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Trees and Me

Elementary

Description

Trees are remarkable living organisms that clean our air, support biodiversity, regulate climate and are fascinating places to explore!  This resource uses observation, sensory exploration, art, literature and music to provide a playful learning experience in which young students explore the unique qualities of trees and connect with nature. Twelve hands-on activities centred around three themes encourage discovery, curiosity and reflection to develop an understanding of the connections between people, trees and a healthy environment. A brief overview of the themes and activities is provided below:

 

Exploring Nature with the Senses

  • The Shape of Things: Math skills are used to identify and categorize nature's shapes and colours

  • Sounds Around: Pupils discover nature's soundscape while practising active listening skills

  • Tree Textures: Bark, leaves and tree parts are explored and described through touch

  • Follow Your Nose: The scents of nature and smells of foods from trees are discovered

Experiencing Trees Through Seasons

  • Fall for Trees: Seasonal change is observed by sorting and describing autumn leaves and seeds

  • Evergreens in Winter: Examining evergreen leaves builds awareness of seasonal adaptations

  • Best Buds: Students explore twigs and buds to discover early signs of Spring

  • My Tree and Me: Pupils select a special tree to observe closely through the seasons

 

Meeting Neighbourhood Trees

  • Parts to Play: Students become trees to learn about tree structures and functions

  • Home Tweet Home: Learning about habitats occurs as students discover how animals use trees for food and shelter

  • Community Explorers: Pupils explore how trees benefit humans and their community

  • Three Cheers for Trees: A celebration of the many benefits and products that trees provide

 

Each activity includes a brief introduction, clear step-by-step instructions, and guiding questions to support meaningful exploration. Additional resources such as stories, songs, and parent handouts extend the experience, with “Do Your Part” ideas encouraging family involvement and community action. This engaging resource develops science, language, and inquiry skills while fostering curiosity, discovery, and a deeper connection to the world beyond the classroom.

General Assessment

What skills does this resource explicitly teach?

  • Observing and describing nature 
  • Classifying, counting and sorting 
  • Comparing and contrasting 
  • Recognizing pattern and seasonal change 
  • Asking and answering questions 
  • Practising “Earth manners” 
  • Identifying natural features of a community

Strengths

  • Nature based with real outdoor experiences
  • Encourages exploration, discovery and inquiry
  • Supports stewardship and age-appropriate environmental action 
  • Supports cross-curricular learning
  • Provides flexible teaching opportunities with individual activities and themed units as well as options for indoor and outdoor learning
  • Well organized with clear outlines and many extension ideas and support resources

Weaknesses

  • No formal assessment tools 
  • Does not include simple recording sheets for activities like counting leaves or identifying tree parts which would help with student reflection

Recommendation of how and where to use it

This resource supports Grade K-2 Science and Social Studies lessons in which students explore seasons, senses, living things and the world around them. The resource also builds an understanding of community and the relationships between people, place and the natural world. Although the key focus is the environment and community, there are many cross-curricular connections with Mathematics, English Language Arts, Visual Art and Music. Each of the activities can be used independently or grouped by theme, but the complete collection flows well to support outdoor learning throughout the entire school year.

Numerous age-appropriate environmental action ideas are included, which can build citizenship skills by involving students in improving their community. Engaging the entire school, parents and the community in achieving these projects could lead to certification as an "Ecoschool" which recognizes school contributions to community sustainability. Further information can be found on the Ecoschools Canada website.

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
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        • Step 4Relevant matches
        • Earth Systems: Understandings of the living world, Earth, and space are deepened by investigating natural systems and their interactions.
      • Social Studies
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        • Time and Place: Exploring the dynamic relationships between people, place, and time supports understanding of perspectives and events to make meaning of the world
    • Grade 1
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      • Science
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        • Earth Systems: Understandings of the living world, Earth, and space are deepened by investigating natural systems and their interactions.
        • Living Systems: Understandings of the living world, Earth, and space are deepened by 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.
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        • Living Systems: Understandings of the living world, Earth, and space are deepened by investigating natural systems and their interactions
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        • Science: Daily and seasonal changes affect all living things.
        • Science: Plants and animals have observable features
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        • Our communities are diverse and made of individuals who have a lot in commo
        • Identity and Families
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      • Science
        • Step 4Relevant matches
        • Science 1: Living things have features and behaviours that help them survive in their environment
        • Science 1:Observable patterns and cycles occur in the local sky and landscape
      • Social Studies
        • Step 4Relevant matches
        • Local Communities:: We shape the local environment, and the local environment shapes who we are and how we live.
  • Manitoba
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    • Kindergarten
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      • Science
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        • Colours
        • Life Science
        • Trees
      • Social Studies
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        • Being Together:The World and Me
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      • Science
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        • Characteristics and Needs of Living Things
        • Daily and Seasonal Changes
        • Evolution
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        • The Senses
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        • My Environment
  • New Brunswick
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        • Explore Your World: Diversity and Social Responsibility
        • Explore Your World: Play and Playfulness
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        • Explore Your World: Diversity and Social Responsibility
        • Explore Your World: Play and Playfulness
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        • Explore Your World: Diversity and Social Responsibility
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        • Explore Your World: Play and Playfulness
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        • Explore Your World: Diversity and Social Responsibility
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        • Exploring Our World: Attitudes
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        • Place
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        • Daily & Seasonal Changes
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        • Environments
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        • Life Systems: Senses & the Body
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        • Our communities are diverse and made of individuals who have a lot in commo
        • Identity and Families
        • The World and Me
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      • Science
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        • Earth and Space Systems: Daily and Seasonal Cycles
        • Life Systems: Characteristics and Needs of Living Things
        • Science 1: Living things have features and behaviours that help them survive in their environment
        • Science 1:Observable patterns and cycles occur in the local sky and landscape
      • Social Studies
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        • Connecting and Belonging: My Environment
        • Local Communities:: We shape the local environment, and the local environment shapes who we are and how we live.
  • Nova Scotia
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        • Primary Science: Living Things
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        • Being Together: The Land: Place & People
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        • Earth and Space Systems: Daily and Seasonal Cycles
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        • Connecting and Belonging: The Land: Place & People
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        • Problem Solving and Innovating: Overall Expectations
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        • People and Environments: The Elements of the Local Community
    • Grade 2
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        • Life Systems: Growth & Changes in Animals
        • STEM Skills and Connections
  • Prince Edward Island
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        • Exploring the World Using Our Senses
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        • Units/ Outcomes
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        • Daily and Seasonal Changes
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        • Interactions: Environments
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        • Living things
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        • To construct his/her representation of space, time and society
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        • Daily and Seasonal Changes
        • Needs & Characteristics of Living Things
  • Yukon Territory
    • Step 2Select a grade level
    • Kindergarten
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Science: Daily and seasonal changes affect all living things.
        • Science: Plants and animals have observable features
      • Social Studies
        • Step 4Relevant matches
        • Our communities are diverse and made of individuals who have a lot in commo
        • Identity and Families
    • Grade 1
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Science 1: Living things have features and behaviours that help them survive in their environment
        • Science 1:Observable patterns and cycles occur in the local sky and landscape
      • Social Studies
        • Step 4Relevant matches
        • Local Communities:: We shape the local environment, and the local environment shapes who we are and how we live.

Themes Addressed

Ecosystems (2)

  • Appreciating the Natural World
  • Biodiversity

Indigenous Knowledge (1)

  • TEK -- Traditional Ecological Knowledge

Land Use & Natural Resources (1)

  • Forests

Sustainability Education Principles

Principle Rating Explanation
Consideration of Alternative Perspectives Good

The activities support an understanding of trees as interconnected living systems by engaging students in observation, inquiry, and thoughtful exploration of questions and ideas.

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

As students explore tree science they will understand their environmental value in providing wildlife habitat, supporting biodiversity and performing ecological functions like contributing to clean air. The social benefits of treed spaces are highlighted through activities like “My Tree and Me” and “Community Explorers”, which build an awareness of the close connection between nature and human well-being. Several of the activities introduce economic value by examining the practical benefits of trees such as food, wood and shade.

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 hands-on approach helps students explore patterns, change, and relationships, leading to an understanding of how healthy natural spaces, environmental stability, and human well-being are interconnected.

Respects Complexity:

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

Acting on Learning Good

Each activity includes a “Family and Friends” section for students to take home to encourage family involvement. The “Do Your Part” prompts included in these handouts suggest easy environmental action ideas like planting a tree or picking up litter that involve students in caring for the natural world.

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

Guided discussions and creative activities like drawing and music provide many opportunities for student reflection, idea expression and voicing thoughts about personal connections to the natural world.

Values Education:

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

Empathy & Respect for Humans Good

Teachers are encouraged to connect with local Elders to involve them in sharing traditional ecological knowledge through extension activities such as a “Gratitude Walk” or storytelling.

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

All of the activities include direct sensory experiences with nature that encourage respectful and emotional connections to local outdoor spaces and foster environmental responsibility.

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

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.

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

The young target audience means that ecological concepts like long-term environmental change are not explored, but the activities support seasonal awareness and an understanding of the importance of conservation for the 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 Very Good

This resource provides many opportunities for pupils to explore, ask questions and share their thinking. “Free Exploration” sections in each activity also describe ideas for encouraging curiosity and deeper learning through unstructured time outside.

Open-Ended Instruction :

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

Integrated Learning Very Good

Each activity includes information about incorporating cross-curricular links in science, math, literacy and social development and also identifies STEM skills used in the learning experience. An “Integrated Learning” section highlights connections to the “First Peoples Principles of Learning” and the Canadian “Council of Ministers of Education Global Competencies”.

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 activities in this resource emphasize the active investigation of a natural area and students will make many exciting discoveries as they explore and engage with the outdoor environment.

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

Some modifications are included to assist students with different abilities, such as in the "Parts to Play" activity that identifies a design alteration in tree costumes for students with limited mobility. The focus on active learning appeals to most children, and enrichment opportunities are supported by reading lists and writing tasks.

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 learning by doing approach engages learners in tasks like touching bark or listening to and imitating the sounds of nature, which provides an authentic experience during which students are able to build knowledge through direct interaction with local spaces.

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

Cooperative learning skills are not specifically taught, but students learn how to communicate ideas and listen to others through small group exploration, shared discovery and group discussions.

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

Each activity includes an “Assessing the Experience” outline that encourages formative evaluation by observing and questioning students to determine understanding of new vocabulary, ideas and integration of concepts into other activities.

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 Satisfactory

By focusing on familiar trees, local environments, and community spaces, the resource helps learners make meaningful connections between what they observe in nature and their daily lives. 

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

Teachers are encouraged to guide, rather than direct, student exploration while certain activities like “My Tree and Me” support choice and self-discovery.

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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