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This resource is comprised of four lessons that teach about the importance of trees and how they benefit people. It also introduces students to philanthropy and explains how philanthropy and environmental stewardship are related.
In completing the resource students will hear the story of Johnny Appleseed and learn how it relates to acts of philanthropy. They will explore the life cycle of trees and learn to appreciate their importance by planting and caring for trees themselves. Students will also make applesauce and share what they have learned about the impact of trees on the environment with others.
The following tool will allow you to explore the relevant curriculum matches for this resource. To start, select a province listed below.
|Consideration of Alternative Perspectives||Good|
The resource uses the story of Johnny Appleseed to teach young children the concept of philanthropy and the importance of trees. By exploring prior knowledge, asking questions. discussing and reflecting different points of view are addressed.
|Consideration of Alternative Perspectives: |
|Multiple Dimensions of Problems & Solutions||Good|
The resource teaches young children the meaning of the concept of philanthropy. The story of Johnny Appleseed is used as an example. Then the resource helps students acquire trees to plant and care for.
|Multiple Dimensions of Problems & Solutions: |
Effectively addresses the environmental, economic and social dimensions of the issue(s) being explored.
|Respects Complexity: |
The complexity of the problems/issues being discussed is respected.
|Acting on Learning||Very Good|
The resource has students share what they have learned about philanthropy with other students in the school and at home with their families. The planting and maintaining of trees provides a solid opportunity for an authentic action experience.
|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
The questions students are asked and the reflections they write provide opportunities to clarify their own values. Also the sharing with other children and parents reinforces their own beliefs.
|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 is not addressed in the resource.
|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|
The resource suggests that the students go on a field trip and the planting of trees provides a quality out-of-door experience.
|Personal Affinity with Earth: |
Encourages a personal affinity with -the natural world.
The students learn to become philanthropists in their own communities. They learn about the importance of trees. They plant them where they can monitor their growth.
|Locally-Focused Learning: |
Includes learning experiences that take advantage of issues/elements within the local community.
|Past, Present & Future||Good|
Through examining the story of Johnny Appleseed an understanding of the past is presented in the resource. The planting the trees is what the students do in the present and maintaining them provides them with a positive vision for the future.
|Past, Present & Future: Promotes an understanding of the past, a sense of the present, and a positive vision for the future.|
The resource is structured in a way to access prior knowledge from the students. There are discussions and opportunities for student reflection. There are also hands on activities with opportunities for working in groups and sharing what they learn with each other.
Lessons are structured so that multiple/complex answers are possible; students are not steered toward one 'right' answer.
The resource has Language Arts integrated through the story of Johnny Appleseed, Science through learning about trees, Art activities, Social Studies (the learning about philanthropy) and some Mathematics applications in which students are graphing and measuring. The students also learn a song based on the story of Johnny Appleseed.
|Integrated Learning: |
Learning brings together content and skills from more than one subject area
The acquiring of prior knowledge and the questions provided by the teacher allow the students to build knowledge for themselves. The planting of trees and the making of applesauce provide the students with chances to discover on their own.
|Inquiry Learning: |
Learning is directed by questions, problems, or challenges that students work to address.
In this resource some of the teaching is teacher directed and structured for the very young. However, there are activities and assessment tools which address a range of learning styles. There are no adaptations for children with learning difficulties.
|Differentiated Instruction: |
Activities address a range of student learning styles, abilities and readiness.
The field trip and the actual planting and maintaining of the trees provides authentic experience for the students.
|Experiential Learning: |
Authentic learning experiences are provided
The students work in groups during the hands on activities however cooperative learning strategies and not explicitly taught and practiced.
|Cooperative Learning: |
Group and cooperative learning strategies are a priority.
|Assessment & Evaluation||Good|
The students are provided with good questions and opportunities to reflect on their learning through the production of a book.
|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.|
The students share what they have learned with their classmates, other students who are invited to the classroom and with their parents at home.
|Peer Teaching: |
Provides opportunities for students to actively present their knowledge and skills to peers and/or act as teachers and mentors.
|Case Studies||Poor/Not considered|
This is not included in this resource.
|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|
The students are provided with the concept by the teacher. The content does include opportunities for students to delve more deeply into issues of their choosing.
|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.|