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Forests, Humans and Climate Change

Elementary, Middle

Description

Forests, Humans and Climate Change is a resource that allows students to explore the concept of a forest with all of their senses through hands-on activities with a focus on climate change. Students explore the multiple roles of forests in regulating climate, supporting biodiversity, and sustaining human societies. By working in groups, learners investigate both the benefits that forests provide and the threats they face from human activity and climate change.

The lesson begins with a discussion about forests, their importance and how they grow. Students will then explore via discussion questions the role of forests in climate change and its effects on the forests.

In anticipation of a field trip, students will be asked to consider what tools they think they will need to collect and record observations in the forest. A list of items will be created.

Prior to exploring, the students receive a series of worksheets that explain the different parts of a tree, photosynthesis and then guide the students through answering questions while they explore.

After 45 minutes of observing, the students will regroup to present their findings and answer discussion questions. They will also be tasked with caculating the amount of carbon stored in an assigned tree.

Upon their return to the classroom, the students will post their pictures and recordings online via a shared collaborative wall. Then the students will participate in a discussion around the importance of the world's forests and the consequences of deforestation.

General Assessment

What skills does this resource explicitly teach?

In addition to making and recording observations in the field, this resource teaches the students how to calculate the carbon stored in trees.

Strengths

  • All required materials are provided.
  • Engaging hands-on activities
  • A good quantity of background information for the teacher.

Weaknesses

  • No assessment tools provided.

Recommendation of how and where to use it

The resource Forests, Humans and Climate Change is best suited for the upper elementary or middle school Science classroom. With its focus on the importance of the forests, it can be used to help attain the outcomes related to habitats and communities, how forests can limit climate change and environmental stewardship. 

Relevant Curriculum Units

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  • Alberta
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    • Grade 6
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        • 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
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        • Science 4: All living things sense and respond to their environment
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        • Properties and Uses of Earth Materials: Learning and Living Sustainably
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        • Science 7: Earth and its climate have changed over geological time
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        • Science 8: Climate Change
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        • Life Systems: Habitats & Communities
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        • Science 7: Earth and its climate have changed over geological time

Themes Addressed

Air, Atmosphere & Climate (1)

  • Climate Change

Ecosystems (3)

  • Appreciating the Natural World
  • Biodiversity
  • Interdependence

Land Use & Natural Resources (1)

  • Forests

Sustainability Education Principles

Principle Rating Explanation
Consideration of Alternative Perspectives Very Good

The students are encouraged to explore and collect evidence of the importance of trees. They also learn how to calculate the amount of carbon stored in trees. Through these activities and discussion questions, they begin to form an opinion on the role of trees in mitigating climate change and how deforestation is a factor to be aware of.

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

With a focus on the environmental aspect of the issue, the resource does allow for the integration of the social and economic aspects easily.  Students are encouraged via questions posed on the worksheet to reflect about their feelings of being in the forest.

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 does a very good job of aligning the important role of trees and the forests to our needs via the discussion questions and observations made.  The debriefing activity, upon the return to the classroom, allows the students to extend their learning to understand that deforestation will impact the climate negatively.

Respects Complexity:

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

Acting on Learning Satisfactory

The intent of the resource is to develop an understanding of the importance of trees and connect that knowledge to the role that forests play in combatting climate change. It does not provide opportunities for direct action.

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 able, via the discussion questions, to synthesize their understanding and clarify 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 a focus of 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 Very Good

As the primary focus of the lesson is on the experience of being present, observing and collecting information in the forest.  In doing so it most definitely encourages the students to develop an appreciation for the forest.

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 core activity of a field trip to a forest allows the students to explore a local environment making their learning relevant to their community and their lives.

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

The resource casts its lens primarily on the present and the future as it develops a concern for the forests and the impact of deforestation on climate change.

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

As the activities in the resource depend on the students exploring a forest and recording their observations, the resource does allow for the students to learn at their own pace and come to their own conclusions about the importance of forests for our own benefit, biodiversity and the health of the planet.

Open-Ended Instruction :

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

Integrated Learning Good
  • Science
  • Numeracy
  • Geography
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

Questions and guidance are provided.

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 resource offers a variety of learning opportunities for wide range of learning styles. It is engaging and hands-on which will satisfy a diverse classroom.  However, it does not offer any suggestions for learners who may struggle with the content.

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 resource's primary activity is for the students to explore a forest on a field trip with a set of guiding questions and tools to make observations, recordings and notes. This allows the students to be immersed in the setting and have an authentic learning experience.

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 are not taught explicitly how to work cooperatively.  They complete the majority of the activities in groups.

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 Poor/Not considered

The resource does not make any suggestions for the evaluation of learning.

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

Students are tasked with sharing their information with their peers via presentations and class discussions only.

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

This is not part of the lesson.

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 resource does not allow for a lot of choice during the activities as it has a central focus of developing awareness of the importance of trees and the effects deforestation on climate change.

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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