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Maple Syrup Inquiry

Elementary, Middle

Description

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.

General Assessment

What skills does this resource explicitly teach?

  • Research.
  • Inference.
  • Communication.
  • Presentation.

Strengths

  • Provides an extensive list of online sources for student research.
  • Includes a notebook feature in the online lesson resource to assist with discussion notes and planning.
  • Well organized with all support materials included.
  • Website includes a "live chat" capability for teacher support. 

Weaknesses

  • Some of the research links direct students to highly technical information that is more appropriate for senior grade levels or university.
  • Does not include an outdoor experience where students could examine maple trees or participate in sap collection.

Recommendation of how and where to use it

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.

Relevant Curriculum Units

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  • Alberta
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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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        • Canada: The Land, Histories and Stories: Histories and Stories of Ways of Life in Canada
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Themes Addressed

Air, Atmosphere & Climate (1)

  • Climate Change

Food & Agriculture (1)

  • Local Food

Land Use & Natural Resources (1)

  • Forests

Sustainability Education Principles

Principle Rating Explanation
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:
  • 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

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.

  • 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 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

  • 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 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.  

  • 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 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. 

  • 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 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.

Pedagogical Approaches

Principle Rating Explanation
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

  • 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

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.   

  • 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 Poor/Not considered

No differentiation strategies are included in the lesson.

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 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

  • 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 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.

  • 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 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.

  • 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 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.

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