EDCI 335 Ella Meldrum, Nadia Myroon, Omid Izadi, Kate Nelson

  1. An overview of the topic including: Identification of BC native trees

A concise description of your topic citing at least 2 academic sources

British Columbia is home to a diverse range of native tree species, shaped by the province’s varied climates and ecosystems. Accurately identifying these trees is crucial for forest management, conservation efforts, and ecological research. Tree identification relies on several key characteristics, including leaf morphology, bark texture, reproductive structures, and habitat preferences. Some of the most common native trees in BC include Douglas-fir (Pseudotsuga menziesii), Western redcedar (Thuja plicata), Sitka spruce (Picea sitchensis), and Garry oak (Quercus garryana). Douglas-fir is distinguished by its thick, furrowed bark and pointed buds, making it one of the most widespread conifers in the province. Western redcedar, known for its reddish-brown, peeling bark and scale-like leaves, dominates coastal rainforests and holds cultural significance for Indigenous communities. Sitka spruce thrives in moist coastal environments and is identifiable by its sharp, stiff needles and thin, scaly bark. Garry oak, BC’s only native oak species, features lobed leaves and rough, ridged bark, mainly found in the province’s southern regions.

1-2 misconceptions about your topic. What do people usually misunderstand about it? What mistakes do they often make?

  1. ​​All Trees with Needles Stay Green All Year – Most trees with needles, like pine and cedar, stay green, but some, like Western larch, turn yellow and lose their needles in the fall!
  2. You Can Identify a Tree by Its Leaves Alone:  Leaf shape helps, but it’s not the whole picture. Things like bark texture, cone type, and where the tree grows are just as important for telling species apart.

     2. A rationale for developing your learning resource based on this topic. What is it about this topic in particular that is of interest to you?

Teaching elementary school students about native trees in British Columbia is important because it helps them connect with nature, understand their local environment, and develop an appreciation for forests. Many children love exploring the outdoors, but they may not realize how many different types of trees surround them. By learning how to identify trees based on their leaves, bark, and seeds, students can become more curious and engaged with the natural world.

This topic is particularly interesting because trees play a big role in BC’s ecosystems. They provide homes for animals, clean the air, and even help prevent erosion. Understanding which trees grow in different areas helps kids see how nature works together. It also encourages them to respect and protect forests as they grow up.

We are particularly interested in this topic because we want to know how elementary school students learn, as well as how the environment around us evolves and how important it is to teach them to recognize the environment and understand its elements. Teaching elementary students to recognize the surroundings around them can provide them with a sense of understanding and can stimulate curiosity. 

     3. A learning design plan using the template attached. The plan should include:

  • One or two ‘big ideas (core concepts)’ related to your topic.
  • Why is it important to be able to recognize the plants, animals, and environment that surrounds you? What can you learn about the environment as a whole from identifying just one aspect of it (in this case, the trees)?
  • How does having more knowledge of the natural environment of your home foster greater connection and care for it, promote conservation, etc.? How can learning to appreciate a specific topic translate to appreciating other topics as well?
  • Learning outcomes addressing those big ideas.
  • Learners will be able to recognize different types of trees through using identifying elements, so they are able to identify them in their own surroundings. 
  • Learners will be able to understand the significance of different types of trees in the environment and their identification. 
  • Learners will be able to identify physical attributes of different types of trees. 
  • Learners will be able to distinguish the difference between deciduous and coniferous trees. 
  • Learning activities that allow learners to explore, experiment and actively engage with the concepts and prepare to be assessed.

Doing a nature walk. 

  • Go for a walk and look around at all the different types of trees. Try to find 4 different types of trees that we have discussed. 
  • Now discuss it with your peers and see what trees they were able to identify in their environment. 

What Am I? Worksheets 

  • Students will get worksheets that they will be able to complete. They will be given identifying factors and will have to match what tree matches the description. 
  • Students will then be able to make their own worksheet! And upload it for other students to try out as good practice! 
  • An assessment plan in alignment with the learning outcomes you identified, e.g., quiz, final paper, report, discussion.

Make a SlideShow presentation 

  • Choose 5 different trees we have talked about. Create a slide for each tree that includes a picture of the tree, a description of its identifying elements (branches, leaves, pines,etc), the importance of the tree to the environment, and whether the tree is coniferous or deciduous. 

Nature Journal 

  • Students will be asked on their nature walk to sketch the trees that they find and point out how they identified the tree, as well as writing the date they found it and where they located it on their walk. 
  1. A list of resources that your learners will need to access such as:
    1. Textbooks (see: https://open.bccampus.ca)
      1. Great Bear Rainforest Trust. (n.d.). Tree book: Learning to recognize trees of British Columbia. Retrieved from https://dev.greatbearrainforesttrust.org/wp-content/uploads/2018/05/Treebook.pdf
    2. Scholarly articles (accessible through the UVic library)
      1. Farmer, J., Knapp, D., & Benton, G. M. (2007). An Elementary School Environmental Education Field Trip: Long-Term Effects on Ecological and Environmental Knowledge and Attitude Development. The Journal of Environmental Education, 38(3), 33–42. An Elementary School Environmental Education Field Trip: Long-Term Effects on Ecological and Environmental Knowledge and Attitude Development. https://www-tandfonline-com.ezproxy.library.uvic.ca/doi/pdf/10.3200/JOEE.38.3.33-42?needAccess=true
      2. Uvic Library: Resources in MEd Projects (Curriculum & Instruction): Outdoor Literacy Opportunities: Using Student-Created Field Guides in the Early Years. Jolivet, S. (2015). Outdoor Literacy Opportunities: Using Student-Created Field Guides in the Early Years.  http://hdl.handle.net/1828/6561 https://dspace.library.uvic.ca/server/api/core/bitstreams/311f4b09-d5be-42bb-abf0-617af1484aba/content
    3. ‘Grey literature’ (professional resources, blogs, videos, etc)
      1. OER Commons: Tree Identification (2nd – 3rd Grade) Agricultural STEM Activity https://oercommons.org/courses/tree-identification-2nd-3rd-grade-agricultural-stem-activity 2-3 Ag Arnolds Apple (Tree Identif).pdf
      2. OER Commons: Heritage Tree Project (5th – 6th Grade) https://oercommons.s3.amazonaws.com/media/courseware/relatedresource/file/Heritage_Tree_Project_5CHuNjB.pdf?ResponseContentDisposition=attachment%3Bfilename%3D%22Heritage_Tree_Project_5CHuNjB.pdf%22 Affiliate reference: BC Tree Species sourced from BC Tree Atlas: Tree species compendium – Province of British Columbia
      3. Blog: How to Identify Trees in 15 Steps: https://blog.natureplusme.com/how-to-identify-trees
      4. Video: Tree Identification (by Washington’s Working Forest on Youtube) vid length: 4:12 : Tree Identification
      5. Video: Did You Know ? BC’s Biggest Trees and Ancient Forests – Shaw TV (by Ancient Forest Alliance on Youtube) vid length: 1:39 : Did You Know ? BC’s Biggest Trees and Ancient Forests – Shaw TV
      6. Tree Canada: Canada’s Arboreal Emblems: British Columbia: Western Redcedar – Thuja plicata British Columbia — Western redcedar – Tree Canada
      7. Tree Canada: The benefits of trees The Benefits of Trees – Tree Canada
      8. National Wildlife Foundation: Tree Detectives! https://www.nwf.org/~/media/PDFs/Be%20Out%20There/National-Wildlife-Week/2013/Lessons-Activities/Tree-Detectives_grades1-8.pdf?dmc=1&ts=20130320T1911496241
      9. iTree Tools: Materials and Resources for Teachers of Grade 3-12: Tree Identification Worksheet https://www.plt.org/wp-content/uploads/pdf/PLT_iTree_Activity-1_Student-Page_Tree-Identification-Worksheet.pdf
    4. Technology tools (WordPress, Etherpad, Moodle, etc)
  2. WordPress would be a good resource for the course, so kids can post a picture of their leaf or a drawing of the tree, and then provide some description of it. https://wordpress.com/

A project plan showing who will be responsible for each element of the project:

Ella – Learning Activities and Assessment Plan 

Nadia – Evidence of Learning

Omid – Overview 

Kate – Resources