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Description
This e-unit resource is a digital interactive guide that includes eight activities for educators working with secondary students. The e-unit is designed to empower educators to engage students in inquiry and place-based learning that will help them discover:
- What is climate change?
- How do forests contribute to climate change mitigation and adaptation, including in urban areas?
- How does climate change affect forests and populations, globally and in Canada?
- What are possible individual, collective, and systemic strategies for reducing our carbon footprints?
- How does sustainable and climate-smart forestry support climate action?
- How can green jobs help address climate change?
The eight activities prompt students to integrate knowledge from online and library research, maps and models, observations, interviews with local experts and scientific investigations.
- Climate Change and Forests – Students develop a mind map illustrating how forests are linked to climate change and distill their key messages into public service announcements.
- Carbon Footprints and Forests Solutions – Students investigate their own carbon footprint and its relation to forest-based carbon sequestration. Then they critically analyse the effectiveness of carbon offsetting programs linked to trees and forestry.
- Climate-Smart Forestry – Students are introduced to several sustainable forestry practices and how they can help fight climate change, boost carbon sequestration, and enhance forest resilience. They learn about sustainable forest management certification and investigate companies that carry certified forest products.
- Indigenous-Led Solutions to Climate Change – Students review information on Indigenous knowledge and nature-based solutions to climate change, then undertake group work researching case studies of Indigenous-led sustainable and climate-smart forestry.
- My Local Forest and Climate Change – Students learn about their local forest zone, investigate climate impacts and projections on forests and in their region using online tools, and consider how these impacts will affect their local ecosystem.
- City Forests and Climate Change – Students familiarize themselves with the local urban forests, the concept of urban forestry, and the benefits of both. They consult local experts on plans for their area and use interactive tools to identify locally appropriate tree species and recommend a climate-resilient planting plan for the school.
- Forest Careers for Climate Action – Students conduct research into different careers of people across Canada working in jobs that help forests and address climate change. They use their creative skills to produce an advertisement that promotes their ideal forest-related job.
- Climate Action for Forests – Students take a deeper look into the actions being taken to protect trees, forests, and the forestry industry in light of global climate change projections and explore what they can do to contribute. Focusing on an aspect of climate change and forestry that interests them, learners embark on an inquiry-based action project in the school or community.
Educators can use individual activities as stand-alone investigations or move through the unit’s activities from beginning to end. In addition, activities may be incorporated into other units of study related to a broad range of subject areas.
General Assessment
Strengths
- The activities contain all of the information needed to teach the lesson, including background information, preparation instructions, material and time requirements, step-by-step instructions, teacher and student pages, assessment suggestions, enrichment ideas, and links to online resources
- Educators can use individual activities as stand-alone investigations or move through the unit’s activities from beginning to end. In addition, activities may be incorporated into other units of study related to a broad range of subject areas.
- The resource provides links to additional materials that can support teachers across all of the activities They are valuable as tools for considering how to approach environmental education, climate change conversations, and indigenous issues.
- Learning through inquiries and experiences stemming from questions generated by students makes it authentic and meaningful. These learning experiences highlight instructional strategies that allow for students’ perspectives and voice.
Recommendation of how and where to use it
This unit is founded on the use of inquiry, place-based learning in the community, and action projects. It’s designed to meet the demands of educators working in diverse contexts, including urban, rural, and Indigenous communities. The unit reflects current best practices in climate change education, integrating Indigenous perspectives and pedagogy. It can complement and enhance learning and action in the high school classroom and nonformal programs.
Each activity addresses different angles and lenses through which forests and climate change can be explored. The resources, activities, and background information ultimately provide the groundwork to engage in action and environmental stewardship opportunities.
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.
- Step 1Select a province
- Alberta
- Step 2Select a grade level
- Grade 9
- Step 3Select a subject
- Environmental Science
- Step 4Relevant matches
- Environment and Outdoor Education: Environmental Core
- Environment and Outdoor Education: Environmental Investigations
- Science
- Step 4Relevant matches
- Biological Diversity
- Knowledge and Employability Science: Biological Diversity (Social and Environmental Contexts Emphasis)
- Grade 10
- Step 3Select a subject
- Social Studies
- Step 4Relevant matches
- Social Studies 10-1(Perspectives on Globalization) CitizensResponse to Globalization
- Social Studies 10-1(Perspectives on Globalization) Globalization & Sustainable Prosperity
- Social Studies 10-4 (Living in a Globalizing World) Globalisation and Sustainable Prosperity
- British Columbia
- Step 2Select a grade level
- Grade 9
- Step 3Select a subject
- Science
- Step 4Relevant matches
- Science 9: The biosphere, geosphere, hydrosphere, and atmosphere are interconnected, as matter cycles and energy flows through them.
- Grade 11
- Step 3Select a subject
- Environmental Science
- Step 4Relevant matches
- Environmental Science 11: Human practices affect the sustainability of ecosystems
- Environmental Science 11:Humans can play a role in stewardship and restoration of ecosystems
- Physical Education & Health
- Step 4Relevant matches
- Physical and Health Education - Outdoor Education: Spending time outdoors allows us to develop an understanding of the natural environment and ourselves
- Science
- Step 4Relevant matches
- Science for Citizenship 11: Scientific understanding enables humans to respond and adapt to changes locally and globally
- Social Studies
- Step 4Relevant matches
- Explorations in Social Studies 11: Physical features and natural resources influence demographic patterns and population distribution (adapted from Human Geography
- Grade 12
- Step 3Select a subject
- Environmental Science
- Step 4Relevant matches
- Environmental Science 12: Human activities cause changes in the global climate system
- Environmental Science 12: Sustainable land use is essential to meet the needs of a growing population
- Science
- Step 4Relevant matches
- Specialized Science 12: Biodiversity is dependent on the complex interactions and processes between biotic and abiotic factors
- Specialized Science 12: Climate change impacts biodiversity and ecosystem health
- Social Studies
- Step 4Relevant matches
- Human Geography 12: Human activities alter landscapes in a variety of ways.
- Manitoba
- Step 2Select a grade level
- Grade 10
- Grade 11
- Step 3Select a subject
- Science
- Step 4Relevant matches
- Current Topics in the Sciences 30S: Science, Technology, Society & the Environment
- Grade 12
- Step 3Select a subject
- Science
- Step 4Relevant matches
- Interdisciplinary Topics in Science 40S: Science, Technology, Society and the Environment
- Social Studies
- Step 4Relevant matches
- Citizenship and Sustainability: Area of Inquiry: Environment
- Citizenship and Sustainability:Area of Inquiry: Indigenous Peoples
- Global Issues
- Global Issues
- New Brunswick
- Step 2Select a grade level
- Grade 9
- Step 3Select a subject
- Science
- Step 4Relevant matches
- Science 9 Ecosystem Dynamics: Learning and Living Sustainably
- Science 9 Ecosystem Dynamics: Scientific Literacy
- Grade 11
- Step 3Select a subject
- Biology
- Step 4Relevant matches
- Biology 111/2: Study of Life
- Physical Education & Health
- Step 4Relevant matches
- Outdoor Education 110: Environmental Awareness
- Grade 12
- Step 3Select a subject
- Environmental Science
- Step 4Relevant matches
- Introduction to Environmental Science 120: Investigating Environmental Issues
- Introduction to Environmental Science 120: Sustainable Development
- Geography
- Step 4Relevant matches
- Canadian Geography 120: Patterns and Systems in the Human and Natural World
- Social Studies
- Step 4Relevant matches
- World Issues 120:Interdependence
- Newfoundland & Labrador
- Step 2Select a grade level
- Grade 10
- Step 3Select a subject
- Science
- Step 4Relevant matches
- Science 1206: Sustainability of Ecosystems
- Grade 11
- Step 3Select a subject
- Science
- Step 4Relevant matches
- Science 2200: Ecosytems
- Grade 12
- Step 3Select a subject
- Environmental Science
- Step 4Relevant matches
- Environmental Science 3205: Introduction to Environmental Science
- Environmental Science 3205: Land Use & the Environment
- Geography
- Step 4Relevant matches
- World Geography 3200/3202: Ecosystems
- Northwest Territories
- Step 2Select a grade level
- Grade 9
- Step 3Select a subject
- Science
- Step 4Relevant matches
- Biological Diversity
- Science 9: The biosphere, geosphere, hydrosphere, and atmosphere are interconnected, as matter cycles and energy flows through them.
- Grade 10
- Step 3Select a subject
- Science
- Step 4Relevant matches
- Experiential Science 10, Terrestial Systems: Resource Management and Population Dynamics
- Nova Scotia
- Step 2Select a grade level
- Grade 9
- Step 3Select a subject
- Social Studies
- Step 4Relevant matches
- Citizenship 9: Engaged Citizenship
- Citizenship 9: Global Citizenship
- Grade 11
- Step 3Select a subject
- Biology
- Step 4Relevant matches
- Biology 11: Biodiversity
- Grade 12
- Step 3Select a subject
- Environmental Science
- Step 4Relevant matches
- AP Environmental Science: Land and Water
- AP Environmental Science: The Living World: Biodiversity
- AP Environmental Science: The Living World: Ecosystems
- Geography
- Step 4Relevant matches
- Global Geography: Planet Earth
- Global Geography: The Global Geographer
- Nunavut
- Step 2Select a grade level
- Grade 9
- Step 3Select a subject
- Science
- Step 4Relevant matches
- Biological Diversity
- Knowledge and Employability Science: Biological Diversity (Social and Environmental Contexts Emphasis)
- Grade 10
- Step 3Select a subject
- Science
- Step 4Relevant matches
- Experiential Science 10, Terrestial Systems: Resource Management and Population Dynamics
- Social Studies
- Step 4Relevant matches
- Social Studies 10-1(Perspectives on Globalization) Globalization & Sustainable Prosperity
- Social Studies 10-2 (Living in a Globalizing World) Globalisation and Sustainable Prosperity
- Ontario
- Step 2Select a grade level
- Grade 9
- Grade 10
- Step 3Select a subject
- Science
- Step 4Relevant matches
- Science (Academic):Earth and Space Science: Climate Change
- Science (Applied)::Earth and Space Science: Earth's Dynamic Climate
- Grade 11
- Step 3Select a subject
- Biology
- Step 4Relevant matches
- Biology 11(Univer.Prep.) Diversity of Living Things
- Environmental Science
- Step 4Relevant matches
- Environmental Science (Univ/College Prep.) Sustainable Agriculture and Forestry
- Environmental Science (Workplace Prep.) Human Impact on the Environment
- Environmental Science (Workplace Prep.) Natural Resource Science and Management
- Geography
- Step 4Relevant matches
- Forces of Nature: Physical Processes and Disasters (Univ./College Prep.): The Physical Environment: Sustainability and Stewardship
- Regional Geography (Univ./College Prep.): Sustainability and Stewardship
- Grade 12
- Step 3Select a subject
- Geography
- Step 4Relevant matches
- Global Connections
- Living in a Sustainable World (Workplace Prep.) Sustainability of Natural Resources
- The Environment & Resource Management (Univ./College Prep.):Sustainability and Stewardship of Natural Resources
- The Environment & Resource Management (Workplace Preparation): Human-Environment Interactions
- The Environment & Resource Management (Workplace Prfeparation)
- World Geography: Urban Patterns & Populations (Univ. / College Prep.): Sustainability and Stewardship
- World Issues: A Geographic Analysis (College Prep.):Sustainability and Stewardship
- World Issues: A Geographic Analysis (Univ. Prep.):Sustainability and Stewardship
- Prince Edward Island
- Step 2Select a grade level
- Grade 10
- Step 3Select a subject
- Science
- Step 4Relevant matches
- Science 431A: Life Science, Sustainability of Ecosystems
- Grade 11
- Step 3Select a subject
- Biology
- Step 4Relevant matches
- Biology 521A: Interaction Among Living Things
- Grade 12
- Step 3Select a subject
- Environmental Science
- Step 4Relevant matches
- Environmental Science 621A: Natural Resources
- Geography
- Step 4Relevant matches
- What can I do?
- Geography 621A Global Issues
- Geography 621A Global Issues : Inquiry- What are the issues?
- Geography 631A Global Issues: Introduction - What Is a Global Issue
- Geography 631A Global Issues: What Can I Do?
- Quebec
- Step 2Select a grade level
- Grade 9
- Step 3Select a subject
- Social Studies
- Step 4Relevant matches
- The Contemporary World: Environment
- Grade 10
- Step 3Select a subject
- Science & Technology
- Step 4Relevant matches
- Applied Science & Technology:The Living World
- Environmental Science & Technology: The Living World
- Science & Technology:The Living World
- Grade 11
- Step 3Select a subject
- Social Studies
- Step 4Relevant matches
- Contemporary World: Environment
- Saskatchewan
- Step 2Select a grade level
- Grade 10
- Step 3Select a subject
- Science
- Step 4Relevant matches
- Science 10: Climate and Ecosystem Dynamics
- Grade 11
- Step 3Select a subject
- Environmental Science
- Step 4Relevant matches
- Environmental Science 20: Integrative Nature of Environmental Science
- Social Studies
- Step 4Relevant matches
- Social Studiees 20:World Issues - Environment
- Yukon Territory
- Step 2Select a grade level
- Grade 9
- Step 3Select a subject
- Science
- Step 4Relevant matches
- Science 9: The biosphere, geosphere, hydrosphere, and atmosphere are interconnected, as matter cycles and energy flows through them.
- Grade 11
- Step 3Select a subject
- Environmental Science
- Step 4Relevant matches
- Environmental Science 11: Human practices affect the sustainability of ecosystems
- Environmental Science 11:Humans can play a role in stewardship and restoration of ecosystems
- Physical Education & Health
- Step 4Relevant matches
- Physical and Health Education - Outdoor Education: Spending time outdoors allows us to develop an understanding of the natural environment and ourselves
- Science
- Step 4Relevant matches
- Science for Citizenship 11: Scientific understanding enables humans to respond and adapt to changes locally and globally
- Social Studies
- Step 4Relevant matches
- Explorations in Social Studies 11: Physical features and natural resources influence demographic patterns and population distribution (adapted from Human Geography
- Grade 12
- Step 3Select a subject
- Environmental Science
- Step 4Relevant matches
- Environmental Science 12: Human activities cause changes in the global climate system
- Environmental Science 12: Sustainable land use is essential to meet the needs of a growing population
- Science
- Step 4Relevant matches
- Specialized Science 12: Biodiversity is dependent on the complex interactions and processes between biotic and abiotic factors
- Specialized Science 12: Climate change impacts biodiversity and ecosystem health
- Social Studies
- Step 4Relevant matches
- Human Geography 12: Human activities alter landscapes in a variety of ways.
Themes Addressed
Air, Atmosphere & Climate (1)
- Climate Change
Ecosystems (2)
- Biodiversity
- Habitat Loss
Indigenous Knowledge (1)
- TEK -- Traditional Ecological Knowledge
Land Use & Natural Resources (1)
- Forests
Sustainability Education Principles
| Principle | Rating | Explanation |
|---|---|---|
| Consideration of Alternative Perspectives | Very Good | The publisher has sought to ensure that activities align with promising practices and represent a wide range of individuals, including those who have been disproportionately exposed to environmental injustices. Each activity in this e-unit has received internal and external review from an equity, inclusion, and Indigenous perspectives lens, with a special effort to eliminate bias and create new opportunities for diverse representation through varying experiences and methods of instruction. |
Consideration of Alternative Perspectives:
| ||
| Multiple Dimensions of Problems & Solutions | Good | The activities encompass the economic, ecological, and social aspects of environmental issues. |
| Multiple Dimensions of Problems & Solutions: Effectively addresses the environmental, economic and social dimensions of the issue(s) being explored.
| ||
| Respects Complexity | Very Good | The resource is designed to help students build on and revise their knowledge and abilities, starting with their initial conceptions about the topic of forests and climate change and helping them move towards a more holistic, coherent perspective on the topic that is rooted in the context of their local community. |
| Respects Complexity: The complexity of the problems/issues being discussed is respected. | ||
| Acting on Learning | Very Good | The activities have students take a deeper look into the actions being taken to protect trees, forests, and the forestry industry in light of global climate change projections and explore what they can do to contribute. Focusing on an aspect of climate change and forestry that interests them, students embark on an inquiry-based action project to create positive change in their community. |
| 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
| ||
| Values Education | Very Good | Throughout the activities, students are provided with many opportunities to
|
| Values Education: Students are explicitly provided with opportunities to identify, clarify and express their own beliefs/values. | ||
| Empathy & Respect for Humans | Very Good | Activity 4 is a project-based activity that focuses on Indigenous-led conservation as an integral part of climate change solutions. Students review information on traditional ecological knowledge and on the impact of climate change on Indigenous Peoples and communities. Then they will research case studies highlighting Indigenous-led conservation initiatives, their connection to forestry, and their potential to tackle climate change. |
| 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 | Very Good | Students participate in Take it Outside activities:
|
| Personal Affinity with Earth: Encourages a personal affinity with -the natural world.
| ||
| Locally-Focused Learning | Very Good | Activity 6 has students conduct an audit of trees in their area using i-Tree Species, consider the climate benefits of these trees, consult local experts on existing plans for their municipality, and create recommendations for utilizing urban trees to improve climate resilience and carbon sequestration. Students are invited to make recommendations for planting trees that contribute to climate change mitigation and adaptation strategies for their community. To make these activities come alive, it is critical that educators help students interact with local people and organizations working on climate change and trees/forestry. While there may be different systems in place in different provinces, territories, municipalities, and First Nations territories, the resource provides a list of contacts to access a guest speaker for the classroom. |
| Locally-Focused Learning: Includes learning experiences that take advantage of issues/elements within the local community.
| ||
| Past, Present & Future | Good | Students take a deeper look into the actions being taken to protect trees, forests, and the forestry industry in light of global climate change projections and explore what they can do to contribute. Focusing on an aspect of climate change and forestry that interests them, learners embark on an inquiry-based action project in the school or community. The resource provides a list of contacts to help find local partners and guest speakers. A visit by an Indigenous Elder actively involved in forestry and climate action would promote an understanding of the past and a positive vision for the future. |
| 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 | Very Good | Project Learning Tree Canada follows the philosophy of teaching students how to think, not what to think throughout the resource. The e-unit is designed to empower educators to engage students in inquiry and place-based learning that will help them discover information about forests and climate change. Students may have their own questions and these questions are an excellent way to begin the unit. The pre-assessment and activity 1: Climate Change and Forests, both provide some guidance for uncovering learners’ interests, concerns, and questions. |
| Open-Ended Instruction
: Lessons are structured so that multiple/complex answers are possible; students are not steered toward one 'right' answer. | ||
| Integrated Learning | Very Good | Each province or territory defines its own program and curriculum materials for schools1; therefore, curriculum links for this resource will vary for each jurisdiction. However, on a national level, this guide supports Canadian efforts to provide Education for Sustainable Development (ESD), which is recognized as one of eight key activity areas that are common to all provinces and territories. Its objective is to “raise students’ awareness and encourage them to become actively engaged in working for a sustainable society.” The activities can be easily incorporated into diverse subject areas beyond Science, including Career Education, Biology and Environmental Science, Math, Geography, Languages, Arts, Social Studies and Indigenous Studies. |
| Integrated Learning: Learning brings together content and skills from more than one subject area
| ||
| Inquiry Learning | Very Good | Project Learning Tree Canada follows the philosophy of teaching students how to think, not what to think throughout the resource. The e-unit is designed to empower educators to engage students in inquiry and place-based learning that will help them discover information about forests and climate change. Students will have their own questions and these questions are an excellent way to begin the unit. Students take a deeper look into the actions being taken to protect trees, forests, and the forestry industry in light of global climate change projections and explore what they can do to contribute. Focusing on an aspect of climate change and forestry that interests them, learners embark on an inquiry-based action project in the school or community. |
| Inquiry Learning: Learning is directed by questions, problems, or challenges that students work to address.
| ||
| Differentiated Instruction | Very Good | This e-unit is based on the constructivist approach to learning, which understands that learners build or construct their knowledge of the world based on their experiences. This instructional model incorporates a variety of instructional strategies, such as learner exploration, critical thinking, hands-on activities, scientific argumentation, project-based learning, STEM learning, and application of 21st century skills to move learners to a deep understanding of concepts explored. |
| Differentiated Instruction: Activities address a range of student learning styles, abilities and readiness.
| ||
| Experiential Learning | Good | This e-unit is designed around the 5E Instructional Model, which incorporates the elements of engagement, exploration, explanation, elaboration, and evaluation. This instructional model incorporates a variety of instructional strategies, such as learner exploration, critical thinking, hands-on activities, scientific argumentation, project-based learning, STEM learning, and application of 21st century skills to move learners to a deep understanding of concepts explored. Some of the activities incorporate a learning experience taking place beyond the school walls. The e-unit provides useful resources to support teaching across all of the activities in this e-unit. They are valuable as tools for considering how to approach environmental education, climate change conversations, and Indigenous issues. |
| Experiential Learning: Authentic learning experiences are provided
| ||
| Cooperative Learning | Good | In some activities, students work in pairs or group work, such as researching case studies of Indigenous-led sustainable and climate-smart forestry. |
| Cooperative Learning: Group and cooperative learning strategies are a priority.
| ||
| Assessment & Evaluation | Very Good | The resource provides assessment guidelines such as student and teacher rubrics for the suggested activities to be assessed. To support informal assessment and repeated content review the first seven activities in this e-unit offer a short, online, self-paced, and self-scored student quiz, available both as a printable document and as an interactive online exercise designed to be used with Kahoot. Quizzes consist of 5–10 true/false and multiple-choice questions on important concepts related to each activity. |
| 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 | Very Good | The resource provides opportunities for students to share their learning with small or larger groups. For example, in activity 6 they share their maps and written recommendation summary with other students, groundskeepers and maintenance workers, the green team if there is one, and local leadership to learn their perspective and expertise. Students consider how they may need to integrate and amend their recommendations based on feedback from these individuals. During the enrich component of the activity, students discuss in a large group how they could move from mapping and design to actually implementing their ideas and tree planting recommendations. They are encouraged to make a plan to get the wider community to buy in, and build a case to implement some of the recommendations supported by the mapping exercise. |
| Peer Teaching: Provides opportunities for students to actively present their knowledge and skills to peers and/or act as teachers and mentors.
| ||
| Case Studies | Good | All activities in this unit contain a background section and additional resources with information to support educators. Educators should also challenge learners to investigate for themselves, as these issues have a direct impact on them. The Climate Change Science 101 section provides facts and information, videos, infographics and links to additional resources about forests and climate change impacts in Canada. |
| 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 | Very Good | All activities in this resource are intended to be taught through the inquiry-based learning approach to teaching/learning, putting students’ interests and inquiries at the core. All activities in this unit include opportunities to extend learning beyond the classroom and allow students to take action in their schools and communities. |
| 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. | ||
