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Description
In this lesson plan, students will have the opportunity to investigate the functions of the many structures present within the maple tree. They will also understand the relationship between sweet water harvesting and climate conditions.
During the first part of the lesson, students will listen to the book Sila and the Land. This is the story of a young Inuk girl who goes on a worldwide journey. Along the way, Sila meets different animals, plants and elements that teach her about the importance of the Land and her responsibilities to protect it for future generations.
Following the reading, students will have a guided discussion about what they have understood and learned through Sila’s journey. The goal is to have students realize the importance of protecting our planet and how climate change can affect maple trees.
Once this is completed, students will watch multiple videos on maple sugar that will provide a general overview of the process of making maple syrup.
In the third section of the lesson, students will explore the structures of a maple tree and create a cross-sectional representation of a maple tree trunk. Students will then compare graphs to discover when the best time is to harvest maple syrup.
Students will end this lesson with a journal entry answering a few questions about their learning and the climate change on maple trees and the production of sweet water.
General Assessment
Strengths
- The lesson includes multiple resources to accompany the learning process.
- The lesson is well explained and easy to understand.
- Age appropriate and includes many different activities
Weaknesses
- No evaluation rubrics are provided
- No suggestions or ideas for an action project
Recommendation of how and where to use it
This resource supports curriculum outcomes related to plant growth and structure, climate change and ecological sustainability. Students will learn how climate change will have an affect on maple trees. If possible, educators can tap maple trees with the class during the maple syrup harvesting season to enhance the learning experience.
Relevant Curriculum Units
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- Grade 6
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Themes Addressed
Air, Atmosphere & Climate (1)
- Climate Change
Citizenship (1)
- Ecological Footprint
Ecosystems (4)
- Appreciating the Natural World
- Biodiversity
- Habitat Loss
- Interdependence
Land Use & Natural Resources (1)
- Forests
Sustainability Education Principles
| Principle | Rating | Explanation |
|---|---|---|
| Consideration of Alternative Perspectives | Good | Students will interpret scatter plots to support arguments about sweet water production. They will draw conclusions regarding the impact of climate change on maple trees and the production of sweet water. |
Consideration of Alternative Perspectives:
| ||
| Multiple Dimensions of Problems & Solutions | Good | The dimensions are presented with a balanced emphasis on human activity when looking at climate change and how this can affect a variety of living things like maple trees. |
| Multiple Dimensions of Problems & Solutions: Effectively addresses the environmental, economic and social dimensions of the issue(s) being explored.
| ||
| Respects Complexity | Good | The videos provide a general overview of the process of making maple syrup from start (tree identification) to common practices for storing maple sugar. The series of videos shares how the Anishinaabeg learned about the sap of the maple tree and how to create maple syrup. Students learn and reflect on the consequences if Indigenous Peoples cannot practice collecting and processing maple sap each spring, based on what they learned in the video series. |
| Respects Complexity: The complexity of the problems/issues being discussed is respected. | ||
| Acting on Learning | Poor/Not considered | There is no indication for action opportunities in this lesson although it would be very easy to incorporate one as an extension lesson. |
| 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 | Satisfactory | Students have the opportunity to discuss, reflect and clarify their actions when looking at climate change. |
| Values Education: Students are explicitly provided with opportunities to identify, clarify and express their own beliefs/values. | ||
| Empathy & Respect for Humans | Satisfactory | Attention is given to what might happen if Indigenous Peoples are unable to practice collecting and processing maple sap each spring. |
| 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 | Students take a neighbourhood walk to explore what surrounds them in their region. |
| Personal Affinity with Earth: Encourages a personal affinity with -the natural world.
| ||
| Locally-Focused Learning | Satisfactory | Learning is relevant to their lives and has a local focus depending on the province or territory in which they are located. |
| Locally-Focused Learning: Includes learning experiences that take advantage of issues/elements within the local community.
| ||
| Past, Present & Future | Good | |
| 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 | Satisfactory | The lessons utilize a combination of structured and guided investigation and discussions. |
| Open-Ended Instruction
: Lessons are structured so that multiple/complex answers are possible; students are not steered toward one 'right' answer. | ||
| Integrated Learning | Satisfactory | Some content from a number of different subject areas is readily identifiable but is mainly focused on climate change and maple trees. |
| Integrated Learning: Learning brings together content and skills from more than one subject area
| ||
| Inquiry Learning | Satisfactory | Students are provided with questions to draw conclusions regarding the impact of climate change on maple trees and the production of maple syrup. |
| Inquiry Learning: Learning is directed by questions, problems, or challenges that students work to address.
| ||
| Differentiated Instruction | Satisfactory | |
| Differentiated Instruction: Activities address a range of student learning styles, abilities and readiness.
| ||
| Experiential Learning | Poor/Not considered | |
| Experiential Learning: Authentic learning experiences are provided
| ||
| Cooperative Learning | Satisfactory | There is some opportunity for students to work in groups but this will be dependent on the teacher. |
| Cooperative Learning: Group and cooperative learning strategies are a priority.
| ||
| Assessment & Evaluation | Good | The lesson concludes with a journal entry that is guided by a number of open - ended questions. Student response to these questions will provide a measurement of student understanding and their position on the issue. |
| 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 | Discussion and sharing will take place during the lesson, but it is not to intentionally teach. |
| Peer Teaching: Provides opportunities for students to actively present their knowledge and skills to peers and/or act as teachers and mentors.
| ||
| Case Studies | Satisfactory | The videos share how the Anishinaabeg learned about the sap of the maple tree and how to create sweet water, maple syrup |
| 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 | Poor/Not considered | |
| 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. | ||
