THE CANADIAN ATLAS ONLINE
www.canadiangeographic.ca/atlas
NOVA SCOTIA – GRADE 10-11
The Boreal Forests of Nova Scotia:
An Alternate Energy Source?
Lesson Overview
The nature of this lesson is for students to research the topic of biomass fuel, develop a
thesis statement and write a 1000-word essay on the use of biomass as a sustainable fuel
source for Nova Scotia.
Grade Level
Grades 10-11
Time Required
2-3 classes
Curriculum Connection (Province and course)
Atlantic Provinces Curriculum for Social Studies: Council of Atlantic Ministers of Education
and Training (CAMET): Nova Scotia
Grade 10 Physical Geography and Grade 11 Canadian Geography
Additional Resources, Materials and Equipment Required
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Essay Rubric (attached)
Thesis Statement Form (attached)
Thesis Statement Form Sample (attached)
Computer lab, LCD Projector, and internet access
Websites:
o Canadian Atlas Online Future of Forestry theme
www.canadiangeographic.ca/atlas
o
Hinterland Who’s Who (video clip)
http://www.hww.ca/hww2.asp?id=354
o
Forest Products Association of Canada
http://www.fpac.ca/bio-pathways
http://www.fpac.ca/fact-sheets/pdfs/Biopathways_EN_web_2011.pdf
o
Forest Products Association of Nova Scotia
http://www.fpans.ca
Main Objective
Students will understand, evaluate and predict the sustainability of using biomass as an
alternative fuel source in Nova Scotia. They will have a new perspective on Nova Scotia’s
energy policy as it relates to renewable/alternative fuel sources.
Learning Outcomes
By the
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end of the lesson, students will be able to:
access information from a variety of sources of information;
acquire information about boreal forests, biomass and sustainable forestry practices;
analyze data, identify trends and make predictions;
strengthen essay writing skills.
THE CANADIAN ATLAS ONLINE
www.canadiangeographic.ca/atlas
NOVA SCOTIA – GRADE 10-11
The Lesson
Introduction
Lesson
Development
Conclusion
Teacher Activity
Show the “Hinterland’s Who’s Who” video clip.
http://www.hww.ca/hww2.asp?id=354
Ask:
1. What is the boreal forest?
2. How large is the boreal forest?
3. What does the boreal forest provide for
humans?
4. What does the boreal forest provide for
nature?
5. Can we balance the requirements of both
people and nature?
6. How can we ensure that the boreal forest
continues to meet the needs of future
generations of Canadians?
Instruct students to go to the Canadian Atlas
Online Future of Forestry theme and read the
various sections on the Canadian boreal forest for
background information.
Student Activity
Watch the video clip and
participate in the
discussion.
Students will research Nova Scotia’s forest
industry, biomass as a fuel source and sustainable
forestry practices. They will use the information
from their research to produce a thesis statement
and an essay.
Conduct the research
necessary to produce a
thesis statement.
Distribute copies of Thesis Statement Form. Ask
students to complete a plausible thesis and outline
the context of their paper in a summary
paragraph.
Complete the Thesis
Statement Form. It
should be approved by
the teacher before the
essay is written.
Locate and review the
Canadian Atlas Online
Future of Forestry
theme.
Review the Thesis Statement Forms and provide
feedback to the students before they begin writing
their essay.
Instruct students to create an essay on the topic of
“The suitability of biomass as a sustainable fuel
source for Nova Scotia.”
Students should produce an outline (which may
also need to be approved) and then write a formal
essay. They will present a summary of their main
findings to the class.
Create an outline.
Conduct class presentations.
Present the essay to
class.
Hold a general discussion of findings and
conclusions.
Follow writing process to
complete the essay.
Participate in the class
discussion.
THE CANADIAN ATLAS ONLINE
www.canadiangeographic.ca/atlas
NOVA SCOTIA – GRADE 10-11
Lesson Extension
 Create a visual representation (a traditional poster or a multimedia program) of the
other types of renewable fuel sources: solar, wind and tidal.

Analyze data from Statistics Canada <www.statscan.gc.ca> on the use of renewable
fuel sources in Canada and the world (use tables, charts and graphs).
Assessment of Student Learning
Use the Essay Rubric (attached) to assess the written essay.
Further Reading
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Canadian Geographic/FPAC Boreal Forest poster-map
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Canadian Geographic/FPAC Boreal Forest interactive map
www.canadiangeographic.ca/boreal
Natural Research Council - http://www.nrc-cnrc.gc.ca/
eng/news/irap/2010/12/20/nexterra-biomass-energy-gasification.html
Natural Resources Canada
http://canmetenergy-canmetenergie.nrcan-rncan.gc.ca/
eng/bioenergy/biomass_resources.html
http://canadaforests.nrcan.gc.ca/article/biomass
FPInnovations
http://www.fpinnovations.ca/
http://versicolor.ca/biomass/index.html
Canadian Biomass - http://www.canadianbiomassmagazine.ca/
A National Scan of Regulations & Practices Relevant to Biomass Harvesting
http://www.wwf.ca/newsroom/reports/forests_freshwater/nationalscan.cfm
Link to Canadian National Standards for Geography
Essential Element #2: Places and Regions
 Critical issues and problems of places and regions
Essential Element #4: Human systems
 Global economic interdependence (e.g. regional specialization, trade,
transnationalism, multinationals)
Essential Element #5: Environments and Society
 Use and sustainability of resources
Geographic Skill #5: Answering Geographic Questions
 Formulate valid generalizations from the results of various kinds of geographic
inquiry.
THE CANADIAN ATLAS ONLINE
www.canadiangeographic.ca/atlas
NOVA SCOTIA – GRADE 10-11
Essay Rubric
CATEGORY
4 - Above Standards 3 - Meets Standards 2 - Approaching Standards
1 - Below Standards Score
Focus or
Thesis
Statement
The thesis statement
The thesis statement
names the topic of the names the topic of the
essay and outlines the essay.
main points to be
discussed.
The thesis statement outlines
some or all of the main points
to be discussed but does not
name the topic.
The thesis statement
does not name the
topic AND does not
preview what will be
discussed.
Support for
Position
Includes 3 or more
pieces of evidence
(facts, statistics,
examples, real-life
experiences) that
support the position
statement. The writer
anticipates the
reader's concerns,
biases or arguments
and has provided at
least 1 counterargument.
Includes 3 or more
pieces of evidence
(facts, statistics,
examples, real-life
experiences) that
support the position
statement.
Includes 2 pieces of evidence
(facts, statistics, examples,
real-life experiences) that
support the position statement.
Includes 1 or fewer
pieces of evidence
(facts, statistics,
examples, real-life
experiences).
Evidence and All of the evidence and
Examples
examples are specific,
relevant and
explanations are given
that show how each
piece of evidence
supports the author's
position.
Most of the evidence
and examples are
specific, relevant and
explanations are
given that show how
each piece of
evidence supports the
author's position.
At least one of the pieces of
evidence and examples is
relevant and has an
explanation that shows how
that piece of evidence supports
the author's position.
Evidence and
examples are NOT
relevant AND/OR are
not explained.
Closing
paragraph
The conclusion is
strong and leaves the
reader solidly
understanding the
writer's position.
Effective restatement
of the position
statement begins the
closing paragraph.
The conclusion is
There is a conclusion, but it
recognizable. The
does not clearly restate the
author's position is
author’s position.
restated within the
first two sentences of
the closing paragraph.
There is no conclusion
- the paper just ends.
Grammar &
Spelling
Author makes no
errors in grammar or
spelling that distract
the reader from the
content.
Author makes 1-2
errors in grammar or
spelling that distract
the reader from the
content.
Author makes 3-4 errors in
grammar or spelling that
distract the reader from the
content.
Author makes more
than 4 errors in
grammar or spelling
that distract the
reader from the
content.
Sources
(if used)
All sources used for
quotes, statistics and
facts are credible and
cited correctly in APA
format in a
bibliography.
All sources used for
quotes, statistics and
facts are credible and
most are cited in a
bibliography, but not
in APA format.
Most sources used for quotes,
statistics and facts are credible
and cited, but not in a
bibliography.
Many sources are
suspect (not credible)
AND/OR are not cited
correctly.
TOTAL: ________
THE CANADIAN ATLAS ONLINE
www.canadiangeographic.ca/atlas
NOVA SCOTIA – GRADE 10-11
Thesis Statement Form
Thesis
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Proof
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Summary Paragraph
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THE CANADIAN ATLAS ONLINE
www.canadiangeographic.ca/atlas
NOVA SCOTIA – GRADE 10-11
Thesis Statement Form (Sample)
Thesis
This is where you write down
Proof
This is where you prepare multiple statements about the subject
the argument you will be
matter that supports your thesis.
making in your paper in a
You may want to include statistics and paraphrase significant quotes
concise manner. Make sure
to support the stance you are taking in the paper (your argument).
the point you are attempting
to make is clear. You do not
want any ambiguity in
writing the thesis statement.
Remember, the thesis of the
paper is like a roadmap, it
provides the direction the
reader needs to interpret and
analyze what is being
written.
Summary Paragraph
Write a summary paragraph on the subject matter on which your thesis statement is based.
It should be approximately 5 to 6 lines in length and is meant to quickly capture the
essence of what topic on which you are writing.