This video provides a historical overview of how we think about (and react to) forest fires, including previous suppression techniques, the mantra of Smokey the Bear, and Indigenous practices that can help correct the decades of fire suppression activities.
It highlights why smaller fires are beneficial for some forest ecosystems and that suppressing all fires immediately is not good policy.
Teaching Tips
Positives
It shows students that we should continue to learn, listen, and adapt as new information is discovered or observed.
The animations are very helpful and engaging.
Additional Prerequisites
There are multiple advertisements before and during the video, without the ability to skip them.
Differentiation
Younger students may need to watch the video at a slower speed (which can be adjusted in the settings) or use a graphic organizer.
Ask students to highlight the advantages/benefits of controlled forest burning in a presentation.
As an extension, students can research the fire risk and forest fire management protocols in their area.
Science or social studies classes could come up with alternatives to controlled burns that would also reduce the amount of leaf litter, twigs, and fuel in the forest without burning them. Guiding questions include:
Why might this be more beneficial in terms of climate change and air pollution?
What are the risks of a controlled burn becoming a wildfire?
The video highlights the importance of prescribed burns in forests, although it can be devastating if preventive measures are not put in place to curb extreme conditions. Educators should note that whether it is a controlled burn or not, forest fires are carbon sources and are not good for the planet. This resource is insightful, unbiased and recommended for teaching.
Standards
Science and Engineering
LS2: Ecosystems: Interactions, Energy, and Dynamics
MS-LS2-4 Construct an argument supported by empirical evidence that changes to physical or biological components of an ecosystem affect populations.
HS-LS2-7 Design, evaluate, and refine a solution for reducing the impacts of human activities on the environment and biodiversity.
Social Studies
History
History 1 (D2): Students understand major eras, major enduring themes, and historic influences in the history of Maine, the United States, and various regions of the world by analyzing major historical eras, major enduring themes, turning points, events, consequences, and people in the history of Maine, the United States and various regions of the world.
