Students will make conclusions about the ways that fellow students throughout the school use the forest, based on the questionnaire distributed in Lesson 18. Using this as an introduction, students will continue their discussion and consider other possible uses of our forests.

Document camera

Photos representing other uses of the forest

Chromebooks/Computers (Google Form Access)

National Geographic. (2017, August 21). Climate 101: Deforestation [Video File]. Retrieved from https://www.youtube.com/watch?v=Ic-J6hcSKa8

Formative:

Individually created graphs will be handed in for assessment.

Exit Slip: What ways in which the forest is used would you like to learn more about?

Rather than photography, students can draw or write (preferred means of representation).

Video captions will be turned on.

Students will learn about Ribbon Trees, Indigenous meaning and basic Medicine Wheel teachings, focusing on balance. Students will consider why forests are important for maintaining balance.

SMART Board or Projector

Strips of Fabric (Kinesthetic Manipulative)

Medicine Wheel Elements Handout (list of medicine wheel teaching words, ie. east, tobacco, wind, etc.)

Glue

Forest Journals

Crayons

Poster Set - Native Reflections

Bisbeejim. (2007, September 18). The medicine wheel – 1 of 3 [Video file]. Retrieved from https://www.youtube.com/watch?v=fIGrFHy463g

Fitzhugh (Parks Canada). (2016, June 1). Ribbon trees a traditional indigenous practice [Blog]. Retrieved from https://www.fitzhugh.ca/ribbon-trees-a-traditional-indigenous-practice/

NativeReflections. (n.d.). Aspects of the Medicine Wheel poster set. Retrieved from http://www.nativereflections.com/products.php?view=5364&sr=wh-01

Formative:

Forest Journal Review

Circle Discussion

Thumbs Up/Down for Understanding

Questioning

Partner work allows for discussion and self assessment.

Video captions will be turned on.

Students may draw use pictures or text to create their Forest Journal Medicine Wheel.

The class will travel to a local forest park (e.g. Weaselhead Flats) and learn about Indigenous Ways of Knowing in the context of this forest park, as well as overall lessons about ecosystems and the interconnectedness of life.

Field Trip Requirements:

Arrange guest speaker (Elder) in advance and discuss traditional medicinal herbs that may be found in the local forest setting (to be used for future lessons).

Arrange parent supervisors.

Field Trip Supplies: Permission slips, Bus/Transportation, lunches, medications

Elder: Tobacco, payment (gift card)

Student Tools:

• Forest Journals
• Writing Materials
• Art Materials
• Bags to collect leaf samples.
• Cheat Sheets (differentiation)

Inside Education. (n.d.). Jumpingpound demonstration forest. Retrieved from http://www.insideeducation.ca/classroom-field-programs/field-programs/jumpingpound/

The Weaselhead Glenmore Park Preservation Society. (n.d.). Outdoor Programs. Retrieved from http://theweaselhead.com/education/outdoorprograms/

Formative:

Observation

Hand Signal

Think-Pair-Share

Ensure that the space being visited is accessible for all students.

Multiple types of art materials and other supplies to complete their art artifact.

Creation of a reminder “cheat sheet” for those students who may need additional prompting to identify local deciduous and coniferous trees.

Multiple modes of the journaling and the creation of the art artifact will be accepted.

Students will lead a discussion about their experiences from the field trip, discussing ideas that have been reinforced, things that they have learned, and ask any additional questions that they have. The remainder of the planned activities of the day serve to review and reinforce the previous days knowledge.

Forest Journals

Instructions printed out and taped to each station.

Wild Craft Game (x2):

• Cheat sheet of rules

Supplies for Planting and Pressing:

• Paper Egg Cartons
• Soil
• Water
• Spoons
• Seeds (yarrow, thyme, calendula)
• Grow lights/window
• Calendula flowers
• Flower press (x2)

Pepper & Pine. (2015, December 23). How to play wild craft! | An herbal adventure game [Video file]. Retrieved from https://www.youtube.com/watch?v=BLNys4VmBbU

Formative:

Observation

Think-Pair-Share

Oral Questioning

Wonder Wall Review

Students may work individually or within small groups.

Based on previously acquired knowledge, the students will classify the leaves that they collected during the field trip (Lesson 26). Further, the students will be required to complete a writing assignment that includes research paragraphs, an explanation on why leaves change colour, as well as a poem.

Leaf Classification (Teachers Pay Teachers)

• 80 paper lunch bags
• Glue
• Craft materials
• Word processors
• Writing materials
• Photocopies of directions

Research:

• Library (books)
• Computers

Acts/Regulations:

• Provide cheat sheets of the regulations

Differentiation Strategies:

• Cheat sheets

Voice recorder

Teachers Pay Teachers. (n.d.) Leaf classification and collection for intermediate grades with writing portion. Retrieved from https://www.teacherspayteachers.com/Product/Leaf-Classification-and-Collection-for-Intermediate-Grades-with-Writing-Portion-2847272

Formative:

Present the art artifact from the field trip.

Share poem from Teachers Pay Teachers with an elbow buddy.

Observation

Exit Task: Two questions for speakers in next lesson.

Ensure that the space being visited is accessible for all students.

Multiple types of art materials and other supplies to complete their art artifact.

Creation of a reminder “cheat sheet” for those students who may need additional prompting to identify local deciduous and coniferous trees.

Multiple modes of the journaling and the creation of the art artifact will be accepted.

Students will learn from experts about forest uses in Alberta. Two experts will be invited to discuss the multiple ways that forests are used and protected within Alberta. This will lead into discussions related to common issues and/or concerns with conservation efforts.

2 Thank You cards

Journals

Writing Materials

Word Processors

Formative:

Students to ask questions to presenters.

Students to enter into a classroom discussion about what the presenters have discussed.

Exit Task: Forest Journal entry of something new they learned today, concerns they have or a general reflection.

Hard copies of the presentations to be provided to students, if possible.

Writing can be either paper or electronic based.

Voice recording based on student need.

After analyzing the perspective of sources, the authenticity of the information, and discussion on how to cite sources of information, students will participate in a whole class discussion around completing research. Students will also research the national parklands in Canada.

Computer/Chromebooks

Internet

Forest Journals

Library

Maps

Differentiation Strategies (worksheets, cheat sheets, checklists)

Government of Canada. (2018). Parks Canada: Map of completing the parks system. Retrieved from https://www.pc.gc.ca/en/pn-np/cnpn-cnnp/carte-map

Formative:

Observation

Review Forest Journals for the research which was completed for the national parkland. This will ensure that the students will be on the right track for the completion of their own research.

Checklists to be provided to students to help guide their research.

Students may rely on books (library), or computers to complete their research.

Worksheets with more of a question/answer style can also be distributed for those students who may require additional support through the research process.

For those students who require an additional challenge, students could also be encouraged to look at the effects that a certain user would have not only on the trees of the forest, but the ecosystem as a whole.

Based on the information that the students collected in the Lesson 30, a class a graph will be created that shows how the forest is being used in the areas that they researched.

Computers/Chromebooks

Internet

Forest Journals

Library

Formative:

Observation

Class Discussion

Wonder Wall Review

Students can work electronically, and receive help from peers in the creation of the graph.

Students can work with their teams from the previous lesson, or provide information individually.

Students will discover conservation efforts that are used across Canada by understanding the successes and setbacks, as well as the impacts on the ecology (including wildlife).

Computers/Chromebook

SMART Board or Projector

Internet

Forest Journals

Library (books)

Video player (screen)

Differentiation Strategies: Checklists & Worksheets

Alberta Environment. (n.d.). Tree improvement and adaptation programs. Retrieved from https://www.alberta.ca/tree-improvement-and-adaptation.aspx

Government of Alberta. (2019). Indigenous wisdom advisory panel. Retrieved from https://www.alberta.ca/indigenous-wisdom-advisory-panel.aspx

Parks Canada. (2013, September 17). La Mauricie National Park is being restored to health [Video File]. Retrieved from https://www.youtube.com/watch?v=kehQz4iL5JM&feature=youtu.be

Parks Canada. (2016, May 27). Bring back the boreal: A story about Cape Breton Highlands National park [Video File]. Retrieved from https://www.youtube.com/watch?v=bRoCmiU--T0

Parks Canada. (2018). A natural priority – A report on Parks Canada’s conservation and restoration program. Retrieved from https://www.pc.gc.ca/en/agence-agency/bib-lib/rapports-reports/core-2018

Formative:

Observation

Forest Journals

Checklists

Checklists to be provided to students to help guide their research.

Students may rely on books (library), or computers to complete their research.

Worksheets with more of a question/answer style can also be distributed for those students who may require additional support through the research process.

Students may work in pairs or individually.

Students will complete a summative assessment for Phase 4 of this unit plan. This project involves using what they have learned about conservation to give a presentation about a particular park to a younger grade.

Computers/Chromebooks

Art materials

Voice recording

Cameras

(Materials to be finalized/determined based on the selected artifact and method of presentation of the information.)

Formative:

This task will be marked based on a rubric (summative assessment), however, as it is similar to the final unit task, it will also act as a formative assessment for the final unit assignment.

Summative:

Presentation

Teacher Notes:

Following this summative assessment, the students and the teacher will have an opportunity to debrief student performance in this task and discuss ways to improve for the final unit assignment. Additionally, changes to the rubric can be made based on students’ feedback and performance (co-create the final rubric).

Students may work in small groups (max 3), or individually.

Students may select park of their interest.

Artifact can be in any format that will convey the required information.

Students should be encouraged to explore freely and make connections that they are both passionate about and where multiple perspectives could be explored.