Introduction

We humans, like other animals, have always drawn from the environment to sustain our lives. Sometimes we have done so responsibly, taking just what we need, respecting and protecting the system. At other times, however, we have only looked out for our immediate wants, ignoring the long-term consequences of our actions.

Today, as we pay the price of those narrow-sighted times, we are more aware than ever of the importance of our impact on the environment. We are beginning to realize that it's important to evaluate the consequences of alternative actions before we act, then choose those that make the most sense - not just for us, but for the earth as a whole.

Materials and the Environment: Wood as a Global Resource is designed to help you and others develop the ability to make wise choices about the materials you use. You will quickly notice that it emphasizes forest products as a key part of responsible environmentalism. At first this may seem a little odd. In the United States, after all, trees and forests hold a special place in our hearts. They often form our mental image of wilderness, of a place to retreat and find respite from busy lives. That can make it hard to view them as resources at the same time.

Long-term, big-picture thinking, however, recognizes that we humans are going to use something to build our homes from, to write on, to blow our noses with. If not lumber, paper, and tissues, then what? And what are the consequences of that? These are the questions of responsible environmentalism. And responsible environmentalism is what this package is all about.

Description

Materials and the Environment: Wood as a Global Resource is an educational package for stimulating and focusing group discussion about the role of wood products in responsible environmentalism. It is appropriate for people at the highschool level or above. It consists of the following components:

	a videotape of approximately 15 minutes;
	this Leader's Guide, which contains an elaboration of the video content, a questionnaire to help participants examine their own environmental perceptions and misperceptions, and a question-and-answer section providing answers to some commonly asked questions on the topics presented in the video;
	two information sheets that provide additional background for those seeking more in-depth knowledge on fire ecology and forest landscapes.

Presentation Checklist Before you begin your session, be sure you have: a functioning VCR and monitor that you know how to use; a pencil for each participant (optional); a copy of the questionnaire in Chapter 3 for each participant (optional); a chalkboard and chalk or flip chart and markers (optional).

Planning Your Session

Materials and the Environment: Wood as a Global Resource is intended for presentation in a single session consisting of an introduction, the questionnaire, a videotape, and discussion. We recommend that you allow an hour to adequately cover the material. (If you have unavoidable time restrictions, you can show and briefly discuss the videotape in as little as 30 minutes.)

Before you begin:

	preview the videotape;
	read Chapter 2 of this guide, which provides some additional depth on the topics covered;
	make a copy of the questionnaire in Chapter 3 for each participant (optional);
	look over the questionnaire answers in Chapter 3;
	review possible questions and answers that may arise from the video (Chapter 4).

For the actual presentation we have found that the following format works well:

Break the ice. Begin by helping participants become comfortable with you and each other. If you haven't worked together as a group before, introduce yourself and give group members a chance to get to know each other through introductions or a simple icebreaker exercise.

Introduce the topic. Explain to participants that although most of us want to be environmentally responsible people, we don't always know what that means. In fact, very often what looks like environmentally responsible behavior on a short term and small scale actually is not the best choice. We also have to look at the consequences over a longer time and for the earth as a whole rather than just for our own neighborhood, community, or country. The task today is to explore the role of wood products in responsible environmentalism.

Complete the questionnaire. (Optional) One of the best ways to stimulate thought and discussion about a subject is to find out what we already know. Chapter 3 of this guide contains a 26-item questionnaire covering various aspects of forests, how we use materials, and the environment. If time permits, invite participants to complete the questionnaire.

Show the video. Tell participants that they will now see a video that will look at how we can get beyond our misperceptions about wood and other raw materials to become more environmentally responsible. The video describes the growing need for raw materials and considers how we can meet that need while protecting the environment. It describes the importance of maintaining a global perspective, basing actions on facts, and using careful analysis in making decisions about materials use. It concludes that even though forest harvest has environmental impacts, there are many environmental advantages to using domestically produced wood over other materials.

Discuss. After the video, invite participants to discuss what they've seen. If your group filled out the questionnaire earlier, take time now to go over the correct answers and explanations. You may wish to share the data provided on how well others have done in answering questions accurately. This will reassure your participants and underscore the message that we all have many misperceptions that may cause us to make inappropriate environmental choices.

If questions or comments on the video are slow to come, see Chapter 4 of this guide for some common questions your audience may explore.

If time allows, you may wish to have participants construct a consequence chain such as the one on page 3 for one or more materials use options. They can work together on a chalkboard or flip chart, brainstorming as many consequences as possible for each alternative.

Wrap it up. Ask participants to name some new thoughts or perceptions they developed as a result of the session. If possible, list them on a flip chart or chalkboard. Invite participants to take their questionnaires with them and try them out on friends and family.

Thinking Ahead: The Chain of Consequences DECISION TO BUY PLASTIC CHAIR PLASTIC CHAIR DECISION TO BUY WOODEN CHAIR WOODEN CHAIR Which chain is longer? When we think about the consequences of an action or decision, we often concentrate on the immediate consequences. But those are not the only ones that need to be taken into account. One way to make sure that we consider the down-the-road consequences of an action as well as the immediate ones is to brainstorm a "chain" to illustrate the cumulative effect of consequences producing consequences. If you think about it, you can probably add many more links in the chains. Of course, not all have the same importance. But all should be considered as we assess how a particular action would likely affect the rest of the world.

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Produced by Communication and Educational Technology Services, University of Minnesota Extension.

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