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Urban Trees

Middle, Secondary

Description

Anyone who has been in a city on a hot summer day has experienced the urban heat island effect, where asphalt and concrete absorb heat and make temperatures feel like an oven! But go into any city park or green space and you will find immediate relief under the shade of a tree. Urban trees do far more than cool our cities. They improve air quality, absorb and filter stormwater, provide wildlife habitat, and create healthier places to live. As municipalities increasingly recognize these benefits, protecting and expanding urban forests has become an important climate adaptation strategy. This lesson explores the value, threats, and conservation of urban trees through an action focused approach that emphasizes citizen stewardship and involves students in the following hands-on learning activities:

Part 1 – Engage: Through brainstorming, videos, and group discussions, students identify the ecological and human benefits of urban trees. A transpiration experiment demonstrates how trees reduce air temperatures and lower energy use. Optional activities extend learning by having students compare soil temperatures in shaded and sunny locations or measure a local tree and use a Tree Benefits Calculator to estimate its energy savings, stormwater retention capacity, and air quality benefits.

Part 2 – Explore: Students investigate threats to urban trees, including invasive insects such as the Emerald Ash Borer. They then survey and map trees on the school grounds while identifying potential threats in preparation for developing an action plan.

Part 3 – Explain: Working in small groups, students use their survey results to develop strategies for protecting local trees. They also use a variety of information sources to research and compile information about how to plant and care for community trees.

Collectively, these activities form a comprehensive learning experience where students will be able to:

  • Describe the ecological, social, and economic value of urban trees

  • Explain how urban trees reduce air temperatures

  • Identify threats to trees, particularly invasive pests

  • Explain how trees help mitigate climate change impacts in cities

  • Survey and identify trees in the local community

  • Develop plans to protect trees within their community

General Assessment

What skills does this resource explicitly teach?

  • Systems thinking
  • Scientific investigation
  • Observation and measurement
  • Communication
  • Environmental action planning

Strengths

  • Includes outdoor learning activities
  • Action focused learning
  • Comprehensive exploration of urban forest benefits
  • Includes relevant examples of current environmental issues affecting urban areas

Weaknesses

  • Does not include student handouts to support scientific investigation and action planning tasks
  • Limited assessment strategies
  • Some of the links to citizen science projects are outdated

Recommendation of how and where to use it

This resource supports Grade 6-8 Science units exploring interactions in ecosystems and climate change. Students develop an understanding of the links between global sustainability and environmental health with an emphasis on building community adaptability and resilience. Learners use science skills such as observation, experimentation and critical thinking to analyze tree cooling effects, assess local tree diversity and map a local natural space. The action focus of the lesson supports various concepts related to urban sustainability, interactions of humans with their environment and community stewardship.

Kelowna, BC has developed a NeighbourWoods NeighbourWoods | City of Kelowna initiative that offers discounted trees to citizens to plant on their properties so they can help grow and preserve the city's urban forest. A class could use this model to develop a community action project where students identify areas in need of planting, source native tree species and work with the municipality to provide citizens with low cost trees to plant.

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 6
      • 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.
        • Living Systems: Understandings of the living world, Earth, and space are deepened through investigating natural systems and their interactions
    • Grade 7
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Interactions and Ecosystems
  • British Columbia
    • Step 2Select a grade level
    • Grade 7
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Science 7: Earth and its climate have changed over geological time
  • Manitoba
    • Step 2Select a grade level
    • Grade 7
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Interactions Within Ecosystems
    • Grade 8
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Earth Science
  • New Brunswick
    • Step 2Select a grade level
    • Grade 9
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Science 9 Ecosystem Dynamics: Learning and Living Sustainably
        • Science 9 Ecosystem Dynamics: Scientific Literacy
  • Newfoundland & Labrador
    • Step 2Select a grade level
    • Grade 7
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Interaction of Ecosystems
  • Northwest Territories
    • Step 2Select a grade level
    • Grade 7
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Science 7: Earth and its climate have changed over geological time
  • Nova Scotia
    • Step 2Select a grade level
    • Grade 7
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Science 7: Environmental Action
    • Grade 8
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Science 8: Climate Change
  • Nunavut
    • Step 2Select a grade level
    • Grade 7
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Interactions and Ecosystems
  • Ontario
  • Prince Edward Island
    • Step 2Select a grade level
    • Grade 7
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Interactions Within Ecosystems
  • Quebec
  • Saskatchewan
    • Step 2Select a grade level
    • Grade 7
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Science 7: Life Science: Interactions within Ecosystems
  • Yukon Territory
    • Step 2Select a grade level
    • Grade 7
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Science 7: Earth and its climate have changed over geological time

Themes Addressed

Air, Atmosphere & Climate (1)

  • Climate Change

Citizenship (1)

  • Community-Building and Participation

Ecosystems (1)

  • Biodiversity

Land Use & Natural Resources (1)

  • Forests

Sustainability Education Principles

Principle Rating Explanation
Consideration of Alternative Perspectives Good

A systems thinking approach uses investigations, scientific evidence and discussion to engage students in evaluating the importance of urban trees while considering how citizen action can contribute to healthier communities and a more sustainable environment.

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 Very Good

Students investigate the ecological functions of urban trees, including climate regulation, flood control, biodiversity, carbon sequestration, and oxygen production, while examining how these benefits improve human well being through cleaner air, recreational green spaces, and cooler neighbourhoods. The lesson also highlights economic benefits, including reduced energy costs resulting from cooling effects, and employment opportunities in urban forestry.

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

Students develop an understanding that urban trees face multiple challenges, including limited growing space, compacted and contaminated soils, invasive species, disease, and increasingly extreme temperatures associated with climate change. The lesson emphasizes that protecting urban forests requires long term planning, ongoing tree care, and active community involvement.

Respects Complexity:

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

Acting on Learning Very Good

Students investigate school grounds to identify tree species, distribution and potential threats to formulate action plans that promote tree conservation and stewardship. They also gather information to support a tree-planting project that benefits the local community.

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

Self-reflection on the learning experience supports pupil analysis of how they can be environmentally responsible citizens.

Values Education:

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

Empathy & Respect for Humans Poor/Not considered

This aspect is not an essential component of the learning experience, but students will understand how urban forests are connected to community health and well-being.

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

By observing and interacting with natural spaces in their community, students are able to build meaningful connections and extend their learning to other local ecosystems and familiar places.

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 Good

The lesson progresses from a general overview of urban trees and their benefits to an exploration of green space at their school. Students are able to apply new learning in a relevant context as they plan actions that benefit local tree conservation efforts.

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 Satisfactory

Information about past tree loss and invasive species impacts is connected to current environmental issues surrounding climate change. This reinforces student understanding of why municipalities need to integrate forest stewardship into urban planning to support climate resilience and build a sustainable 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 Good

The engage, explore, explain approach fosters critical thinking as students synthesize information to build reasoned arguments and conclusions used in discussions and action planning.

Open-Ended Instruction :

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

Integrated Learning Satisfactory

This resource is primarily focused on science content related to climate, ecology and conservation but discussions surrounding the cultural and social values of urban forests support social studies content exploring community well-being, sustainable cities and urban planning.

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 lesson provides a problem-based learning experience which students explore, think, ask and answer questions to build content knowledge and develop conservation plans.

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

Specific differentiation strategies are not included but the variety of multimedia supports, hands-on activities and outdoor learning will appeal to a wide range of learners.

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 Good

The lesson provides a participatory experience whereby pupils are engaged in conservation research as they map community trees and develop and describe action goals

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 learn how to respectfully articulate ideas and opinions through active participation in multiple group discussions and knowledge sharing.

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

Guided questions, reflections and participatory discussions support formative assessment, but the lesson does not include summative 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 Poor/Not considered

Specific peer-teaching strategies are not included in the resource but pupils are encouraged to share observations and ideas with each other.

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 Good

Authentic examples of urban tree conservation, invasive species, and ecological functions are used to support the learning, while surveying trees within their own community also ensures students are exploring the topic in a meaningful and relevant context.

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

Students are able to reflect on community solutions and develop their own ideas about tree conservation actions

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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