Student Presentation Topics and Expectations

Student Presentations
Each trip participant is required to research and develop a presentation that will be shared with the group on-course. Each presentation relates to some aspect of the curriculum and will enhance the group’s understanding of the British Columbia coast and its natural and cultural history.

Please consider the following points while researching and developing your presentation:

1) Your presentation should include an introduction, detailed exploration of the topic, physical activity or discussion that enhances group understanding of the topic and an opportunity for questions.

2) We will be looking for a detailed, accurate knowledge of your wilderness topic. When preparing your presentation, consider the aspects of the topic that are relevant to the objectives of this trip (as outlined in Course Information).

3) Be creative in the development process. Think about effective teaching tools and techniques including role-play, props, storytelling, drama, appropriate activities or games, and multi-media tools (ex. use of photos and maps, etc.) Merely standing or sitting in front of the group and reading off your notes will result in low presentation-style points – and resultantly, less dessert for you!

4) We strongly urge you consider ways to integrate your presentation into different aspects of the trip. For instance, it may be more appropriate for you to prepare your presentation as an interpretive or interactive hike in the ecosystem that you are discussing.

5) It is very important that you are prepared to present your topic at any point on the trip (including the first day).

Your presentation (including activity and discussion) should last at least 45 minutes.

A research prospectus (including outline) and list of sources is due on June 21 at our first class meeting.

Your instructors are more than happy to assist you in the process of researching, planning, and creating your presentation. Make use of this!

WORD TO THE WISE - DO NOT LEAVE THIS TO THE LAST MINUTE!

- Topics

History of wilderness, National Parks, and the debate over conservation vs. preservation

Consider:
1) Idea of wilderness in US – who were Gifford Pinchot, John Muir, Teddy Roosevelt? For what did they stand?
2) Philosophical underpinnings of National Park Service vs National Forest Service
3) History of national parks. Why were they developed? First few national parks?
4) Relate John Muir’s perception to wilderness to that of Edward Abbey (see “Polemic” in Desert Solitaire)

Potential Activity:
1) Storytelling - readings from John Muir’s travels in the northwest
2) Frame a debate between Pinchot and Muir (add Abbey to spice it up)


Spotted Owls, the Endangered Species Act, and Forest Management

Consider:
1) History of forest management in the Pacific Northwest (PNW)
2) History of the Endangered Species Act – why was it created?
3) Power of the Endangered Species Act
4) Spotted Owls – their ecology and political history
5) Classification of spotted owl as an endangered species – impact on forest management
6) Alternative forest management ideas – beyond clearcutting, is there an alternative?
7) Social and political aspects of forest management – what do resource communities do when the wood runs out?
8) Relate PNW forest management issues to similar resource management issues in Utah – what are the big issues? How are we managing these resources?
Potential Activity:
1) Forest study plot – Spotted Owl habitat – how is it defined (see Mr. Cole for supplies and activity outline)


Fish Farms – the good, the bad and the ugly

Consider:
1) Overview of the fish farming process
2) Economic benefits/impacts of fish farming on local communities
3) Environmental implications of fish farming
4) Local opinions and
5) How does fish farming affect us in Utah?
6) Where do the fish in the supermarkets come from?

The Fishing Industry in the Pacific Northwest

Consider:
1) History of the fishing industry in the PNW
2) Main species of fish harvested
3) Techniques for harvesting different species
4) Economic benefits/impacts of fishing on local communities
5) Environmental implications of the fishing industry
6) Salmon life cycle
7) Salmon habitat requirements and impacts of other industries (mining, forestry) on salmon habitat
8) Traditional fish harvesting by the aboriginals – technology, species, cultural attitudes

History of Coastal exploration in the Pacific Northwest

Consider:
1) Overview of the historical explorers in the Georgia Strait, Puget Sound and Desolation Sound regions
2) Life and culture aboard the early explorers’ ships
3) Technology used by early explorers
4) Purpose of early exploration
5) Interactions with First Nations peoples

Ethnobotany and First Nations Culture

Consider:
1) Define and describe the field of ethnobotany
2) Identify the main First Nations peoples that lived in our course area
3) Describe the culture, lifestyle and technologies used by the First Nations people within our course area
4) Describe the historical treatment of these peoples post European contact. Where are they now?
5) Identify at least 15 species of plant used commonly by the First Nations peoples of the Pacific Northwest coast, specifically the Coast Salish people or the peoples of Desolation Sound
6) Create a piece of technology used by these peoples while on-course
Potential Activity:
1) Use local plant species on-course to create food or some form of technology in a traditional manner
2) Lead an ethnobotany walk on which you identify native plant species and describe their traditional uses – consider and each-one teach-one format

Other Potential topics:
1) Intertidal ecology
2) Marine mammals and birds