Search for Resources

Urban forests and the Emerald Ash Borer

Elementary, Middle

Description

The beautiful, jewel green of the Emerald Ash Borer (EAB) belies the destructive force of this Asian beetle that threatens Canada's forests and trees that are essential to healthy, sustainable towns and cities.  This lesson introduces students to the ecological and social values of urban forested habitats, while developing an awareness of how invasive species like the EAB can cause declines in biodiversity.  While exploring their outdoor surroundings, learners will deepen their understanding of key ecological concepts and consider how to protect local green spaces as they:

  • Examine the connection between biodiversity and ecosystem resilience by playing a "Biodiversity Game".
  • Identify ash trees and study them for signs of EAB infestation.
  • Distinguish between native and non-native species.
  • Create public awareness posters about invasive species and habitat conservation.
  • Reflect on how planting native trees/shrubs could benefit their community.

General Assessment

What skills does this resource explicitly teach?

  • Observation.
  • Identification and classification of living organisms.
  • Data collection.
  • Stewardship.

Strengths

  • Provides an authentic outdoor experience.
  • Focuses on evidence based learning.
  • Includes curriculum links.
  • Encourages student action.

Weaknesses

  • Limited background information for students.
  • Does not include any assessment tools.
  • Only includes two web resources.

Recommendation of how and where to use it

This lesson supports Grade 4-6 Science units examining invasive species, biodiversity, ecosystems and natural resources.  Students also learn biological classification techniques and develop an understanding of the link between environmental health and human health.  Communication and visual arts skills are used to develop public awareness posters and discuss the role of citizen stewardship in conservation.

The extension activity asks students to research and locate potential sites within the neighborhood that are suitable for planting native trees or shrubs.  This action goal could be expanded to include a abandoned piece of municipal ground to convert into a community garden which includes food trees and plants.  Involvement of businesses and non-profit organizations would promote how sustainability principles incorporated into community development can provide environmental, social and economic benefits.

 

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 4
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Earth Systems: Understandings of the living world, Earth, and space are deepened through investigating natural systems and their interactions.
        • Exploring connections strengthens our understandings of relationships to help us make meaning of the world.
    • Grade 6
      • 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
        • Trees and Forests
  • British Columbia
    • Step 2Select a grade level
    • 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 4
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Habitat and Communities
    • Grade 6
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Diversity of Living Things
  • New Brunswick
    • Step 2Select a grade level
    • Grade 4
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Properties and Uses of Earth Materials: Learning and Living Sustainably
    • Grade 6
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Wayfinding: Making sense of your world: Learning and Living Sustainably
  • Newfoundland & Labrador
    • Step 2Select a grade level
    • Grade 4
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Habitats
  • Northwest Territories
    • Step 2Select a grade level
    • Grade 4
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Life Systems: Habitats & Communities
  • Nova Scotia
    • Step 2Select a grade level
    • Grade 4
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Science 4: Habitats
    • Grade 6
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Science 6: Diversity of Life
  • Nunavut
    • Step 2Select a grade level
    • Grade 4
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Life Systems: Habitats & Communities
  • Ontario
  • Prince Edward Island
    • Step 2Select a grade level
    • Grade 4
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Habitats
    • Grade 6
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Diversity of Life
  • Quebec
  • Saskatchewan
    • Step 2Select a grade level
    • Grade 4
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Habitats and Communities
  • Yukon Territory
    • Step 2Select a grade level
    • Grade 4
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Science 4: All living things sense and respond to their environment

Themes Addressed

Citizenship (1)

  • General Guide to Taking Action

Ecosystems (2)

  • Biodiversity
  • Invasive Species

Land Use & Natural Resources (1)

  • Forests

Sustainability Education Principles

Principle Rating Explanation
Consideration of Alternative Perspectives Good

Students are able to explore scientific cause and effect connections in relationship to habitat interactions.  This evidence based approach supports independent thinking and innovation.

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 impact of an invasive species like the Emerald Ash Borer is examined from the perspective of the environmental and social benefits of healthy tree populations in urban areas.  Students will also connect these natural and physical values to economic effects like increased cooling costs resulting from less 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 invasive species topic is a complex issue since the implementation of wide-scale control programs can sometimes have their own habitat effects and be prohibitively expensive.  The best strategy is to limit the spread by maintaining diverse ecosystems and involving the public in responsible behaviors like not transporting firewood into uninfected areas.  This lesson focuses on the importance of proactive invasive species management over reactive.

Respects Complexity:

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

Acting on Learning Good

The resource includes an extension activity where students locate a potential tree planting site within their backyard, research native trees suitable for the site and plant a tree.  Learners are also encouraged to raise public awareness within their neighborhood about the benefits of planting native trees and shrubs.

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

Creating posters about the value of urban trees and how humans can help protect them from species like the Emerald Ash Borer supports personal expression of thoughts about the topic.

Values Education:

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

Empathy & Respect for Humans Poor/Not considered

Although not specifically addressed in the lesson, learners must interact with each other respectfully through dialogue and consideration of other viewpoints.

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

Examining an urban forested habitat provides an outdoor experience where the connection to nature is strengthened with a personal action goal of planting and caring for a tree.

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

Biodiversity in all areas of Canada is being impacted by invasive plants and animals.  Exploring this topic locally focuses attention on specific threats within the communities in which students live.

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 will develop an awareness of the role of stewardship in helping to reduce future impacts of invasive species 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 Good

Students have several opportunities for unrestricted dialogue throughout the lesson and are able to process new learning and ideas independently.

Open-Ended Instruction :

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

Integrated Learning Satisfactory

Although the activities emphasize Science concepts, Visual Arts and English Language Arts skills are used to create posters, interpret media and express ideas, both orally and with writing.  Considering relationships between people and the environment explores Social Studies topics related to human connections to the land and responsible citizenship.

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 lesson has been developed with a constructivist approach that includes an outdoor learning component where students are able to investigate a local habitat and apply new learning in an exploratory context.

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 Poor/Not considered

Specific differentiation strategies are not included in the lesson but the "hands-on" learning will help support a range of learning styles.

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

Actively collecting information about local  tree species and the presence of the Emerald Ash Borer provides a credible experience where learners are examining the issue using factual data.

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 Poor/Not considered

Students could be divided into groups for the examination of trees. They work collectively as a class for the game and discussions, or individually for the poster activity.

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

No assessment tools are included in the lesson but open-ended questions do provide some opportunities for formative assessment.

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

Learners are not provided with any opportunities for direct peer teaching but the public awareness posters can be distributed around the school to indirectly teach others.

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 are able to survey and catalogue tree species locally, identify the presence of the Emerald Ash Borer and observe damage that the insect might be causing to forest habitat in their neighborhood.

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 lesson is guided and focused but students can generate ideas for further discussion through open-ended questioning.  They are also able to select their own tree planting site and native species for the extension activity.

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.

A project of LSF Newsletter Sign-up