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Let's ID That Tree!

Elementary

Description

Outdoor exploration and technology combine in this innovative lesson that has young students learning about the native and non-native tree species found in their community.  Learners use the free Pl@ntNet app as a scientific tool that aids in tree identification based on user defined parameters such as geographic region.  The young scientists closely examine characteristics like leaf shape to correctly identify the tree from a list of possible species provided by the app.  A set of four interactive activities connect students with the natural world as they:

 

  • Explore tree classification terms with a game of “Tree Anatomy Bingo”.

  • Predict tree types that may be encountered in their neighborhood.

  • Photograph and identify tree species found around the school using the Pl@ntNet app.

  • Compare and contrast tree diversity in an undisturbed habitat and human influenced area such as a manicured park.

  • Identify how tree planting could improve habitat and benefit biodiversity.

General Assessment

What skills does this resource explicitly teach?

  • Using technology to support a habitat investigation.
  • Observation.
  • Research.
  • Critical thinking.

Strengths

  • Integrates science and technology.
  • Provides an authentic experience beyond the classroom.
  • Includes an activity that encourages student action.
  • Includes links to additional educational resources about biodiversity.

Weaknesses

  • The "Plant Some Trees" activity has limited supporting information.
  • Does not include a worksheet to guide students in their "Do I Belong Here?" exploration of the two habitat types.
  • No assessment rubrics are provided.

Recommendation of how and where to use it

This resource supports Grade 3-5 Science units exploring plant growth, needs of plants and animals, habitats and human impacts on ecosystems.  Students also use science skills such as observation and critical thinking while developing a deeper awareness of the value of technological innovation in supporting scientific research.

 

The final activity in this lesson, “Plant Some Trees” encourages pupils to consider how their neighborhood could be enhanced by planting native tree species.  An experiential learning project could partner the class with the local municipality to plan and organize a community rejuvenation project in a public green space affected by human activity.  Students could be involved in all aspects of planning, fundraising, tree planting and public awareness by involving an organization like Tree Canada that offers resources and support through their “Treemendous Communities” program.

 

 

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
        • Scientific Methods: Investigation of the physical world is enhanced through the use of scientific methods that attempt to remove human biases and increase objectivity.
    • Grade 4
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Exploring connections strengthens our understandings of relationships to help us make meaning of the world.
  • 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
    • 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
  • New Brunswick
    • Step 2Select a grade level
    • Grade 3
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      • Science
        • Step 4Relevant matches
        • Our Local Environment : :Scientific Literacy
        • Our Local Environment : Learning and Living Sustainably
    • Grade 4
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      • Science
        • Step 4Relevant matches
        • Properties and Uses of Earth Materials: Learning and Living Sustainably
  • 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
        • Life Systems: Habitats & Communities
  • Nova Scotia
    • Step 2Select a grade level
    • Grade 3
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Science 3: Plants
    • Grade 4
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      • 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
  • Ontario
    • Step 2Select a grade level
    • Grade 3
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      • Science & Technology
        • Step 4Relevant matches
        • Life Systems: Growth & Changes in Plants
        • STEM Skills and Connections
    • Grade 4
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      • Science & Technology
        • Step 4Relevant matches
        • Life Systems: Habitats and Communities
        • STEM Skills and Connections
  • 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
    • Grade 4
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Science 4: All living things sense and respond to their environment

Themes Addressed

Ecosystems (2)

  • Appreciating the Natural World
  • Biodiversity

Land Use & Natural Resources (2)

  • Forests
  • Planting Native Species

Sustainability Education Principles

Principle Rating Explanation
Consideration of Alternative Perspectives Good

Humans often plant non-native tree species in residential areas to "green" the community.  Learners will recognize that despite the environmental benefits of an area with abundant trees, these alien species can alter natural ecosystems and affect biodiversity.  This creates an understanding of the role of informed decision making in responsible stewardship.

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

Students will be able to connect the natural and social values of a community that features abundant native plants.  

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

By closely observing trees and natural habitats pupils will recognize that how humans interact with forests can influence the environment. There will be a deeper awareness of the need to consider factors such as forest structure, species diversity and the habitat requirements of animals and plants when planning a reforestation project.

Respects Complexity:

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

Acting on Learning Good

The concluding activity "Plant Some Trees" engages students in considering how a local area could benefit from a tree planting project.  Pupils are asked to consider which native species would improve the site based on the information collected in the previous activities.

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 Satisfactory

The outdoor component of the lesson directly connects students with nature and increases concern for the environment.

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 feature is not included in the lesson, but students are expected to respectfully interact with the environment and each other in completing 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 Good

Close observation of trees in a natural setting provides an in-depth exposure that will translate to closer connections to the natural world.

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 activities in this lesson all involve exploring local habitats and tree species.  Forest stewardship is considered from the perspective of how tree planting could benefit natural areas within the community, thus making the experience 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 Satisfactory

Students explore current biodiversity in their neighborhood and consider the future positive or negative consequences of human actions on local habitats.

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 outdoor inquiry fosters curiosity and students are able to explore trees independently while using critical thinking with the Pl@ntNet app to support their research.  Pupils are encouraged to apply their new knowledge to the analysis of human interactions in local habitats and develop conservation strategies related to improving biodiversity using native plant species. 

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 was developed to support Science outcomes but some of the assessment tasks such as" writing a resume for a tree" use English Language Arts skills.

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 Pl@ntNet app helps identify tree species using a photograph.  Students still need to examine leaf shape, tree form and other distinguishing features to be able to correctly select from several species options presented by the app.  This practical application in an authentic context presents many opportunities for reasoning, interpretation and discovery.

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

No specific differentiation strategies are included in the lesson but the collaborative learning experience encourages all students to participate and learn.

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 hands-on activities include many opportunities for students to reflect and apply new knowledge to develop an understanding of the connections between humans and ecosystems within their community.

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 individually or in pairs and gather as a class for discussions and reflection.

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

Open-ended questions support formative assessment and two writing tasks have students write a resume for a particular tree and create a "most wanted" poster for a non-native tree species.  There are no rubrics included for these written materials but a teacher could easily adapt a standard English Language Arts writing checklist or rubric.

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 does not occur in the lesson although students are able to actively discuss their findings 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

Throughout Canada the introduction of non-native plant and animal species has contributed to habitat loss resulting from many species becoming invasive.  Examining tree diversity and potential for invasives within the local community makes the learning experience personally relevant.

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 lesson is formatted to ensure learners are able to explore safely and with no environmental impact thus a structured, organized approach is necessary.

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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