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ENVIRONMENTAL EDUCATION PROGRAMME

Bulletin # 1

What is Environmental Education?by

Rabindranath .S. Lackhan

The interaction between man and the “environment” has existed since humans

first appeared on earth. Such interaction is an intrinsic aspect of human development.

Man’s capacity to adjust his relationship with the natural and man-made (Social and

Cultural) environment and to transform the environment itself has passed through various

phases. In this connection, the fundamental factor that distinguishes modern society from

preceding societies is the accelerating pace of the changes caused in the environment by

the scientific and technological revolution, and the university of some of their

consequences.

Environmental problems, which are often broadly referred to as the

“environmental crisis” vary widely in nature, magnitude and complexity: Hunger and

malnutrition; the considerable disparities between human populations in respect of their

quality life; the degradation of natural ecosystems and landscapes; desertification, the

depletion and wastage of resources; the many forms of pollution or nuisance and the

deterioration of the living environment, have brought forth legitimate cries of distress for

some years.

All of the above, have occurred due to rapid economic growth and development

strategies which sought to maximize profits and are based on short-term piece-meal

planning which do little to preserve the natural ecosystems.

The industrialized and developing countries, which are faced with complex

problems due to the introduction of scientific and technological innovations, do not take

fully into account their possible repercussions on the environment.

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Hence, within these industrial nations, these exist pollution, over-exploitation and

wasting resources, coupled with the social and cultural problems that characterize life in

the big cities.

With the disconcerted picture painted above, education has a contribution to make

to the vital task of improving the management of our common heritage.

Environmental education is considered as an essential component in

comprehensive lifelong education with a problem-solving approach and providing for

active involvement by the public, should help to make education system more relevant

and more realistic and to establish greater interdependence between these systems and

their natural and social environment, with a view to increase well-being in human

communities. As the Director-general of UNESCO pointed out, environmental education

should in respect of ethical and aesthetic values as in respect of economic considerations,

promote attitudes which will encourage individuals to discipline themselves first of all in

order not to impair the quality of life of the environment but also in order to play a

positive role in collective action to improve it.

Environmental measures in every country call for active citizen participation,

which will only be effective if based on and linked to education for the public at large.

At all levels in the education process, environmental education which is not just

an extra subject to be tacked on to the existing curriculum, calls for an interdisciplinary

approach in other words co-operation between the traditional disciplines which play an

essential part in understanding the complex problems of the environment and devising

solutions for them.

Environmental concerns must be seen as an ever-present dimension and function

of education in the broadest sense of the term. It is in this respect that environmental

education should make a major contribution to the renewal of education systems.

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Of course, education alone cannot solve all the problems of the environment,

which can be ascribed to a whole set of physicals, biological and ecological, economic,

social and cultural factors, but with the help of science and technology, it can be of

assistance in devising alternative solutions based on justice and solidarity.

Environmental education should be provided for all ages at all levels and in both

formal and informal education. The mass media have a great responsibility to make their

immense resources available for this educational mission.

Environmental education, properly understood, should constitute a comprehensive

lifelong education one responsive to changes in a rapidly changing world. It should

prepare the individual for life through understanding of the major problems of the

contemporary world, and the provision of skills and attitudes needed to play productive

role towards improving life and protecting the environment with regard given to ethical

values. By adopting a holistic approach rooted in a broad-inter-disciplinary base, it

recreates an overall perspective, which acknowledge the fact that natural environment

and man-made environment are profoundly interdependent. It helps reveal the enduring

continuity which links the acts of today to the consequences for tomorrow. It

demonstrates the interdependencies among communities and the need for solidarity

among mankind.

Environmental education must look outward to the community. It should involve

the individual in an active problem-solving process within the context of specific realities

and it should encourage initiative, a sense of responsibility and commitment to build a

better tomorrow. By its very nature, environmental education can make a powerful

contribution to the renovation of the educational process.

The new international order-like development with which it is connected in many

respects, the approach underlying the preservation and improvement of the environment

should be one for fundamental balances, it should seek to achieve controlled growth and

be mindful of the need for an equitable distribution of the benefits of progress.

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Bibliography

Bellamy, S. - The Environmental Crisis. London

Heinemann ed. books, 1984.

Hines, L. - Environmental Issues. New York

Norton 1973.

Oppenheumer. - Environmental data Management

New York, Plenum Press 1976

Canter, L. - Environmental impact Assessment

New York Mc Graw Hill, 1977.

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Bulletin # 2

The Role of Forests and TreesIn Maintaining a Quality Environment

“What You Can Do”by

R. Ramnarine (Boloji) Forester I

Pollution lowers environmental quality, endangers our lives considerably and kills

many organisms in our land, rivers and all other areas. It is caused by irresponsible

individuals and agencies who do not envisage the damage which is done. It is only

through the responsiveness of the government and a responsible, informed and alert

citizenry that we will be able to contribute to the development and enhancement of our

environment. Regardless of the organization of which you belong, be it political,

religious, social, sporting, community or professional, then the quality of the environment

in which your organization functions must be a prime objective and must be vigorously

pursued.

Bringing about positive change requires changes in our environmental attitudes,

behavior, life styles and value systems. Some are easy to accomplish, others less so,

nevertheless we cannot procrastinate. Acting wisely today brings dividends tomorrow.

Some of the personal kinds of actions which we as citizens can undertake, bearing in

mind our topic are:-

1) Cultivate an appreciation for trees and forests.

2) how concerns for landscape and scenery destruction.

3) Visit forests to understand their roles better.

4) Avoid vandalism and unwarranted destruction of trees.

5) Protect and save trees during construction of site preparation.

6) Be careful with matches and cigarette butts in and adjacent to grassy and woody

areas.

7) Prevent and suppress wildfires.

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8) Re-afforest denuded hillsides.

9) Plant trees, shrubs and hedges around homes.

10) Insist on landscaped school grounds, play fields, offices, factories and shopping

centres.

11) Plant flowering vines and creepers on concrete walls.

12) Make a compost heap instead of burning vegetable matter.

13) Do not use persistent weedicides and aboricides.

14) Limit concrete and asphalt pavings.

15) Do not over fertilize lawns and plants.

16) Do not waste water. Use it wisely.

17) Give wildlife a chance. Curb wanton destruction. Protect their habitats.

18) Re-use newspaper and magazines. Pass on to schools, libraries, hospitals and

groceries.

19) Keep picnic sites, beaches, roadsides and waterways clean. Carry litter bags in your

car.

20) Keep the volume down on television sets, radios, and hifi’s car stereo.

21) Keep your car well tuned. Control air filter noises, minimize glassy and shiny

adornments; avoid using car if you comfortably walk the distance.

Bibliography Ramlal B.S. – “ The Role of Forestry in maintaining a Quality

Environment.”

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What is Forestry?

Forestry may be defined as the practice of managing forests and forest related

resources for the purpose of achieving desired goals, such as conservation or production.

Forests provide numerous benefits, particularly in conservation of natural resources and

production of important commodities – food and fodder, fuel and timber. Forestry

programs may have many different goals, including afforestation, fire protection,

watershed management, erosion control, agroforestry, fuelwood production, and

regeneration of species diversity or natural habitats for wildlife.

Forestry practices differ from place to place. They depend upon the natural

resources, land use patterns, and policies and regulations that are in effect. One Pacific

island country may have young, or maturing, forests that are the symbol of a recovery

from past mismanagement or natural disasters. In another country, mature forests may be

under severe pressure and never fully recover. On other islands, forestry projects may

have reclaimed denuded slopes, turning them into viable food and wood-producing

projects.

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Bulletin # 3

Importance of Forestby

Ramkissoon Ramnarine (Boloji) Forester I

Forests supply us with a number of products and by-products which we

unavoidably use daily. They shield the soil and reduce erosion, protect watershed and

water supplies, regulate and sustain stream flow, provide shelter for wildlife, deflect and

reduce wind velocity and filter sounds, odours and dust. Our water supply is dependent,

on the forest covers, which provides the necessary mechanisms, for the flow of water into

our streams and rivers. No country can forge ahead prosperously if its water supply is

inadequate in quality and quantity. Forests abound with opportunities for active and

passive recreational pursuits. They provide us with outpost of beauty and enchanting

scenery which can offer to visitor in perpetuity. Forest have an ameliorating effect on

local climate, they foster agriculture, generate industries, offer a wide spectrum of

employment opportunities and represent a reservoir of genetic material.

Our Forests produce directly and indirectly timber, paper, water, oxygen,

wildmeat and many other products which are of benefits to Man. Each year thousands of

kilograms of vegetables are produced by means of the Taungya system. This system was

designed in order to allow farmers the use of State Land, for agriculture purposes. The

farmers, under contract for one to two years, would clear the land, plant their crops and,

at the same time the Forestry Division would plant its Forest Trees and leave them for the

farmers to tend. Our Mangrove Swamps also produce many different species of shell and

Fin Fish. All these primary needs of Man are inevitably produced by our Forest

Kingdom.

In Trinidad and Tobago, there are 108 species of mammals (Agouti, Deer, Lappe),

some 400 species of birds (Scarlet Ibis, Cocrico, Bullfinch), 37 species of snakes (Boa

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constructor, Mapipire, Coral) and 622 species of bejeweled butterflies, which are

associated with our forests. This variety of Wildlife creates a colorful and attractive

environment which cannot be equalled anywhere in the Caribbean, and provides a variety

of opportunities for passive and active recreational endeavours.

The many natural picturesque sites and inviting beaches which our tourists and

locals alike greatly alike greatly appreciate are all ecologically linked with our Forest.

Likewise, a prospering handicraft industry exists which obtain its raw materials from the

forest. Due to the expensive use of these raw materials, plantations of some species have

not been established.

The roles played by our forest and forest industries in the social and economic

development of our country extended well beyond their immediate boundaries. In terms

of agriculture, our Forests, which are strategically located provide an essential protective

function in reducing wind velocities, ameliorating micro-climate, regulating water flow

and maintaining the fertility and productivity of our agricultural lands. Our forests

provide lumber for many construction industries such as, housing school and farm

projects. Sawdust, a by-product of lumber, is used for poultry and animal bedding, while

stakes are used for many agricultural purposes. The Forest, with its leaves, flowers and

fruits provides food for detritus feeders and for primary production of our fresh water

fisheries. It also provides essential shade and protection and maintains water temperature

levels with minimum fluctuations.

With regard to our off-shore fisheries, the mangrove forests provide food and

shelter for many species of fish. They also serve as nursery grounds by providing

protection for the young fishes against predators, while roots provide a good substrate for

oysters (Crassostrea zhizophores). Furthermore, numerous fishing boats and other gear

associated with fishing, such as floats, nets and traps, which now service the industry are

as such as floats, nets and traps, which now service the industry are products of the forest.

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Some 9,500 persons are employed in the Forestry Division and other related wood

consuming industries which include, sawmills, preservation plants, furniture factories,

funeral agencies, boat builders, loggers and many others. The capital investment of this

sector inclusive of land, machinery and equipment is of the order of 100 million dollars

(TT). The national yield in terms of import equivalent was around TT 50 million over the

past few years.

All these functions contribute to the general welfare of the nation. They benefit

rich as well as poor. No wonder they are considered the bedrock of progress in several

countries and not wasted assets as the uninformed are inclined to believe.

Now that you have learnt a few aspects of Forestry, try planting a tree in your

neighborhood or village. Do not destroy our Forest, it is essential for the well being and

survival of our nation. So please try your best to………..

“CONSERVE IT”

Bibliography : Ramlal B.S. int. Booklet - 1980 Forestry DivisionExhibition Long Circular, St. James, P.O.S.

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Bulletin # 4

The Essential Values of Wildlifeby

Ramkissoon Ramnarine (Boloji) – Forester I

1) The values of wildlife are both qualitative and quantitative. The quantitative

values are easily measurable and subject to the existing monetary analysis. The

qualitative values, however, cannot be easily measured since these are very subjective

and personal. There is no clear distinction between the quantifiable and non-

quantifiable values since much overlap occurs. Any categorizing of wildlife values

therefore can be questioned, even though categorizing is essential to promote better

understanding of wildlife benefits.

The essential values of wildlife:-

1. Direct commercial value (economic)

2. Indirect commercial value (economic)

3. Social (cultural)

4. Scientific

5. Recreational

6. Biological

7. Aesthetic

8. Ethical or Moral Value

Direct Commercial Value:-

1) Those values resulting from the sale of an organism. These values enter into the

market economy and are usually measurable. Sometimes the animal may be eaten or

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portions of the animal used for clothing etc. In such instances a dollar value can also

be used as a replacement for what would otherwise have been market transaction.

Indirect Commercial Value:-

2) Those values resulting from expenditure required to obtain an animal or to gain

access to an animal. Examples are found in expenditures for arms and ammunition,

salmon files (which includes materials from market transactions as in 1 above):

binoculars used by non-consumptive users etc.

Social and Cultural:

3) Those value which accrue to a society because of the presence (past, present) of an

animal or group of animals. (Specifically the examples here could relate to the

communities which exist in whole or part because of the resources (Communities

where catering is a primary source of income) or the number of organizations which

bring people into close contract because of common interests (naturalist club, fish

and game organization etc). Indirectly, as noted, all commercial, most scientific and

most recreational, biological and aesthetic values may also improve societies.

Culturally, animals are integrated into the basic tenets of animistic and early

spiritualistic people, into mythology, most eastern religion (particularly Hinduism),

Judaism and throughout the old and New Testament in Christianity. Presumably

society is better because of this integration, or should be. The Humming Birds,

Scarlet Ibis and Cocorico are now part of our cultural heritage.

Scientific:-

4) Those values resulting in the advancement of man’s knowledge of life, including man

himself through research and study of wild and domestic non-human animals. There

are many but perhaps we tend to think of medical research firstly such as the use of

dog in the early studies of diabetes or the use of monkeys, whose metabolism so

resembles human, in cancer research or the use of horses, cows, foxes, rats, ginea

pigs, mice bio essay studies in testing drugs or chemicals; in taxonomic,

embryological, genetic, behavioral research and teaching.

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Recreational:-

5) Those values resulting from a recreational experience, to people. Recreational

experiences can be classified into four sub-categories including the importance of :-

1. Isolating - man apart from the social group, along with the resources.

2. Trophy - the positive stimulus from seeing photographing or hunting an animal.

3. Husbandry - the responsibility, on confrontation to kill or to frighten or not to

frighten, to obey or disobey regulations pertaining to the animal.

4. Therapeutic Value – resulting in man’s obtaining a new or different or renewed

perspective of living things in a natural environment whether he hunted or observed.

Biological:-

6) The value to ecosystems and communities and thus to man which are present because

of the existence of wildlife. Such values include the contributions made to diversity.

The importance of a population in energy flow (Food chains), the often direct values

occuring to man from the feeding of animals upon other animals deemed by man a

pest species (passerines feeding on insects or Ocelot feeding on Manicou and all other

ecologically related roles of animals.

Aesthetic:-

7) The values usually related to beauty, which create positive response in humans from

visual or other sensory contact with one or more wild creatures. The aesthetic value

is a part of the recreational experience but probably should be treated as a specific

entity. It occurs during a total recreational experience when a Caiman’s tail is heard

cracking the water while one is boating, or when a red breasted Robin is heard

singing its dualistic song when one is walking or hunting. The beauty of wildlife is

reflected in music; in art from pre-historic man through to the present; in books;

movies; TV etc. which may be damaging or beneficial to man’s relationship to

animals. Aestheticism is related to beauty, and to positive responses resulting from

beautiful stimuli whether they be heard or seen.

Ethical and Moral Values:-

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8) Those values relating to man’s perception of Wildlife whether good or bad. It

entails no consumption or dilution of the resources.

Source: ECIAF 1981 – Wildlife Lecture by

Bheesham Ramdial BSc

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Bulletin # 5

The role of Forestry on development and Tourism in Tobagoby

Alma Bailey – Forester I

INTRODUCTION:

Definition

A forest is an area of land supporting a continuous cover of trees. (Lexicon

Encyclopedia)

Composition of a Forest

A forest is a complex association of woody trees, shrubs, herbaceous plants,

mosses, lichens, fungi, bacteria, protozoa, worms, birds, mammals and other animals.

The occurrence of all these components is not accidental. All of them depend for their

existence on the food supplied by their association. Trees are dependent on fungi for the

absorption of nutrients from the sun, bacteria, protocol and other minute life forms

exidize organic matter in their life cycle, adding to the store of nutrients and humus in the

forest soil. The composition of species in the forest is often dramatically influenced by

grazing and browsing herbivores, which are usually selective in their feeding and allow

less palatable plants to dominate.

Tobago’s Forest

Tobago is mountainous with a central, north-east, south-west backbone known as

the Main Ridge. There are approximately 6,500 hectares of forest in Tobago of which

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over 5,000 hectares are located on the Main Ridge. Since 1765 the forest of the Main

Ridge was set aside as “a reserve for weeds for the protection of the rain.” The forest of

Tobago therefore, covers approximately 25 percent of the total land areas of the island.

Ridges and hills descend from the Main Ridge with numerous steep rapid running rivers,

some with spectacular cascades and falls. Off the Northern coast are little Tobago and St.

Giles Island which are Wildlife Sanctuaries.

St. Giles Island was donated to the Government on condition that it is preserved

as a Wildlife Sanctuary. Large numbers of seabirds inhabit these islands, most notably,

the Frigate Birds (Fragatia magmificons), Beebies (Sula app.) Terms (Sterna app.) and

red billowed Tropic Bird (Phaethos aetherus).

In 1928 the island known as litter Tobago, off the northeast coast of Tobago was

handed over to the Government by Deed of Gift from the owners on condition that it be

retained as a permanent Sanctuary for the Bird of Paradise (Paradisaea apeda). Those

birds were introduced by Sir William Ingram (an English Newspaper man). The types of

seabirds on the island include: Brown Bobby (Sula Leucegaster); Red Billed Tropic Bird

(Phaeton detherue); Bridled Terms (Sterna anaethetual) Anduobna shedwaters – (Pufins

Ihormialori); gulls (Larus atriella) and Frigate Birds (Frogate magnificans).

The Role of Forests

Forest worldwide as well as our forests in Tobago performs the following

functions:-

i. Stabilizes soil viii. Provide recreation

ii. Reduce wind oxygen ix. Reduces pollution

iii. Regulates water x. Constitutes aesthetics

iv. Supplies timber xi. Generates industries

v. Modifies climate xii. Provides employment

vi. Shelters Wildlife xiii. Represents genetical reservoirs

vii. Fosters Agriculture

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The Effects on Development and Tourism

Since 1976 the forests on the Main Ridge was set aside by the French as “Woods

for the protection of the Rains” making it the oldest Forest Reserve in the Western

Hemisphere. The importance of this reserve was clearly recognised at the time and today

it is still playing a major role in the maintaining of a quality environment in Tobago.

As a result of this Forest Reserve, Tobago has been regarded as a Tourist

attraction and if it has to continue as such, its role must be clearly seen in two (2) main

areas:-

I. The Forest plays a role in maintaining the clear tropical seawater and reefs found

around the island. The forest is able to do this by preventing erosion of the

mountainous areas. By preventing erosion, siltation of the bays and threat to the

marine organisms are also prevented. The coral reefs benefit from this role.

II. Ridges and hills descend from the Main Ridge with numerous steep rapid running

rivers, some with spectacular cascades and falls. Recently the Forestry Division in

Tobago has constructed some 6.6km. of trails for recreational purposes. A hut

known as the “Bloody Bay Look-Out” has been constructed as a central point on

one of these trails. This area has been attracting ornithologists and other visitors

because of its aesthetic qualities which include beautiful streams and bird life.

The three (3) main types of birds seen are Hawks, Cocrite and Tobago Green

Parrot can also be seen. The water running over deposits giving the water a look

like “Gold and Silver”.

EFFECT ON ECONOMIC DEVELOPMENT

I. Effects on Agriculture

In Tobago agriculture is carried out mainly in the valleys and along the

lower slopes of the Main Ridge and in the Leeward end of the island. Because of

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the proximity of these agricultural areas of the forest of the Main Ridge, the forest

has a lot of influences on those agricultural areas.

The forest of Tobago is essential to the success of Agriculture in the island

is because it stabilizes and regulates two (2) essential elements namely soil and water

needed for any agricultural enterprise /undertaking.

Some of the main effects are as follows:-

(a) The forest canopy and the litter on the forest floor reduce the impact of rainfall on

the soil beneath. As a result, there is litter or no compaction of the forest soil and

surface runoff is retarded.

(b) The forest also actively assists in infiltration. This is very important because if

run-off is slowed down the only alternative to infiltration is undesirable water-logging

of the soil. The perculation of water downward from the surface of the soil improved

in forest soil because of :-

I. High permeability and

II. The presence of old root channels and channels created by animals and

soil insects.

The effects of the forest on the movement of water and the retention holding

ability of water in soil is very important to maintaining an agricultural economy.

Had it not been for the presence of the forests;

I. Most rainfall will run off the land surface

II. Drains will be overflowing resulting in floods and erosion (Erosion is the

removal of top soil)

III. Siltation of reservoirs and eventually

IV. The destruction of agricultural lands (due to floods and erosion).

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(c) The forest of Tobago also shields crops and farm animals against the desiccation

effect of winds and against physical damage produced by strong winds. The forest

diffuses and reduces wind speed thus reducing the effects that winds have on

agricultural practised on exposed lands.

(ii) Management of the Mangrove Forest:

The mangrove forest present at Bon Accord Lagoon and Kilgwyn protect

the swamp areas which are the breeding grounds for lobsters, conch, turtles and

many species of edible fishes. The Ben Accord Lagoon is also important in

maintaining the Buccoo Reef. If mangrove forest at the Lagoon should disappear

the lagoon will be exposed to more run-off and silt from the land. This would tend

to choke the coral which are dependent on clear water for their survival, without

which the coral die, the fish disappear and the coast is more exposed. The

ecosystem is then put under greater pressure.

Bibliography:

“Lexicon Universal Encyclopedia”

“Beautiful Tobago” Tobago House of Assembly

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Bulletin # 6

Lecture on Forest Fire Preventionby

K. SinghJustification for Forest Protection against Fire.

Are you really convinced that the Forest should be protected against fires? If not

then consider the following:

1. We the people of Trinidad and Tobago depend on our Forest for valuable goods

and services. With increase population there is an increase demand for the goods and

services provided by the forest e.g. timber, other forest produce e.g. balata, (fruits)

aesthetics, air quality conservation of soil, water and Wildlife. Recreational

opportunities e.g. hiking and cooking. In cooking, fire is used so therefore one must

protect the forest against fire.

“Protect your Investment”.

2. The forest is our investment. It belongs to the citizens of Trinidad and Tobago.

The setting up of plantations for example is an investment of millions of taxpayers

dollars by the Government in order to yield benefits. Generally forests are renewable

resources. Take for example the Mora Forest at Malajo, in 1987 acres was destroyed

by fire (approx. 300 acres) This investment is lost. It will take a very long time before

Mora can be established in that area again.

“We do not inherit our Forest – We borrow it from our children.”

Actions taken today will affect our future investments.

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Fire in Trinidad and Tobago is an unnatural Phenomenon

MAN IS RESPONSIBLE FOR ALL FOREST FIRE IN TRINIDAD AND

TOBAGO

3. In other countries e.g. (Temp Countries) lightening, bottles spoutanous

combustion etc. causes forest fires it is part of their ecological system. It is natural. A

lot of forest species are adapted to these conditions e.g. in America the Jack Pine will

only germinate after fire has burnt acres of forest.

In Trinidad and Tobago after lightening there is always rain.

The Forest Species in Trinidad and Tobago are not adapted to forest fires, again

take the burning of the Mora plantations. If Mora, was adapted to fires then there

would have been profuse germinated since the fires.

Causes of Forest Fire

MAN IS THE MAIN CAUSE OF FOREST FIRE IN TRINIDAD AND TOBAGO.

Before FIRE STARTS there must be fuel, oxygen and heat present

Fuel 1 O2

Heat

In Trinidad and Tobago, Man provides/ supplies heat. Therefore to deal with the

cause of our forest fires we have to deal with Man. Man is the culprit. O2 and fuel we

can do nothing about.

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What is a Forest Fire?

Definition: Uncontained and free spreading combustion which consumes the

natural fuels of a Forest.

What is a Bush Fire?

Lower type fuel – Grasses or shrubs – small weedy vegetation not fully

established Forest. N.B. Some Fires start off as bush fires and end up as Forest Fire.

CANE FIRES ARE BUSH FIRES.

What activities cause man to be the main cause?

Fires are either caused deliberately or through Negligence.

“SOME DELIBERATE CAUSES OF FOREST FIRES”

1. Agricultural Operations (Squatters)

2. Hunters

3. To gain access to some parts of forest

4. Loggers or Wood Worker. (to get materials to work after fire).

5. Employment (Burn to get job).

6. Sabotage (problems e.g. a laid off worker)

“SOME CAUSES THROUGH NEGLIGENCE

1. Hunter to flush out wild animals

2. Fire trace not cleared

3. Smokers

4. Hikers or Campers

N.B. Illegal Dumps in forested areas. Burning in dry season fires spread into Forested

Areas. Laws should take care of this.

5. Some religious activities e.g. in Maracas in earlier years candles left on trails cause

fires.

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6. Sparks from Machine in oil field areas.

The Incendiary Person

This type of character sets a fire just to see fire burning.

Effect of Forest Fires

1. Tree Damage: This directly affects timber. After fire species composition will

change will change. Loss of valuable timber; Affects forest management

2. Wildlife: Kills directly, Destroys food, home territory/habitat, and Affects

water supply.

3. Soil: Effects are complex. (1) pH INCREASES because of the release of

Alkaline bases after fire (ii) Soil structure, aeration and water holding capacity are

affected. The rapid release of nutrients although good is short term. After it starts

raining there is leeching of nutrients and degradation. Soil vegetation, there is lower

productivity.

4. Aesthetics: Landscape is impaired.

5. Microclimate: Amount of CO2 INCREASES SO LESS O2 after fires. The

humidity and coolness of forests is no longer there; so climate is affected.

6. Watershed Values:

a) Reduced infiltration/percolation. Affects recharging of aquifers or underground

wells for supply.

b) Increases runoff

c) Increases erosion

d) More flash floods.

e) Higher Sediment loads - Siltation

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Siltation in dams is dams are expensive to treat.

e.g. Cost for WASA to replace filters in Piarco was $5m. This cost for WASA will be

passed on to Consumers.

Silt reduces Water holding capacity, “Measuring Sticks may not be correct”. Reading

is affected.

7) Destruction of Non Forest Values

Not only forest values are destroyed. Agricultural Crops and Infrastructure.

Destruction of Cocoa and Coffee estates, Livestocks, and grazing grounds.

Utility installations are affected. 20 year poles can be destroyed in one (1) year.

Telco estimated the cost to repair Poles in Melajo as $200,000.00.

People are affected when Telephone and T&TEC Poles are affected Vegetation

close to roads e.g. bamboo when these burn the results is landslides.

“PREVENT LAND SLIDES”

“PROTECT YOUR INVESTMENT.”

“88 IS NOT TOO LATE, PREVENT FOREST FIRES.”

Ref: Lecture by Mr. K . Singh (Co-ordinator of Forest Fire Prevention

Programme) at workshop held at Arena Rest House 1988.

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Bulletin # 7

“The Causes of Forest Fires”by

K. Singh

In order for a fire to start you must have

Topography, fuel and weather are variables that affects the behaviour of that fire.

The fuel must reach an ignition point that will vary with the type of fuel present.

To suppress fire remove either Oxygen (O2) heat or fuel.

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1. Oxygen

2. Heat

3. Fuel

Fire Triangle

1. To remove oxygen - you must spray with Carbon Dioxide (CO2)

suppress Oxygen (O2) supply.

2. To remove heat - you must use water (H2O).

3. To remove fuel - you must build fire traces.

Major causes of Fires are:-

1. (a) Man – causes deliberately or carelessly

(i) Equipment (sparks from machinery e.g. power saw).

(ii) Forest Utilisation – fire while harvesting timber e.g. Cigarette Butts.

(iii) Incendiary or deliberate fires i.e. fire that is set by any one willfully on

lands not owned by him or her did not have the consent to set it afire.

(b) Land Occupancy (Private). People who set fire to their lands and it spreads to

other areas, not owned by the person. e.g. squatting and slash and burn

Agriculture.

(c) Smoking (Careless disposal of cigarette butts)

(d) Recreationists – in forested areas making “cook”, not putting out fires after the

“lime” is over.

2. Lightening – under dry conditions you could get thunder storms lightening from

cloud and from cloud to ground. Since air has electrical resistance lightening strikes

the highest point – the hills – where forest are found mostly. Lightening though is not

a cause of Forest Fires in Trinidad and Tobago.

3. Spontaneous Combustion – (temperate regions) certain chemical in the ground

(sulphur) ignite on their own when conditions are hot enough. Natural gas seeping out

could cause a fire. This is not a cause of Forest Fires in Trinidad and Tobago.

4. Bottles – left lying in the forest, with its curved surface becomes a magnifying glass.

This causes a focus and concentration of light and heat on the leaves and can cause

fires. Bottles are hardly likely to cause Forest Fires in Trinidad and Tobago.

5. Miscellaneous – of unknown origin.

26


Bulletin # 8

The Effects of Forest Firesby

K. Singh

The effects of fires are complex because of variables e.g. fuel, weather and

topography which will affect the intensity and duration of fires. Humidity comes into

play with reference to duration. You cannot duplicate a fire. Each fire has its own

characteristics.

The most general effect of a fire is to damage and/of destroy vegetation and

material of the forest. Fires are the quickest method to remove vegetation. It is cheap so

farmers use it.

Heat effects – killing or damage of vegetation and animal life (above and below

grounds).

Fire also produces residual mineral products that could have adverse chemical

effects on the soil. Soil becomes hard and run off is evident.

Effect of Fires on trees

Any tree could be killed depending on duration and intensity. There are fire hardy

species that may withstand some fires and continue growing after the fire season. Not all

species are hardy.

27

Different species have different resistance to fire. In teak plantations the

undergrowth burns more readily than the teak due to its relatively thick bark.

Light fires could destroy certain species. Very rare a fire could burn a whole

forest. Age of trees could determine which of the trees are burnt…. Older trees might

survive, while the younger ones are destroyed.

Factors that affect the trees susceptibility to damage by fires.

1. Initial temperature of the vegetation. A hot day will mean more heat on

vegetation. This information is important for prescribed burning.

2. Thickness of the bark and its characteristics, especially bark at the base (most heat

will be there). Bark thickness generally increase with age

3. Branching and growth habits of trees. Self-pruning trees will be less susceptible.

High crown trees will not be damaged easily, e.g. Cypre.

More Obvious injuries to trees

a) Bole is wounded

b) Bark is being burnt

c) Cambium injury

d) Roots injury

e) Defoliation (scorched leaves fall off, thus no photosynthesis).

f) Branch damage.

Damage by diseases and insects induced by fire

28

Fire leaves trees weaker thus reducing resistance to attacks by fungi, insects and

diseases which have further adverse effects, such as:-

a) Reduction in merchantable timber

b) Retardation of growth

c) Alteration of species composition into a Climax Forest. Composition will then be

species of thick bark, high crown, self-pruning trees whose seedlings are fire hardy.

Palms will come in because heat aids in germination.

d) Very seldom a fire is dense enough to cause defoliation.

e) Deciduous trees are more tolerant to defoliation e.g. Poui.

Predisposed trees encourage insects and viruses. Root and butt rot are the most

serious effects after a fire. e.g. Teak and Mora.

Damage to the Wildlife and their Habitat

a) Destruction of Wildlife above and below ground

b) Removal of vegetation (habitat)

c) Destruction of Food and Water Supply

d) Competition with other animals due to relocation to other areas

Soil Damage

Surface litter is destroyed together with the humid layer resulting in soil loss.

However initially there is an increase in soil fertility (ashes – potash).

Reduction in soil, destruction of Flora an Fauna (earthworm, Nitrogen Fixing

bacteria, namatodes and protozoa), results in the loss of soil structure.

IF YOU DESTROY THE ENVIRONMENT

29

THE ENVIRONMENT WOULD DESTROY YOU.


Bulletin # 9

“Protecting the Forest with Emphasis on Wild Fires”by

K. Singh

1. Kinds of agents from which the forest needs protection.

(a) Wild fires

(b) Insects

(c) Diseases

(d) Livestock and undesirable species

(e) Man

2. Effects of Wild Fires

(a) Destruction of millions of dollars worth of forest produce

(b) Destruction of young seedlings

(c) Slow down growth and cause mortality of larger trees

(d) Causes increase of water runoff and erosion.

Treatment Runoff/Rainfall Annual

Soil loss ton/hectares

Unburn pine plantation 8.3 0.3

Burnt pine plantation 24.5 2.8

(e) Destroy wildlife and their habitats

30

3. Major cause of wildfires.

(a) Uncontrolled Debris burning

(b) Smokers

(c) Campers, Hikers, Hunters.

4. Prevention of wildfires

(a) Do not leave fire unattended

(b) Completely extinguish all fires before leaving area

(c) Completely extinguish matches/cigarettes before disposing

(d) Before burning notify your Fire station or Fire Guardian

5. Role of the Forestry Division in Prevention fires

(a) During the dry season fire patrols of forest plantations are carried out and

Forestry units stand in readiness against out breaks of wild fires

(b) Fire breaks (traces) are made to prevent the spread of wild fires

(c) Forests Roads and streams also act as fire breaks

6. Combating Wild Fires

(a) Locating wild fires – e.g. use of fire towers and patrols by Forest

Personnel.

(b) Fires cease to burn when one of the three necessary component is

eliminated: fuel, air (oxygen), heat

(c) Fires can be extinguished by:

I. Water

II. Fire flaps and fire beaters

III. Removal of fuel from the part of the fire

IV. Back firing (back burning)

(d) After a fire has been brought under control, measures must be taken

against further outbreaks.

- remove all limbs and logs lying across the fire line.

31


Bulletin # 10a

The Effects of Forest Fires On Recreation and Aesthetics

Forest and Recreationby

A. Bailey; Forester I

“People, hemmed in by the daily routine of city life need the change that comes from

passive and active forest recreation. The forests provide escape from the pressure of

modern life. A trip of nature helps to relax man and to restore him to his original self. It

balances his way of life and enables him to return to his endeavours with renewed spirit,

and vitality and vigour.

There are many forms of relaxation and enjoyment which our forests provide for

easing tensions and refreshing our minds and spirits. These include hiking, (El Tucuche

and Trinity Hills) exploring, discovering and unraveling the mysteries of nature

(Guacharo Caves the compositional structure of the forest), bathing and fishing in our

cool and clear mountain streams (Oropouche, Matura rivers), hunting cooking and

camping in our forest reserves, bird watching (Blanchisseuse, Little Tobago, Caroni

Swamp), nature photography, admiring superlative sceneries and landscape (rugged north

coast, Hollis Dam), and paintings.

But lands set aside for Forest Reserve provide not only healthy outdoor recreation

but also opportunities for developing important human facilities and capabilities. From

biblical times man has sought the deep forest for the peace and quite to meditate and to

gain inspiration and enlightenment.

32

Many a composer, artist, poet and writer have been inspired by nature’s serenity,

beauty and creation. Creative and intellectual work from deep meditation which is

difficult to do in a noisy and barren environment. The cultural and spiritual richness of

our forest lie in what they can do to our spirits and emotions.”


THE ENVIRONMENT WOULD DESTROY YOU

Ref: Our Forest and Natural Environment.

Their Role in the Natural EconomyBy

Bal Siew Ramdial Ph. D.

Conservator of Forests.

Cut and remove all burning trees that may fall across fire line.

A continued check should be made until the fire has completely burned out

Lectures is accompanied by a film strip and slides



33


Bulletin # 10b

The Effects of Forest Fire on WildlifeBy


Intense fires can kill all types of wildlife. Fire may cause specific types of food to

disappear or may or may destroy the shelter required by various species which must then

complete for what is left after the fire. Some species are disadvantaged by the

disappearance of shrubs and trees, while others are favoured by the creation of clearings

with vegetation close to the ground.

When fires occur, the natural habitat of wildlife is destroyed. Fires occur regularly in

the dry season e.g. Northern Range and is a constant threat to wildlife. Some may die in

the process, as well as in the constant shifting from one habitat to another since adapting

to adverse condition will take some time. The fires destroy the vegetation leaving the soil

bare and there will be little food for the game. Their homes will be destroyed and they

will be forced to move to another area. The birds that were nesting on the trees and have

eggs or young may be destroyed by the fire. As a result of fires occurring in the forested

areas, the depletion of wildlife is imminent.

Valuable trees which produce food for wildlife such as Crappo (Carapo guianensis),

Balata (Manilikara bidentata), Guatercare (Eschweilera subglandulosa), and Hogplum

(Spondias Mombin) and many others are destroyed. Old or defective trees with large

holes in their boles which provide escape and shelter for agouti, lappe, manicou, etc are

reduced to ashes during the burning.

34

Reference: Habitat Destruction and its Effect on Wildlife By: Leo Lendore – Forest Ranger I

Essay on “Wildlife Resources in Trinidad and Tobago” and Diminishing Rapid – Discuss

Vol. I – Fire in Forestry – Forest Fire Behaviour and Effects by: Chandler, Cheney, Thomas, Trabaud, and Williams.

35


Bulletin # 10c

The Effects of Forest Fires on Employment

Forest Industries and EmploymentBy


“Forests by their very nature and composition are different from other natural

renewable resources. They are capable of yielding a wide variety of products. This is so

partly because of the floristic composition and partly because of the inherent qualities of

wood itself, which make it a versatile material. It occurs in a gradation of colours ranging

from white and cream to reddish brown and purple. Some have high lustre while others

have fragrant smells. Wood also has elastic and nonconductive properties. Furthermore, it

is easy to work and relatively strong in relation to its weight. In addition, the constituent

parts of a tree other than wood readily lend themselves to the production of various

commodities both simple and complex all of which in turn give rise to a wide range of

industries.

Primary forest industries use log as their material e.g. sawmills, pulpmills and

veneer mills. In Trinidad and Tobago primary forest industries are confined to sawmills

of which there are sixty-six (66), which have together seventy-five (75) saws. Secondary

forest industries use the products of the primary industries for further manufacture,

reduction or treatment. In Trinidad and Tobago there are one (1) pencil factory, one (1)

match factory, one (1) parquet factory, five(5) flush door factories, two (2) broom handle

factories, three (3) pallet manufacture, one(1) split fencing factory and an estimated 110

furniture factories, and seven (7) vacuum pressure treatment plants.

36


Bulletin # 10d

Forest Fire and Our Water Supply

byAlma Bailey

It has been recognised that forests promote high quality water primarily by

reducing erosion and sedimentation. The water from streams emanating from forested

watershed represents the highest standard of quality in the mind of the public. They see it

as clear, cool and pure and want to keep it that way. Areas of high elevations such as

mountains, hill ranges or the escarpments of plateaux are generally stream source areas.

Trees being able to make best use of abundant water tend to overgrow and

dominate other plants and therefore form the ecological climax vegetation in such

localities. The maintenance of such a cover protects the stream source areas and results in

steady supplies of pure water at lower elevations. It is primarily for such a purpose that

the Northern Range Reafforestation Project was initiated in Trinidad.

It is difficult, if not impossible to explain to a farmer living at subsistence level of

agriculture (or a squatter), that stream source areas must be protected at all times. They

see the forests as a denial of their chances to grow agricultural crops. As a result,

whenever the opportunity arises, they either clear the land or set fires to the forest in

order to plant agricultural crops.

37

The setting o fires is particularly dangerous in that it results in accelerated erosion

with heavy sediment loads being carried to rivers and streams, The presence of sediment

in rivers has the following undesirable effects:

(a) It makes water turbid (muddy) and therefore for aesthetic or recreational purposes.

(b) If the sediment reaches a reservoir it settles at the bottom and gradually reduces the

storage capacity of the reservoir. In Great Britain it has been estimated that, with the

present sediment load in rivers, the useful life of a reservoir is about twenty-five

years.

(c) Sediment may settle on riverbeds and reduce their capacity to transport water. Heavy

showers of rain can therefore easily result in floods.

(d) Turbid water has a higher temperature and lower oxygen content than pure water. The

lower oxygen content may be disastrous to fish and other aquatic life.

(e) Certain nutrients are absorbed on the surface of sediment particles and these may

result in excessive quantities being present in the water.

(f) Rivers carrying large sediment loads form deltas when they flow into lakes or bays.

Deltas obstruct the flow of water and cause upstream areas to be frequently flooded.

Vegetation along the rivers may also be killed.

“IT IS NOT TOO LATE – PREVENT FOREST FIRES”

Bibliography : Narine P. Lackhan - Land Management

38

And Water Quality


Bulletin # 10e

The Effect of Forest Fire on Food Production

Forest and Food Productionby


“Our forest are the source of water, a variety of edible leaves, fruits, nuts, honey,

wildmeat, fish crab and oysters. The permanency of a nation’s agriculture is governed by

the care and protection given to upland forest soils far removed from the croplands. The

majority of our rivers originate in our forest which contribute to flow rates that are stable,

predictable and suitable for drinking and sustainable agriculture, with deforestation,

leading to increasingly regular and severe floods, commercial agriculture in this country

is severely endangered. The consequences are certain crops cannot be grown, food

availability often becomes scarce and in short supply and prices of agriculture

commodities fluctuate and very erratically from flood to flood. Because of the effects

catchment forests have on water supply and retention, agricultural schemes planned

without integrating them with forestry can become unfeasible and uneconomic.

Forests and wildlife constitute renewable resources that are interdependent. Large

amounts of wildmeat which fetch high prices are harvested annually. Many insects

pollinators of important agricultural crops reside in and carry on their cycles with forest

environments. Birds, bats and snakes consume large quantities of insects pests which

otherwise would necessitate the application of heavy doses of pesticides. Many birds and

39

animals regenerate the forest with fruits and nuts. Through these various forms, food and

agricultural productivity are maintained and increased.

Forest contributes directly and indirectly to fin and shell fish production, they

provide the basic organic ingredients for initiating primary productivity in ravine and

wetland food chains. Many fish species in the Amazon derive their food supply directly

from eating fruits and seeds. Large quantities of crabs, oysters, mussels and fin fish are

harvested annually from our mangrove forests.

In 1974 the annual catch from the Caroni Swamp was estimated at 700,000 kg.

Studies in Indonesia have indicated that the production of offshore catch decreased

proportionally to the extent by which mangrove were destroyed. Changes in upland

forests do have large-scale effects on fresh water resources. Even though the effects begin

in the wetland, they continue into the lowlands where they are felt in estuaries by means

of silt deposition and sedimentation.

Forests shield crops and livestock from desiccating winds. They reduce

windspeed and minimize flower and fruits loss. They exert considerable microclimatic

influences that have important bearing on relative humidity and apparently on the

growing of cocoa in low rainfall areas. This is one of the reasons for growing the

immortelle and other species of trees in and around cocoa plantation.

Forest interwinds so much food and agriculture production that they seem to have

no beginning and end. Forest products are used directly and indirectly in food and

agricultural production. Wooden stakes supporting agricultural crops are commonly seen

on many agricultural holdings. Lumber and wooden posts are used extensively in the

construction of poultry and livestock pens while wood shaving and sawdust are used for

animal’s beddings. Forest also provides the raw material for the manufacture of several

hundred fishing boats estimated at 1090 in 1980.

40

The Forestry Division in Food Production goes beyond the maintenance of the

forest in a healthy condition and the harvesting of the multitude of products earlier

described. Where the forests are over-exploited and are being rehabilitated, the Forestry

Division in collaboration with gardeners grows specified crops and produces several

hundred tons of food annually by means of the Taungya System. In 1979 production was

estimated at 800,000 kg. It is a system whereby, each tree crops are raised in conjunction

with agricultural crops on several hundred hectares of land.

Food supply and job security are critical factors for peace and political stability.

Both are threatened by the consequences of deforestation and both are enhanced by

reforestation and sound forest management.

It is difficult therefore, to conceive food and agricultural development in isolation

of forestry since they both have as their major objectives, the transformation of the

fertility of the soil into important raw material for our benefit.


THE ENVIRONMENT WOULD DESTROY YOU

Ref : Our Forest and National Environment

Their Role in the Natural Economy

By

41

Bal Siew Ramdial Ph D



Bulletin # 10F

The effects of Forest Fire on Pollution and Health

Forest and environment Qualityby

Alma Bailey

“The roles of forest and trees in maintaining and enhancing environment quality

are often taken for granted.” Nevertheless, they provide positive solutions to many of our

environmental problems.

Each part of a tree plays a definite environment role, whereas deep roots hold the

soil and prevent landslides, fibrous roots are more effective in reducing surface soil

erosion. Roots systems also loosen the soil and make it more permeable. The trunk of a

tree influences directly and downward movement of water from trees crown to ground

level. It also traps suspended dust particles and reduces wind velocity. It is these two

facts inter alia which have given importance to the Manzanilla Wind Belt Reserve.

Tree trunks and thick branches deflect and diffuse sound waves. Branches hold

leaves to sunlight. They give shape and form to trees and, based on branching height,

spacing and habits can affect water and wind movement. Horizontal branching tends to

distribute intercepted water more than vertical or other branching forms which funnel

water towards the trunk and base. Low branches control wind movements near ground

level and reduce soil erosion by wind.

42

Leaves provide shade and settling surfaces for dust; add colour and enhance

aesthetics and, according to their size, texture, structure and arrangements are important

environmental regulators. Leaf stomata permit atmospheric purification (through the

intake of carbon dioxide and release of oxygen) and the cooling of surrounding air

through transpiration. The foliage also absorbs sounds. The wind array of leaf

arrangements allow for the formation of a variety of spaces for entrapping sound, while

the flexibility and softness of leaves foster absorption.

Thick fleshly leaves are more effective in this role. Leaves with pubescence as

well as conifer tree needles trap dust particles and hold water droplets. Dead leaves and

twigs cover the soil, reduce and prevent surface soil erosion. Dense tree crowns (branches

and leaves) obscure light while open tree crowns filter it. Finally, tree blossoms and

foliage produces pleasant fragrances that dissipate offensive odour.

These various function must not be viewed independently but in their

interrelations and interactions. Seen for the vantage, each tree becomes multifunctional.

Multiply these functions of individual trees by the large number of tree forms, shapes,

sizes, and tremendous area of leaf surface which make up a forest or park, and the

enormous environmental benefits which they provide directly, or indirectly should begin

to unfold.

Trees filter dust and other air borne particles. This is particularly obvious where

there are quarrying activities within our forests in Valencia, Arena and Ravine Sable. The

trees in the proximity of San Fernando Hill, the small teak plantation near the cement

factory at Claxton Bay and the row of Casuarina trees and bamboo near the road asphalt

plant between Chaguanas and Freeport along the Solomon Hochoy Highway bear

testimony to this. This role of trees becomes clearer after a downpour when our trees

appear greener and healthier. Simply, the dust and other particles trapped by our adhered

to the leaves and bark have been washed out.

43

Trees also absorb polluted air and omit air richer in oxygen. They help to

maintain the supply and balance of oxygen and carbon dioxide in the air which, of

course, are necessary for survival of all animals and plants. Apart from normal

photosynthetic activities the flush of new trees growth and annual blossoms account for

much reduction of carbon dioxide content in the air.

In similar ways trees can reduce appreciably the percentage of gaseous pollutants

inclusive of sulphur dioxide originating from our refineries.

Trees therefore are good natural air cleaners not only because they oxygenate and

dilute polluted air but also because they intercept, filter and remove particulates and

disagreeable odours directly from the atmosphere. The effectiveness of trees in filtering

out noise increases with density. The greater the density the more effective trees are in

scattering, diverting and diffusing sounds waves. Trees also modify wind velocities and

temperatures and as a consequence reduce the influence these two factors have on sound

transmission. Trees are now an accepted means of noise abatement when planted along

major highways. They suppress noise to a tolerable level and make the difference

between a livable environment and one that is relatively unpleasant.

Trees and forests are effective in screening electricity and high tension wires and

other objectionable sight; in modifying lights, dumps and ugliness; and enchanting

aesthetics. They reduce glare off reflective surfaces and glare from the rising or setting

sun, all of which cause visual discomfort. Trees on the western sides of homes are

effective in reducing the afternoon sun’s intensity and avoiding fading of fabrics. Forest

vegetation is invariably soft and pleasant to the eyes. It provides contrast to our artificial

milieu and offers relief from monotony by virtue of its structure, texture, density, colour,

age and the bird and animal life that animates the scenery.

One of the many adverse effects which extreme climatic conditions produce is

human discomfort.

44

The major elements of climate which affect human comfort but which hardly ever

occur in isolation are air temperature, solar radiation, wind, humidity and precipitation.

The most obvious microclimatic role of trees is shade. The forest canopy reduces the

amount of sunlight reaching the ground by absorbtion and reflecting solar radiation.

When solar radiation strikes the forest canopy, some of it is reflected, a large amount

approximately 60 to 70 per cent is used in evaporation while much of the remainder is

transformed into sensible heat, barring the influence of other atmospheric variables such

as wind and air moisture. The absence of forest cover to dissipate this large amount of

energy through evaporation would otherwise result in an increase in air temperatures

which could make conditions rather uncomfortable for us in the tropics. In some parts of

the world where the forest has been removed and there is difficulty in establishing

vegetative cover, it has been noted that air temperatures in the areas have increased by as

much as 2.5 degrees celsius therefore do not only modify local climate through their

shade but also cool the air by evapotranspiration.

CONCLUSION

Our forest resource which are finite and exhaustible have been and are

contributing to the economic development of this country. They provide the raw material

base for a wide range of industries including tourism and have the potential for further

industrial development. They retain moisture and supply us with a regular flow of water,

foster agricultural development and help to maintain a quality environment. Their

retention in strategic areas represents prudent and intelligent land use. Natural areas of

scenic beauty help nourish and inspire man.

These are intangible and rightly so, but for a well-rounded and meaningful life,

bread alone is not enough. The reservation of forests is a cultural necessity as they

provide the finer things of life such as tranquility, spiritual upliftment and rejuvenation of

mind and body. And, it is for these reasons that the sittings of the Caura Chest Hospital

and Mount St. Benedict in forest environments have been deliberate.

45

Yet, in two decades we have lost four percent of our forest reserves to the

demands of an expanding population. This situation is ironical because as soon as one set

of human needs are gratified there is almost instantaneous demand on the shrinking forest

base satisfy others that seem more urgent.

Failure to retain and manage our forests wisely would indicate a lack of

appreciation of the rich gifts of nature with which this country is endowed. It would

further reveal a myopic generation overpowered by materialistic values. Let us not be so

judged by those whom we serve now and in the future.



Rer; Our and National Environment

Thin Role in the National Economy

By

Bal Siew Ramdial Ph. D

46

Conservator of Forest.


Bulletin # 10g

The Effects of Forest Fires on Soil Erosionby

Alma Bailey

Soil is a medium for plant growth. It sustains and supplies us with many of our

basic wants and needs and therefor is very vital to all life. The honey, bread, rice, fruits,

eggs, meat, milk, leather, wool, cotton, paper, timber and brick to which we have grown

accustomed and on which we have become dependant owe its origin to soil, particularly

to the surface area known as top soil.

Forest cover breaks the plummeting force of raindrops reaching the ground and by

so doing prevents the breaking and dispersing of soil particles. Tree roots on the other

hand add organic matter to the soil mechanically. By so doing they militate against soil

removal by wind and water action.

With the vegetative cover from the Northern Range and San Fernando Hill being

removed indiscriminately, the effects of unwise removal is obvious. Gullying eroded soil

and landslides are ubiquitous after a slight down pour the erodible soil reduces the water

carrying capacity and efficiency of water-courses and increases water dispersal. This is

evident from our stream originating from the Northern Range and their deposits of silt on

agricultural crops in the low-lying areas of the Caroni Plain with accelerated erosion,

47

stream beds are raised and their channels quickly altered. Small river islets within profuse

vegetation are common sights. The once swift now shallow sluggish and chocolate

coloured. Muddy water shades out light and interferes with the growth of microscopic

plants that fish depend on for food. Would Raleigh sailed up the St. Joseph river? All

these river beds have been destroyed.

Further the loss of the soil from the Northern Range, particularly west of the

Blanchisseuse Road is creating much barren and unproductive land from the view point

of wildlife, timber and aesthetics. In some instances the damage seems irreparable.

The lush tropical rain forest, which exists along the North Coast, adds to the

landscape and overall aesthetics of the area. Removal of this protective covering would

destroy the scenery which blends the coastal waters. Further to this is the effect of

landslides, and accelerated erosion which are likely to set in because of the nature of the

Northern Range soil which deteriorate on exposure. Uncontrolled removal of soil in this

area would certainly result in water discolouration, silt deposition and eventually beach

despoilment. The numbers of good beaches in Trinidad and Tobago and for the matter in

the Caribbean are few and far between and it is in this light that the forest areas should be

jealously and zealously protected.



The importance of Forest

Reserves and Wildlife

48

Sanctuaries in Trinidad and Tobago

B.S. Ramdial Ph. D.

ENVIRONMENTAL EDUCATIONPROGRAMME

Bulletin # 10h

The Effects of Forest Fires on Shelterby

Alam Bailey

“The Forest resources of Trinidad and Tobago produce less than half of this

country’s timber needs. The present day average consumption approximates three (3)

cubic feet per person. The amount of timber already produced is extremely voluminous as

evidenced by the number of rural houses in Penal, Tabaquite, Princess Town, Manzanilla,

Biche, Siparia, Debe, Rousillac, Rio Claro and Toco which have been constructed from

one or more of the following timber species namely: Cedar (Cedrela adorata), Mora

(Mora excelsa), Crappo (Crapa guianensis), Serette (Byrsonima coriacaea), Oliver

(Terminalia obovata), yellow poui (Tababuia serratifolia) and Mahoe (Sterculia caribaea).

Further more, where the houses have been built out of tapia, the roof frames have

been made with round wood poles and rods of Kiskidee (Vismia sp.) and the covers with

leaves of Carat (Sabal mauritiformis) and Timite (Manicaria saccifera) bouned together

with lianes. All of these house construction materials are obtainable directly from the

forests.

The principal species used in furniture making are Cypre (Cordia alliodora), Teak

(Tectona grandis), Mahogany (Swietenia macrophylla), Apamate (Tababuia rosea), Cedar

(Cedrela odorata) and Saman (Samanoia saman). In house flooring species such as

Serette, Teak, Crappo, Tapana and Galba (Calophyllum Iucidum are used.



49

Reference: The Importance of Forest

Reserves and Wildlife Sanctuaries

In Trinidad and Tobago

B.S. Ramdial Ph.D


Bulletin # 10i

The Effects of Forest Fires in Foreign ExchangeForest and Tourism

byA. Bailey; Forester I

“Today, our forest and wildlife resources are playing a more important role in tourism

than in the past. Our natural areas principally our beaches, forest swamps, reefs,

waterfalls and private wildlife sanctuaries are now major tourists attractions. I should

however, mention briefly, the connection between forestry, our beaches and reefs. By

providing protection to our soils, and watersheds, forests reduce erosion and movement

of soils, from our hills into streams and ultimately reaching our beaches and reefs.

Uncontrolled erosion and sedimentation will ultimately result in muddy beaches,

dried up waterfalls and death of our reefs. A muddy stream or beach, dried up waterfalls

and death of our reefs. A muddy stream or beach is always unattractive and less luring to

visitors than a swift clear flowing stream or sandy beach. It is in this way some of our

major attractions are dependent on our forests. There are 108 different kinds of mammals,

some 400 species of birds, 37 types of snakes, 74 species of fish and 622 species of

bejewelled butterflies in our island, many of which are associated with the forests. This

arrays of life makes our environment colourful and attractive and as rich as any in the

Caribbean. No other area of equal size in the West Indies or even in Tropical America

possesses such as rich species diversity.

50

It is extremely difficult to put a price tag on any of our natural areas, but judging from

the number of people visiting these areas there is no doubt that they are responsible for

generating considerable domestic and overseas tourism which in turn results in much

money being poured and circulated in the economy. In 1974 it was estimated at the

Caroni Swamp was responsible for generating 1 million dollars TT from visitors who

went solely to visit the birds.

Earlier the roles of our forests in stream flow regulation and water production were

highlighted. A readily available supply of potable water is an essential ingredient of a

first class tourist industry no t only from the view points of health and hygiene but also

from the production of fresh fruits and vegetables.

The scenic beauty of our forest and charm of our wildlife are already being destroyed.

Such they are inexhaustible resources and if properly managed can be rated with

exportable goods in earning foreign currency. What in fact, is really being exported is the

goodwill, warmth the general feelings of the people of this country.

Overseas tourism brings not only money but also intelligent curiosity and question

which stimulate and help to develop the minds of our own people. Tourism provides us

with a common base to meet different people, to exchange ideas with and to learn direct

from them of their lands, customs, habits and cultures. Besides their presence help to

awaken our people in nation building, particularly at this stage of our development when

we seem to be groping for direction and striving for identify.



Ref Our Forest and Natural Environment

Their Role in the Natural Economy

51

by

Bal Siew Ramdial Ph. D


ENVIRONMENTAL EDUCATIONPROGRAMME

Bulletin # 11

Forestry DivisionEnvironmental Education

Teak Utilizationby

Ramkissoon Ramnarine (Boloji)

The History and Development of Brickfield Forest Industries.

Teak was first planted in Trinidad in 1913. Since then the normal silvicultural

treatment of thinning the plantations at scheduled intervals to speed up incremental

growth of individuals good trees was performed periodically on all teak plantations.

As planting continued and plantation acreage grew, the volume of teak trees felled

by the thinning process also grew.

Consequently, the need arose for the establishment of a small industry which

would properly utilize the felled teak thinnings.

To fill this need, between the years 1947 to 1955, the Forestry Division set up a

sawmill and processing plant at Brickfield plantation which was the largest and most

central of all teak plantations.

52

Brickfield Forest Industries (BFI) as the establishment was called carried out the

functions of converting all felled teak thinnings into logs, poles and pickets and

transforming these in turn into lumber, treated poles and pickets fence rolls. These

product were marketed on a strictly non-profit basis to the public at large by the Forestry

Division.

Plantations continued to grow to a point where Brickfield Forest Industries was

not able to handle the volume of thinnings. Processing lagged behind plantation growth

and several plantations as a result became overstocked.

In addition to this, the demand for teak products initially marketed by Brickfield

Forest Industries, grew far in excess of the supply of these items.

The Government observing these problems in 1974 recruited a team of experts

from the Canadian Industrial Development Agency (CIDA) to study and make

recommendations on the teak industry in Trinidad. The Canadian Industrial Development

Agency teak recommended the establishment of a modern sawmill complex to take the

place of the Brickfield Forest Industries facility. This complex would have sufficient

capacity to handle all the teak produced from thinnings and final felling from plantations

for at least the next 10 years. This volume was estimated to reach some 7 million board

feet (16,500 cubic metres) of teak lumber per year by 1985.

They also recommended that because of the nature and size of the operations, that

the logging, conversion and marketing of teak handled by a private company on a profit-

making basis.

As a result of these recommendations Tanteak (Trinidad and Tobago Forest

Products Company Limited), a private limited liability company 100 per cent owned by

the Government was incorporated under the Companies Act in 1975. A Board of

Directors was appointed in 1976 and a General Manager and Secretary/Accountant

recruited in 1978.

53

The Company officially took over the operation and staff of Brickfield Forest

Industries on 1st August, 1978. Since that time the company has been engaged in the

running of all existing teak logging conversion and marketing operations as well as

planning and designing the proposed new sawmill complex in collaboration with various

consults and suppliers.

Phase I of the new complex, which consists of a new sawmill will replace the 20

year old sawmill inherited from Brickfield forest Industries, and is due to be completed

by late 1980. This new equipment should be capable of 20,000 board feet (47.2 cubic

metres) per day of rough or dressed lumber. Pine logs are also foreseen to be processed in

addition to teak in this complex.

Because of the many complicated procedural changes involved in the

transformation from Ministerial control to Company Control, Trinidad and Tobago Forest

Products Company Limited has faced severe teething problems which have resulted in a

financial loss for its first year of operations. However, overall production from the

Brickfield sawmill plus three contracted sawmill plus three contracted sawmills has

increased to 1.5 million board feet (3,530 cubic metres) per year in 1979 as against

700,000 board feet (1,651 cubic metres) in 1978. Teak has become more readily available

to the public.

The Forestry Division, with whom the Company works in close collaboration,

indicates that the process of thinning the teak plantations has improved considerably.

Although not readily apparent, there has also been a slight overall improvement in the

quality of life in the Brickfield Area.

In spite of the tremendous problems still facing the infant Company, we are

encouraged by these small achievements and will endeavour to strive towards greater

achievements and progress in the future.

54


Bulletin # 12

Smokey Monkey Club Unitby

Ramkissoon Ramnarine (Boloji)

INTRODUCTION

With the Conservation Pledge in mind, it is the objective of this unit to assist the

primary teacher to direct the attention and interest of children to the need for

understanding, vigilance, and good citizenship in the care of the Nation’s natural

resources.

The Forestry Division hope that publications of this unit encourage other teachers

to develop Smokey’s Forest Fire Prevention Campaign and the conservation of all our

natural resources.

PLANNING A SMOKEY MONKEY CLUB UNIT

Setting the Stage.

1. Write the Conservation Pledge on the blackboard. Discuss its meaning. Have the

children memorize the Pledge. Follow up the Pledge of Allegiance with the

Conservation Pledge.

55

2. Display a large picture or poster of Smokey Monkey in the classroom.

3. Find out what the children already know about Smokey Monkey and what he

represents.

4. Discuss the origin of and reason for the National Smokey Forest Fire Prevention

Program. The comic book entitled “The True Story of Smokey Monkey” or the film

entitled “Smokey’s a Story” will be helpful.

5. Introduce and teach the Smokey Monkey songs.

6. Discuss the forest resources and have the children bring in magazine or newspaper

clippings which show uses of the forest such as for buildings and furniture,

recreation, a home for wildlife. Clippings can also demonstrate uses for wood such as

paper, cellophane, plastic and rayon.

7. Discuss with the children why the forests must be protected from fire.

8. Suggest that there is a wonderful adventure lying ahead for all of those who want to

be Smokey Monkey Club members. List on the board some of the “wonderings” the

group will have about the forests, wildlife, conservation etc.

ORGANIZING THE SMOKEY MONKEY CLUB UNIT

1. Discuss the meaning of the Conservation Pledge and memorize it.

2. Suggest that members of the club must help in his effort to reduce forest fires caused

by carelessness.

56

3. Develop your own set of rules by which the members of your club will try to live.

These rules could include being informed on fire prevention, soil conservation of

forests, the care of water supply, and the acceptable collections.

4. Encourage each child to explore one topic or area on his own. For primary children

this may be a simple sharing of pictures found relating to a certain subject, plus an

oral report.

GETTING ACQUAINTED WITH SMOKEY MONKEY.

Suggested Classroom Activities

1. Children can discuss what they already know about Smokey Monkey from radio

announcements and television spots, posters, forest fire prevention literature, Smokey

at the Emperor Valley Zoo, etc.

2. A draw or colour poster which illustrates forest fire prevention themes. Colouring

sheets are also available in classroom quantity from Forestry Division.

3. Learn and memorize the Conservation Pledge found on the back cover of your kit.

Discuss with children how Smokey helps Trinbagonians keep this pledge. Suggest

that children write pledges on topics of their own choosing.

4. Children can relate to the class how they have helped prevent forest fires during

weekend outing or summer vacations.

5. Learn and sing the Smokey Monkey Songs included in this Unit.

6. Make up an “A-B-C” forest fire prevention word game. For example:

“A” is for … Always be careful with fire in the woods.

“B” is for … Burn trash only on calm days.

57

“C” is for … Campfires should always be put dead out

“D” is for … Drown your campfires.

7. Show a forest fire prevention or conservation film. Available at Foreign Embassies

and Forestry Embassies and Forestry Division.

8. As a reward for their interest in helping Smokey prevent forest fires, children may

become Junior Forest Rangers. They should write a letter requesting membership to

Smokey Monkey c/o Forestry Division, P.O. Bag 30, Port of Spain. A kit including a

Junior Forest Ranger badge, stamps, bookmark, membership card, and an

autographed picture of Smokey will be sent to them.

TEACHING TECHIQUEST FOR A SMOKEY

Smokey Monkey Club Unit

1. Oral reports – as a TV show, a talking book, radio program, or newscast.

2. Paint, crayon, cut coloured paper figures and paste, or draw with pastel chalk a large

mural on the subject selected.

3. Prepare posters for various parts of the school such as Smokey Monkey posters

related to being careful wit matches and campfires in the forest or the effects of a

wildlife on our outdoor resources.

4. Set up exhibit or bulletin board which will illustrate the work of the forest officer,

publicize the ideas we associate with Smokey Monkey or give the children some

interesting information about the forest.

58

5. Take the neighborhood nature walk, or a field trip to a farm, forest, bird sanctuary, or

museum of natural history.

6. There is a play included in, this may serve as a stimulus for creation thought, and it is

hoped, some original plays produced by the children using this unit.

7. As a culminating experience the class would plan and present a sharing type of

program either for certain grades or the entire school.

THE SHARING EXPERIENCE

Any conservation presentation to their peers should be planned by the students

under the teacher’s guidance. The information imparted in the presentation must be

accurate and reflect the real interests of the class as the result of their Smokey Monkey

Club activities. Each presentation will vary depending upon interests, ages, locale, and

learning of the group.

It is recommended that at least part of the program be dramatic in nature. Where it

is possible, use an official Junior Smokey Monkey costume for the Smokey. (Check as to

the availability of a costume).

RELATED CLASSROOM ACTIVITIES

1. Rehearse and put on a play or puppet show about soil, water, wildlife, or

forest conservation. A sample of a tried and proven production is included in

this unit. Encourage children to produce their own plays.

2. Have children clip and bring in articles and pictures dealing with some form

of conservation. This should be a year-round activity.

59

3. Make a list of products that can be obtained from wood – e.g. furniture, paper,

rayon, plastics, rosin, turpentine, maple sugar and syrup etc.

4. Have children discuss recreation activities they have experienced in the forest.

5. Watch a tree grow. Here’s how:

a) Line a fruit jar with paper toweling or other absorbent material.

b) Fill jar with moist peat moss, cotton or sawdust.

c) Pour about an inch of water into the jar.

d) Place pine or other tree seeds between absorbent material and the glass.

PLENTY OF

GOOD SEED TREES

ARE NEEDED TO HELP

START NEW FORESTS

Keep the glass jar in a warn place. Most seeds will sprout within a few

days or at most a few weeks. Since each seed has its own “built in” food supply it

needs just air, water, and warmth to grow. As seeds soak up water they swell and

their skins burst. The tiny plants inside will push towards the sunlight and their

roots will grow downward.

As the plants use up their stored food, their roots, stem, and leaves grow

larger. Using sunlight for energy, plants will soon become self-sufficient factories

and can make their own food from carbon dioxide taken in by their leaves.

60

6. Make a water cycle. Here’s how: Rainmaking in the classroom is easy. The

only materials needed to make your own water cycle are: two chairs, a metal

serving tray, a steaming tea kettle, a piece of ice or ice cubes, and a boa of soil.

a) Place the metal tray with ice on it across chairs.

b) Put a steaming tea kettle under the tray – off to the side.

Keep the kettle steaming by placing it on a hot plate.

c) Place a box of soil on the floor directly under the metal tray. Half the soil

Should be covered with grass or dead leaves and the other half left bare so that

the effects of raindrop erosion as well as cycle can be demonstrated.

OUT – OF - DOORS RELATED ACTIVITIES

Field trips and the use of outdoor laboratories are a MUST in Conservation Education.

Opportunities exist everywhere to see relationships of soil, water, trees and wildlife.

1. Take a neighborhood nature walk or a field trip to a forest.

2. After a heavy rain, visit a field or vacant lot where the soil has no cover of

plants. Observe that soil has been washed from upper to lower levels and

that gullies have formed. Observe fields and lots which have been planted

to trees or grass; erosion is not present.

3. Visit an area which has recently been burned over. See what has happened

to plants, animals and soil cover.

4. Plant trees. Children should have an opportunity to share in tree planting

during their grade school years. Since the value of planting one tree is

chiefly sentimental, pupils can join the teacher in planting a number of

61

trees and accomplish something worthwhile. Consult with your local

forester for tree planting instructions and sources of seedlings.

AVAILABLE RESOURCE MATERIALS

The material included in this kit are only a sample of what is available to you, as a

teacher.

The tea kettle serves as the source of water. The water evaporates into steam and

rises to the iced tray which represents the cool layers of air above the earth’s surface. The

moisture condenses on the tray and drips back on the soil as rain. Then the water cycle

starts all over again. A white 3x5 inch card placed along the edge of the soil box will

show how grass or leaves protect soil from falling drops. Where there is no protection for

the soil the card will be splattered with mud caused by “raindrop erosion”.

Discuss the importance of forest fire prevention in maintaining a quality

environment. Such a list might include the pollution of our air and water, loss of valuable

plants and animals, and the erosion of our soil in the field of forest fire prevention and

conservation. Additional materials, including films on a loan basis, can be obtained by

contracting your local forester. If foresters are not located in your community, you should

write to Environmental Education, Forestry Division, P.O. Bag 30, Port of Spain.

ENVIRONMENTAL EDUCATION

PROGRAMME

62


Bulletin # 13

The Rearing of “Mazama Americana” in captivity

byDr. Martin Sampath

INTRODUCTION

The island of Trinidad is separated from the South American mainland by a sea

passage of seven miles at their nearest coastlines. While several species of brocket are

found in South America, only one – the Mazama Americana – lives in the forests of

Trinidad. The following paper is based on observations by the author of 32 members of

this species, 27 of which were born in captivity on his premises at Siparia, Trinidad, from

January 1972 to June 1980 on a total area of 10,000 sq. ft. of land.

Descriptions of the animals’ behaviour are based solely on direct observation in

close captivity and may not be typical in all respects of the behaviour of these animals

under wider field conditions or in the wild.

GENERAL DESCRIPTION

A fully grown deer reaches about 2 feet to 2’ 6” at the shoulders and may weigh

up to 80lbs. Males and females are the same size. Colour varies from reddish brown to

very dark brown and almost black. The hair is thick resembling a cow’s being coarsest on

the forehead. The hair below the neck and belly is much lighter in colour, and the tail is

gringed with white hair with a large tuft of white at the end of the tail. Two rows of

63

lighter coloured hair can usually be detected on the sides of the spine – remnants of the

five or six parallel rows which were present on each side of the body at birth. These white

parallel rows fade gradually by becoming darker in colour and may be almost completely

gone by the age of 7 months. The tail hangs over the anus (and vulva in the female) but is

flicked upwards regularly and frequently apparently without reference to any noticeable

stimulus e.g. flies, threat of and will stand motionless, rotating its ears towards the source

of any strange sound. It becomes very agitated by brushing and rustling sounds and the

author has seen them rush about and jump against their fence by someone cutlassing

nearby or by the dragging of branches on the asphalt street near their pasture.

SEXUAL DIFFERENTIATION

Only the males grow horns. These are simple spikes without branching. Horn

buds begin to appear from eight months to one year. These grow in the velvet for about 5

months to a length of about one inch and the velvet is then gradually shed – total

shedding takes about one month. A male deer of one year will mate with a female at its

first opportunity.

The deer will sharpen its horns against tree trunks, stones and posts – shorter

horns to the shape of a chisel and longer ones to sharp points. For about the first three

years, the horns are shed each year, and the subsequent horns grow longer in the velvet

before the velvet is butted off. As the deer gets older, horns may be retained for up to four

or five years and while they may reach six or seven inches, when kept for a long time,

they are eroded by sharpening and may be reduced to three inches before shedding. Each

subsequent shedding produces not only a longer horn but one of a thicker diameter also.

The horns may emerge from the forehead parallel to each other or splayed out.

The pattern appears to be inherited from the father. Horns, even while in the velvet may

be bent in combat.

64

Females can be mated at one year.

SEXUAL BEHAVIOUR

Deer mates with any available partner, they do not form “lasting” pairs and there

is no question of one male having a harem of females. Some of the author’s females have

had fawns by three different males. Unlike cattle, goats and sheep, the female even when

in heat does not acquiesce easily but is usually beaten up the male and chased around for

up to one hour before she will permit penetration. As with all ruminants, penetration and

ejaculation are quick – one thrust and it is all over. After the first mating, however, the

female will permit further matings every fifteen minutes or so without opposition or

retreat as long as the male is able – usually three or four times. But the following year,

even the same male is obliged to pursue and fight for the privilege.

MATING SEASON

No special mating season has been observed in captivity. The following are the

birth months recorded:

Month: Jan Feb Mar Apr May Jun July Aug Sep Oct Nov Dec

Births: 1 1 2 2 1 4 0 4 1 3 3 5

Total 27

GESTATION PERIOD

32 weeks to 36 weeks. One of the author’s deer produced 15 fawns in 15 years,

six for the previous owner and nine at Siparia.

65

DELIVERY

Deer usually deliver while lying on their side. Of the 27 deliveries recorded 26

were spontaneous in half-an-hour by head and one by breech requiring manual assistance

from the author after two hours in labour. It survived. Of the 27 recorded, 13 were males

and 14 were females. Three were no multiple births.

POSTAL NATAL CARE

The fathers show littler or no interest in the fawns and indeed have been seen to

butt them vigorously. The mother does not usually spend most of her time alongside the

fawn but leaves it in some inconspicuous corner well camouflaged by leaves and twigs.

She will visit, clean it by licking and nurse it several times during the day and then move

some distance away when these duties are completed. She will nurse the fawn for more

that a year, even during her subsequent pregnancy and again even after a subsequent

delivery. The author has seen one particular female nurse two fawns at the same time but

generally, using her sharp-nailed forelegs as her weapons she dismisses her previous

offspring when the new one has arrived.

Some females are not good mothers. Some abandon their young because they

have become ill and will resume feeding and cleaning after both mother and fawn have

been treated and taken care of by the author. One such fawn was cleaned and fed

artificially with half strength cow’s milk by the author’s children and grew up to father

three fawns. Others are for some unknown reason just not good mothers.

FEEDING

Deer are mainly vegetarian and will eat mostly leaves, vines, grasses and

vegetables and peelings from the kitchen, fruits and nuts. They must have clean water to

66

drink each day. They will thrive on the above alone if sufficient is available, but may

require an additional ¼ lb of cracked corn per adult per day as a supplement if enough

green vegetable matter is not fed to them. While they will consume without any ill effects

unlimited quantities of ripe guavas and mangoes, they get badly bloated with ripe

bananas, although green bananas are safe.

They will eat cooked food such as rice, bread, roti, biscuits but large quantities of

these will also get them bloated, and should be given in very limited amounts only.

Incidentally, the treatment for bloat is a tablespoonful of milk of magnesia, or blue water

grass of which they are very fond.

Deer will also eat meat, fish and eggs. One of the author’s liked chocolates as well.

67

SOCIAL BEHAVIOUR

Deer are not social animals, they are solitary. One does not have a herd of deer –

as of goats, cattle or horses or like a flock of sheep, in the same pasture or enclosure. Two

males in the same enclosure will fight each other to the death unless one can escape – as

one will do in these circumstances over the six-foot chain-link fence which would

normally keep them in. A male and a female will live peacefully together only after

mating and as we have seen a male cannot be trusted in the same enclosure with his own

young.

A female will live together with her own young, male or female as long as they

have never been separated and until her son decides to mate with her. But if her daughters

are separated from her for a period of say a few months and then one of them be put in

with her again, the mother will treat her as she would a strange female and claw her

mercilessly. They will fight each other night and day until separated or until on escapes.

THE HUMAN – DEER RELATIONSHIP

A female deer will live in peace with a human being all her life and so will a male

until puberty. They will come to you, eat out of your hand, enjoy been stroked and petted

and will kiss and lick you amiably in return. The female will observe this relationship at

all time even while nursing her fawn. But the male, as soon as he starts to grow his horns,

no matter how affectionate he has been until then, even if you have saved him in his

abandonment by his mother from his infancy, will brutally gorge you at the slightest

opportunity. He will quietly sneak up to you – or to an intruder – and change with all the

force at his command.

The first seven days are crucial if you wish to “domesticate” a deer. You must

fondle it every day for about three months and then the female will be your pet ever after.

68

After one week, if you have not gained its confidence by close contact, you will never

catch it again.

LIVING CONDITIONS

A lean-to shelter is sufficient as protection against heavy rains provided that the

floor is dry. Deer can catch pneumonia. Separate runs are necessary for the females and

their immediate female offspring and for the females and their immediate female

offspring and for each male. Presumably, most males will be sold off as soon as they are

one year old.

PROSPECTS FOR THE FUTURE

1. Multiple births may be stimulated by the use of Clomiphene citrate so, as to speed up

population increase.

2. Castration of males in infancy may increase their docility and permit their rearing as a

herd for meat production in a common enclosure.

3. Glandular material and hides would be useful by-products.

4. Crossing with bigger Mazama species from South America may be tried in order to

produce a bigger hybrid for meat.

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Bulletin # 14

The Northern Range Reafforestation Project

byRabindranath S. Lackhan

The Northern Range Reafforestation Project was initiated by the Government in

1972 in order to rehabilitate approximately 24,300 hectares of denuded and partially

denuded lands in the Northern Range. Rehabilitation was considered essential in order to

1. Prevent the occurrence of flash flood which occur even after slight showers.

2. Reduce the amount of erosion on the hillsides.

3. Increase forest and agricultural produce including handicraft material.

4. Improve water quality and stream regimes.

5. Increase water supplies both surfaces and sub-surfaces.

6. Provide employment.

7. Provide recreational facilities.

8. Provide for Upper Watershed Management.

The project covers the whole of the Northern Range (97,165 hectares) but attention is

focussed primarily on the western portion of the area where decades of uncontrolled

destruction of the Forests have resulted in acute water shortages, flash floods, erosion and

a general deterioration of the environment.

The project consists of two major sectors, The Forestry Sector, concerned with

reforesting 16,200 hectares of land above the 240m contour and the Agricultural Sector

which will replant approximately 5,100 hectares of land between the 140-240m lines with

agricultural tree crops. The project employs some 300 clerical and labour staff.

70

THE FORESTRY SECTOR

The project has concentrated its work primarily on the following areas:

1. Caura 5. Lopinot 9. Diego Martin

2. Mt. St. Benedict 6. Mt. Hope 10. Maracas Valley

3. St. Michael 7. Five Rivers 11. Blanchisseuse

4. Guadeloupe 8. Chaguaramas Road

PLANTATIONS ARE OF TWO TYPES

1. 100 percent plantations which involve planting up denuded areas and

2. Enrichment plantation which involve planting tree species in partially denuded and

degraded areas.

Caribbean Pine (Pinus caribea var. hondurensis) is used in the 100% planting

since it has been found that this the only species which can grow under extremely harsh

site conditions that exist in the denuded areas. The enrichment plantation consist mainly

of Mahagony (Sweitensis Macrophylla), Cypre (Cordia alliodora), Cedar (Cedrella

medicana), Pink Poui (Tebebuia rosea) and yellow Poui (Tebebuia serratifolia).

NURSERY WORK

The Mixed Forestry Nursery at St. Joseph had an annual production of 30,000

seedlings, in 1979. Since then, because of limited amount of land to reforest, the annual

production target has been reduced to 150,000 seedlings.

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FOREST PROTECTION

According to Narine Lackhan, Director of the Project, Fire is the greatest threat to

the success of the Project. Squatting is also becoming a serious threat. Throughout the dry

season, fire patrols are initiated.

The construction of stone check dams to trap eroded soil commenced very early

in the life of the project and to date over more than 100 check dams have been

constructed.

RESEARCH

Silvicultural research has been aimed at reducing the cost of operation in the

nursery and plantation while the growth and performance of Caribbean Pine at high

elevation is being monitored.

Soil and water conservation techniques together with the effect of land use

practices are presently being researched.

Hydrological research is also being carried out. Trial plots set up at various

stations, research those species, which are fast growing and cover the soil as fast as

possible.

RECREATION

In order to provide recreational areas the Caura, Maracas Valley and five Rivers

sites have been developed. These sites are used by the public but it has been observed

that vandalism is widespread.

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HANDICRAFT

Handicraft plantations have been established which provides raw material to the

handicraft industry. Species grown are screw pine, calabash, tirits, sisal mamoo and Khus

Khus grass. These are used to make straw hats, bags, mats, lamp shades, baskets, book

cases and a lot of other articles.

THE AGRICULTURAL SECTOR

(a) Fruit – Tree Programme.

600 hectares of fruits have been established as St. Michael, Maracas Valley and

Caura stations.

Bench terraces have been constructed and grass barriers planted and maintained.

These assist in reducing soil erosion in the areas.

Small dams have been constructed to trap water in times of excess flows and to be

used for watering the crops during drought periods.

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Bulletin # 15


Northern Range Reafforestation ProjectMount St. Benedict Plantation

byN.P. Lackhan

INTRODUCTION

Mount St. Benedict plantation is situated in the Northern-Western portion of

Trinidad, it is approximately 24 kilometres from the City of Port of Spain. From Port of

Spain it can be reached by travelling East via the town of St. Augustine. There is a

Monastery in Mount St. Benedict, which is an important point for pilgrims who seek

solitude in this mountain resort to pray and meditate in an atmosphere of peace and

serenity. In 1974 the Monastery was raised to the dignity of an Abbey.

Mount St. Benedict plantation is the first plantation established by the Northern

Range Reafforestation Project (NRRP), which aims at reafforestation contour. The total

area to be reafforestation is about 24,000 hectares (60,000 acres).

Refforestation is considered essential for the following reasons:-

(a) to prevent or reduce the occurrence of floods on the low lying areas;

(b) to reduce the amount of erosion on the hillsides;

(c) to increase the underground water supplies;

(d) to increase the production of forest products;

(e) to improve water quality;

74

(f) to provide recreational facilities;

(g) to improve wild life habitat;

(h) to provide direct employment for semi-skilled and unskilled labour and create indirect

employment opportunities.

The annual planting programme of the NRRP is some 320 hectares (800 acres) of

which half is to be planted with Caribbean Pine and half with mixed species, mainly

enrichment planting.

BACKGROUND DATA

Area - 64 hectares (160 acres)

Elevation - 200 metres up to 1,000 metres (700-3, 000 feet)

Soil Type - Maracas sandy clay loam

Micaceons phyllites

Free internal drainage

Climate - Rainfall 1,650 millimeters (65 inches)

The limiting elevation for planting is dictated not by growth considerations but by

practical considerations in terrain which has often no roads and has steep slopes.

HISTORY

Because of constant fires, which resulted in the loss of top soil only two species

only two species, savannah serrette Brrsonima cressifolia H.B.K. and wild cashew

Anacardium spp survived in Mt. St. Benedict, prior to 1972.

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People who knew the area well said it was hopeless to establish any plantation in

the area. In 1972 during the rainy season (May to July) NRRP planted 19 hectares (47

acres) with the following species)

Local Name Botanical Name

Cedar

Cypre

Mahogany

Hog Plum

Chenet

Yellow Poui

Pink Poui

Flamboyant

Immortelle

Pomerac

Devil Ears

Serrette

Juniper

Crappo

Locust

Black Heart

Cedrel a mexicana

Cordia alliodora

Sweitenia macrophylla

Spondias monbin

Melicoccus bijugatus

Tabebuia serratifolia

Tabebuia rosea

Delonix regia

Erythrima micropterye

Eugenia malaccensis

Enterolobium cyclocarpum

Brysonima coriacea

Genipa americana

Carapa guianensis

Hymenaea courbaril

Clathrotropis brachypetals

These species were planted in lines cut along the contour 3.7 metres (12 feet)

apart. The species were divided into three categories (1) for the production of timber, (2)

for wild life feed and (3) for amenity. The seedlings raised in the nursery were about four

months old and the average height per seedling was 23cm (9 inches).

An investigation of the area revealed that the site conditions changed at frequent

intervals. Moreover, most of the land was very exposed and could have been classified as

the savannah type forest.

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In April, 1973, the entire plantation was destroyed by fire. Despite this set back,

the area was replanted in 1973 and the acreage was increased as follows:

Mixed species - 40 hectares (100 acres)

Pinus caribaea - 36 hectares (90 acres)

The mixed species were similar to those planted in 1972, and the planting

espacement was the same.

Pinus caribaea was planted in the areas that were very exposed and the

espacement was 2.7 metres (9 feet) apart. All species were planted in lines out along the

contour to test their adaptability to conditions on the mountains.

Extensive tending operations have been carried out in the areas reafforestated.

Plantations have been weeded twice per year, and beating up operations carried out.

In 1974 an additional area, La Solitude was regenerated with 22 hectares (55

acres) in Pinus caribaea and 50 hectares (125 acres) mixed species. The mixed species

were the same as those used in 1972 and 1973, but very few survived.

In all the species planted only Pinus caribaea proved successful, although in some

places a small amount of mixed species survived, viz. Mahogany Sweitenia macrophylla:

Cedar – Cedrela medicana; Cypre – Cordia alliodora; Juniper – Genipa americana;

Yellow Poui – Tabeluia Serratifolia and Pink Poui – Tabebuia Serratifolia and Pink Poui

– Tabebuia rosea.

The failure of the mixed species, could be summed up briefly as follows:-

(1) The soil in Mt. St. Benedict is too shallow.

(2) The area is too exposed.

(3) Some species are shade bearers and they were planted in the open.

(4) No species trails were carried out.

(5) Some species are deep rooted and they were planted in shallow soils.

(6) In some areas the soil was too dry for most of the species.

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(7) The area was constantly affected by fires.

HANDICRAFT

Because of the multi-disciplinary nature of the Project, materials for the

handicraft industry have been planted.

The species and year planted are as follows:

Year Local Name Botanical Name Area

1976

1976

1977

1978

1978

Khus-Khus

Screw Pine

Screw Pine

Screw Pine

Sisal

Vitivera

Pandanus utilis

Pandanus utilis

Pandanus utilis

Agave Spp

0.101 hectares

0.202 hectares

0.809 hectares

4.047 hectares

0.405 hectares

5..564 hectares

(14 acres)

PRESENT SITUATION

The plantations have been weeded twice per year and gaps filled where necessary.

FIRES

Although the project experienced great difficulties under harsh environmental

conditions, the annual dry season with its fire hazard, created even greater hardship for

the staff. In addition to constructing external and internal fire traces, the Project staff has

78

been put on a twenty-four roster to ensure that any fires accidentally set may be

extinguished early.

During 1972 to 1977 fire destroyed approximately 40 hectares (100 acres) of

plantations. These areas have been replaced. Squatters and shifting agriculturists in the

adjoining private lands use fires as an agricultural tool and they allow the fires to spread

to the plantations. The project staff must be always on the alert to detect and extinguish

these fires.

WILDLIFE

Since the refforestation of the area the wild life population has been increase,

particularly birds.

.

79


Bulletin # 16

Some Local Wood Species – Characteristics and Uses by

R. Ramnarine (Boloji)

(1) Local Name: Angelin

Scientific Name: Andira inermis

Source: A rather rare species, found on a variety of sites.

Special

Characteristics: The wood: Strong, durable and heavy.

Resistant to decay in contact with the soil.

Uses: For heavy construction, bridge timbers, houses

framing flooding, for marine piling under and over water.

Also used for furniture and cabinet work, turning,

decorative, plywood and veneer, for post, poles, sporting

and athletics items.

(2) Local Name: Apamate, Pink Poui

Scientific Name: Tabebuia rosea

Source: Not a native species. Planted as an ornamental tree.

Special

Characteristics: The wood: Very hard and heavy. Strong and very

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durable.

Uses: Various uses including heavy construction, furniture

and cabinet work. Also used for post,

poles and decorative plywood and veneer.

(3) Local Name: Balata

Scientific Name: Manilkara bidentata

Source: Widely distributed but common in rain, marsh

and seasonal forests.

Special

Characteristics: The wood: Strong, heavy and durable. Resident to decay

and insects.

Uses: For heavy constructions, flooring, marine piling both

underwater and above water, furniture and cabinet work,

tool handles, truning, railway ties, posts, poles, sporting

and athletics items, heavy beams, bridges and joinery.

(4) Local Name: Bloodwood

Scientific Name: Pterocarpus rohrii

Source: Fairly common in swampy areas

Special

Characteristics: The wood: Light weight, not very durable.

Uses: For making boxes and crates. In construction

for framing.

(5) Local Name: Bois D’orme

Scientific Name: Guajuma ulmifolia

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Source: Widely distributed

Special

Characteristics: The wood: Fairly hard and of light medium weight.

Uses: For boxes and crates, heavy construction in general,

framing, exterior siding, flooring, interior trim and marine

piling above water.

(6) Local Name: Bosoo

Scientific Name: Zanthoxylum trinitense

Source: Fairly widely distributed.

Special

Characteristics: The wood: Medium weight.

Uses: In construction work for framing and inside

sheathing.

(7) Local Name: Cajuca

Scientific Name: Virola surinamensis

Source: Widely distributed, but avoids dry type forests and

tolerate swampy conditions.

Special

Characteristics: The wood: Soft, light and easy to work.

Uses: Boxes and crates. In construction for inside

sheathing, and interior trim. For millwork, shingles and

suitable for battery separators.

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(8) Local Name: Cashima

Scientific Name: Rollinia mucosa

Source: Widely distributed.

Special

Characteristics: The wood: Soft.

Uses: For interior panelling, ceiling, and other interior

work.

(9) Local Name: Cedar

Scientific Name: Cedrela mexicana


Special

Characteristics: The wood: Durable and easy to work.

Uses: For construction in framing, exterior sidi and interior

trim. For decorative plywood and veneer millwork,

patternmaking, posts, poles and shingles.

(10) Local Name: Chenet

Scientific Name: Melicocca bijuga

Source: In the Quinam area of the Southern Watershed Reserve,

Otherwise cultivated.

Special

Characteristics: The wood: Fairly hard end of medium weight.

Uses: In heavy construction, framing, inside sheathing,

flooring, interior trim and marine piling above water.

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(11) Local Name: Crappo

Scientific Name: Crapa quianensis

Source: Abundant in moist rain forests.

Special

Characteristics: The wood: Strong and durable.

Uses: For heavy construction, framing, exterior siding

interior sheathing, flooring, interior trim, marine piling

above water, veneer, plywood, millwork, patternmaking

and shingles.

(12) Local Name: Cypre

Scientific Name: Cordia alliodora

Source: Limited distribution, usually in Diego Martin and

Morne Diablo areas.

Special

Characteristics: The wood: Strong, durable and of medium weight.

Uses: In construction for framing, inside sheathing,

flooring and interior trim. For veneer, plywood, poles, posts

and shingles.

(13) Local Name: Fiddlewood (blank)

Scientific Name: Vitex divarica

Source: Widely distributed and common in dry type forests.

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Special

Characteristics: The wood: Moderately hard, medium weight and very

durable.

Uses: For heavy construction, framing, exterior siding,

interior trim and marine piling above water.

(14) Local Name: Fustic

Scientific Name: Cholorophora ti ctoria

Source: More or less common in dry forests.

Special

Characteristics: The wood: Fairly heavy, hard and durable.

Uses: Used as a dye-wood, wheel-wright’s work and

millwork.

(15) Local Name: Galba

Scientific Name: Calophyllum Iucidum

Source: Not a common species but found mostly in the Long

Stretch Reserves.

Special

Characteristics: The wood: Medium weight, strong and durable.

It can withstand weathering.


interior sheathing, flooring, interior trim and marine piling

both above and under water. It can be used for furniture and

cabinet work, veneer, plywood, posts poles and shingles.

85

(16) Local Name: Hog Plum

Scientific Name: Spondias mombin

Source: Widely distributed and common species.

Special

Characteristics: The wood: Soft, light but not durable.

Uses: For making boxes and crates, interior trim, matches.

For posts, poles and shingles.

(17) Local Name: Jiggerwood

Scientific Name: Bravaisia intergerrima

Source: A common species found occasionally in rain forests.

Special

Characteristics: The wood: Moderate weight.

Uses: For boxes and crates. In construction work for

framing and interior trim.

(18) Local Name: Juniper

Scientific Name: Genipa americana

Source: A rare species, mainly found in dry forests.

Special

Characteristics: The wood: Hard and fairly heavy.

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Uses: For boxes, crates, tool handles. In construction for

interior trim and framing. For posts and piles.

(19) Local Name: LayLay

Scientific Name: Cordia sulcata


Special

Characteristics: The wood: Soft, medium weight and easily worked.

Uses: For boxes and crates.

(20) Local Name: Laurier canelle

Scientific Name: Aniba panuerensis

Source: Fairly common species in rain forests.

Special

Characteristics: The wood: Light in weight. Resistant to the absorption of

moisture and termites.

Uses: In construction for framing, flooring, and interior

trim. For furniture, cabinet work, and shingles.

(21) Local Name: Mahogany

Scientific Name: Swietenia mahogani

Source: Not a native species but planted to a fair extent.

Special

Characteristics: The wood: Fairly hard and medium weight.

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Uses: For interior trim, turning, decorative plywood and

veneer, instruments, posts and poles.

(22) Local Name: Mora

Scientific Name: Mora excelsa

Source: Abundant in North East and South East Trinidad.

Special

Characteristics: The wood: Hard and fairly heavy, moderately difficult to

work. Resistant to dry-wood termites and other insects. It is

tough and strong.

Uses: For bridge timber, house framing, bridge decking and

planking, marine construction, heavy-duty industrial

flooring, and heavy construction of all types.

(23) Local Name: Moussara

Scientific Name: Brosimum alicastrum

Source: Abundant in certain dry types of forests, but otherwise very

rare.

Special


Uses: Heavy construction, framing and marine piling above

water. Also used for tool handles, posts and poles.

(24) Local Name: Olivier (white)

Scientific Name: Terminalia amazonia

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Source: Widely distributed and fairly common in rain forests.

Special

Characteristics: The wood: Fairly hard and heavy, very durable in the

ground. Resistant to dry-wood termite. Extremely resistant

to impregnation to creosote somewhat difficult to work.

Uses: For framing, planting and decking. For truned

articles, plywood and instruments. For general construction

bridgework, outside construction railway tries, marine

piling above water, posts and poles.

(25) Local Name: Pine

Scientific Name: Pinus caribaea

Source: An exotic species. Established locally on sandy soils.

Special

Characteristics: The wood: Moderately heavy, greasy to the touch, with a

heavy deposit of resins. Relatively stable to atmospheric

changes and easy to work. Moderately resistant to decay,

increasing with preservatives. Resistant to termites.

Uses: Numerous including general construction and

carpentry. For heavy joinery, flooring, posts, poles, marine

piling and structures, railways tries, bridgewood and

mining timbers.

(26) Local Name: Pois doux

Scientific Name: Inga sp


Special


89

Uses: In construction work for framing, exterior siding,

inside sheathing, flooring, interior trim and marine piling

above water.

(27) Local Name: Purpleheart

Scientific Name: Peltogyre porphyrocardia

Source: Abundant in the Southern Watershed Reserve, otherwise a

rather rare species.

Special

Characteristics: The wood: Very hard and heavy. Extremely strong tough

and durable. Moderately difficult to work. Resistant to

impregnation with creosote.

Uses: For ornamental furniture, cabinet, turnery, swagger

sticks, panelling decorative handles, veneer, plywood,

billiard tables, flooring, framing, interior work, tool

handles, instruments, millwork, sporting items like

gymnasium apparatus, diving boards and skis. The resins

for medicine and reddye for textile fabrics.

(28) Local Name: Redwood

Scientific Name: Guarea guara


Special

Characteristics: The wood: Fairly hard and medium weight

90

Uses: In construction work for framing, flooring and

interior trim for tool handles, decorative plywood and

veneer.

(29) Local Name: Roble

Scientific Name: Platymiscium trinitatis


Special

Characteristics: The wood: Hard, heavy, strong and durable.

Uses: For heavy construction, framing, exterior siding,

interior sheathing, flooring, interior trim and marine piling

above water. For tool handles, decorative plywood and

veneer, posts, poles, shingles turnings and sporting and

athletic items.

(30) Local Name: Sandbox

Scientific Name: Hura crepitans

Source: Confined to dry forest type where it is sometimes common.

Special

Characteristics: The wood: Soft and light.

Uses: For boxes and crates, frames, inside sheathing

flooring and interior trim, for veneer, plywood and

millwork.

(31) Local Name: Silk Cotton

Scientific Name: Ceiba pentandra


91

Special

Characteristics: The wood: Very soft and light.

Uses: For boxes and crates. In construction work for inside

sheathing and interior trim.

(32) Local Name: Tantakayo

Scientific Name: Albizzia caribaea

Source: Rare but common in the South.

Special

Characteristics: The wood: Fairly soft and medium weight.

Uses: For boxes and crates. In construction for framing and

interior trim. For utility veneer and plywood.

(33) Local Name: Tapana

Scientific Name: Hieronima caribaea

Source: Widely distributed in rain forests.

Special

Characteristics: The wood: Fairly hard and heavy.


flooring, boxes and crates. For marine piling under and

above water. For turning, veneer, plywood, posts and poles.

(34) Local Name: Teak

92

Scientific Name: Tectona grandis

Source: Not a native species. Locally planted a clay soils with good

drainage to a fairly large extent.

Special

Characteristics: The wood: Moderately hard and of medium weight. An oily

fee. Stable to atmospheric changes and easy to work. A

moderately good bending wood. Extremely strong and

durable to decay, termites and marine borers. Resistant to

moisture.

Uses: A versatile timber. Its uses include ship – building

high class joinery, interior trim, durable outdoor structural

work, door and window frames, carvings, furniture, doors

flooring, interior paneling, fancy turned items, and for

kitchen and bathroom fittings. For marine piling, post and

poles.

(35) Local Name: Toporite

Scientific Name: Hernandia sonora

Source: Widely distributed in moist forest.

Special

Characteristics: The wood: Soft, light and easy to work.

Uses: For boxes and crates, interior trim, utility plywood,

instruments and shingles.

Source: E.C.I.A.F. Lecture – 1980

Utilisation

93


Bulletin # 17

Teacher Packet Forestry Unit – Std IV

Social Studies – Subject Rationale by

Students of Valsayn Teachers College (1985)and


Social Studies is the collective term given to that post of the curriculum which

deals with human relationships. It incorporates how man has lived, how he lives now and

how he will live in the future.

The content of the Social Studies course draws material from History – the record

of man’s past; Geography man’s interaction with his physical environment; civics – the

process of government; also, it includes some Science, Sociology, Anthropology and the

Arts.

Social Studies focuses on:

(a) Man and his environment is how man satisfies his needs for food, clothing and

shelter; how man works, how man plays and how man interact with each other.

94

(b) The preparation of the child for participation in society i.e. enabling the child to

examine his environment and determine his place in it, and to be the best member of

society which he is capable of becoming.

(c) The development of just attitudes and worthy values i.e. respect for just authority;

respect for the property of others; cooperation and most of all, the practice of

tolerance of the differences in others, especially those of lesser ability.

(d) The acquisition of the basic skills necessary for survival in our society, as follows:

Academic : The ability to read, write, spell and calculate.

Intellectual : Developing the different skills that are necessary to cope

with instructional media, including the development of the

ability to think critically and make national judgments.

Psychomotor : Development of manual skills.

Social : Group interaction.

Each individual is of value as a member of society since he possesses the potential

for self – development and self – actualization. He will be of worth to society to the

extent that he is of value to himself.

The very existence of mankind today depends on man’s control of his social

environment. Man must use his vast new sources of power for constructive purposes. The

alternative is the creation of a global holocaust Social Studies, therefore, especially the

area which teaches children good attitudes, is of prime importance for the survival of the

human race.

95

Topic of Unit – Forestry

Topic Rationale: This topic is being taught in the wake of numerous bush fires and

burning of vast areas of our prime forests, as a result of both the existing drought and the

irresponsible clearing of forest areas by burning, and causing a serious depletion of one

of our important natural resources, wildlife sanctuaries, recreation facilities and aesthetic

environment.

Class : Standard IV B

Age Range : 9 years 5 months –10 years 7 months

Average Age : 10 years 1 month

Number in Class : Number Present :

Duration of Unit : 4 weeks

Previous Knowledge : Pupils know that there are forests in our country. They

have seen pictures showing both local forests and some of those abroad. They have read

or heard stories about forests.

Major Ideas :

1. Forests form part of the natural reserves of Trinidad and Tobago.

2. Forests are useful to man and animals alike.

3. Types of forest vary according to climate.

4. Governments in many countries are concerned about conservation of their forests.

5. Forestry constitutes part of the economy of many countries.

6. Forestry provides jobs for many people.

7. Forestry provides recreation for the citizens of a country.

8. Well managed forests conserves water, wildlife and prevent floods.

Resources :

96

1. Samples of forest plants and lianas.

2. Samples of lumber

3. Literature publishes by Forestry Division of Trinidad and Tobago.

4. Forestry Division and Personnel (visit if possible)

Titles of Literature :

1. Physical Geography – R.B. Bunnett.

2. Caribbean Lands – John Macpherson.

3. Wildlife Sanctuaries of Trinidad and Tobago – prepared by the Wildlife Conservation

Committee.

4. Map of Trinidad and Tobago emphasizing Wildlife Sanctuaries.

5. Role of Forestry in water Conservation – Dr. Bal S Ramdial.

6. Conservation of soil and Water Resources – Dr. Bal S Ramdial and N.P. Lackhan.

7. Role of forests and Trees in maintaining a quality Environment Dr. Bal S Ramdial.

8. Annual Report of the Forestry Division – Dr. Bal S Ramdial

9. Causes and effects of watershed Degradation – Dr. Bal S Ramdial

10. The TAUNGYA as practised in Trinidad and Tobago – Dr. Bal S Ramdial

11. Trinidad and Tobago Tourist Board – Brochures prepared, showing recreations

opportunities and locations.

12. Various other booklets, maps and pictures from Forestry Division.

13. Visits from the Forestry Division: Lecture by Mr. Ramnarine; Tour of Sample Bus.

INSTRUCTIONAL OBJECTIVES:

Cognitive : Pupils will:

1. Learn that many people hold forest related

jobs.

2. Understand that forests form a vital part of the

natural physical resources of many countries.

3. Realize that forests vary according to climate.

97

4. Learn the various uses of forests to man.

5. Recognize the importance of forestry to our

economy.

Affective : Pupils will:

1. Develop concern for the preservation of our

forests, water resources and wildlife.

2. Appreciate forests as probable sites/locations

for recreational opportunities.

Skills : Speaking, listening, reading, writing. Collecting

data; locating information on a map; drawing

and colouring; modelling with clay

List of Lessons

1. What is Forestry?

2. Location of Forests in Trinidad and Tobago.

3. Uses of our Forests.

4. Recreational Opportunities in our Forests.

5. Tourist attractions in our Forests.

6. Work of the Forestry Division.

7. Forest provide Employment.

8. Factors contributing to Deforestation.

9. Forest Fires and their consequences.

10. Afforestation in Trinidad and Tobago.

11. How Forests and trees maintain a quality Environment.

12. Evaluation (written answers to questions).

98

LESSON 1

Title : What is Forestry?

Content : 1. Arriving at a definition of Forestry.

2. Main types of Forests:

(i) deciduous (ii) coniferous (iii) equatorial

3. How climate determines the characteristics of Forests.

Resources : 1. Physical Geography R B Bunnett

2. Caribbean Lands John Macpherson

Behavioural Objectives: Pupils will:

Cognitive : 1. List the names and characteristics of the main types of Forests.

2. Explain what is meant by Forestry.

Affective Skills : 1. The pupils will begin to show interest in Forests.

Pupils will discuss, write, listen attentively, Collect pictures

and data (for class Scrapbook).

Teaching Strategy : 1. Questioning to arrive at a definition of Forestry.

2. Teacher shows pupils pictures of various types of Forests.

3. Listing the characteristics of Forests in various climates.

99

Evaluation : 1. Observation of the pupils participation in the lesson.

2. Assignment to Group 1: Collect pictures of and articles /

information about various types of Forests.

LESSON 2

Title : Location of Forests in Trinidad and Tobago.

Content : 1. Naming areas where Forests occur in Trinidad and Tobago e.g.

Moruga, Cedros, Biche, Matelot, Matura, Valencia, Tabaquite,

Little Tobago and Maracas.

2.Locating Forests in the three mountain range of Trinidad and in

Tobago, on a map of Trinidad and Tobago.

3.Kinds of trees and plants that make up our Forests; some uses

to which they are suited.

Resources : Map of Trinidad and Tobago (Vegetation)

Wildlife sanctuaries of Trinidad and Tobago prepared by The

Wildlife Conservation Committee.

Behavioural Objectives: Pupils will

Cognitive : 1. List the names of Forested areas in Trinidad and Tobago.

2. List useful trees and plants found in our Forests.

Affective : 1. Pupils will become aware of the value of trees and plants.

Skills : Speaking, listening attentively, using a map, writing.

100

Teaching Strategies : 1. Brainstorming activity to find locations of forests in Trinidad

and Tobago.

2. Locating Forested areas using a map of Trinidad and Tobago.

3. Observing samples (branches, leaves, live plants, lianas and

live young trees) of vegetation which may be found in our

Forests.

LESSON 3

Title : Some function of our Forests.

Content : 1. Forests conserve water.

2. Forests conserve our soil.

3. Forests provide Lumber for houses and Furniture.

4. Forests provide a home for our Wildlife.

5. Forests act as windbreakers.

Resources : 1. The role of Forestry in Water Conservation – Dr. Bal S.

Ramdial.

2. The Conservation of Soil and Water Resources – Dr. Bal S.

Ramdial and N.P. Lackhan.

Behavioural Objectives : The pupils will:

Cognitive : 1. Explain how Forests have to conserve our water and our soil.

2. Describe how Forests provide a home for our wildlife.

Affective : 1. Pupils will show a caring attitude towards the conservation of

our Forests.

101

Skills : Speaking, listening attentively, writing, drawing (one of the

species of wildlife found in our Forests).

Teaching Strategy : 1. Brainstorming activity to determine some function of our

Forests.

2. Teacher question pupils, leading them to find ways in which

water and soil are conserved, lumber is provided for our

wildlife.

Evaluation : Observation of the Pupils’ participation in the lesson and the

quality of their responses to questions asked.

LESSON 4

Title : Recreational Opportunities on our Forests.

Content : 1. Opportunities for sport e.g. Hunting, Swimming, Hiking and

Fishing.

2. Recreational activities e.g. sightseeing, birdwatching, painting,

photography, picnicking.

3. Naming some recreational sites in our Forests e.g. the

Recreation Grounds Cleaver Woods, others.

4. Camping Facilities for Boy Scouts, Girl Guides and other

interested Parties.

Resources : The role of Forests and Trees in maintaining a quality

Environment Dr. Bal Ramdial.

Map of Trinidad and Tobago showing Recreational Sites and

Park Reserves.

102


Cognitive : 1. State the various Recreational Opportunities available in our

Forests.

Affective : 1. Display a sense of value for the aesthetics of our Forests.

Skills : Listening, speaking, writing, using a map to find location of

Recreational Grounds.

Teaching Strategies : Teacher uses leading questions to help the pupils isolate

Recreational opportunities in our Forests, and about location of

sites and Recreational opportunities in the Forests.

Evaluation : Observation of the pupils’ participation in the lesson and the

quality of their answers to questions asked.

LESSON 5

Title : Our Forests provide many Tourist Attractions.

Content : 1. Waterfalls – Maracas, Blue Basin.

2. Scenic Landscapes – Fort George, Mt. El Tuchuche

3. Sightseeing and Birdwatching – Caroni Game Sanctuary, Asa

Wright Nature Centre.

4. Little Tobago – Humming bird, Scarlet Ibis.

5. Rivers – Maracas, Caura, Lopinot.

Resources : Trinidad and Tobago Tourist Board.


Cognitive : 1. Name some of the Tourist Attractions found in our Forests.

103

Affective : 2. Show interest in preserving Tourist Attractions.

3. Express more concern for the conservation of our Forests and

Wildlife.

Skills : Speaking and listening.

Teaching Strategies : Teacher directed discussions of the possible attractions our

Forests provide for Tourists.

Evaluation : Observation of the pupils’ participation in the lesson.

LESSON 6

Title : The work of the Forestry Division.

Content : 1. Reafforestation and Silviculture.

2. Protection of our Forests – Some offences.

3. Protection of our Wildlife – Some offences.

4.Education of the public about Forest and Wildlife Conservation.

Resources : Annual report of the Forestry Division – Dr. Bal S. Ramdial.

Behavioural Objectives : Pupils will:

Cognitive : 1. State ways in which the Forestry Division protects our Forests

and our Wildlife.

Affective : 2. Appreciate the efforts and hard work of the Forestry Division.

104

Skills : 3. Speaking, listening and writing.

Teaching Strategy : Teacher explaining Reafforestation and Silviculture, Teacher uses

leading questions to solicit from pupils examples of offences in

relation to both Forest and Wildlife protection.

Evaluation : Observation of the Pupils’ participation in the lesson and the

quality of their responses to questions.

LESSON 7

Title : Forests provide Employment for our citizens.

Content : 1. Lumber and its uses – how they create job opportunities e.g.

Woodcutters, Carpenters, and Joiners, Forest Rangers, Game

Wardens, Casual Workers of the Forestry Division, Sawmill

workers.

2. Logging and Transporting of Timber.

Resources : Annual report of the Forestry Division – Dr. S. Ramdial.


Cognitive : 1. List some of the jobs created as a result of Forestry.

2. Describe some of the jobs listed.

Affective : 3. Express respect for the various forms of employment.

Skills : Listening, Speaking and writing.

105

Teaching Strategy : Brainstorming to allow pupils to provide names of various

categories of employment derived from Forestry.

Evaluation : Observation of the pupils’ participation in the lesson, the quality

of their responses and their degree of respect for various forms of

employment.

LESSON 8

Title : Factors contributing to Deforestation.

Content : 1. Shifting Cultivation.

2. Uncontrolled felling of trees for sale of logs (poaching).

3. Felling Trees for Agricultural and housing purposes.

4. Fires.

5. Quarrying.

Resources : Causes and effects of Watershed Degradation – Dr. S. Ramdial.


Cognitive : 1. Describe the factors which contribute to deforestation.

Affective : 2. Pupils will suggest ways in which the denuding of Forests may

be prevented.

3. Show more concern for the preservation of our Forests.

Skills : Listening, speaking, writing, drawing and colouring (a picture

depicting one of the five factors discussed).

106

Teaching Strategy : Teacher explains the idea of deforestation. Pupils derive factors

which contribute to deforestation from questions asked by

teacher.

Evaluation : Observation of the pupils’ (expressed) concern for conservation

of our Forest, their participation in the lesson and the quality of

their responses.

LESSON 9

Title : Forest Fires and its consequences.

Content : 1. How Forest Fires are caused

(a) careless campers, hunters, and hikers.

(b) careless smokers.

(c) Dry season heat – bush fires and Forests Fires started by

very hot stones in temperate countries. Not in Trinidad

and Tobago

2. The effects of Forests Fires

(a) Destroy the homes of our wildlife and sometimes

Wildlife itself.

(b) Destroy in a short time, trees which nature took years to

grow.

(c) Leads to increased water run-off and flooding.

(d) Leaves to ground bare, causing easy erosion of soil.

3. Relationship between Forest Fire and re-afforestation

(a) After fire: Areas must be re-planted to prevent soil

erosion and excessive water run-off.

(b) If there are no trees in the area, wildlife must move away

to another area.

107


Cognitive : 1. State ways in which Forest Fires may be caused.

2. Explain the consequences of Forest Fires.

Affective : 3. Suggest ways of preventing Forest Fires.

4. State more for the conservation of our Forests and wildlife.

Skills : Discussing, listening attentively, writing.

Teaching Strategy : Teacher directed discussion as to possible causes of Forest Fires,

their consequences, prevention of Forest Fires and re-

afforestation after fires.

Evaluation : Observation of pupils’ responses to questions asked and their

general participation in the lesson.

LESSON 10

Title : Afforestation in Trinidad and Tobago.

Content : 1. What is Afforestation?

2. Reasons for Afforestation e.g. Conservation of soil, water and

Wildlife.

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3. Techniques and processes of Afforestation used in Trinidad

and Tobago.

e.g. 1. Planting Teak under the TAUNAYA System (1913)

2. Northern Range Re-afforestation on Project (1972)

Resources : Conservation of soil and water resources – Dr Bal S. Ramdial.


Cognitive : 1. State what Afforestation is.

2. Explain why it is practised.

Affective : 3. Express concern for Tree-planting and for the preservation of

our Forests.

Skills : Speaking, listening, writing

Planting a tree (if permitted by Principal)

Teaching Strategy : 1. Teacher solicits from pupils a definition Afforestation.

2. Questioning to derive reasons for afforestation.

3. Teacher explains techniques and processes of afforestation

used in Trinidad and used in Trinidad and Tobago.

4. Planting a tree (if permitted).

Evaluation : Observation of the pupils’ participation in the lesson, the quality

of answers given to questions asked reaction to the symbolic

planting of a tree (if possible)

LESSON 11

109

Title : How Forest and Trees maintain a high quality environment.

Content : 1. Air pollution - 1º Commercial, domestic, industrial.

- 2º Automobiles, refineries.

2. Noise pollution - Bulldozers, aeroplanes/tolerance levels.

3. Visual pollution - Garbage, bush fires, etc.

4. Water pollution - Domestic sewage, industrial refuse, toxic

chemicals (agri).

5. What our citizens can do to promote a high quality environment

e.g. protect and save trees during construction; make compost

heap instead of burning vegetable matter, not over-fertilizing

lawns and plants, using water wisely.

Resources : The role of Forests and trees in maintaining a quality

environment Dr. Bal S. Ramdial.


Cognitive : Explain various types of pollution.

State ways in which pollution can be reduced.

Affective : Say how they feel about trees and plants.

Name their favourite tree, plant, flower.

Skills : Speaking, listening attentively, writing.

Teaching Strategy : Questioning to derive definition pollution.

110

Teacher directed discussion of types of pollution.

Teachers invites pupils to give suggestions of activities for the

prevention of pollution, preservation of soil and water, forests,

wildlife (a culmination of all previous lessons)

Evaluation : Observation of the pupils participation and their responses to

questions asked.

LESSONS 12

Title : Evaluation of Lessons 1-11

Content :

1) Explain what is meant by “Forestry”.

2) Give the names of the three (3) main types of Forests.

3) Name the type of Forest you would expect to find in Trinidad and Tobago.

4) Which of the following is not a characteristic of Tropical Evergreen Forests?

A. Tree ferns and Lianas B. Three layers Top, middle and undergrowth

C. Leaf – shedding in Autumn D. All year long growth

5) State three functions of our Forests.

6) State two ways in which the Forestry Department protects our Forests and Wildlife.

7) What are the five factors which contribute to deforestation?

8) State the two main uses of Lumber.

9) Name three forms of employment derived from Forestry.

10) State any three attractions which are provided by our Forests for the Tourist Industry.

11) What are the three main causes of Forest Fires worldwide

(What is the main cause of fire in Trinidad and Tobago)

12) State the effects of Forest Fires.

13) Explain what is meant by Afforestation.

14) Give three reasons for the practice of Afforestation.

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15) Suppose that your friend’s father is a casual worker or a labourer, planting forest trees

for the Forestry Division. If he came to you one day and told you he was ashamed of

his father’s job, what would you tell him about the importance of his father’s job to

our country? (10 – 12 lines).

16) Suppose you went camping in the Forest with your friends and one of them wanted to

start a fire without first taking safety precautions, what would you tell him concerning

Forest Fires and their consequences? (10 – 12 lines).

Evaluation Criteria

1) No marks will be discounted for incorrect grammar.

2) No marks will be discounted for incorrect spelling.

3) Answers in which Affective Objectives are tested must reflect.

1. Respect for various forms of employment.

2. Concern for the preservation of our Forest and Wildlife.

LESSON NO. QUESTION NO. POSSIBLE MARK OBJECTIVE(S) TESTED

1

1

1

1

3

5

6

7

7

8

9

9

10

10

7

1

2

3

4

5

6

7

8

9

10

11

12

13

14

15

5

5

5

5

5

5

5

5

5

5

5

5

5

5

15

Cognitive

Cognitive

Cognitive / Affective

112

9 16 15 Cognitive / Affective

100

Notes of Lesson No. 1.

Subject : Social Studies

Date :

Class : Standard IV B.

Topic : Forestry

Content : (1) A definition of Forestry

(2) Main types of Forests

(3) How climate determines the characteristics of Forests.

Resources : Physical Geography – R B Bunnett

Modern Secondary Geography of the Caribbean – R M Bent.

Previous Knowledge : Pupils know that there are Forests in our country. They have seen

pictures of various types of Forests and have heard and read

stories of the Forests.

Behavioural Objectives : Pupils will

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Cognitive : 1. Construct a working definition of Forestry.

2. State the names of the main types of Forests.

3. Distinguish between the main types of Forests, by their

characteristics.

Affective : Pupils will begin to increase their interest in Forests.

Skills : Pupils will discuss, write, listen attentively.

Introduction Teacher asks “Has any one ever been to the Forests?”

METHODMATTER TEACHER'S

ACTIVITYPUPILS ACTIVITY

Sector 1Establishing what a Forest is.

Section 2Introducing the main types of Forests and their characteristics, climate which determines each type of forest and their characteristics, climate which determines each type of forest and their characteristics, climate which determines each type, locations.

Asks: what does the Forest contain:What do people do in the Forest:Suppose there were no Forest, What do you think would happen?

Explain that there are many types of forests with different kinds of trees.

1. Deciduous – leaf shedding, mainly hard wood, cool temperate climates e.g. Eastern U.S.A., west and central Europe. Winter temperature is cold – no growth occur: leaf shedding.

2. Coniferous – mainly on high mountains, close to polar regions e.g. U.S.A., Canada, Northern China, Switzerland. Characteristics: Evergreen as a result of need type leaves.

Reply according to the experience… trees, animals. Hunt, cut down trees, camp etc.Pupils give their ideas.

Listen attentively, relate information to their experiences and observe the building of characteristic table on cardboard.

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Coniferous i.e., fruit is a cone, tree is cone winters, needle shaped leaves, produce soft wood, hardly any undergrowth since the ground is frozen for most of the year. Trees include spruce, fir, pine, cypress, cedar.

3. Tropical Evergreen: contains a variety of plants which grow very close together in 3 layers: Top – fall trees e.g. immortelle, cedar, balata middle: Tree ferns, vines (lianas), almost all



Section 31. The need for control and

management

2. Establishing a working definition of forestry.

tree broad-leaved, grow all year because of evenly distributed rainfall; simultaneous flowering, fruiting, and leaf shedding. Canopy-nolight: little undergrowth. Asks questions to determine pupils’ understanding. Asks: If people were allowed to cut down trees whenever they pleased, what do you think would eventually happen?

Explain that there must be control of tree cutting; lumber industry must be planned.

Planning and protection-management of forests – Forestry: this definition formulated by pupils through answers to leading questions.

Pupils reply

Reply: there would be no trees left.

Provide answers leading to definition of Forestry.

Closure

Summary : Review of the lesson, using the table of characteristics and other

notes on cardboard.

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Evaluation : Observation of the pupil’s participation and interest in the lesson.

Teacher says “now that we have seen the main types of forests,

and we understand that forestry is the management of forests,

next day we shall find out where our forests are located in

Trinidad and Tobago. I want you to try to find out about this for

your homework and bring your Atlas along to the next class.”

Pupils were excited about this lesson since they have been receiving

“preparatory” lectures from their regular class teacher. In addition, the slogan “No forests

– No life” seems to have stirred their curiosity and their interest, a slogan which I intend

to use in as many lessons as possible in this unit.

Notes of Lesson


Date :

Class : Standard IV

Topic : Forestry

Lesson Title : Location of Forest in Trinidad and Tobago

Content : 1. Naming the areas where Forest occur e.g.

The Northern Range: Matelot, Maracus, Blanchisseuse.

The Central Range: Tamana, Biche.

The Southern Range: Erin, Moruga.

Areas between Ranges: Valencia, Matelot

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Tobago : Little Tobago

2. Finding these areas on a map of Trinidad and Tobago.

3. Kinds of trees and plants that make up our forests and some of

their uses.

Resources : Map of Trinidad and Tobago (vegetation).

Wildlife Sanctuaries of Trinidad and Tobago – prepared by the

Wildlife Conservation Committee.

Previous Knowledge : Pupils know the name of three (3) main types of forests and that

forests of Trinidad are Tropical Rain Forests.

They know the meaning of forestry in general.

BehaviouralObjectives :

Cognitive : Pupils will list the names of main forested areas in Trinidad and

Tobago

Affective : Pupils will develop concern for these important trees.

Psychomotor : Pupils will use a map to locate areas (listening, writing)

Introduction : “ we know that the forests here in our land are tropical rain

forests… but where are they?”

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Section i

Section ii

Section iii

… Asks the pupils to name some areas, where they think our forests are located, and then he listed them on the side of cardboard.

… Asks pupils to produce their Atlases while placing map on cardboard, next to the list of areas… Asks them to find the map of Trinidad and Tobago. Teacher with the pupils’ help, check listed areas against a vegetation map of Trinidad and Tobago.

1. Asks pupils to suggest some trees and plants contained in our forests.

Pupils suggest locations of our forests.

Take their Atlases out and find map of Trinidad and Tobago. Following teacher’s lead, pupils check the names of areas listed on vegetation map verifying forested areas.

1… Give the names of trees and plants which they think are in our forests.



Naming some trees and plants found in our forests.

2. Teacher receive and corrects pupils’ suggestions.

2. Pupils list the information on cardboard on their notebooks.

Closure :

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Summary : Reviews lesson, using the map of Trinidad and Tobago to locate

forests.

Evaluation : Observation of pupils’ participation in class discussions and

activities.

Conclusion : We now know that foresting is, and where our most important

forested areas are located. In the next lesson, we shall examine

some of the function of forests. – functions which are necessary

for our survival.

Lesson Appraisal : Pupils are beginning to demonstrate certain responses to the

forests of Trinidad and Tobago especially since we traced many

jobs and occupations, rainfall, water reserves and wildlife, to

their origins in the forest. They are beginning to identify with the

slogan “No forests, no life”.

Notes of Lesson No. 3

Date :


Class : Standard IV (b)

Topic : Forestry

Lesson Title : Some functions of our forests

Contents : 1. Forests conserve water.

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2. Forests conserve soil.

3. Forests produce/provide lumber for homes, furniture and other

wooden utilities as well as paper (in foreign countries).

4. Forests provide homes for our wildlife.

5. Forests act as windbreakers.

Resources : 1. The role of forestry in soil and water conservation Bal S

Ramdial.

2. Questions and answers about Forestry and Wildlife in Trinidad

and Tobago – Bal S Ramdial.

3. Charts and Pictures.

Previous Knowledge : Pupils know! That lumber comes from forest trees that forestry

is the effective management of forests.

Locations of forests in Trinidad and Tobago.

Behavioural Objectives :

Cognitive : Pupils will identify some functions of our forests.

Affective : Pupils will explain the importance of forests to the survival of our

nation.

Psychomotor : Pupils will collect pictures showing some of the functions of our

forests – wildlife; lumbering, recreation activities etc.

Introduction : In lesson 1, we decide that we would spend more time examining

some of the functions of our forests. Can you name some things

that people do in our forests, and what our forests are used for?



120

Section IDetermining some functions of our forests.

Section II Classifying the functions of our forests.

Section IIIElaborating on the ideas of each functions.

Asks the pupils to name as many ways as they can, in which our forests are used. List pupils’ replies on chalkboard. Categories functions with the pupils’ help e.g. camping in category of recreation; “root of trees hold soil together” in category of soil preservation.

Questions pupils to fin out 1. Ways in which forests conserve

water. 2. Ways in which forests conserve

soil.3. How lumber is produced.4. How recreation, sporting

facilities and tourist attractions are provided.

5. How forests act as windbreakers.

Name uses of forests and their contents.Categorise functions under headings, recreation sporting facilities, conservation of soil conservation of water, wind-breaking, preservation of wildlife, Tourist attractions, Lumber production.

Answers questions give suggestions and ideas.

Closure :

1. Summary : Reading of Forestry Bulletin by teacher.

2. Evaluation : Observation of the pupils’ participation and interest in the lesson.

3. Conclusion : Informs pupils that the next lesson will examine how the forests

provide recreational opportunities.

Lesson Appraisal : Lesson aborted. Co-operating teacher wanted the time to correct

Home work previously given from Republic Readers workbook.

(2 Hours).

Will be attempted again.

121

Note of Lesson

Date :


Class : Standard IV (b).

Topic : Forestry

Lesson Title : Forestry in Trinidad and Tobago – A Lecture given by R.

Ramnarine of the Forestry Division.

Content : 1. To be provided by Mr. R. Ramnarine (Lecture)

2. Visit by pupils to the Forestry Division’s Environmental

Express (Conservation Mobile Museum) – (Autobus).

Resources : The Forestry Division of Trinidad and Tobago.

Previous Knowledge : The pupils know:

122

1. The three main types of forests – Tropical Evergreen

Deciduous and Coniferous.

2. The location of some of Trinidad and Tobago’s protected

forested areas.

3. Some of the functions and uses of our forests.

Behaviourable Objectives : The pupils will:

Cognitive : 1. Explain the importance of our forests to our survival as a

nation.

2. Identify various forms of wildlife found in our forests.

3. Identify some types of wood obtained from trees of our forests.

Affective : 4. Express the value of our forests in a report on the visit by the

Forestry Division.

Psychomotor : 5. Make observations of samples on display in Mobile Museum

from Forestry Division, record observations.

6. Write notes during lecture, listen attentively.

Introduction : Teacher introduces the lecturer from Forestry Division by name

and topic of his lecture (if any) and, turning the class over to the

lecturer, asks them to give him their full attention.



Section I and II The lecture as delivered by Mr. Ramnarine of Forestry Division.

Section III

Take notes of Lecture, Operates tape recorder during lecture.

Listen attentively, taking notes of facts they consider important. Group members will later compile notes into a report of the visit.

123

Visiting the mobile museum Take general notes while lecture/guide leads the tour of the Museum.

Listen attentively, observe carefully taking notes, again in group each assigned to only specific areas.

Closure :

1. Summary : when lecturer/guide is finished, teacher allows pupils to ask

questions.

2. Evaluation : Observation of the quality of the pupils participation note taking,

questions and general attitude to the lesson. Also, each of the five

(5) groups will co-operate and combine and compile their notes

into a report of the visit, each assigned to a specific area.

3. Continuation : Pupils will deliver their reports and write a “thank you” letter to

Mr. Ramnarine and the Forestry Division.

Appraisal : A tremendous success. However, the follow-up activities which

result from the lesson involve much work by each of the groups

in the class, as follows:

1. To compare notes within each group.

2. To compile their notes without repetition of information.

3. To present their reports using models, drawings, samples collected etc. according to

their own creative imagination, along with a written report. This is the pupils’

decision of how the reports are to be presented. I therefore thought it wise to allow

them one week for the compiling of their presentation.

4. Each group is to write a thank you letter to the visiting lecturer, Mr. Ramkissoon

Ramnarine. The letters will be read in class, one letter will be constructed from the

five drafts.

5. The pupils are highly motivated. They now see the profundity of the slogan they

made up previous – No Forests – No Life!

124

6. Finally, I have learned from this experience as well I put this unit together but did not

realise how comprehensively it covered the topic. My confidence has been increased

therefore, and I am at this point looking forward to the teaching of the reminder of

this topic.

Notes of Lesson

Date :


Class : Standard iv (b)

Topic : Forestry

Lesson Title : Some Functions of our Forests

Contents: How : Forests conserve water

Forests conserve soil

Forests provide our wildlife with food and shelter

Forest act as windbreaks

Forest provide lumber for houses, furniture, pencils and many

125

other wooden utilities

Resources : 1. The role of forestry in soil and water conservation in Trinidad

and Tobago – Bal S Ramial

2. Questions and answers about Forestry and Wildlife in Trinidad

and Tobago.

3. Bulletin # 8 – Department of Wildlife and Environment,

Forestry Division, The Importance of Forests.

Previous Knowledge : Pupils know

1. That Lumber comes from Forest Trees.

2. That forestry is the effective management of Forests.

3. Locations of some of the forests in Trinidad and Tobago.

Behavioural Objectives

Cognitive : 1. Pupils will identify some of the functions of our forests.

Affective : 2. Pupils will explain the importance of forests to the survival of

mankind.

Psychomotor

Introduction : We know that our water comes from the forests, that forests help

to stop the erosion of our soil and that our lumber comes from

the forests but how do these things happen? How does the forest

do all these things?

126

METHODMETHOD

TEACHER’S ACTIVITY

PUPIL’S ACTIVITY

Section II Continued 3. Conservation of Wildlife.

1. Provides food and shelter,

fruits, vegetables, holes in the

ground, dead trees.

2. Balance of nature-removed of

pests frogs vs. flies and

mosquitoes.

3. Laws to protect them: 6 months

hunting season.

4. Forests as windbreakers

(i) reduction of wild velocity

(ii) protect weaker trees and

plants (agriculture) from strong

winds.

5. Oxygen / Carbon dioxide

balance

6. Dust filters

7. Recreational opportunities

8. The lumber industry

9. Clothes and medicines

Answer questions, give ideas

which lead to information

regarding the functions

mentioned.

Closure :

Summary : Previous lesson showing that forests provide all the necessities of

life

127

Evaluation : Observation of the pupils participation and interest in the lesson.

Conclusions : Informs pupils that next lesson will examine how forest provide

recreational opportunities.

Lesson Appraisal : Good lesson pupils participated fully, the groups concerned with

each of the sub-topics 1-9 benefiting from the lesson, with regard

to the reports they are to write about the visit from the Forestry

Division.

Notes of Lesson


Date :

Class : Standard II b

Topic : Forestry: Lesson Title: Our forests provide many Tourists

Attraction.

Content : 1. Waterfalls: Maracas, Blue Basin.

2. Scenic Landscapes: Caura Recreation Groups, Fort George,

Cleaver woods Recreation Groups, Mt El Tucuche.

128

3. Sightseeing and Birdwatching: Caroni Game Sanctuary,

Asa Wright Nature Centre.

4. Little Tobago: Scarlet Ibis, Humming Bird.

Resources : Trinidad and Tobago Tourist Board

Behavioural Objectives : At the end of this lesson, the pupils will:

Cognitive : 1. Name some of the Tourist Attractions found in our forests.

Affective : 2. Give reasons why Tourist Attractions in the forests ought to be

preserved.

3. Express more concern for the conservation of our forests and

our wildlife.

Skills : Speaking, listening

Introduction : Today’s lesson concerns those things of the forest that would be

found and why we should preserve them.

METHODMETHOD

TEACHER’S ACTIVITY

PUPIL’S ACTIVITY

Section I

Listing some attractions

Section II

Asks the pupils to think of some of

the things a tourist might want to

see or experience in our forests.

Expands on pupils ideas and

suggestions.

Give their ideas and

suggestions.

129

METHODMETHOD

Naming and locating

some tourist attractions

Section III

Examining why tourist

attractions should be

preserved.

Take items from pupils’ list e.g.

waterfalls, and gives the names of

them and their locations. Asks

pupils to locate these places on a

map of Trinidad and Tobago.

Discusses with pupils some aspects

of the tourist industry, hotel

industry, transportation tour guides,

foreign exchange and taxes, asking

questions where possible to allow

pupils to express their ideas.

Listen and ask questions, gives

responses to teacher’s

questions.

Listen and ask questions; give

their ideas and suggestion.

Closure :

1. Summary: Teacher reviews the lesson by questioning the pupils as to the locations of

some of our tourist attractions and the relationship between these attractions and taxes

paid to government as a result.

Evaluation : Observing the pupils participation in the lesson, the quality of

their responses and their ideas concerning the preservation of our

forests and wildlife.

Conclusion : Informs the pupils that in that next lesson they will examine some

aspects of the work of the Forestry Division of the Ministry of

Agriculture.

Appraisal : Pupils are comfortable with this topic. Previous lessons inevitably

contained parts of it, so that responses were, in many cases,

accurate.

130


Bulletin # 18


St. Michael Hillside Station Agro – Forestry Centre

byN.P. Lackhan

Introduction

131

The role of agriculture in the Northern Range Reafforestation Project (N.R.R.P.) is to establish perennial tree crops, mostly of fruit trees, on the lower slopes of the Northern Range.

Background Data

Area

At the end of the 1979 planting programme the area under fruit forest trees stood at around 52.65 hectares (130acres) with an associated area of 32.400 hectares (80 acres) under forest. Species planted are mainly various varieties of mango (Mangifera indica); various varieties of citrus (Citrus spp.); and other varieties of tropical fruit trees such as Governor plum (Flacourtia sp.); West Indian Cherry (Malpighia sp.); Soursop (Anona muricata); Caimite or Starapple (Chrysophyllum sp.); Gooseberry (Phyllanthus sp.); Chenite (Genipa sp.) Jamoon or Java Plum (Eugenia sp.); Breadfruit Chataigne, Jackfruit (Artocarpus spp.); Sapodilla (Achras sp.); Mammie Apple (Mammea sp.); Golden apple (Spondias sp.); Pomerac (Eugenia sp.); Dunks (Ziziphus sp.); Jamaica Plum (Spondias sp.); Tamarind (Tamarindus sp.) Coconut (Cocos nucifera).

Elevation

The elevation of the Centre, is contained between 91.5 metre (300 feet) and the 213 metre (700 feet) contour lines.

Soil Type

The soil type is of the Maracas/Matelot Series – parent material phyllites, schists with some quarts; internal drainage free, run off moderate to rapid; moderately low in all major nutrients; moderately acid – when this soil develops in close proximity to limestone it may have a pH approaching neutrality.

Topography

The area is hilly with steep and gentle slopes. Most of the slopes vary between 20 degrees to 30 degrees. In accordance with the recommendations of the Land Capability studies, slopes above 30 degrees will be planted under forest trees species. Slopes once cleared erode easily and become unproductive.

132

Whenever possible ground covers of indigenous and some introduced grass covers such as pangola grass (Digitaria decumbens) are being encouraged.

Vegetation

Prior to the establishment of fruit forest perennials, the vegetation mainly comprised secondary growth of lastro with some grass savannah patches which it is believed developed due to annual dry season fires and the establishment of fruit forest perennials, like other forest tree species, will minimise flooding of the lowlands, removal of good topsoil and silting up of waterways.

Climate

There are recognisable seasons – a dry season normally from around the middle of January to the middle of May; a long rainy season from May to September; a short dry period locally called the petit careme from around September to October and a short wet season from November to around early January.

Studies at the University of the West Indies (UWI) have revealed that the normal minimum required for most crops in Trinidad is four inches of water per month.

A study of the rainfall records at St. Michael has revealed that this minimum of four inches is not got from rainfall during each dry season month and within recent years, the total for the four dry season months barely reaches this figure. It is expected that water may continue to be the limiting factor for plant growth during these months.

A mean annual rainfall at this Centre (for the 15-year period 1964 to 1978) is 1,730 mm (68 inches).

History

The station was originally a cocoa estate which was purchased by Government in 1961. It was to be developed both for food (on the gentle slopes) and forest fruit trees (on the steeper slopes). During the period 1961-74 it was managed by two Division s of the Ministry of Agriculture, Lands and Fisheries until it was handed over to the N.R.R.P. in 1974.

At the end of 1974 the effective acreage under fruit forest trees was calculated to be:

Fruit Tree Hectares AcresMangoes (various varieties) 2.5 6.0Citrus (various varieties) 1.0 2.5Guava 0.8 2.0

133

Soursop 0.2 0.54.5 11.0

In 1975 –79 Field work undertaken during this period, included clearing of underbrush, windrowing, lining, preparing planting holes and planting was as follows:

Land Clearing Fruit Tree Planting Year Hectares Acres Total Number

1975 4 10 1,7751976 4 10 1,3461977 12 30 4,8631978 8 20 1,8631979 20 50 5,000

48 120 14,488

Including the established area which was taken over in 1974, the total established area at this Centre now stands at 52.5 hectares (131 acres) with a fruit forest population of around 15,000 trees of various types in various stages of growth.

Fire traces varying in length from 2.5 to over 3km (1 ½ to 2 miles) were cleared and maintained during each dry season.

Annual after-cultivation work included field cutlassing, manuring, mulching, pruning, pest disease control – mainly bachac ant – and harvesting of produce.

All soil and water conservation measures were maintained and these included the maintenance of 3,556 metres (12,000 feet) of old vegetative grass barries; in addition, 5,800 metres (20,000 feet) of new vegetative barriers were established and maintained during the period 1976-1973.

A total of a little over 1.6kms (1 mile) of internal graded contour roads 3.7 to 4.5 metres wide (12 to 15 feet) were cut and graded during 1975 and 1976 using a crawler tractor with bulldozer attachment. These graded contour road allow for the easier transport of material and produce and Centre personnel to and from hillside fields. They minimise fire spread by serving as permanent fire traces. They also act as anti-erosion reverse bench terraces as their grade to natural water outlets assists in breaking the force of surface run-off water from the upper slopes during heavy rainfall.

During 1977 a total of 114 large diametre concrete pipes were laid at vantage points on these roads and in close proximity to the hillside natural depressed waterways, to assist with the quick disposals of storm water.

During the period around 30,500 square metres (105,000 square feet) of broad based bench terraces were constructed. Some 350 metres (1,250 feet) of contour walks were laid down in the fields.

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Check dams, stone barriers, and contour and graded drains were maintained and gullies stabilised.

During 1978, repairs to the retaining wall of the water dam were carried out and additional small ponds were constructed – these serve to break the flow of storm water during periods of excessive rainfall. They also serve as storage source of irrigation water during the dry season.

Construction of a manure/fertilizer shed was completed during the period and renovation of the Rest House was commenced. A senior Officers’ Field Office has been completed.

Illegal occupation of one or two small areas, some damaged by fire and the stealing of crop produce have continued to be the main problems.

Some areas of around one to two hectares (2.5 to 5 acres) were usually planted to food crops during this period, but with the intensified fruit forest programme, these areas have been reduced to skeleton proportions of less than 0.4 hectares (1 acre).

Present Situation

Close attention continues to be paid to selecting fruit forest species which will provide the necessary canopy cover as part of the Northern Range Reafforestation Project and in this connection mangoes of various varieties, particularly the hardy seedling types, are proving successful. They now comprise around 60 per cent of the fruit tree population at St. Michael.

Fires

The preparation of fire traces and the vigilance of forest fire patrols during the dry season assist in keeping fires, most of which are of unknown origin, at a minimum.

When bush fires occur, depending on the experiences of the personnel available at the particular location, counter firing is done, but one of the more regular methods employed is beating back the fire with bush brooms.

Amenity

St. Michael Hillside Centre has natural scenic beauty, based on its undulating hills and panoramic view of Piarco and St. Augustine.

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This scenic beauty has been enhanced with the provision of internal graded contour roads; a network of small ponds and natural waterways. Park benches are placed at vantage points under the natural shade of fruit trees and some indigenous ornamentals are dotted around to assist in livening up the landscape.

Soil and Water Conservation

The benefits derived from the fruit forest cover at St. Michael go well beyond the provision of fruit and include benefits such as the provision of better quality water; the conservation of the soil. The maintenance of ground and perched water tables at optimum levels; reduced soil temperature with the resultant build up of the humic layer. Wild life is encouraged and provides a nature resort for the field naturalist. It is expected that in the years ahead the fruit obtained, irrespective of quantum of production, will assist with the nutritional needs of the population of Trinidad and Tobago.

Future Management Plans

Present available knowledge tends to indicate that various varieties of mango (Mangifera indica) could be grown with good success as a permanent fruit forest tree cover and it is intended to concentrate on this fruit forest tree using the various suitable varieties.

Other fruit forest trees suited to the Project will also continue to be planted.

The Agronomic operations of preparatory work, planting and post cultivation as outlined, will continue.


Bulletin # 19

Some Concepts, Skills and Principles on the Environment compiled by


CONCEPTS:

1. Essentials of Life. 2. Interrelationship and Interdependence.

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3. Changes in living things.4. Variety and Aesthetics Essential of Life Support. 5. Forest as Resources Pool.6. Environmental Perspectives. 7. Constancy of Biological Change. 8. Creative Expression and the Environment. 9. Need for Beauty and Quiet. 10. Psychological Benefits from Forests. 11. Self Renewal.12. Aesthetic Contributions of Forests.13. Cultural Artifacts. 14. People and Biosphere. 15. Aesthetic Benefits. 16. Consideration of Reality. 17. Cultural Perceptions. 18. Plants as renewable resources.19. Self Role Perceptions. 20. Responsibility for Forest Conservation. 21. Heredity and Environment. 22. Interdependence of Resources. 23. Trade-offs. 24. Cultural Effects on Resources. 25. Forest Model for Creative Expression. 26. Influence of Artistic Expression.27. Interdependence of living things and their environment. 28. Community Benefits from Forests. 29. Conservation as a Social Process.30. Resources Needs for Human Dwellings. 31. Need for Forest Products. 32. Forest Uses and Values.33. Forest-Dependent Leisure-Time Activities.34. Forest – Water Cycle.35. General Dependence on Forests.36. Variety in Use. 37. Forest influence on Trinidad and Tobago History.38. Sun as the Ultimate Energy Source. 39. Role of Plant Debris. 40. Roots as Stabilizers of Soil. 41. Depletion Dangers. 42. Dynamic Forest Community. 43. Plants as Great Providers. 44. Roots as Changers of soil.45. Consumer Effects on Forests. 46. Production Cycles. 47. Environmental Literature. 48. Cultural Concept of Forests.

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49. History and Environment. 50. Location and Resources. 51. Determination of Resources and their Values. 52. Behaviour Effects on Environment. 53. Human Effects on Environment. 54. Human Biosphere Relations. 55. Belief Systems.56. Culture as Learned Behaviour.57. Psychological Impact of Forests. 58. Self Renewal.59. Conservation Policies by Group Action. 60. Variety of Leisure Time Activities. 61. Carrying Capacity. 62. Values vs Uses. 63. Land Selections for Forests. 64. Respect for Preference of Others. 65. Necessity for Long Range Planning. 66. Wildlife as a Renewable Resource. 67. Stability with Diversity. 68. Water as a Reusable Resource. 69. Forest Effect on Hydrologic Cycle. 70. Plant Effect on Environment. 71. Unequal Distribution of Resources. 72. Succession. 73. Environmental Changes. 74. Sources of Pollution. 75. Chemical Transfers in Soil. 76. Renewable Resources. 77. Constraints on Resource Use. 78. Influence Expression and the Environment. 79. Private vs Public Rights. 80. Flexibility in Resource Management.81. Existence Conditions for Forests. 82. Limiting Factors on Environment.83. Dynamic Biological Systems. 84. Biological Needs. 85. Finite Matter. 86. Re-use of Non-renewable Resources. 87. Conservation through Product Design. 88. Efficiency of Resource Use. 89. Water as a Renewable Resource. 90. Resource Depletion Prevention.91. Dependency on Environment.

SKILLS

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1. Gaining Information.2. Communication. 3. Valuing. 4. Problem Solving. 5. Social Participation.

PRINCIPLES

1. Environmental Awareness.2. Diversity of Forest Roles. 3. Cultural Contexts. 4. Life-Support Systems.5. Life styles.6. Societal Perspective on Issues. 7. Management and Interdependence of Natural Resources. 8. Cultural Concepts.


Bulletin # 20

Environmental Education

Curriculum Framework

1.01.1

1.11

Instill a deep appreciation (love) for the diverse forest environment. The maintenance of a varied and beautiful life-support system is essential to both physiological and psychological health. Contrast and variety that are important to mental health are available in the forest and elsewhere.

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1.12

1.13

2.0

2.1

2.11

2.111

2.112

2.12

2.121

2.1211

2.1212

2.1213

2.1214

2.1222.1221

2.1222.1223

2.12242.1225

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2.1231

A recognition of beauty and quiet in the forest environment is necessary for a feeling of well-being in many people. Opportunities to experience and enjoy nature are psychologically rewarded to many and important to mental health. Develop an awareness of the diversity and importance of forest resources and their concomitant values as they relate to the environmental, economic, and sociological health of the region, the country, and the planet. The forest has many loss and values; most of which are compatible with each other, but some of which may be temporarily or permanently incompatible. Almost all people in their daily life rely on a significant number of forest-generated products. The construction and maintenance of human dwellings is dependent upon the use of considerable quantities of natural resources, many of which are obtained from the forest. The forest environment is the source of many raw materials and gener pools or potential value and energy. Everyone, in daily life, must rely upon the influence of the forest on the overall community – including both its physical and cultural environment. Plants, including trees, influence the composition of the atmosphere which strongly affects human economy and human and other animals’ comfort, health, safety, and social structure. Forest plants, in carrying on food production (photosynthesis) affect the balance between supplies of carbon dioxide and oxygen in the atmosphere.Forest plants release into the atmosphere various volatile (evaporable) compounds that have an effect on other living things. Forest plants release pollen, spores, and other light, solid substances into the atmosphere.Plants, including trees, are very effective visual screens, windbreakers, and noise barriers. Plants, including trees, have effects on the terrestrial environment. Forest plants and plant litter (leaves and stems) cover the ground to varying degrees, protect the surface from wind and water, slow evaporation of water from the surface, and prevent direct sunlight from reaching the ground. Forest plant roots stabilize the soil by binding it together.Forest plant roots change soil texture by mechanically breaking up particles. Forest plants add organic matter to the soil as leaf, stem and root litter. Forest plants add and remove chemical elements to soil which may change its chemical composition and structural nature. Forests affect the hydrological cycle by influencing the quantity, quality, composition, and distribution of water in the cycle. Forest plants intercept falling rain and snow which decreases the amount reaching the soil and reduces the erosive effect of the precipitation, simultaneously decreasing runoff and/or storage and increasing

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2.1232

2.1233

2.1234

2.124

2.1241

2.1242

evaporation. Forest plant roots, stems, and litter mechanically slow water runoff from the land’s surface and increase infiltration of the water into the soil. Forest plants increase atmospheric water (humidity) by giving off water through the process of transpiration. Forest plants use water from the soil-for-life processes thus reducing the supply stored in the ground. The forest provides intrinsic aesthetic benefits (values) that are assuming increasingly greater significance to individuals and society. The forest environment offers the opportunity for a wide variety of leisure-time activities. Many forms of leisure-time activities are dependent upon the forest environment although they th

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