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Tree Tapping

Elementary

Description

Tree Tapping will help students develop a greater appreciation and deeper understanding of Indigenous Knowledge. 

The lesson begins with a reading of the story "Nanaboozo and the Maple Trees". The students will then watch selected parts of videos to explore how maple trees are identified, how to know when a maple tree is mature enough for tapping and how to harvest the 'sweet water' using both traditional and modern techniques.

Next the students go outdoors and measure a designated tree with standard and non-standard units by hugging and using string.  In the final section of the lesson the students reflect on their learning through a class discussion lead by the teacher.

The resource includes a number of extension activities throughout the lesson in order to deepen the students understanding of the concepts presented.

General Assessment

What skills does this resource explicitly teach?

The resource allows the students to explore the concept of measurement in standard and non-standard units. 

Strengths

  • well-developed lesson plan
  • an abundance of resources for teachers
  • engaging activities that suit a variety of learning styles

Weaknesses

  • the link to the story "Nanaboozo and the Maple Trees" does not work; teachers can search for a copy of Keepers of the Earth or for a read aloud online
  • lack of assessment materials; although some suggestions are made

Recommendation of how and where to use it

Tree Tapping is best suited for the early elementary classroom.  With its focus on measurement, it does address outcomes related to Shape and Space and the use of standard and non-standard units and it could also be used in the Science classroom to support outcomes related to plants and their needs. It will also help social studies teachers incorporate Indigenous Knowledge into lessons dealing with interactions with the land and natural resources. 

note: A video presentation of Nanaboozhoo and the The Maple Trees can be found here.

Relevant Curriculum Units

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        • Local Communities:: We shape the local environment, and the local environment shapes who we are and how we live.
    • Grade 2
      • Step 3Select a subject
      • Math
        • Step 4Relevant matches
        • Objects and shapes have attributes that can be described, measured, and compare
      • Science
        • Step 4Relevant matches
        • Science 2: Living things have life cycles adapted to their environment
      • Social Studies
        • Step 4Relevant matches
        • Regional and Global Communities: Canada is made up of many diverse regions and communities
    • Grade 3
      • Step 3Select a subject
      • Math
        • Step 4Relevant matches
        • Standard unitsare used to describe, measure, and compare attributes of objects’ shapes
      • Science
        • Step 4Relevant matches
        • Science 3: Living things are diverse, can be grouped, and interact in their ecosystems
      • Social Studies
        • Step 4Relevant matches
        • Global Indigenous Peoples: Indigenous knowledge is passed down through oral history, traditions, and collective memory.
    • Grade 4
      • Step 3Select a subject
      • Math
        • Step 4Relevant matches
        • Polygons are closed shapes with similar attributes that can be described, measured, and compared

Themes Addressed

Ecosystems (1)

  • Appreciating the Natural World

Food & Agriculture (1)

  • Local Food

Indigenous Knowledge (2)

  • Etuaptmumk/Two-Eyed Seeing
  • TEK -- Traditional Ecological Knowledge

Land Use & Natural Resources (1)

  • Forests

Sustainability Education Principles

Principle Rating Explanation
Consideration of Alternative Perspectives Very Good

A key goal of the lesson is to consider Indigenous perspectives.  The students are provided with the opportunity to learn and explore the traditional methods for measuring trees for maturity when maple tapping alongside of modern measuring methods.

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

The resource explores the ideas related to the environmental and social aspects of traditional tree tapping.  The teacher could easily incorporate the economic aspects by discussing the maple syrup 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 Very Good

The resource blends the traditional and modern methods of tree tapping in a well-balanced manner.  The videos and stories help to develop the students' understanding with a respectful approach.

Respects Complexity:

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

Acting on Learning Good

The resource works to develop an appreciation for the lesson content in addition to taking care of the trees long-term to ensure their growth and health.

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

Students are given the opportunity at the end of the lesson to reflect on their learning and express their ideas. They participate in a discussion guided by the teacher.

Values Education:

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

Empathy & Respect for Humans Very Good

Respect for the Indigenous People and traditional methods is certainly fostered in this resource in addition to recognizing the land and the information being presented by the reading of the Land Acknowledgement prior to beginning the activities. 

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

The activity entitled "tree hugging" allows the students to explore the outdoors and have the hands-on experience of measuring a tree in both the traditional and modern methods. The students are also directed to "form a relationship" with their tree: they are directed to learn everything about their tree before measuring.

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 Very Good
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 Very Good

Highlighting both the traditional and modern methods of measuring trees for tree tapping allows the students to develop an appreciation of the past through to the present.  Taking care of the land for the future generations and showing respect for the trees is also addressed in the resource.

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

The approach and desired outcome of the resource is to develop an understanding of traditional methods for tree tapping.  Students explore the concepts through stories and videos which allow them to learn without there being one correct answer.

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
  • Numeracy
  • Literacy
  • Social Studies
  • Science
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 Satisfactory

During the tree hugging activity, the students are provided with the prompt to "learn everything about their tree before measuring".  The students are given the opportunity to show their appreciation and gain a deeper understanding of the connection between humans and their environment.

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

The activities within the lesson are varied and address all learning styles. The lesson plan also identifies how the styles of spiritual, intellectual, physical and emotional learners can be supported with teacher prompts. However, there are no strategies for those who may struggle with the material. 

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 Very Good

The lesson allows for the students to participate in actually measuring a tree for tapping purposes using both the traditional and modern methods while also connecting to their tree.

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
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 Satisfactory

There is no formal summative assessment ('Assessment of Learning') with this lesson.  Rather, assessment is integrated within the learning tasks to inform the next steps of the lesson. However, one potential form of Indigenous assessment is holding a sharing circle in which students are asked to share what they learned. Prompting questions (in the 'Activities' section of this lesson plan) can easily be adapted for assessment purposes.

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 Poor/Not considered
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 Poor/Not considered

The lesson is not structured for the use of case studies.

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

The main components of the lesson do not allow for a lot of choice.  However, considering the target age of the lesson this is not a detracting factor.

The lesson plan does include a number of extension ideas and cross curricular links that could allow the students to explore the topic in a more depth and allow for more choice.  

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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