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Trillions of Trees

Elementary

Description

Trees are ancient plants that provide a multitude of ecological functions, supply humans with food and wood, sequester carbon and support human well-being. Indigenous cultural and spiritual traditions have long recognized the value of honouring and caring for our forests for future generations. This learning resource develops student understanding of the remarkable features and benefits of trees, while teaching participants how they can become environmental stewards through three experiential activities as described below:

 

Tree ID

Students sort and classify leaf types, identify trees using physical characteristics and practice these skills in a local green space by solving clues to locate specific tree species.

 

Trees in Trouble

This activity sends student "tree-tectives" into their neigbourhood to identify signs of unhealthy trees, and also includes pupil-directed experiments to investigate the effects of certain environmental threats on plant growth.

 

Plant a Tree

This conservation activity engages learners in developing and completing a local tree planting project.

 

Each activity can be used independently, but the intent is that the lessons are combined into a comprehensive STEM learning experience in which students achieve the following outcomes:

 

  • Compare and contrast coniferous and deciduous tree types
  • Use science process skills to perform an experiment and describe the results.
  • Develop observation and classification skills
  • Describe how environmental changes may affect tree diversity and growth
  • Describe the environmental, social and economic benefits of urban trees and green spaces
  • Prepare and complete an environmental action project

General Assessment

What skills does this resource explicitly teach?

  • Observation
  • Classification
  • Experimentation
  • Analysis of cause and effect
  • Planning action strategies and goals

Strengths

  • Strong connections between activities help facilitate student activation of prior learning
  • Hands-on activities that encourage exploration and discovery
  • Links each lesson to UN Sustainable Development Goals and Global Competencies
  • Provides an authentic community-based environmental citizenship experience

Weaknesses

  • Provides a link to the U.S. Forest Service online tool, iTree which can be searched for species by Province, but the tree lists generated for Canadian Provinces include non-native species that should not be planted as they could become invasive
  • Provides assessment suggestions but no rubrics or formal evaluation tools

Recommendation of how and where to use it

This resource supports Grade 3-5 Science outcomes related to biodiversity, habitats, plant ecology and nature-based climate change solutions, while building STEM skills in investigation, data analysis and problem solving. Students will also become more aware of the ecological and human benefits of healthy forests and urban green spaces. By encouraging teachers to include First Nations Elders in the outdoor learning experience, the lessons can also strengthen pupil understanding and appreciation of traditional ecological knowledge.

The final activity, "Plant A Tree" encourages pupils to be involved in "greening" their community and could lead to a larger restoration project on school property. Tree Canada has a "Greening Canada's School Grounds" program Greening Canada's School Grounds - Tree Canada which provides financial assistance to renew barren school land with trees to create habitats, outdoor learning spaces and areas for students to interact with nature. Involving pupils in this type of project would build service learning skills and create partnerships in improving community sustainability.

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 3
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Living Systems: Understandings of the living world, Earth, and space are deepened through investigating natural systems and their interactions
      • Social Studies
        • Step 4Relevant matches
        • Time and Place: Exploring the dynamic relationships between people, place, and time supports understanding of perspectives and events to make meaning of the world
    • Grade 4
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Earth Systems: Understandings of the living world, Earth, and space are deepened through investigating natural systems and their interactions.
        • Scientific Methods: Investigation of the physical world is enhanced through the use of scientific methods that attempt to remove human biases and increase objectivity.
  • British Columbia
    • Step 2Select a grade level
    • Grade 3
      • Step 3Select a subject
      • 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 societies throughout the world value the well-being of the self, the land, spirits, and ancestors
    • Grade 4
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Science 4: All living things sense and respond to their environment
  • Manitoba
    • Step 2Select a grade level
    • Grade 3
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Growth and Changes in Plants
    • Grade 4
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Habitat and Communities
        • Life Systems
      • Social Studies
        • Step 4Relevant matches
        • Manitoba, Canada, and the North: Places and Stories: Living in Manitoba
  • New Brunswick
    • Step 2Select a grade level
    • Grade 3
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Our Local Environment : Scientific Literacy
      • Social Studies
        • Step 4Relevant matches
        • My Province, Exploration, History of the Atlantic Region: Geography
  • Newfoundland & Labrador
    • Step 2Select a grade level
    • Grade 3
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Plant Growth & Changes
    • Grade 4
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Habitats
  • Northwest Territories
    • Step 2Select a grade level
    • Grade 3
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Life Systems: Growth and Changes in Plants
    • Grade 4
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Science 4: All living things sense and respond to their environment
  • Nova Scotia
    • Step 2Select a grade level
    • Grade 3
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Science 3: Plants
    • Grade 4
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Science 4: Habitats
  • Nunavut
    • Step 2Select a grade level
    • Grade 3
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Life Systems: Growth and Changes in Plants
    • Grade 4
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Life Systems: Habitats & Communities
      • Social Studies
        • Step 4Relevant matches
        • Provinces and Territories: Our Places, Stories, and Traditions: The Land: Place & People
  • Ontario
    • Step 2Select a grade level
    • Grade 3
      • Step 3Select a subject
      • Science & Technology
        • Step 4Relevant matches
        • Life Systems: Growth & Changes in Plants
        • STEM Skills and Connections
    • Grade 4
      • Step 3Select a subject
      • Science & Technology
        • Step 4Relevant matches
        • Life Systems: Habitats and Communities
        • STEM Skills and Connections
    • Grade 5
      • Step 3Select a subject
      • Science & Technology
        • Step 4Relevant matches
        • Earth and Space Systems: Conservation of Energy & Resources
  • Prince Edward Island
    • Step 2Select a grade level
    • Grade 3
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Plant Growth & Changes
    • Grade 4
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Habitats
  • Quebec
  • Saskatchewan
    • Step 2Select a grade level
    • Grade 3
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Plant Growth and Changes
    • Grade 4
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Habitats and Communities
  • Yukon Territory
    • Step 2Select a grade level
    • Grade 3
      • Step 3Select a subject
      • 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 societies throughout the world value the well-being of the self, the land, spirits, and ancestors
    • Grade 4
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Science 4: All living things sense and respond to their environment

Themes Addressed

Air, Atmosphere & Climate (1)

  • Climate Change

Citizenship (1)

  • General Guide to Taking Action

Ecosystems (1)

  • Appreciating the Natural World

Land Use & Natural Resources (2)

  • Forests
  • Planting Native Species

Sustainability Education Principles

Principle Rating Explanation
Consideration of Alternative Perspectives Good

The learning process develops skills and makes connections while engaging students in critical thinking and problem-solving to plan, implement and describe a tree planting project.

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

Pupils learn how trees support ecological stability, provide wildlife habitat, protect biodiversity and reduce air pollution. The lessons provide information about the socioeconomic services provided by healthy forests such as natural resources, recreation spaces and improved quality of life. The activities also highlight how urban forests support the climate resiliency of communities by moderating temperatures, controlling stormwater and sequestering carbon.

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

Citizen involvement is vital to successful reforestation since local residents can provide insight into the ecology of native species and regional land management practices. The lessons support an understanding that successful tree planting programs require long-term community commitment to planting, cultivating and monitoring young trees as they grow.

 

Respects Complexity:

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

Acting on Learning Very Good

The concluding activity "Plant A Tree" engages pupils in identifying a local area that would benefit from tree planting, using a "Right Tree Right Place" concept that considers the ecology of native tree species and anticipated environmental changes. Students are also encouraged to develop a tree maintenance plan that uses community volunteers to assist with the care of young trees until they are established and flourishing.

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

Learners consider the value of trees in their own lives which supports the development of personally relevant ideas related to the topic.

Values Education:

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

Empathy & Respect for Humans Good

Information in the lessons supports further student research into how trees are fundamental to First Nations lifestyles, beliefs and traditions. Teachers are also encouraged to involve a First Nations Elder in the outdoor components of the activities to share traditional ecological knowledge. 

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

Close observation of trees in a natural setting provides an in-depth experience where students are engaged in active exploration and build outdoor skills that could develop into a life-long interest in nature and conservation.

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

The activities all involve exploring local habitats to identify and assess the health of tree species. Forest stewardship is considered from the perspective of how tree planting could benefit natural areas within the community, thus making the experience more meaningful.

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

Students learn that trees are among the oldest living plants on Earth and consider the past and present human impacts on forests. The stewardship philosophy of the unit also fosters a conservation ethic in young learners who will become the environmental citizens of 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

The "Tree ID" and "Trees in Trouble" lessons provide "multiple solution pathways" where students are engaged in the learning process as they apply concepts to actively make decisions such as identifying a species or defining symptoms of an unhealthy tree. The second part of the "Trees in Trouble" activity also involves pupils in a scientific investigation of plant growth needs where they develop, test and analyze their own "If...Then..." statements.

Open-Ended Instruction :

Lessons are structured so that multiple/complex answers are possible; students are not steered toward one 'right' answer.

Integrated Learning Satisfactory

Although developed as a Science resource that builds STEM skills in investigation, analysis and problem solving, the lessons support Social Studies concepts related to urban environments, global environmental issues and Traditional Ecological Knowledge. A collection of optional enrichment suggestions can be used to strengthen skills in other subject areas like English Language Arts and Mathematics.

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

Through learning by doing, students are actively involved in studying tree characteristics to support ideas with evidence, and designing their own investigations to assess plant growth needs. Pupils apply their new learning in a community based stewardship project.

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 Satisfactory

The hands-on approach supports all learning styles through a combination of outdoor and classroom investigations.

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 lessons build skills and knowledge that are used in an authentic context as students develop an understanding of how the restoration of treed green spaces supports long-term community sustainability.

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 teams that actively engage with each other through peer discussions and problem-solving.

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

Assessment suggestions such as comparing leaves using Venn diagrams or creating a care plan for a newly planted tree are included, but there is not a defined assessment plan. The student worksheets and group discussions do provide formative assessment tools.

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

Although not specifically outlined as part of the unit, there is a tremendous opportunity for pupils to involve their peers in tree planting and learning about local environments.

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

The activities all involve exploring local habitats and tree species. Forest stewardship action ensures that pupils consider how local and Indigenous knowledge can aid in selecting species and target areas for planting, while maximizing biodiversity.

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 Good

The hands-on approach fosters self-discovery and independence. The unit also supports exploration of the natural world and students will be able to apply new learning in future outdoor experiences.

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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