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Take Action: Plant a Tree

Secondary, Middle

Description

Through this experiential learning activity, students learn about climate action while actively participating in environmental stewardship in their community. The resource highlights the environmental benefits of tree planting, particularly for flood prevention and water management, while guiding students through the steps of selecting, planting, and caring for trees in their schoolyard or local area. This hands-on approach helps students understand how trees reduce runoff, improve soil stability, and support healthier ecosystems, while fostering a sense of responsibility for protecting and maintaining green spaces.

Students will:

  • Watch a video to learn about importance of planting trees to combat flooding
  • Explore their schoolyard or nearby neighbourhood to identify a suitable planting area
  • Select a location on school grounds where new trees can be planted to manage runoff and reduce flooding
  • Research local nurseries to find suitable trees and create a budget/plan that includes costs and funding sources
  • Estimate impact of trees planted, including how much rainwater could be diverted with the help of these trees

The activity includes background resources, an assessment rubric, and a materials list to support successful planting and learning outcomes.

General Assessment

Recommendation of how and where to use it

This resource supports curriculum links for grades six to twelve in science, environmental science, and social studies, relating to ecosystems, biodiversity, climate change, and can include math when applied to measurements or planning. The activity supports learning about ecosystems, the role of trees in biodiversity, and environmental processes like water management. It connects to community action, local stewardship and environmental responsibility.

To enhance the learning, students can consider different stakeholders affected by tree planting including local residents, city planners, Indigenous communities, farmers, and wildlife. They can plan a planting project that takes environmental, social, and economic factors into consideration and engage in activities such as researching native species and their role in supporting pollinators and other wildlife.

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.

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  • Alberta
    • Step 2Select a grade level
    • Grade 6
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      • 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
        • Citizenship: Understanding local, national, and global issues empowers individual and collective action toward an inclusive society
    • Grade 7
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      • Science
        • Step 4Relevant matches
        • Interactions and Ecosystems
        • Planet Earth
    • Grade 9
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      • Environmental Science
        • Step 4Relevant matches
        • Environment and Outdoor Education: Commitment to Action
        • Environment and Outdoor Education: Environmental Investigations
  • British Columbia
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    • Grade 7
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      • Science
        • Step 4Relevant matches
        • Science 7: Earth and its climate have changed over geological time
    • Grade 9
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Science 9: The biosphere, geosphere, hydrosphere, and atmosphere are interconnected, as matter cycles and energy flows through them.
    • Grade 11
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      • Environmental Science
        • Step 4Relevant matches
        • Environmental Science 11: Human practices affect the sustainability of ecosystems
        • Environmental Science 11:Humans can play a role in stewardship and restoration of ecosystems
      • Science
        • Step 4Relevant matches
        • Science for Citizenship 11: Scientific understanding enables humans to respond and adapt to changes locally and globally
    • Grade 12
      • Step 3Select a subject
      • Environmental Science
        • Step 4Relevant matches
        • Environmental Science 12: Human activities cause changes in the global climate system
        • Environmental Science 12: Sustainable land use is essential to meet the needs of a growing population
      • Science
        • Step 4Relevant matches
        • Specialized Science 12: Climate change impacts biodiversity and ecosystem health
  • Manitoba
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    • Grade 7
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      • Science
        • Step 4Relevant matches
        • Interactions Within Ecosystems
    • Grade 8
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      • Science
        • Step 4Relevant matches
        • Earth Science
  • New Brunswick
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    • Grade 9
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      • Science
        • Step 4Relevant matches
        • Science 9 Ecosystem Dynamics: Learning and Living Sustainably
        • Science 9 Ecosystem Dynamics: Scientific Literacy
    • Grade 11
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      • Science
        • Step 4Relevant matches
        • Environmental Geoscience 110: Land-Based Field Project
    • Grade 12
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      • Environmental Science
        • Step 4Relevant matches
        • Introduction to Environmental Science 120: Investigating Environmental Issues
  • Newfoundland & Labrador
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    • Grade 6
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      • Social Studies
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        • World Issues
    • Grade 7
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      • Science
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        • Interaction of Ecosystems
    • Grade 10
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      • Science
        • Step 4Relevant matches
        • Science 1206: Sustainability of Ecosystems
    • Grade 12
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      • Environmental Science
        • Step 4Relevant matches
        • Environmental Science 3205: Introduction to Environmental Science
  • Northwest Territories
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    • Grade 9
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      • Science
        • Step 4Relevant matches
        • Science 9: The biosphere, geosphere, hydrosphere, and atmosphere are interconnected, as matter cycles and energy flows through them.
    • Grade 11
      • Step 3Select a subject
      • Environmental Science
        • Step 4Relevant matches
        • Environmental Science 11: Human practices affect the sustainability of ecosystems
        • Environmental Science 11:Humans can play a role in stewardship and restoration of ecosystems
      • Science
        • Step 4Relevant matches
        • Science for Citizenship 11: Scientific understanding enables humans to respond and adapt to changes locally and globally
    • Grade 12
      • Step 3Select a subject
      • Environmental Science
        • Step 4Relevant matches
        • Environmental Science 12: Human activities cause changes in the global climate system
        • Environmental Science 12: Sustainable land use is essential to meet the needs of a growing population
      • Science
        • Step 4Relevant matches
        • Specialized Science 12: Climate change impacts biodiversity and ecosystem health
  • Nova Scotia
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    • Grade 6
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      • Social Studies
        • Step 4Relevant matches
        • Social Studies 6: World Issues
    • Grade 7
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      • Science
        • Step 4Relevant matches
        • Science 7: Environmental Action
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      • Science
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        • Science 8: Climate Change
    • Grade 10
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      • Science
        • Step 4Relevant matches
        • Science 10: Sustainability of Ecosystems
    • Grade 12
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      • Environmental Science
        • Step 4Relevant matches
        • AP Environmental Science: The Living World: Biodiversity
  • Nunavut
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    • Grade 7
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      • Science
        • Step 4Relevant matches
        • Interactions and Ecosystems
        • Plants for Food and Fibre
    • Grade 10
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      • Science
        • Step 4Relevant matches
        • Experiential Science 10, Terrestial Systems: Ecology of the Land
  • Ontario
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    • Grade 6
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      • Science & Technology
        • Step 4Relevant matches
        • Life Systems: Interactions in the Environment
    • Grade 9
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      • Science
        • Step 4Relevant matches
        • :Biology: Sustainable Ecosystems
    • Grade 10
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      • Science
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        • Science (Academic):Earth and Space Science: Climate Change
        • Science (Applied)::Earth and Space Science: Earth's Dynamic Climate
    • Grade 11
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      • Environmental Science
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        • Environmental Science (Workplace Prep.) Human Impact on the Environment
  • Prince Edward Island
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    • Grade 6
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      • Social Studies
        • Step 4Relevant matches
        • World Issues
    • Grade 7
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Interactions Within Ecosystems
    • Grade 10
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      • Science
        • Step 4Relevant matches
        • Science 431A: Life Science, Sustainability of Ecosystems
    • Grade 12
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      • Environmental Science
        • Step 4Relevant matches
        • Environmental Science 621A: Environmental Challenges and Successes
      • Science
        • Step 4Relevant matches
        • Agriscience 801A: Green Spacing
  • Quebec
  • Saskatchewan
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    • Grade 7
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      • Science
        • Step 4Relevant matches
        • Science 7: Life Science: Interactions within Ecosystems
    • Grade 10
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Science 10: Climate and Ecosystem Dynamics
    • Grade 11
      • Step 3Select a subject
      • Environmental Science
        • Step 4Relevant matches
        • Environmental Science 20: Terrestrial Systems
  • 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
    • Grade 9
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Science 9: The biosphere, geosphere, hydrosphere, and atmosphere are interconnected, as matter cycles and energy flows through them.
    • Grade 11
      • Step 3Select a subject
      • Environmental Science
        • Step 4Relevant matches
        • Environmental Science 11: Human practices affect the sustainability of ecosystems
        • Environmental Science 11:Humans can play a role in stewardship and restoration of ecosystems
      • Science
        • Step 4Relevant matches
        • Science for Citizenship 11: Scientific understanding enables humans to respond and adapt to changes locally and globally
    • Grade 12
      • Step 3Select a subject
      • Environmental Science
        • Step 4Relevant matches
        • Environmental Science 12: Human activities cause changes in the global climate system
        • Environmental Science 12: Sustainable land use is essential to meet the needs of a growing population
      • Science
        • Step 4Relevant matches
        • Specialized Science 12: Climate change impacts biodiversity and ecosystem health

Themes Addressed

Air, Atmosphere & Climate (1)

  • Climate Change

Citizenship (2)

  • Community-Building and Participation
  • General Guide to Taking Action

Ecosystems (2)

  • Appreciating the Natural World
  • Biodiversity

Land Use & Natural Resources (1)

  • Planting Native Species

Sustainability Education Principles

Principle Rating Explanation
Consideration of Alternative Perspectives Good

The activity teaches students the practical and environmental aspects of tree planting through hands-on, experiential learning. It emphasizes the environmental benefits of trees, particularly their role in flood prevention and water management, while fostering a sense of responsibility and stewardship for maintaining healthy ecosystems.

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

The lesson focuses on environmental benefits, specifically flood prevention and water management. This hands-on approach helps students understand how trees reduce runoff, improve soil stability, and support healthier ecosystems, while fostering a sense of responsibility for protecting and maintaining green spaces.

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

The resource provides a clear, hands-on learning experience but simplifies the issues rather than presenting their full complexity. The lesson emphasizes environmental benefits, specifically flood prevention and water management. It focuses on taking action and caring for the environment but doesn’t fully explore the more complex issues such as challenges of planting trees.

Respects Complexity:

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

Acting on Learning Very Good

The activity teaches students the practical and environmental aspects of tree planting through hands-on, experiental learning. It fosters a sense of responsibilty and stewardship for trees through the planning and planting process in the schoolyard.

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 learn about the importance of protecting exisiting trees and share their benefits with their peers and guardians.

Values Education:

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

Empathy & Respect for Humans Poor/Not considered

Not considered in this 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

The activity fosters a sense of responsibilty and stewardship for trees through the planning and planting process in the schoolyard.

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 activity connects learning to real local issues such as flood prevention and soil management. The learning experience emphasized hands-on, place based learning which helps students understand and care for the ecosystems in and around the schoolyard.

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 Poor/Not considered

Not considered in this resource

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 activity provides a step-by-step guide on planting trees while letting students make choices about where and how to plant, giving them some flexibility to explore and problem solve.

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
  • Social Studies
  • Citizenship
  • Math
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 activity lets students explore and investigate their schoolyard, make decisions about the location to plant the trees, and reflect on what plants would works best in their local area.

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 activity can be adapted to meet students' different needs, allowing them to explore tree planting at their own level and pace. Students can work individually or in groups, take on different roles, and show their learning using different media or presentations. The step by step guide helps support students, making the activity flexible for varied skills and interests.

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

Authentic, hands-on learning experience which takes place outdoors in schoolyard or nearby area.

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 Good

Students work 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 Good

The resource provides a detailed marking rubric to assess the 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 Good

Students learn about the importance of protecting existing trees and promote their benefits to their
peers and guardians.

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

Students watch videos on tree planting, and review a tree planting guide  produced by Tree Canada.

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 resource provides additional resources to enhance the learning and resources which provide addtional support if needed.

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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