Publicity such as creation of posters, writing of school announcements, etc., provides a myriad of learning opportunities in art, of school announcements, etc., provides a myriad of learning opportunities in art, of school announcements, etc., provides a myriad of learning opportunities in art, language arts, and drama.) If practical, you may want to invite community members to language arts, and drama.) If practical, you may want to invite community members to language arts, and drama.) If practical, you may want to invite community members to mentor each of the groups. mentor each of the groups. mentor each of the groups.  Work with your principal to plan a timetable for different classes to visit the fair, and  Work with your principal to plan a timetable for different classes to visit the fair, and  Work with your principal to plan a timetable for different classes to visit the fair, and a way of cycling through the displays so that everyone isn’t crowded into the same a way of cycling through the displays so that everyone isn’t crowded into the same a way of cycling through the displays so that everyone isn’t crowded into the same place. Also, plan to make sure all of your students can experience all of the booths, place. Also, plan to make sure all of your students can experience all of the booths, place. Also, plan to make sure all of your students can experience all of the booths, perhaps the day before or morning of the fair. perhaps the day before or morning of the fair. perhaps the day before or morning of the fair.

Fair Day and After: Fair Day and After: Fair Day and After:  Help your students to regard the Fair as a creative celebration – make sure everyone  Help your students to regard the Fair as a creative celebration – make sure everyone  Help your students to regard the Fair as a creative celebration – make sure everyone has fun. has fun. has fun.  After your bang-up event, make sure you take the time for a class debriefing session.  After your bang-up event, make sure you take the time for a class debriefing session.  After your bang-up event, make sure you take the time for a class debriefing session. You may decide to structure this as discussion within the small working groups, with You may decide to structure this as discussion within the small working groups, with You may decide to structure this as discussion within the small working groups, with reports to the whole class, as a whole-class discussion, or as a writing activity. Some reports to the whole class, as a whole-class discussion, or as a writing activity. Some reports to the whole class, as a whole-class discussion, or as a writing activity. Some questions are included below in Think About What You Have Learned. questions are included below in Think About What You Have Learned. questions are included below in Think About What You Have Learned.

Evaluation: Evaluation: Evaluation: Use the Think About What You Have Learned questions in a variety of ways: Use the Think About What You Have Learned questions in a variety of ways: Use the Think About What You Have Learned questions in a variety of ways: ವ As the basis for small-group discussion, followed by a report-back to the whole class ವ As the basis for small-group discussion, followed by a report-back to the whole class ವ As the basis for small-group discussion, followed by a report-back to the whole class ವ For individual reflection, with written answers ವ For individual reflection, with written answers ವ For individual reflection, with written answers ವ For individual reflection, followed by class discussion ವ For individual reflection, followed by class discussion ವ For individual reflection, followed by class discussion

Extension Suggestion: Extension Suggestion: Extension Suggestion: Does your school or community have a newsletter for parents or a weekly newspaper? This Does your school or community have a newsletter for parents or a weekly newspaper? This Does your school or community have a newsletter for parents or a weekly newspaper? This is a good opportunity to engage your students in writing up a report of the highlights of is a good opportunity to engage your students in writing up a report of the highlights of is a good opportunity to engage your students in writing up a report of the highlights of the fair, accompanied by photos. the fair, accompanied by photos. the fair, accompanied by photos.

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STUDENT HANDOUT 15 STUDENT HANDOUT 15 STUDENT HANDOUT 15

Wild Products Fair Planner Wild Products Fair Planner Wild Products Fair Planner Use this sheet to help you plan your Wild Products Fair Booth Use this sheet to help you plan your Wild Products Fair Booth Use this sheet to help you plan your Wild Products Fair Booth

 What things do you plan to do at your booth? Make a list.  What things do you plan to do at your booth? Make a list.  What things do you plan to do at your booth? Make a list. ವ ______ವ ______ವ ______ವ ______ವ ______ವ ______ವ ______ವ ______ವ ______ವ ______ವ ______ವ ______

 For each activity that you list, write down the following information:  For each activity that you list, write down the following information:  For each activity that you list, write down the following information: ವ Activity (what are you calling the thing you plan to do?): ವ Activity (what are you calling the thing you plan to do?): ವ Activity (what are you calling the thing you plan to do?): ವ Description (what will actually happen?): ವ Description (what will actually happen?): ವ Description (what will actually happen?): ವ Materials (what things do you need to have ready?): ವ Materials (what things do you need to have ready?): ವ Materials (what things do you need to have ready?): ವ Time (how much time will it take?): ವ Time (how much time will it take?): ವ Time (how much time will it take?): ವ Leader (who is going to be the person or people in charge of this activity?): ವ Leader (who is going to be the person or people in charge of this activity?): ವ Leader (who is going to be the person or people in charge of this activity?): Note: If your group is planning several activities, you may need more than one Note: If your group is planning several activities, you may need more than one Note: If your group is planning several activities, you may need more than one sheet of paper. You may also want to make a schedule of what is going to happen sheet of paper. You may also want to make a schedule of what is going to happen sheet of paper. You may also want to make a schedule of what is going to happen when. when. when.

Think About What You Have Learned: Think About What You Have Learned: Think About What You Have Learned: After the fair is finished, take some time to think about what you learned. After the fair is finished, take some time to think about what you learned. After the fair is finished, take some time to think about what you learned.

ವ What was the most successful activity you did in your booth? ವ What was the most successful activity you did in your booth? ವ What was the most successful activity you did in your booth? ವ What would you do differently next time? ವ What would you do differently next time? ವ What would you do differently next time? ವ Is there something about wild forest products that you would like to learn ವ Is there something about wild forest products that you would like to learn ವ Is there something about wild forest products that you would like to learn more about? more about? more about?

ವ When you think about the planning and organizing work you did, what were ವ When you think about the planning and organizing work you did, what were ವ When you think about the planning and organizing work you did, what were 3 important things you learned? 3 important things you learned? 3 important things you learned?

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Glossary Glossary Glossary

Bough – a branch harvested from a tree often used for decoration in floral greenery Bough – a branch harvested from a tree often used for decoration in floral greenery Bough – a branch harvested from a tree often used for decoration in floral greenery (usually between 60 and 90 cm in length). (usually between 60 and 90 cm in length). (usually between 60 and 90 cm in length).

Business plan – a set of actions, principles, and visions that guides the formation Business plan – a set of actions, principles, and visions that guides the formation Business plan – a set of actions, principles, and visions that guides the formation and running of a business. and running of a business. and running of a business.

Canopy – the uppermost levels of a forest, formed by the tree crowns. Canopy – the uppermost levels of a forest, formed by the tree crowns. Canopy – the uppermost levels of a forest, formed by the tree crowns.

Coniferous – the type of tree that has cones and does not shed its needles but Coniferous – the type of tree that has cones and does not shed its needles but Coniferous – the type of tree that has cones and does not shed its needles but stays green all year round. stays green all year round. stays green all year round.

Conservation – making wise use of resources so that people and the environment Conservation – making wise use of resources so that people and the environment Conservation – making wise use of resources so that people and the environment will be able to use the same resources in the future. will be able to use the same resources in the future. will be able to use the same resources in the future.

Cultural sensitivity (or cultural appropriateness) – the ability to detect, appreciate, Cultural sensitivity (or cultural appropriateness) – the ability to detect, appreciate, Cultural sensitivity (or cultural appropriateness) – the ability to detect, appreciate, and be respectful of other ways of knowing and living. and be respectful of other ways of knowing and living. and be respectful of other ways of knowing and living.

Deciduous – the type of tree or shrub that sheds its leaves or needles seasonally. Deciduous – the type of tree or shrub that sheds its leaves or needles seasonally. Deciduous – the type of tree or shrub that sheds its leaves or needles seasonally.

Economy – the wealth and resources of a country or region in relation to the Economy – the wealth and resources of a country or region in relation to the Economy – the wealth and resources of a country or region in relation to the production and consumption of goods and services. production and consumption of goods and services. production and consumption of goods and services.

Ecosystem – a community of living things interacting with one another and with their Ecosystem – a community of living things interacting with one another and with their Ecosystem – a community of living things interacting with one another and with their nonliving physical environment (soil, sun, wind, weather, etc.). nonliving physical environment (soil, sun, wind, weather, etc.). nonliving physical environment (soil, sun, wind, weather, etc.).

Evergreen – the type of tree or shrub that doesn’t shed its leaves or needles, but Evergreen – the type of tree or shrub that doesn’t shed its leaves or needles, but Evergreen – the type of tree or shrub that doesn’t shed its leaves or needles, but maintains them year-round. maintains them year-round. maintains them year-round.

First Nations – refers to Aboriginal people. The name implies that they were the First Nations – refers to Aboriginal people. The name implies that they were the First Nations – refers to Aboriginal people. The name implies that they were the “first” people to live in what we now call Canada. “first” people to live in what we now call Canada. “first” people to live in what we now call Canada.

Food web – shows the complex interactions of several species that eat or get Food web – shows the complex interactions of several species that eat or get Food web – shows the complex interactions of several species that eat or get eaten by one another. For example, a green plant may get eaten by an ant and a eaten by one another. For example, a green plant may get eaten by an ant and a eaten by one another. For example, a green plant may get eaten by an ant and a caterpillar, both of whom may get eaten by a small bird, which may be preyed upon caterpillar, both of whom may get eaten by a small bird, which may be preyed upon caterpillar, both of whom may get eaten by a small bird, which may be preyed upon by an owl and a fox, who also eats other things. by an owl and a fox, who also eats other things. by an owl and a fox, who also eats other things.

Fungi - organisms that feed on decomposing plants and animals and help recycle Fungi - organisms that feed on decomposing plants and animals and help recycle Fungi - organisms that feed on decomposing plants and animals and help recycle nutrients to the soil, its fruiting body is a mushroom. nutrients to the soil, its fruiting body is a mushroom. nutrients to the soil, its fruiting body is a mushroom.

Habitat - an animal or plant’s “home” in the environment, which provides all its Habitat - an animal or plant’s “home” in the environment, which provides all its Habitat - an animal or plant’s “home” in the environment, which provides all its essentials for life, including food, water, shelter, and space throughout the year and essentials for life, including food, water, shelter, and space throughout the year and essentials for life, including food, water, shelter, and space throughout the year and throughout the animal or plant’s life. throughout the animal or plant’s life. throughout the animal or plant’s life.

Harvesting – the act of gathering something, like plants or mushrooms Harvesting – the act of gathering something, like plants or mushrooms Harvesting – the act of gathering something, like plants or mushrooms

Interconnectedness – the concept that many elements, organisms, and events Interconnectedness – the concept that many elements, organisms, and events Interconnectedness – the concept that many elements, organisms, and events connect together through systems. connect together through systems. connect together through systems.

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Mushrooms – fruiting bodies that produce spores growing from hyphae of fungi Mushrooms – fruiting bodies that produce spores growing from hyphae of fungi Mushrooms – fruiting bodies that produce spores growing from hyphae of fungi concealed in soil or wood. concealed in soil or wood. concealed in soil or wood.

Natural resources – the lands, forests, energy sources and minerals existing naturally Natural resources – the lands, forests, energy sources and minerals existing naturally Natural resources – the lands, forests, energy sources and minerals existing naturally in a place that can be used by people. Some examples are trees (renewable in a place that can be used by people. Some examples are trees (renewable in a place that can be used by people. Some examples are trees (renewable resource) and oil (non-renewable resource). resource) and oil (non-renewable resource). resource) and oil (non-renewable resource).

Non-timber forest products (NTFPs) – forest plants and fungi (other than timber, Non-timber forest products (NTFPs) – forest plants and fungi (other than timber, Non-timber forest products (NTFPs) – forest plants and fungi (other than timber, pulpwood, shakes, or other wood products) that have value as food, medicine, crafts pulpwood, shakes, or other wood products) that have value as food, medicine, crafts pulpwood, shakes, or other wood products) that have value as food, medicine, crafts and art, or floral greenery. Sometimes these are called wild products. and art, or floral greenery. Sometimes these are called wild products. and art, or floral greenery. Sometimes these are called wild products.

Organism – an individual animal, plant, or single-celled life form. Organism – an individual animal, plant, or single-celled life form. Organism – an individual animal, plant, or single-celled life form.

Over-harvesting – gathering too much of a plant or plants within an ecosystem, Over-harvesting – gathering too much of a plant or plants within an ecosystem, Over-harvesting – gathering too much of a plant or plants within an ecosystem, so that it may not be able to grow back, and the ecosystem may not be able to so that it may not be able to grow back, and the ecosystem may not be able to so that it may not be able to grow back, and the ecosystem may not be able to recover. recover. recover.

Overpopulation – an increase in the numbers of a species so that the habitat is no Overpopulation – an increase in the numbers of a species so that the habitat is no Overpopulation – an increase in the numbers of a species so that the habitat is no longer able to support it. longer able to support it. longer able to support it.

Resource – something of use to humans, either directly or indirectly. Resource – something of use to humans, either directly or indirectly. Resource – something of use to humans, either directly or indirectly.

Sense of place – the relationship that a person or culture has about a certain Sense of place – the relationship that a person or culture has about a certain Sense of place – the relationship that a person or culture has about a certain geographic area, based on knowledge and personal connection. geographic area, based on knowledge and personal connection. geographic area, based on knowledge and personal connection.

Small-scale business – a limited sized business, usually only working within one Small-scale business – a limited sized business, usually only working within one Small-scale business – a limited sized business, usually only working within one community. community. community.

Species – a group of living organisms consisting of similar individuals capable of Species – a group of living organisms consisting of similar individuals capable of Species – a group of living organisms consisting of similar individuals capable of interbreeding and producing fertile offspring (plants, animals, fungi). interbreeding and producing fertile offspring (plants, animals, fungi). interbreeding and producing fertile offspring (plants, animals, fungi).

Sustainable - capable of being sustained, of continuing in the future with minimal Sustainable - capable of being sustained, of continuing in the future with minimal Sustainable - capable of being sustained, of continuing in the future with minimal impact on the environment. impact on the environment. impact on the environment.

Sustainable Harvesting – collecting species in a way that does not disrupt the Sustainable Harvesting – collecting species in a way that does not disrupt the Sustainable Harvesting – collecting species in a way that does not disrupt the balance in an ecosystem, leaving enough of the plant or the ecosystem so that it balance in an ecosystem, leaving enough of the plant or the ecosystem so that it balance in an ecosystem, leaving enough of the plant or the ecosystem so that it can re-grow what has been gathered . can re-grow what has been gathered . can re-grow what has been gathered .

Traditional knowledge – indigenous and aboriginal knowledge that is part of Traditional knowledge – indigenous and aboriginal knowledge that is part of Traditional knowledge – indigenous and aboriginal knowledge that is part of tradition and may continue to be practiced. tradition and may continue to be practiced. tradition and may continue to be practiced.

Values – the principles and standards of behaviour, judgement and what is important Values – the principles and standards of behaviour, judgement and what is important Values – the principles and standards of behaviour, judgement and what is important in life. in life. in life.

Wild products –species from the forest, excluding lumber or pulpwood, that humans Wild products –species from the forest, excluding lumber or pulpwood, that humans Wild products –species from the forest, excluding lumber or pulpwood, that humans use for commercial, recreational, cultural, spiritual, and subsistence uses. Sometimes use for commercial, recreational, cultural, spiritual, and subsistence uses. Sometimes use for commercial, recreational, cultural, spiritual, and subsistence uses. Sometimes called Non-Timber Forest Products (NTFPs). called Non-Timber Forest Products (NTFPs). called Non-Timber Forest Products (NTFPs).

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References References References

The following references were used in writing this guidebook: The following references were used in writing this guidebook: The following references were used in writing this guidebook:

Berkes, F. (1999). Sacred Ecology: Traditional Ecological Knowledge and Resource Berkes, F. (1999). Sacred Ecology: Traditional Ecological Knowledge and Resource Berkes, F. (1999). Sacred Ecology: Traditional Ecological Knowledge and Resource Management. Ann Arbor (MI): Taylor and Francis Management. Ann Arbor (MI): Taylor and Francis Management. Ann Arbor (MI): Taylor and Francis

Canadian Forest Service (2007). Developing non-timber forest products in Canada. Canadian Forest Service (2007). Developing non-timber forest products in Canada. Canadian Forest Service (2007). Developing non-timber forest products in Canada. Canadian Forest Service, Frontline Express, Bulletin No 28. Retrieved October Canadian Forest Service, Frontline Express, Bulletin No 28. Retrieved October Canadian Forest Service, Frontline Express, Bulletin No 28. Retrieved October 2, 2008 from http://cfs.nrcan.gc.ca/news/296. 2, 2008 from http://cfs.nrcan.gc.ca/news/296. 2, 2008 from http://cfs.nrcan.gc.ca/news/296.

Centre for Non-timber Forest Products (2007). Website home. Retrieved November Centre for Non-timber Forest Products (2007). Website home. Retrieved November Centre for Non-timber Forest Products (2007). Website home. Retrieved November 28, 2008 from http://cntr.royalroads.ca/home. 28, 2008 from http://cntr.royalroads.ca/home. 28, 2008 from http://cntr.royalroads.ca/home.

Forest Practices Board (2004). Integrating Non-Timber Forest Products into Forest Forest Practices Board (2004). Integrating Non-Timber Forest Products into Forest Forest Practices Board (2004). Integrating Non-Timber Forest Products into Forest Planning and Practices in British Columbia. Retrieved October 3, 2008 from Planning and Practices in British Columbia. Retrieved October 3, 2008 from Planning and Practices in British Columbia. Retrieved October 3, 2008 from www.fpb.gov.bc.ca/SPECIAL/reports/SR19/SR19.pdf. www.fpb.gov.bc.ca/SPECIAL/reports/SR19/SR19.pdf. www.fpb.gov.bc.ca/SPECIAL/reports/SR19/SR19.pdf.

Forrex (2008). Mushrooms: Non-timber forest products of British Columbia. Forrex (2008). Mushrooms: Non-timber forest products of British Columbia. Forrex (2008). Mushrooms: Non-timber forest products of British Columbia. Retrieved October 6, 2008 from http://bcmushrooms.forrex.org/ntfp/pages/ Retrieved October 6, 2008 from http://bcmushrooms.forrex.org/ntfp/pages/ Retrieved October 6, 2008 from http://bcmushrooms.forrex.org/ntfp/pages/ sustainableharvest.html. sustainableharvest.html. sustainableharvest.html.

Klinkenberg, Brian. (Editor) 2008. E-Flora BC: Electronic Atlas of the Plants of British Klinkenberg, Brian. (Editor) 2008. E-Flora BC: Electronic Atlas of the Plants of British Klinkenberg, Brian. (Editor) 2008. E-Flora BC: Electronic Atlas of the Plants of British Columbia [www.eflora.bc.ca]. Lab for Advanced Spatial Analysis, Department of Columbia [www.eflora.bc.ca]. Lab for Advanced Spatial Analysis, Department of Columbia [www.eflora.bc.ca]. Lab for Advanced Spatial Analysis, Department of Geography, University of British Columbia, Vancouver. Geography, University of British Columbia, Vancouver. Geography, University of British Columbia, Vancouver.

Lantz, T.C., Swerhun, K., Turner, N.J. (2004). Devil’s Club (Oplopanax horridus): An Lantz, T.C., Swerhun, K., Turner, N.J. (2004). Devil’s Club (Oplopanax horridus): An Lantz, T.C., Swerhun, K., Turner, N.J. (2004). Devil’s Club (Oplopanax horridus): An ethnobotanical review. The Journal of the American Botanical Council. 62 (33- ethnobotanical review. The Journal of the American Botanical Council. 62 (33- ethnobotanical review. The Journal of the American Botanical Council. 62 (33- 48). 48). 48).

Moore, M. (1993). Medicinal Plants of the Pacific West. Red Crane Books, Santa Fe Moore, M. (1993). Medicinal Plants of the Pacific West. Red Crane Books, Santa Fe Moore, M. (1993). Medicinal Plants of the Pacific West. Red Crane Books, Santa Fe NM. NM. NM.

Pojar J. & MacKinnon A. (1994). Plants of Coastal British Columbia including Pojar J. & MacKinnon A. (1994). Plants of Coastal British Columbia including Pojar J. & MacKinnon A. (1994). Plants of Coastal British Columbia including Washington, Oregon, and Alaska. Lone Pine Publishing, Vancouver BC. Washington, Oregon, and Alaska. Lone Pine Publishing, Vancouver BC. Washington, Oregon, and Alaska. Lone Pine Publishing, Vancouver BC.

Pierotti, R. & Wildcat, D. (2000). Traditional ecological knowledge: The third Pierotti, R. & Wildcat, D. (2000). Traditional ecological knowledge: The third Pierotti, R. & Wildcat, D. (2000). Traditional ecological knowledge: The third alternative. Ecological Applications 10: 1333-1340. alternative. Ecological Applications 10: 1333-1340. alternative. Ecological Applications 10: 1333-1340.

Reid, B & De Menil, A. (1971). Out of the Silence. Outerbridge & Dienstfrey, N e w Reid, B & De Menil, A. (1971). Out of the Silence. Outerbridge & Dienstfrey, N e w Reid, B & De Menil, A. (1971). Out of the Silence. Outerbridge & Dienstfrey, N e w York. York. York.

South Moresby Forest Replacement Account. (2000). Seeing the Forest beneath the South Moresby Forest Replacement Account. (2000). Seeing the Forest beneath the South Moresby Forest Replacement Account. (2000). Seeing the Forest beneath the Trees: The Social and Economic Potential of Non-Timber Forest Products and Trees: The Social and Economic Potential of Non-Timber Forest Products and Trees: The Social and Economic Potential of Non-Timber Forest Products and Services In the Queen Charlotte Islands/Haida Gwaii. Joint Initiative of Government Services In the Queen Charlotte Islands/Haida Gwaii. Joint Initiative of Government Services In the Queen Charlotte Islands/Haida Gwaii. Joint Initiative of Government of Canada and British Columbia. Retrieved on October 3, 2008 from http:// of Canada and British Columbia. Retrieved on October 3, 2008 from http:// of Canada and British Columbia. Retrieved on October 3, 2008 from http:// cntr.royalroads.ca/files-cntr/Seeing%20the%20Forest%20Beneath%20the%20 cntr.royalroads.ca/files-cntr/Seeing%20the%20Forest%20Beneath%20the%20 cntr.royalroads.ca/files-cntr/Seeing%20the%20Forest%20Beneath%20the%20 Trees.pdf. Trees.pdf. Trees.pdf.

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Stewart, H. (1984). Cedar, tree of life to the Northwest Coast Indians. Douglas & Stewart, H. (1984). Cedar, tree of life to the Northwest Coast Indians. Douglas & Stewart, H. (1984). Cedar, tree of life to the Northwest Coast Indians. Douglas & McIntyre, Vancouver BC. McIntyre, Vancouver BC. McIntyre, Vancouver BC.

Turner, N.J., Kuhnlein, H.V., & Egger, K.N. (1986). The cottonwood mushroom (Thricomala Turner, N.J., Kuhnlein, H.V., & Egger, K.N. (1986). The cottonwood mushroom (Thricomala Turner, N.J., Kuhnlein, H.V., & Egger, K.N. (1986). The cottonwood mushroom (Thricomala populinum): a food resource for the Interior Salish Indian peoples of British populinum): a food resource for the Interior Salish Indian peoples of British populinum): a food resource for the Interior Salish Indian peoples of British Columbia. Canadian Journal of Botany. 65 921-927. Columbia. Canadian Journal of Botany. 65 921-927. Columbia. Canadian Journal of Botany. 65 921-927.

Turner, N.J. (2001). “Doing it right”: Issues and practices of sustainable harvesting Turner, N.J. (2001). “Doing it right”: Issues and practices of sustainable harvesting Turner, N.J. (2001). “Doing it right”: Issues and practices of sustainable harvesting of non-timber forest products relating to First Peoples in British Columbia. BC of non-timber forest products relating to First Peoples in British Columbia. BC of non-timber forest products relating to First Peoples in British Columbia. BC Journal of Ecosystems and Management. 1(1), pp. 1-11. Journal of Ecosystems and Management. 1(1), pp. 1-11. Journal of Ecosystems and Management. 1(1), pp. 1-11.

Turner, N.J. (1998). Plant Technology of First Peoples in British Columbia: Including Turner, N.J. (1998). Plant Technology of First Peoples in British Columbia: Including Turner, N.J. (1998). Plant Technology of First Peoples in British Columbia: Including Neighbouring Groups in Washington, Alberta, and Alaska. UBC Press, Vancouver Neighbouring Groups in Washington, Alberta, and Alaska. UBC Press, Vancouver Neighbouring Groups in Washington, Alberta, and Alaska. UBC Press, Vancouver BC. BC. BC.

Turner, N.J. (1995). Food Plants and Coastal First Peoples. UBC Press, Vancouver Turner, N.J. (1995). Food Plants and Coastal First Peoples. UBC Press, Vancouver Turner, N.J. (1995). Food Plants and Coastal First Peoples. UBC Press, Vancouver BC. BC. BC.

Wills, R.M., Lipsey, R.G. (1999). An economic strategy to develop Non-Timber Forest Wills, R.M., Lipsey, R.G. (1999). An economic strategy to develop Non-Timber Forest Wills, R.M., Lipsey, R.G. (1999). An economic strategy to develop Non-Timber Forest Products and Services in British Columbia. Forest Renewal BC Project No. Products and Services in British Columbia. Forest Renewal BC Project No. Products and Services in British Columbia. Forest Renewal BC Project No. PA97538-ORE. Final Report. PA97538-ORE. Final Report. PA97538-ORE. Final Report.

84 | References 84 | References 84 | References Going Wild! Teaching about Wild Products from BC’s Coastal Rainforests Going Wild! Teaching about Wild Products from BC’s Coastal Rainforests Going Wild! Teaching about Wild Products from BC’s Coastal Rainforests

Resources Resources Resources

Want to learn more? These books and websites are excellent sources of factual Want to learn more? These books and websites are excellent sources of factual Want to learn more? These books and websites are excellent sources of factual information and teaching ideas. information and teaching ideas. information and teaching ideas.

Books Books Books Non-timber Forest Products Curriculum Workbook an interdisciplinary set of Non-timber Forest Products Curriculum Workbook an interdisciplinary set of Non-timber Forest Products Curriculum Workbook an interdisciplinary set of instructional materials that includes over 100 lesson plans and handouts covering instructional materials that includes over 100 lesson plans and handouts covering instructional materials that includes over 100 lesson plans and handouts covering the ecological, cultural, political and economic importance of NTFPs. Order from: the ecological, cultural, political and economic importance of NTFPs. Order from: the ecological, cultural, political and economic importance of NTFPs. Order from: www.ifcae.org/projects/ncssf2. www.ifcae.org/projects/ncssf2. www.ifcae.org/projects/ncssf2.

Medicinal Plants of the Pacific West by M. Moore (1993). Red Crane Books, Santa Medicinal Plants of the Pacific West by M. Moore (1993). Red Crane Books, Santa Medicinal Plants of the Pacific West by M. Moore (1993). Red Crane Books, Santa Fe NM. Fe NM. Fe NM.

Plants of Coastal British Columbia including Washington, Oregon, and Alaska by Plants of Coastal British Columbia including Washington, Oregon, and Alaska by Plants of Coastal British Columbia including Washington, Oregon, and Alaska by J. Pojar and Andy MacKinnon (1994). Lone Pine Publishing, Vancouver BC. J. Pojar and Andy MacKinnon (1994). Lone Pine Publishing, Vancouver BC. J. Pojar and Andy MacKinnon (1994). Lone Pine Publishing, Vancouver BC.

Cedar, tree of life to the Northwest Coast Indians by H. Stewart. (1984). Douglas Cedar, tree of life to the Northwest Coast Indians by H. Stewart. (1984). Douglas Cedar, tree of life to the Northwest Coast Indians by H. Stewart. (1984). Douglas & McIntyre, Vancouver BC. & McIntyre, Vancouver BC. & McIntyre, Vancouver BC.

Plant Technology of First Peoples in British Columbia: Including Neighbouring Plant Technology of First Peoples in British Columbia: Including Neighbouring Plant Technology of First Peoples in British Columbia: Including Neighbouring Groups in Washington, Alberta, and Alaska by Nancy J. Turner (1998). UBC Press, Groups in Washington, Alberta, and Alaska by Nancy J. Turner (1998). UBC Press, Groups in Washington, Alberta, and Alaska by Nancy J. Turner (1998). UBC Press, Vancouver BC. Vancouver BC. Vancouver BC.

Food Plants and Coastal First Peoples by Nancy J. Turner (1995). UBC Press, Food Plants and Coastal First Peoples by Nancy J. Turner (1995). UBC Press, Food Plants and Coastal First Peoples by Nancy J. Turner (1995). UBC Press, Vancouver BC. Vancouver BC. Vancouver BC.

Websites Websites Websites Royal Roads University’s Centre for Non-timber Resources Royal Roads University’s Centre for Non-timber Resources Royal Roads University’s Centre for Non-timber Resources The Centre for Non-Timber Resources at Royal Roads University is an applied The Centre for Non-Timber Resources at Royal Roads University is an applied The Centre for Non-Timber Resources at Royal Roads University is an applied research and development centre dedicated to promoting the sustainable use of research and development centre dedicated to promoting the sustainable use of research and development centre dedicated to promoting the sustainable use of non-timber forest resources. non-timber forest resources. non-timber forest resources. http://cntr.royalroads.ca http://cntr.royalroads.ca http://cntr.royalroads.ca

Sierra Club Environmental Education Sierra Club Environmental Education Sierra Club Environmental Education Started in 1998 in response to teacher requests for environmental education Started in 1998 in response to teacher requests for environmental education Started in 1998 in response to teacher requests for environmental education materials, the Sierra Club Education Program has grown into one of B.C.’s most materials, the Sierra Club Education Program has grown into one of B.C.’s most materials, the Sierra Club Education Program has grown into one of B.C.’s most effective environmental education providers. Please contact Sierra Club directly if effective environmental education providers. Please contact Sierra Club directly if effective environmental education providers. Please contact Sierra Club directly if you are interested learning more. you are interested learning more. you are interested learning more. www.sierraclub.bc.ca/education www.sierraclub.bc.ca/education www.sierraclub.bc.ca/education

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Coastal First Nations Great Bear Initiative Coastal First Nations Great Bear Initiative Coastal First Nations Great Bear Initiative Coastal First Nations is an alliance of First Nations on British Columbia’s North Coastal First Nations is an alliance of First Nations on British Columbia’s North Coastal First Nations is an alliance of First Nations on British Columbia’s North and Central Coastal and Haida Gwaii. Coastal First Nations includes the and Central Coastal and Haida Gwaii. Coastal First Nations includes the and Central Coastal and Haida Gwaii. Coastal First Nations includes the Wuikinuxv Nation, Heiltsuk Nation, Kitasoo/Xaixais First Nation, Gitga’at First Wuikinuxv Nation, Heiltsuk Nation, Kitasoo/Xaixais First Nation, Gitga’at First Wuikinuxv Nation, Heiltsuk Nation, Kitasoo/Xaixais First Nation, Gitga’at First Nation, Haisla Nation, Metlakatla First Nation, Homalco First Nation, Old Massett Nation, Haisla Nation, Metlakatla First Nation, Homalco First Nation, Old Massett Nation, Haisla Nation, Metlakatla First Nation, Homalco First Nation, Old Massett Village Council, Skidegate Band Council, and the Council of the Haida Nation Village Council, Skidegate Band Council, and the Council of the Haida Nation Village Council, Skidegate Band Council, and the Council of the Haida Nation who have been working together on socio-economic issues since 2000, and who have been working together on socio-economic issues since 2000, and who have been working together on socio-economic issues since 2000, and formed the Turning Point Initiative Society in 2003. formed the Turning Point Initiative Society in 2003. formed the Turning Point Initiative Society in 2003. www.coastalfirstnations.ca www.coastalfirstnations.ca www.coastalfirstnations.ca

First Voices First Voices First Voices FirstVoices is a suite of web-based tools and services designed to support FirstVoices is a suite of web-based tools and services designed to support FirstVoices is a suite of web-based tools and services designed to support Aboriginal people engaged in language archiving, language teaching & culture Aboriginal people engaged in language archiving, language teaching & culture Aboriginal people engaged in language archiving, language teaching & culture revitalization. revitalization. revitalization. www.firstvoices.com www.firstvoices.com www.firstvoices.com

Greenlearning – Pembina Institute Greenlearning – Pembina Institute Greenlearning – Pembina Institute GreenLearning designs premier learning resources for Canada’s innovative teachers. GreenLearning designs premier learning resources for Canada’s innovative teachers. GreenLearning designs premier learning resources for Canada’s innovative teachers. Our lessons and activities are comprehensive, fun and free. Most resources are Our lessons and activities are comprehensive, fun and free. Most resources are Our lessons and activities are comprehensive, fun and free. Most resources are curriculum-aligned to British Columbia, Alberta and Ontario — with links to other curriculum-aligned to British Columbia, Alberta and Ontario — with links to other curriculum-aligned to British Columbia, Alberta and Ontario — with links to other provinces coming soon. provinces coming soon. provinces coming soon. www.greenlearning.ca www.greenlearning.ca www.greenlearning.ca

Robert Bateman Get to Know Program Robert Bateman Get to Know Program Robert Bateman Get to Know Program Built on research and supported by a diverse array of educators, organizations, Built on research and supported by a diverse array of educators, organizations, Built on research and supported by a diverse array of educators, organizations, governments, and corporations, the Robert Bateman Get to Know Program has governments, and corporations, the Robert Bateman Get to Know Program has governments, and corporations, the Robert Bateman Get to Know Program has been inspiring connections between youth and nature for nearly a decade. Focused been inspiring connections between youth and nature for nearly a decade. Focused been inspiring connections between youth and nature for nearly a decade. Focused on encouraging youth to go outdoors and “get to know” their wild neighbours, on encouraging youth to go outdoors and “get to know” their wild neighbours, on encouraging youth to go outdoors and “get to know” their wild neighbours, the program’s initiatives include the writing and art contest, the interactive CD, the program’s initiatives include the writing and art contest, the interactive CD, the program’s initiatives include the writing and art contest, the interactive CD, products, and the school program. products, and the school program. products, and the school program. http://gettoknow.ca http://gettoknow.ca http://gettoknow.ca

E-Flora BC E-Flora BC E-Flora BC An electronic atlas of the plants of British Columbia based out of the University An electronic atlas of the plants of British Columbia based out of the University An electronic atlas of the plants of British Columbia based out of the University of British Columbia. of British Columbia. of British Columbia. www.eflora.bc.ca www.eflora.bc.ca www.eflora.bc.ca

Royal BC Museum Plant Information Royal BC Museum Plant Information Royal BC Museum Plant Information A list of BC plants with information on each one. A list of BC plants with information on each one. A list of BC plants with information on each one. www.royalbcmuseum.bc.ca/Natural_History/Plants.aspx?id=274 www.royalbcmuseum.bc.ca/Natural_History/Plants.aspx?id=274 www.royalbcmuseum.bc.ca/Natural_History/Plants.aspx?id=274

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Appendix A: Appendix A: Appendix A: ;XMKQÅK8ZM[KZQJML4MIZVQVO7]\KWUM[ ;XMKQÅK8ZM[KZQJML4MIZVQVO7]\KWUM[ ;XMKQÅK8ZM[KZQJML4MIZVQVO7]\KWUM[ Grade 4 Grade 4 Grade 4 Social Studies Activity 1 - Get to Know a Plant Social Studies Activity 1 - Get to Know a Plant Social Studies Activity 1 - Get to Know a Plant

Aboriginal Cultures, Exploration, and Activity 2 - Learn about Leaf Patterns Aboriginal Cultures, Exploration, and Activity 2 - Learn about Leaf Patterns Aboriginal Cultures, Exploration, and Activity 2 - Learn about Leaf Patterns Contact Activity 3 - Make a Plant Map Contact Activity 3 - Make a Plant Map Contact Activity 3 - Make a Plant Map apply critical thinking skills Activity 4 - Thanks for Plants apply critical thinking skills Activity 4 - Thanks for Plants apply critical thinking skills Activity 4 - Thanks for Plants identify patterns and summarize Activity 5 - How to Sustain Ecosystems identify patterns and summarize Activity 5 - How to Sustain Ecosystems identify patterns and summarize Activity 5 - How to Sustain Ecosystems

identify alternative perspectives Activity 6 - The Forest Food Web Game identify alternative perspectives Activity 6 - The Forest Food Web Game identify alternative perspectives Activity 6 - The Forest Food Web Game Activity 7 - Making a Seasonal Harvest Activity 7 - Making a Seasonal Harvest Activity 7 - Making a Seasonal Harvest describe technologies used by Calendar describe technologies used by Calendar describe technologies used by Calendar Aboriginal people Aboriginal people Aboriginal people Activity 8 - Gathering Berries for Jam Activity 8 - Gathering Berries for Jam Activity 8 - Gathering Berries for Jam identify the significance of selected identify the significance of selected identify the significance of selected place names Activity 9 - The Business of Mushrooms place names Activity 9 - The Business of Mushrooms place names Activity 9 - The Business of Mushrooms Activity 13 - Cedar Weaving Activity 13 - Cedar Weaving Activity 13 - Cedar Weaving describe Aboriginal peoples’ describe Aboriginal peoples’ describe Aboriginal peoples’ relationship with the land and natural Activity 14 - Cedar Stories relationship with the land and natural Activity 14 - Cedar Stories relationship with the land and natural Activity 14 - Cedar Stories resources Activity 10 - Learning about Devil’s Club resources Activity 10 - Learning about Devil’s Club resources Activity 10 - Learning about Devil’s Club Activity 11 - Making Tea Activity 11 - Making Tea Activity 11 - Making Tea Activity 12 - Making Wreaths Activity 12 - Making Wreaths Activity 12 - Making Wreaths Activity 15 - Wild Products Fair Activity 15 - Wild Products Fair Activity 15 - Wild Products Fair

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Grade 4 Grade 4 Grade 4 Science Activity 1 - Get to Know a Plant Science Activity 1 - Get to Know a Plant Science Activity 1 - Get to Know a Plant

Processes and Skills of Science Activity 2 - Learn about Leaf Patterns Processes and Skills of Science Activity 2 - Learn about Leaf Patterns Processes and Skills of Science Activity 2 - Learn about Leaf Patterns make predictions Activity 3 - Make a Plant Map make predictions Activity 3 - Make a Plant Map make predictions Activity 3 - Make a Plant Map Activity 4 - Thanks for Plants Activity 4 - Thanks for Plants Activity 4 - Thanks for Plants recognize patterns and relationships recognize patterns and relationships recognize patterns and relationships and reach conclusions Activity 5 - How to Sustain Ecosystems and reach conclusions Activity 5 - How to Sustain Ecosystems and reach conclusions Activity 5 - How to Sustain Ecosystems

Life Science: Habitats and Activity 6 - The Forest Food Web Game Life Science: Habitats and Activity 6 - The Forest Food Web Game Life Science: Habitats and Activity 6 - The Forest Food Web Game Communities Activity 7 - Making a Seasonal Harvest Communities Activity 7 - Making a Seasonal Harvest Communities Activity 7 - Making a Seasonal Harvest compare structures and behaviours of Calendar compare structures and behaviours of Calendar compare structures and behaviours of Calendar local animals and plants Activity 9 - The Business of Mushrooms local animals and plants Activity 9 - The Business of Mushrooms local animals and plants Activity 9 - The Business of Mushrooms

compare different habitats and Activity 10 - Learning about Devil’s Club compare different habitats and Activity 10 - Learning about Devil’s Club compare different habitats and Activity 10 - Learning about Devil’s Club communities Activity 12 - Making Wreaths communities Activity 12 - Making Wreaths communities Activity 12 - Making Wreaths analyse food chains Activity 13 - Cedar Weaving analyse food chains Activity 13 - Cedar Weaving analyse food chains Activity 13 - Cedar Weaving understand the Aboriginal concept of Activity 14 - Cedar Stories understand the Aboriginal concept of Activity 14 - Cedar Stories understand the Aboriginal concept of Activity 14 - Cedar Stories respect for the environment respect for the environment respect for the environment Activity 15 - Wild Products Fair Activity 15 - Wild Products Fair Activity 15 - Wild Products Fair recognize how personal action has recognize how personal action has recognize how personal action has environmental consequences environmental consequences environmental consequences

Mathematics Activity 1 - Get to Know a Plant Mathematics Activity 1 - Get to Know a Plant Mathematics Activity 1 - Get to Know a Plant

Number Concepts Activity 2 - Learn about Leaf Patterns Number Concepts Activity 2 - Learn about Leaf Patterns Number Concepts Activity 2 - Learn about Leaf Patterns demonstrate a number sense for Activity 3 - Make a Plant Map demonstrate a number sense for Activity 3 - Make a Plant Map demonstrate a number sense for Activity 3 - Make a Plant Map whole numbers Activity 6 - The Forest Food Web Game whole numbers Activity 6 - The Forest Food Web Game whole numbers Activity 6 - The Forest Food Web Game apply arithmetic operations on use in apply arithmetic operations on use in apply arithmetic operations on use in problem solving problem solving problem solving

Patterns and Relations Patterns and Relations Patterns and Relations investigate, establish, and investigate, establish, and investigate, establish, and communicate predictions based on communicate predictions based on communicate predictions based on patterns patterns patterns

Shape and Space Shape and Space Shape and Space estimate, measure, and compare estimate, measure, and compare estimate, measure, and compare quantities quantities quantities

describe relationships describe relationships describe relationships

88 | Appendixes 88 | Appendixes 88 | Appendixes Going Wild! Teaching about Wild Products from BC’s Coastal Rainforests Going Wild! Teaching about Wild Products from BC’s Coastal Rainforests Going Wild! Teaching about Wild Products from BC’s Coastal Rainforests

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Grade 5 Grade 5 Grade 5 Social Studies Activity 1 - Get to Know a Plant Social Studies Activity 1 - Get to Know a Plant Social Studies Activity 1 - Get to Know a Plant

Canada – from Colony to Country Activity 3 - Make a Plant Map Canada – from Colony to Country Activity 3 - Make a Plant Map Canada – from Colony to Country Activity 3 - Make a Plant Map critical thinking skills (e.g., Activity 4 - Thanks for Plants critical thinking skills (e.g., Activity 4 - Thanks for Plants critical thinking skills (e.g., Activity 4 - Thanks for Plants hypothesizing, comparing, identifying Activity 5 - How to Sustain Ecosystems hypothesizing, comparing, identifying Activity 5 - How to Sustain Ecosystems hypothesizing, comparing, identifying Activity 5 - How to Sustain Ecosystems patterns) patterns) patterns) Activity 6 - The Forest Food Web Game Activity 6 - The Forest Food Web Game Activity 6 - The Forest Food Web Game maps and timelines of features of BC maps and timelines of features of BC maps and timelines of features of BC Activity 9 - The Business of Mushrooms Activity 9 - The Business of Mushrooms Activity 9 - The Business of Mushrooms and Canada and Canada and Canada Activity 10 - Learning about Devil’s Club Activity 10 - Learning about Devil’s Club Activity 10 - Learning about Devil’s Club gathering information gathering information gathering information Activity 13 - Cedar Weaving Activity 13 - Cedar Weaving Activity 13 - Cedar Weaving defending a position defending a position defending a position Activity 14 - Cedar Stories Activity 14 - Cedar Stories Activity 14 - Cedar Stories plan of action to address a school, Activity 15 - Wild Products Fair plan of action to address a school, Activity 15 - Wild Products Fair plan of action to address a school, Activity 15 - Wild Products Fair community, or national issue community, or national issue community, or national issue

understanding of First Nations understanding of First Nations understanding of First Nations governance governance governance

Science Activity 1 - Get to Know a Plant Science Activity 1 - Get to Know a Plant Science Activity 1 - Get to Know a Plant

Earth and Space Science: Renewable Activity 3 - Make a Plant Map Earth and Space Science: Renewable Activity 3 - Make a Plant Map Earth and Space Science: Renewable Activity 3 - Make a Plant Map and Non-Renewable Resources Activity 4 - Thanks for Plants and Non-Renewable Resources Activity 4 - Thanks for Plants and Non-Renewable Resources Activity 4 - Thanks for Plants analyse an Aboriginal concept of Activity 5 - How to Sustain Ecosystems analyse an Aboriginal concept of Activity 5 - How to Sustain Ecosystems analyse an Aboriginal concept of Activity 5 - How to Sustain Ecosystems interconnectedness interconnectedness interconnectedness Activity 6 - The Forest Food Web Game Activity 6 - The Forest Food Web Game Activity 6 - The Forest Food Web Game describe environmental impacts describe environmental impacts describe environmental impacts Activity 10 - Learning about Devil’s Club Activity 10 - Learning about Devil’s Club Activity 10 - Learning about Devil’s Club Activity 12 - Making Wreaths Activity 12 - Making Wreaths Activity 12 - Making Wreaths

Activity 13 - Cedar Weaving Activity 13 - Cedar Weaving Activity 13 - Cedar Weaving Activity 14 - Cedar Stories Activity 14 - Cedar Stories Activity 14 - Cedar Stories Activity 15 - Wild Products Fair Activity 15 - Wild Products Fair Activity 15 - Wild Products Fair

Appendixes | 89 Appendixes | 89 Appendixes | 89 Going Wild! Teaching about Wild Products from BC’s Coastal Rainforests Going Wild! Teaching about Wild Products from BC’s Coastal Rainforests Going Wild! Teaching about Wild Products from BC’s Coastal Rainforests

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Grade 5 Grade 5 Grade 5 Mathematics Activity 1 - Get to Know a Plant Mathematics Activity 1 - Get to Know a Plant Mathematics Activity 1 - Get to Know a Plant

Numbers and Number Concepts Activity 2 - Learn about Leaf Patterns Numbers and Number Concepts Activity 2 - Learn about Leaf Patterns Numbers and Number Concepts Activity 2 - Learn about Leaf Patterns demonstrate a number sense for Activity 3 - Make a Plant Map demonstrate a number sense for Activity 3 - Make a Plant Map demonstrate a number sense for Activity 3 - Make a Plant Map whole numbers, from 0 to 100 000 Activity 5 - How to Sustain Ecosystems whole numbers, from 0 to 100 000 Activity 5 - How to Sustain Ecosystems whole numbers, from 0 to 100 000 Activity 5 - How to Sustain Ecosystems apply arithmetic operations on whole Activity 6 - The Forest Food Web Game apply arithmetic operations on whole Activity 6 - The Forest Food Web Game apply arithmetic operations on whole Activity 6 - The Forest Food Web Game numbers and decimal fractions numbers and decimal fractions numbers and decimal fractions

Patterns and Relations Patterns and Relations Patterns and Relations construct, extend, and summarize construct, extend, and summarize construct, extend, and summarize patterns patterns patterns

Shape and Space (Measurement) Shape and Space (Measurement) Shape and Space (Measurement) use measurement concepts and use measurement concepts and use measurement concepts and appropriate tools to solve problems appropriate tools to solve problems appropriate tools to solve problems

Grade 6 Grade 6 Grade 6 Social Studies Activity 1 - Get to Know a Plant Social Studies Activity 1 - Get to Know a Plant Social Studies Activity 1 - Get to Know a Plant

Canada and the World Activity 4 - Thanks for Plants Canada and the World Activity 4 - Thanks for Plants Canada and the World Activity 4 - Thanks for Plants critical thinking skills Activity 5 - How to Sustain Ecosystems critical thinking skills Activity 5 - How to Sustain Ecosystems critical thinking skills Activity 5 - How to Sustain Ecosystems Activity 6 - The Forest Food Web Game Activity 6 - The Forest Food Web Game Activity 6 - The Forest Food Web Game understanding relationships, understanding relationships, understanding relationships, summarizing, and drawing conclusions Activity 8 - Gathering Berries for Jam summarizing, and drawing conclusions Activity 8 - Gathering Berries for Jam summarizing, and drawing conclusions Activity 8 - Gathering Berries for Jam

formal presentation skills Activity 9 - The Business of Mushrooms formal presentation skills Activity 9 - The Business of Mushrooms formal presentation skills Activity 9 - The Business of Mushrooms Activity 10 - Learning about Devil’s Club Activity 10 - Learning about Devil’s Club Activity 10 - Learning about Devil’s Club plan of action to address a problem plan of action to address a problem plan of action to address a problem or issue Activity 11 - Making Tea or issue Activity 11 - Making Tea or issue Activity 11 - Making Tea

relationship between cultures and their Activity 12 - Making Wreaths relationship between cultures and their Activity 12 - Making Wreaths relationship between cultures and their Activity 12 - Making Wreaths environments Activity 13 - Cedar Weaving environments Activity 13 - Cedar Weaving environments Activity 13 - Cedar Weaving artistic expression and culture Activity 14 - Cedar Stories artistic expression and culture Activity 14 - Cedar Stories artistic expression and culture Activity 14 - Cedar Stories Activity 15 - Wild Products Fair Activity 15 - Wild Products Fair Activity 15 - Wild Products Fair

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Grade 6 Grade 6 Grade 6 Science Activity 1 - Get to Know a Plant Science Activity 1 - Get to Know a Plant Science Activity 1 - Get to Know a Plant

Life Science: Diversity of Life Activity 3 - Make a Plant Map Life Science: Diversity of Life Activity 3 - Make a Plant Map Life Science: Diversity of Life Activity 3 - Make a Plant Map analyse how different organisms adapt Activity 2 - Learn about Leaf Patterns analyse how different organisms adapt Activity 2 - Learn about Leaf Patterns analyse how different organisms adapt Activity 2 - Learn about Leaf Patterns their their their to environments Activity 5 - How to Sustain Ecosystems to environments Activity 5 - How to Sustain Ecosystems to environments Activity 5 - How to Sustain Ecosystems Earth and Space Science: Exploration Activity 6 - The Forest Food Web Game Earth and Space Science: Exploration Activity 6 - The Forest Food Web Game Earth and Space Science: Exploration Activity 6 - The Forest Food Web Game of Extreme Environments of Extreme Environments of Extreme Environments Activity 13 - Cedar Weaving Activity 13 - Cedar Weaving Activity 13 - Cedar Weaving explain obstacles of extreme explain obstacles of extreme explain obstacles of extreme environments Activity 14 - Cedar Stories environments Activity 14 - Cedar Stories environments Activity 14 - Cedar Stories

assess technologies used for extreme assess technologies used for extreme assess technologies used for extreme environments environments environments

Mathematics Activity 1 - Get to Know a Plant Mathematics Activity 1 - Get to Know a Plant Mathematics Activity 1 - Get to Know a Plant

Numbers and Number Concepts Activity 2 - Learn about Leaf Patterns Numbers and Number Concepts Activity 2 - Learn about Leaf Patterns Numbers and Number Concepts Activity 2 - Learn about Leaf Patterns develop a number sense for whole Activity 3 - Make a Plant Map develop a number sense for whole Activity 3 - Make a Plant Map develop a number sense for whole Activity 3 - Make a Plant Map numbers Activity 5 - How to Sustain Ecosystems numbers Activity 5 - How to Sustain Ecosystems numbers Activity 5 - How to Sustain Ecosystems apply arithmetic operations in solving Activity 6 - The Forest Food Web Game apply arithmetic operations in solving Activity 6 - The Forest Food Web Game apply arithmetic operations in solving Activity 6 - The Forest Food Web Game problems problems problems

Patterns and Relations Patterns and Relations Patterns and Relations use relationships to summarize, use relationships to summarize, use relationships to summarize, generalize, and extend patterns generalize, and extend patterns generalize, and extend patterns

Shape and Space Shape and Space Shape and Space solve problems involving shape solve problems involving shape solve problems involving shape measurements measurements measurements

create patterns that incorporate create patterns that incorporate create patterns that incorporate symmetry, translations, and reflections symmetry, translations, and reflections symmetry, translations, and reflections

Physical Education Activity 4 - Thanks for Plants Physical Education Activity 4 - Thanks for Plants Physical Education Activity 4 - Thanks for Plants

Knowledge Activity 10 - Learning about Devil’s Club Knowledge Activity 10 - Learning about Devil’s Club Knowledge Activity 10 - Learning about Devil’s Club relate personal physical and emotional relate personal physical and emotional relate personal physical and emotional health to physical activity health to physical activity health to physical activity

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Grade 7 Grade 7 Grade 7 Social Studies Activity 1 - Get to Know a Plant Social Studies Activity 1 - Get to Know a Plant Social Studies Activity 1 - Get to Know a Plant

Ancient Civilizations Activity 4 - Thanks for Plants Ancient Civilizations Activity 4 - Thanks for Plants Ancient Civilizations Activity 4 - Thanks for Plants critical thinking skills Activity 5 - How to Sustain Ecosystems critical thinking skills Activity 5 - How to Sustain Ecosystems critical thinking skills Activity 5 - How to Sustain Ecosystems Activity 6 - The Forest Food Web Game Activity 6 - The Forest Food Web Game Activity 6 - The Forest Food Web Game identifying relationships, summarizing, identifying relationships, summarizing, identifying relationships, summarizing, and drawing conclusions Activity 10 - Learning about Devil’s Club and drawing conclusions Activity 10 - Learning about Devil’s Club and drawing conclusions Activity 10 - Learning about Devil’s Club

compiling information from a range of Activity 13 - Cedar Weaving compiling information from a range of Activity 13 - Cedar Weaving compiling information from a range of Activity 13 - Cedar Weaving sources Activity 14 - Cedar Stories sources Activity 14 - Cedar Stories sources Activity 14 - Cedar Stories defending a position on an issues Activity 15 - Wild Products Fair defending a position on an issues Activity 15 - Wild Products Fair defending a position on an issues Activity 15 - Wild Products Fair

ˋː˗ˇː˅ˇ˕ˑˈ˃ː˅ˋˇː˖˕ˑ˅ˋˇ˖ˋˇ˕ˑː ˋː˗ˇː˅ˇ˕ˑˈ˃ː˅ˋˇː˖˕ˑ˅ˋˇ˖ˋˇ˕ˑː ˋː˗ˇː˅ˇ˕ˑˈ˃ː˅ˋˇː˖˕ˑ˅ˋˇ˖ˋˇ˕ˑː present-day cultures present-day cultures present-day cultures

Science Activity 1 - Get to Know a Plant Science Activity 1 - Get to Know a Plant Science Activity 1 - Get to Know a Plant

Life Science: Ecosystems Activity 3 - Make a Plant Map Life Science: Ecosystems Activity 3 - Make a Plant Map Life Science: Ecosystems Activity 3 - Make a Plant Map analyse the roles of organisms as Activity 4 - Thanks for Plants analyse the roles of organisms as Activity 4 - Thanks for Plants analyse the roles of organisms as Activity 4 - Thanks for Plants part of interconnected food webs, Activity 5 - How to Sustain Ecosystems part of interconnected food webs, Activity 5 - How to Sustain Ecosystems part of interconnected food webs, Activity 5 - How to Sustain Ecosystems populations, communities, and populations, communities, and populations, communities, and ecosystems Activity 6 - The Forest Food Web Game ecosystems Activity 6 - The Forest Food Web Game ecosystems Activity 6 - The Forest Food Web Game Activity 9 - The Business of Mushrooms Activity 9 - The Business of Mushrooms Activity 9 - The Business of Mushrooms assess interactions between organisms assess interactions between organisms assess interactions between organisms and the environment Activity 10 - Learning about Devil’s Club and the environment Activity 10 - Learning about Devil’s Club and the environment Activity 10 - Learning about Devil’s Club

assess the requirements for sustaining Activity 13 - Cedar Weaving assess the requirements for sustaining Activity 13 - Cedar Weaving assess the requirements for sustaining Activity 13 - Cedar Weaving healthy local ecosystems Activity 14 - Cedar Stories healthy local ecosystems Activity 14 - Cedar Stories healthy local ecosystems Activity 14 - Cedar Stories

evaluate human impacts on local Activity 15 - Wild Products Fair evaluate human impacts on local Activity 15 - Wild Products Fair evaluate human impacts on local Activity 15 - Wild Products Fair ecosystems ecosystems ecosystems

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Grade 7 Grade 7 Grade 7 Mathematics Activity 1 - Get to Know a Plant Mathematics Activity 1 - Get to Know a Plant Mathematics Activity 1 - Get to Know a Plant

Numbers and Number Concepts Activity 2 - Learn about Leaf Patterns Numbers and Number Concepts Activity 2 - Learn about Leaf Patterns Numbers and Number Concepts Activity 2 - Learn about Leaf Patterns demonstrate a number sense Activity 6 - The Forest Food Web Game demonstrate a number sense Activity 6 - The Forest Food Web Game demonstrate a number sense Activity 6 - The Forest Food Web Game

apply arithmetic operations in solving apply arithmetic operations in solving apply arithmetic operations in solving problems problems problems

Patterns and Relations Patterns and Relations Patterns and Relations express patterns in terms of variables express patterns in terms of variables express patterns in terms of variables and make predictions and make predictions and make predictions

Shape and Space Shape and Space Shape and Space create and analyse patterns and create and analyse patterns and create and analyse patterns and designs designs designs

Physical Education Activity 4 - Thanks for Plants Physical Education Activity 4 - Thanks for Plants Physical Education Activity 4 - Thanks for Plants

Knowledge Activity 10 - Learning about Devil’s Club Knowledge Activity 10 - Learning about Devil’s Club Knowledge Activity 10 - Learning about Devil’s Club relate the regular participation in relate the regular participation in relate the regular participation in physical activities to quality of life physical activities to quality of life physical activities to quality of life

analyse the relationship between analyse the relationship between analyse the relationship between nutrition and physical activity nutrition and physical activity nutrition and physical activity

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Arts Prescribed Learning Outcomes Arts Prescribed Learning Outcomes Arts Prescribed Learning Outcomes Other PLOs that relate to this guidebook can be found in subject areas such as: Other PLOs that relate to this guidebook can be found in subject areas such as: Other PLOs that relate to this guidebook can be found in subject areas such as:

English Language Arts PLOs through: English Language Arts PLOs through: English Language Arts PLOs through: ವ oral Language ವ oral Language ವ oral Language ವ reading and viewing ವ reading and viewing ವ reading and viewing ವ writing and representing ವ writing and representing ವ writing and representing

Visual Arts PLOs through: Visual Arts PLOs through: Visual Arts PLOs through:

Image-Development and Design Strategies: Image-Development and Design Strategies: Image-Development and Design Strategies: ವ identifying and comparing image-development and design strategies ವ identifying and comparing image-development and design strategies ವ identifying and comparing image-development and design strategies ವ drafting ideas for images using feelings, observation, memory, and imagination ವ drafting ideas for images using feelings, observation, memory, and imagination ವ drafting ideas for images using feelings, observation, memory, and imagination ವ using a variety of design strategies, including reproduction ವ using a variety of design strategies, including reproduction ವ using a variety of design strategies, including reproduction ವ using a variety of media ವ using a variety of media ವ using a variety of media ವ communicating ideas, experiences, and stories ವ communicating ideas, experiences, and stories ವ communicating ideas, experiences, and stories

Context: Context: Context: ವ identifying art from various cultures ವ identifying art from various cultures ವ identifying art from various cultures ವ giving reasons for preferences in artworks ವ giving reasons for preferences in artworks ವ giving reasons for preferences in artworks ವ demonstrating an awareness of various types of artists ವ demonstrating an awareness of various types of artists ವ demonstrating an awareness of various types of artists ವ demonstrating respect for the work of self and others ವ demonstrating respect for the work of self and others ವ demonstrating respect for the work of self and others ವ creating images that express personal identity ವ creating images that express personal identity ವ creating images that express personal identity

Materials, Technologies, and Processes: Materials, Technologies, and Processes: Materials, Technologies, and Processes: ವ classifying images ವ classifying images ವ classifying images ವ identifying characteristics of materials, tools, equipment, and processes ವ identifying characteristics of materials, tools, equipment, and processes ವ identifying characteristics of materials, tools, equipment, and processes ವ suggesting reasons for following safe and environmentally sensitive procedures ವ suggesting reasons for following safe and environmentally sensitive procedures ವ suggesting reasons for following safe and environmentally sensitive procedures

Health and career education through: Health and career education through: Health and career education through: ವ being physically active ವ being physically active ವ being physically active ವ participating in outdoor learning ವ participating in outdoor learning ವ participating in outdoor learning ವ learning about healthy diet options ವ learning about healthy diet options ವ learning about healthy diet options ವ demonstrating understanding of traditional foods ವ demonstrating understanding of traditional foods ವ demonstrating understanding of traditional foods ವ recognizing personal career options ವ recognizing personal career options ವ recognizing personal career options

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Appendix B: Appendix B: Appendix B: Field Trip Checklist Field Trip Checklist Field Trip Checklist Note: For more pointers and other resources, visit the For Educators page of Sierra Note: For more pointers and other resources, visit the For Educators page of Sierra Note: For more pointers and other resources, visit the For Educators page of Sierra Club’s Education website: www.sierraclub.bc.ca/education. Club’s Education website: www.sierraclub.bc.ca/education. Club’s Education website: www.sierraclub.bc.ca/education.

How to Plan How to Plan How to Plan 1. What is your reason for going? What will you be seeing and doing? 1. What is your reason for going? What will you be seeing and doing? 1. What is your reason for going? What will you be seeing and doing? 2. Select the site that you wish to visit. Some sites you may need to visit prior 2. Select the site that you wish to visit. Some sites you may need to visit prior 2. Select the site that you wish to visit. Some sites you may need to visit prior to going outdoors to become familiar with trails and also the possible safety to going outdoors to become familiar with trails and also the possible safety to going outdoors to become familiar with trails and also the possible safety hazards. hazards. hazards. 3. Check for permission. Permission letters from parents may be needed; as well, 3. Check for permission. Permission letters from parents may be needed; as well, 3. Check for permission. Permission letters from parents may be needed; as well, permission from the resource people you may be visiting might be required. permission from the resource people you may be visiting might be required. permission from the resource people you may be visiting might be required. Take this opportunity to let parents know of any things that students should Take this opportunity to let parents know of any things that students should Take this opportunity to let parents know of any things that students should remember to bring that day. remember to bring that day. remember to bring that day. 4. Estimate trip costs. This may include bus costs, lunch or spending money. 4. Estimate trip costs. This may include bus costs, lunch or spending money. 4. Estimate trip costs. This may include bus costs, lunch or spending money. 5. Select and contact any resource people. A good ratio is one leader to 5. Select and contact any resource people. A good ratio is one leader to 5. Select and contact any resource people. A good ratio is one leader to five students. People to include are parents, community members, university five students. People to include are parents, community members, university five students. People to include are parents, community members, university students and individuals from local organizations or who work for the band students and individuals from local organizations or who work for the band students and individuals from local organizations or who work for the band office. It’s amazing who will come and talk - if you ask them! office. It’s amazing who will come and talk - if you ask them! office. It’s amazing who will come and talk - if you ask them! 6. Think of a back-up plan. This includes rain plans and alternatives in case of 6. Think of a back-up plan. This includes rain plans and alternatives in case of 6. Think of a back-up plan. This includes rain plans and alternatives in case of trip cancellation, as well as an emergency medical plan. trip cancellation, as well as an emergency medical plan. trip cancellation, as well as an emergency medical plan. 7. Prepare the students with some information on what they will see. It helps to 7. Prepare the students with some information on what they will see. It helps to 7. Prepare the students with some information on what they will see. It helps to have pointers on what to look for. have pointers on what to look for. have pointers on what to look for.

What to Bring What to Bring What to Bring Students: Students: Students: ವ Appropriate clothing, including raingear ವ Appropriate clothing, including raingear ವ Appropriate clothing, including raingear ವ Proper footwear that is waterproof and has a good tread ವ Proper footwear that is waterproof and has a good tread ವ Proper footwear that is waterproof and has a good tread ವ Insect repellent and/or sun protection lotion ವ Insect repellent and/or sun protection lotion ವ Insect repellent and/or sun protection lotion ವ Field notebooks with attached pencil ವ Field notebooks with attached pencil ವ Field notebooks with attached pencil ವ Snacks and/or a lunch and a full water bottle ವ Snacks and/or a lunch and a full water bottle ವ Snacks and/or a lunch and a full water bottle

Teacher: you may want to also bring: Teacher: you may want to also bring: Teacher: you may want to also bring: ವ First aid kit and someone who knows first aid ವ First aid kit and someone who knows first aid ವ First aid kit and someone who knows first aid ವ Whistle ವ Whistle ವ Whistle ವ Binoculars and /or magnifying glasses ವ Binoculars and /or magnifying glasses ವ Binoculars and /or magnifying glasses ವ Pocket knife ವ Pocket knife ವ Pocket knife ವ Local field guides to look up animals, plants, trees, etc. ವ Local field guides to look up animals, plants, trees, etc. ವ Local field guides to look up animals, plants, trees, etc. ವ Garbage bags - they make great rain gear or seats for wet days ವ Garbage bags - they make great rain gear or seats for wet days ವ Garbage bags - they make great rain gear or seats for wet days ವ Pencils ವ Pencils ವ Pencils ವ Toilet paper ವ Toilet paper ವ Toilet paper ವ A good story to read aloud during lunch time. ವ A good story to read aloud during lunch time. ವ A good story to read aloud during lunch time.

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Safety Rules Safety Rules Safety Rules It is important to discuss with students before going outdoors the importance of It is important to discuss with students before going outdoors the importance of It is important to discuss with students before going outdoors the importance of appropriate outdoor behaviour and set ground rules. appropriate outdoor behaviour and set ground rules. appropriate outdoor behaviour and set ground rules.

ವ Set up a meeting signal to get everyone together once you are outside, such ವ Set up a meeting signal to get everyone together once you are outside, such ವ Set up a meeting signal to get everyone together once you are outside, such as raising your hand or using a whistle. as raising your hand or using a whistle. as raising your hand or using a whistle. ವ Set boundaries and explain the importance of staying within them. ವ Set boundaries and explain the importance of staying within them. ವ Set boundaries and explain the importance of staying within them. ವ Follow all directions (make sure your directions are clear and that the students ವ Follow all directions (make sure your directions are clear and that the students ವ Follow all directions (make sure your directions are clear and that the students understand them). understand them). understand them). ವ Never taste or eat a wild plant unless you are accompanied by an adult who ವ Never taste or eat a wild plant unless you are accompanied by an adult who ವ Never taste or eat a wild plant unless you are accompanied by an adult who knows for certain it is safe. knows for certain it is safe. knows for certain it is safe. ವ Stay with a buddy, to keep from getting lost or separated. ವ Stay with a buddy, to keep from getting lost or separated. ವ Stay with a buddy, to keep from getting lost or separated.

Conservation Rules Conservation Rules Conservation Rules In addition to the basic rules, it is important to remember that because we are guests In addition to the basic rules, it is important to remember that because we are guests In addition to the basic rules, it is important to remember that because we are guests visiting the outdoors there are certain special rules we must follow: visiting the outdoors there are certain special rules we must follow: visiting the outdoors there are certain special rules we must follow:

ವ All living things, including plants, are to be respected and not injured in any ವ All living things, including plants, are to be respected and not injured in any ವ All living things, including plants, are to be respected and not injured in any way. The basic rule: look, learn and leave alone. way. The basic rule: look, learn and leave alone. way. The basic rule: look, learn and leave alone. ವ If it is necessary to handle an organism, be very gentle. Be aware that some ವ If it is necessary to handle an organism, be very gentle. Be aware that some ವ If it is necessary to handle an organism, be very gentle. Be aware that some animals might bite to protect themselves. animals might bite to protect themselves. animals might bite to protect themselves. ವ Return all organisms to the spot they were found as soon as the observation ವ Return all organisms to the spot they were found as soon as the observation ವ Return all organisms to the spot they were found as soon as the observation is complete. This includes replacing their surrounding habitat as you found it. is complete. This includes replacing their surrounding habitat as you found it. is complete. This includes replacing their surrounding habitat as you found it. For example, if you found a slug under a leaf, put the slug back under that For example, if you found a slug under a leaf, put the slug back under that For example, if you found a slug under a leaf, put the slug back under that same leaf. same leaf. same leaf. ವ Stay on the trail. If you stray off, you may accidentally destroy someone’s ವ Stay on the trail. If you stray off, you may accidentally destroy someone’s ವ Stay on the trail. If you stray off, you may accidentally destroy someone’s habitat. habitat. habitat. ವ Pack out what you pack in. Don’t leave garbage behind. ವ Pack out what you pack in. Don’t leave garbage behind. ವ Pack out what you pack in. Don’t leave garbage behind.

96 | Appendixes 96 | Appendixes 96 | Appendixes Going Wild! Teaching about Wild Products from BC’s Coastal Rainforests Going Wild! Teaching about Wild Products from BC’s Coastal Rainforests Going Wild! Teaching about Wild Products from BC’s Coastal Rainforests

STUDENT HANDOUT STUDENT HANDOUT STUDENT HANDOUT

Appendix C: Appendix C: Appendix C: Working in a Small Group Working in a Small Group Working in a Small Group Working in a small group is a great way to learn, discuss, and work together. To work well and Working in a small group is a great way to learn, discuss, and work together. To work well and Working in a small group is a great way to learn, discuss, and work together. To work well and efficiently, you have to be able to organize yourselves. Here are some suggestions. efficiently, you have to be able to organize yourselves. Here are some suggestions. efficiently, you have to be able to organize yourselves. Here are some suggestions. Group Roles Group Roles Group Roles Your group can work more smoothly if you have different people in charge of different things. It’s Your group can work more smoothly if you have different people in charge of different things. It’s Your group can work more smoothly if you have different people in charge of different things. It’s a good idea to have different people take turns in these roles, so that you all get experience. a good idea to have different people take turns in these roles, so that you all get experience. a good idea to have different people take turns in these roles, so that you all get experience. Depending on the task, you may not need all of these roles. You will usually need a facilitator, Depending on the task, you may not need all of these roles. You will usually need a facilitator, Depending on the task, you may not need all of these roles. You will usually need a facilitator, though, just to keep everyone focused on the group task. though, just to keep everyone focused on the group task. though, just to keep everyone focused on the group task.

Here are the most usual group roles: Here are the most usual group roles: Here are the most usual group roles: ವ Facilitator – makes sure that everyone gets to speak, that the group follows the instructions, ವ Facilitator – makes sure that everyone gets to speak, that the group follows the instructions, ವ Facilitator – makes sure that everyone gets to speak, that the group follows the instructions, stays on topic, and gets the task done. The facilitator is a bit like a teacher. If someone stays on topic, and gets the task done. The facilitator is a bit like a teacher. If someone stays on topic, and gets the task done. The facilitator is a bit like a teacher. If someone in the group wants to fool around and waste time, it’s up to the facilitator to ask that in the group wants to fool around and waste time, it’s up to the facilitator to ask that in the group wants to fool around and waste time, it’s up to the facilitator to ask that person to come back to the task, and it’s up to all the other group members to support person to come back to the task, and it’s up to all the other group members to support person to come back to the task, and it’s up to all the other group members to support the facilitator. the facilitator. the facilitator. ವ Recorder – writes down the group’s main ideas. Sometimes this is done in a notebook. Other ವ Recorder – writes down the group’s main ideas. Sometimes this is done in a notebook. Other ವ Recorder – writes down the group’s main ideas. Sometimes this is done in a notebook. Other times your teacher will ask you to print things on chart paper so that the rest of the class times your teacher will ask you to print things on chart paper so that the rest of the class times your teacher will ask you to print things on chart paper so that the rest of the class can read it. can read it. can read it. ವ Timekeeper – keeps track of how the time is going, and tells the group if they need to ವ Timekeeper – keeps track of how the time is going, and tells the group if they need to ವ Timekeeper – keeps track of how the time is going, and tells the group if they need to move on to the next part of the task in order to get finished in time. move on to the next part of the task in order to get finished in time. move on to the next part of the task in order to get finished in time. ವ Reader – reads an article or section of information aloud to the rest of the group. ವ Reader – reads an article or section of information aloud to the rest of the group. ವ Reader – reads an article or section of information aloud to the rest of the group. ವ Reporter – reports back to the rest of the class. (Sometimes, the reporter is also the recorder, ವ Reporter – reports back to the rest of the class. (Sometimes, the reporter is also the recorder, ವ Reporter – reports back to the rest of the class. (Sometimes, the reporter is also the recorder, but your group may decide to have 2 different people in these roles.) but your group may decide to have 2 different people in these roles.) but your group may decide to have 2 different people in these roles.)

Tips for all Group Members: Tips for all Group Members: Tips for all Group Members: You are responsible to work with the rest of the group to do a good job. Here are some You are responsible to work with the rest of the group to do a good job. Here are some You are responsible to work with the rest of the group to do a good job. Here are some pointers: pointers: pointers: ವ Take your turn – try to contribute, but try not to take up more than your share of time. ವ Take your turn – try to contribute, but try not to take up more than your share of time. ವ Take your turn – try to contribute, but try not to take up more than your share of time. ವ Make sure you listen to what others are saying, and consider their ideas as well as your own. ವ Make sure you listen to what others are saying, and consider their ideas as well as your own. ವ Make sure you listen to what others are saying, and consider their ideas as well as your own. ವ Even if you disagree, don’t put anyone down. See if you can come to a compromise that ವ Even if you disagree, don’t put anyone down. See if you can come to a compromise that ವ Even if you disagree, don’t put anyone down. See if you can come to a compromise that works for everyone. works for everyone. works for everyone. ವ Keep focused on the task, and work as hard as you can to make sure your group does well. ವ Keep focused on the task, and work as hard as you can to make sure your group does well. ವ Keep focused on the task, and work as hard as you can to make sure your group does well.

At first it may not seem easy to work in a group, but as you practice you’ll find it’s a At first it may not seem easy to work in a group, but as you practice you’ll find it’s a At first it may not seem easy to work in a group, but as you practice you’ll find it’s a great way to learn. great way to learn. great way to learn.

Appendixes | 97 Appendixes | 97 Appendixes | 97

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"copyright 2009, reprint 2015" "copyright 2009, reprint 2015"