The warm days of early Spring announce the end of a long Canadian winter and the start of the traditional maple syrup season that first began when First Nations communities discovered how to harvest the sap from maple trees. This lesson introduces students to the global significance of Canada's role in the production of this sweet treat, while considering the potential impacts of climate change on hardwood forests and future availability of maple products.
A classroom pancake breakfast captures the interest of students as they consider if maple syrup will still be available and affordable by the year 2050. Learners are guided through the process of preparing a research report using a focused approach where they:
Develop an inquiry question focused on connections between climate impacts on ecosystems and the viability of the maple syrup industry.
Develop a plan to explore and analyze their chosen research topic.
Examine and consolidate technical information from a variety of media sources.
Communicate research results to peers and consider action strategies that could affect positive change in reducing climate change impacts on maple syrup production.
This lesson supports Grade 5-8 Science outcomes related to ecosystems, forest habitats and the impacts of a warming climate on plant life. The research tasks also strengthen science skills in constructing a hypothesis, collecting and analyzing information and communicating results. Social Studies content examines the history of maple syrup from the aboriginal discovery of sap harvesting to the current economic value of this natural resource and climate change impacts on agriculture.
Students are encouraged to implement action by raising public awareness of the importance of the Canadian maple syrup industry and concerns about climate effects through activities like video production, school social media campaigns or events like a local maple syrup festival. A class could also work with a local immigrant organization to prepare a free pancake breakfast that introduces newcomers to the socioeconomic value of Canada's hardwood forests and their biological role as ecosystems.
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Principle | Rating | Explanation |
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Consideration of Alternative Perspectives | Very Good | The spiral inquiry process enables students to select their own research question, explore independent information about the topic and analyze content to develop informed answers using critical thinking. |
Consideration of Alternative Perspectives:
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Multiple Dimensions of Problems & Solutions | Good | Consequences of warmer temperatures on northern hardwood forests include changes in tree range, increased invasive insects or seasonal reductions in sap production. These environmental factors are explored in relationship to impacts on the livelihood of maple syrup producers and the economic viability of this important industry. |
Multiple Dimensions of Problems & Solutions: Effectively addresses the environmental, economic and social dimensions of the issue(s) being explored.
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Respects Complexity | Good | The interdependence between Canada's natural resources and environmental sustainability is linked to the role of humans in producing the greenhouse gas emissions that are causing climate change. |
Respects Complexity: The complexity of the problems/issues being discussed is respected. | ||
Acting on Learning | Satisfactory | Students are encouraged to consider how local action can support global initiatives to reduce further impacts of warming temperatures on ecosystems. |
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
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Values Education | Satisfactory | Peer collaboration in selecting focus questions provides opportunities for active engagement in discussions about climate change and personal feelings regarding emission reductions. |
Values Education: Students are explicitly provided with opportunities to identify, clarify and express their own beliefs/values. | ||
Empathy & Respect for Humans | Satisfactory | Students learn how the traditional ecological knowledge of First Nations people was an important contributor to Canada's maple syrup industry. |
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 | Satisfactory | An outdoor component is not included in the lesson but students do learn about harvesting and processing maple sap. A class could explore a local green space to identify maple species or visit a sugar woods for the outdoor experience of collecting sap. |
Personal Affinity with Earth: Encourages a personal affinity with -the natural world.
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Locally-Focused Learning | Satisfactory | Learners do identify local connections to maple syrup production and consider the economic issues associated with reduced availability of this resource. |
Locally-Focused Learning: Includes learning experiences that take advantage of issues/elements within the local community.
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Past, Present & Future | Good | The history of maple syrup is connected to the current significance of Canada as a global leader in the export of this product. In considering the future impacts of climate change on northern hardwood forests students are able to link environmental responsibility and the conservation of Earth's natural resources. |
Past, Present & Future: Promotes an understanding of the past, a sense of the present, and a positive vision for the future. |
Principle | Rating | Explanation |
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Open-Ended Instruction | Good | The “Maple Syrup Inquiry Learner Worksheet” aids students in planning their investigation as they hypothesize, research and analyze information to draw conclusions about their chosen topic. |
Open-Ended Instruction
: Lessons are structured so that multiple/complex answers are possible; students are not steered toward one 'right' answer. | ||
Integrated Learning | Satisfactory | The lesson supports Science outcomes examining climate change impacts on ecosystems while strengthening science process skills such as predicting and analysis of technical information. The lesson also reinforces Social Studies concepts related to traditional ecological knowledge, the economic value of natural resources and the relationship between supply and demand. There is an emphasis on effective communication as students present research results to peers. |
Integrated Learning: Learning brings together content and skills from more than one subject area
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Inquiry Learning | Good | The teacher-led introduction provides the general goals of of the inquiry and then groups are able to focus and consolidate their own research plan. This process includes the ability to identify what type of support is needed from the educator so learners can self direct their learning experience. |
Inquiry Learning: Learning is directed by questions, problems, or challenges that students work to address.
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Differentiated Instruction | Poor/Not considered | No differentiation strategies are included in the lesson. |
Differentiated Instruction: Activities address a range of student learning styles, abilities and readiness.
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Experiential Learning | Satisfactory | The pancake breakfast is an innovative way to present the lesson context but the remaining activities are primarily research based. The experiential nature of the unit could be enhanced with a visit to a sugar camp to participate in maple syrup harvest and production. |
Experiential Learning: Authentic learning experiences are provided
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Cooperative Learning | Satisfactory | Students work in small groups throughout the lesson but the inquiry worksheet does support collaborative discussions between all group members. |
Cooperative Learning: Group and cooperative learning strategies are a priority.
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Assessment & Evaluation | Good | An online lesson format can be used by the teacher to keep notes about discussion points which supports formative assessment. Marking rubrics are provided to evaluate presentations and success in achieving learning goals. |
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 | Each group presents their research results through classroom presentations or using audio-visual techniques such as videos. |
Peer Teaching: Provides opportunities for students to actively present their knowledge and skills to peers and/or act as teachers and mentors.
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Case Studies | Satisfactory | Maple syrup is synonymous with Canada and students reflect on local connections to the maple syrup industry. Climate change impacts on ecosystems and environmental health affects all regions of this country and has become a central theme of youth advocacy for sustainability. |
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 | Satisfactory | Groups are able to select their own research topic. |
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. |