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Climate Heroes! The Power of Trees

Elementary, Middle, Secondary

Description

With their remarkable ability to capture and store carbon, trees are natural warriors against climate change. Forests are environmental "superheroes" that provide many ecological services such as supplying clean air and water. But, like all heroes, these important ecosystems battle enemies like deforestation, pollution and the warming temperatures they help fight. Centered around a virtual field trip into the world of trees, this interactive lesson introduces students to tree biology, the environmental and human benefits of trees, threats to tree health and opportunities for action, through a series of activities as described below:

Activity 1: Students view the virtual field trip then reflect and respond while exploring concepts like photosynthesis, carbon storage and the ecological importance of forest ecosystems.

Activity 2: Pupils complete the field trip and describe the human and environmental benefits of healthy forests. They also use an online Tree Benefit Calculator to explore benefits of forests and trees in different regions.

Activity 3: Learners watch a U.S. Forest Service video about how drought, disease, insects and fire threaten forests and use the SelecTree: A Tree Selection Guide application to research specific threats to different tree species.

Activity 4: Students map and identify tree species found in their community or neighborhood and use this information to brainstorm actions that could help protect local trees.

The lesson also includes resources for optional activities in which students plant and care for trees in their community.

This series of engaging activities supports pupils in achieving the following learning goals:

  • Describe the scientific process of photosynthesis as it relates to carbon storage and climate regulation
  • Analyze and identify the connections between trees, environmental health and human health
  • Research threats to tree health
  • Brainstorm and plan citizen action opportunities to help protect trees in their community

General Assessment

What skills does this resource explicitly teach?

  • Reflective thinking
  • Analysis of cause and effect
  • Using technology to support learning and share information
  • Tree identification
  • Stewardship practices

Strengths

  • Provides many links to support resources such as videos, digital tools and virtual field trips
  • Encourages systems thinking
  • Includes authentic case studies
  • Emphasizes community stewardship

Weaknesses

  • Does not provide specific assessment tools
  • Only provides limited student information about steps in planning and implementing a conservation action project
  • Digital tools are U.S. specific

Recommendation of how and where to use it

This resource supports Grade 3-8 Science units exploring plants, habitats, ecosystems and climate change. Students develop an understanding of the links between global sustainability and environmental health with an emphasis on building community adaptability and resilience. Learners also use science skills such as observation and critical thinking while developing a deeper awareness of the value of technological innovation in supporting scientific research.

The lesson encourages pupils to consider how their neighborhood could be enhanced by planting native tree species and provides additional resources to support community tree planting projects. A class could use this information to develop a schoolyard "greening" project. Students could be involved in all aspects of the planning, fundraising, tree planting and public awareness by involving an organization like Tree Canada that offers resources and support through their Greening Canada's School Grounds - Tree Canada program.

Relevant Curriculum Units

The following tool will allow you to explore the relevant curriculum matches for this resource. To start, select a province listed below.

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  • Alberta
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        • Living Systems: Understandings of the living world, Earth, and space are deepened through investigating natural systems and their interactions
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        • Earth Systems: Understandings of the living world, Earth, and space are deepened through investigating natural systems and their interactions.
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        • Science 7: Earth and its climate have changed over geological time
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        • Our Local Environment : Learning and Living Sustainably
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        • Science 7: Earth and its climate have changed over geological time
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Themes Addressed

Air, Atmosphere & Climate (1)

  • Climate Change

Citizenship (1)

  • General Guide to Taking Action

Land Use & Natural Resources (1)

  • Forests

Sustainability Education Principles

Principle Rating Explanation
Consideration of Alternative Perspectives Good

Open-ended questions provide a framework for students to analyze information about the environmental and human benefits of forests. This approach encourages independent thinking and informed decisions about tree conservation from a community perspective.

Consideration of Alternative Perspectives:
  • Satisfactory: absence of bias towards any one point of view
  • Good: students consider different points of view regarding issues, problems discussed
  • Very good: based on the consideration of different views, students form opinions and  take an informed position
Multiple Dimensions of Problems & Solutions Good

Pupils learn about the ecological functions of trees in sequestering carbon, supporting biodiversity and maintaining clean air and water from environmental, human health and community sustainability perspectives. Awareness of economic benefits of trees is supported through information about cooling effects in densely populated areas and stormwater management, particularly during severe weather events.

Multiple Dimensions of Problems & Solutions:

Effectively addresses the environmental, economic and social dimensions of the issue(s) being explored.

  • Satisfactory: resource supports the examination of  these dimensions
  • Good:  resource explicitly examines the interplay of these dimensions
  • Very Good:  a systems-thinking approach is encouraged to examine these three dimensions
Respects Complexity Good

The lesson helps learners understand that although healthy forests play a critical role in reducing atmospheric carbon dioxide levels, climate change also increases threats to trees and can reduce their ability to function as carbon sinks. Rising temperatures and changing precipitation patterns increase drought stress, reduce disease resistance, expose trees to new pests and can cause large-scale wildfires that destroy entire forest areas and make regeneration more difficult.

Respects Complexity:

The complexity of the problems/issues being discussed is respected.

Acting on Learning Very Good

In the final activity, students survey and map tree species in their community. Data are used to support student analysis and reflection about tree conservation. This action component can be strengthened with the optional tree planting and care projects. Pupils are also encouraged to use the  Healthy Trees, Healthy Cities app to share information about planted trees and track their care and growth.

Acting on Learning:

Learning moves from understanding  issues  to working towards positive change — in personal lifestyle, in school, in the community,  or for the planet

  • Satisfactory: action opportunities are included as extensions 
  • Good: action opportunities are core components of the resource
  • Very Good: action opportunities for students are well supported and intended to result in observable, positive change
Values Education Good

By reflecting on protecting trees and forest ecosystems, students learn the importance of environmental stewardship and are able to define personal action goals. 

Values Education:

Students are explicitly provided with opportunities to identify, clarify and express their own beliefs/values.

Empathy & Respect for Humans Poor/Not considered

Although not incorporated into the lesson, video footage of flood damage can support discussions about how climate change disproportionately impacts vulnerable human populations.

Empathy & Respect for Humans: Empathy and respect are fostered for diverse groups of humans (including different genders, ethnic groups, sexual preferences, etc.).
Personal Affinity with Earth Good

The lesson includes an outdoor learning experience in which students explore community trees and learn how to identify species. This helps strengthen connections to the natural world and fosters appreciation for local green spaces.

Personal Affinity with Earth:

Encourages a personal affinity with -the natural world.  

  • Satisfactory: connection is made to the natural world
  • Good: fosters appreciation/concern for the natural world
  • Very Good: fosters stewardship though practical and respectful experiences out-of-doors 
Locally-Focused Learning Good

The lesson progresses from a general overview of global forests and their benefits to an exploration of trees in the local community. Students are able to apply new learning in a relevant context as they plan actions that benefit local tree conservation efforts.

Locally-Focused Learning:

Includes learning experiences that take advantage of issues/elements within the local community. 

  • Satisfactory: learning is made relevant to the lives of the learners
  • Good: learning is made relevant and has a local focus
  • Very Good: learning is made relevant, local and takes place ‘outside’ , in the community 
Past, Present & Future Satisfactory

Learners examine current forest threats and conservation intiatives in relation to building future climate resilience and adpatability. The lesson also highlights the value of mature old-growth forests as long-term carbon storage systems.

Past, Present & Future: Promotes an understanding of the past, a sense of the present, and a positive vision for the future.

Pedagogical Approaches

Principle Rating Explanation
Open-Ended Instruction Good

Each activity begins with a key guiding question that supports brainstorming sessions in which students discuss, question and reflect to develop ideas about tree conservation and climate change.

Open-Ended Instruction :

Lessons are structured so that multiple/complex answers are possible; students are not steered toward one 'right' answer.

Integrated Learning Satisfactory

Although the resource is focused on Science learning, the variety of digital learning tools used in the lesson builds technology skills. English Language Arts outcomes related to communication and critical analysis of visual information are also supported.

Integrated Learning:

Learning brings together content and skills  from more than one  subject area

  • Satisfactory: content from a number of different  subject areas is readily identifiable
  • Good:  resource is appropriate for use in more than one subject area
  • Very Good:  the lines between subjects are blurred 
Inquiry Learning Good

Investigation, hands-on activities and community based learning encourage students to ask questions, explore evidence and evaluate causes and consequences of climate change to develop informed ideas about local solutions.

Inquiry Learning:

Learning is directed by questions, problems, or challenges that students work to address.   

  • Satisfactory: Students are provided with questions/problems to solve and some direction on how to arrive at solutions.
  • Good: students, assisted by the teacher clarify the question(s) to ask and the process to follow to arrive at solutions.  Sometimes referred to as Guided Inquiry
  • Very Good:  students generate the questions and assume much of the responsibility for how to solve them.  . Sometimes referred to as self-directed learning.

 

Differentiated Instruction Good

Specific differentiation strategies are not included, but the variety of multimedia supports, hands-on learning and discussion opportunities will appeal to a wide range of learners.

Differentiated Instruction:

Activities address a range of student learning styles, abilities and readiness.

  • Satisfactory:  includes a variety of instructional approaches
  • Good: addresses  the needs of visual, auditory &  kinesthetic learners
  • Very Good: also includes strategies for learners with difficulties
Experiential Learning Good

The lesson provides a participatory experience in which pupils are engaged in conservation research as they map community trees and develop and describe action goals.

Experiential Learning:

Authentic learning experiences are provided

  • Satisfactory: learning takes place through ‘hands-on’ experience or simulation
  • Good: learning involves direct experience in a ‘real world context’
  • Very good: learning involves ‘real world experiences’ taking place’ beyond the school walls.
Cooperative Learning Satisfactory

Students are involved in group brainstorming and discussions, and work collaboratively to survey local trees.

Cooperative Learning:

Group and cooperative learning strategies are a priority.

  • Satisfactory:  students work in groups
  • Good: cooperative learning skills are explicitly taught and practiced
  • Very Good: cooperative learning skills are explicitly taught, practiced and assessed
Assessment & Evaluation Poor/Not considered

Specific assessment tools are not included with the resource, but discussion questions and reflections support formative assessment of student understanding.

Assessment & Evaluation: Tools are provided that help students and teachers to capture formative and summative information about students' learning and performance. These tools may include reflection questions, checklists, rubrics, etc.
Peer Teaching Satisfactory

Reflections, ideas and data are shared between learners during the lesson. The optional extension activities of planting and caring for local trees also provides an opportunity for pupils to engage in conservation advocacy within their community.

Peer Teaching:

Provides opportunities for students to actively present their knowledge and skills to peers and/or act as teachers and mentors.

  • Satisfactory: incidental teaching that arises from cooperative learning, presentations, etc.
  • Good or Very Good: an opportunity is intentionally created to empower students to teach other students/community members. The audience is somehow reliant on the students' teaching (students are not simply ‘presenting')
Case Studies Very Good

Concrete examples of actual initiatives such as the "Green Heart" urban forest project in Louisville, Kentucky bring evidence-based content into the lesson. Surveying trees within their own community also ensures students are exploring the topic in a meaningful and relevant context.

Case Studies:

Relevant case studies are included.  Case studies are thorough descriptions of real events from real situations that students use to explore  concepts in an authentic context.

Locus of Control Good

In the final activity students are able to reflect on community solutions and develop their own ideas about tree conservation actions.

Locus of Control: Meaningful opportunities are provided for students to choose elements of program content, the medium in which they wish to work, and/or to go deeper into a chosen issue.

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