The Teachers' Room

World of Trees
Educational Project

Created in 1997 by Domtar, in cooperation with the Commission scolaire de la Seigneurie-des-Mille-Īles, this site is an educational project for students in the second half of elementary school (grades 4, 5, and 6).

You will be able to use the site in your role as teachers to familiarize your students with the Internet, while pursuing the learning objectives in the natural sciences program.

This site was tested with Grade 5 classes from the Commission scolaire de la Seigneurie-des-Mille-Îles and by a professor from the Faculty of Education of l'Université du Québec à Montréal. Teaching advisors, the facilitator of CEMIS régional Horizon-Soleil, and teachers worked to refine the learning objectives and the experimental method.

The teaching contents and approach are in line with the orientations of the natural sciences program of studies. The learning scenarios are based on the steps involved in the experimental method and students should have no difficulty in working through all of the steps independently since they are presented step-by-step.

Context
Each scenario begins by presenting the context, which is the trigger for the learning activity. This is the step in which students are given the objectives.
Problem
The second step consists of a statement of the problem for the student.
Expectations / Assumptions
In the third step, the student must produce his or her own hypotheses or propose one or more possible solutions to the problem. Suggestions are provided to help the student formulate his or her own hypotheses or solutions.
Collecting and Processing Information
The fourth step requires the student to do research, either by observing or by carrying out an investigation. This provides the student with the opportunity to validate his or her potential solutions and hypotheses. The step is divided into two parts: information collection, in which the student gathers information, and processing information, in which the student compares, classifies, and interprets the collected information with the expected outcome.
Conclusion
In this step, the student is guided to draw one or more conclusions and present his or her results in different ways.
Consolidation
Consolidation activities take the shape of mystery words, crossword puzzles, guessing games, and other games. These activities are designed to strengthen or reinforce what the student has learned.
Enrichment
Enrichment activities encourage the student to delve deeper into the subject and are presented as experiments.
Evaluation
Suggestions for evaluation and self-evaluation activities are also provided.

The pedagogical content and approach are different for each of the four sections. You therefore need to consult the Teachers' Room and Students' Corner after selecting any one of the four sections. This will help you orient your work and that of your students.

The Role of the Teacher

You have to initiate your students in the use of new communication and information technologies. This site will help you familiarize your students with the Internet and the Worldwide Web. You will help instill in them the thirst for and habit of doing personal research using different sources of information. You will also introduce them to using communication tools and help them focus on accuracy in communicating.

You will also serve as a guide and a resource person for your students, who want to find answers to their questions. In this capacity, you will help students gradually develop concepts while developing their skills in using the experimental method.

You will have to adapt your interventions to the capacities and needs of your students. Students must be put into concrete situations that will provide them with varied learning opportunities, yet allow them to make choices.

We are grateful to the following individuals and organizations.

  • Le ministère de la Culture et des Communications du Québec, through le Fonds de l'autoroute de l'information
  • Le ministère de l'Éducation du Québec
  • The Tree House of the Montréal Botanical Garden
  • Le ministère des Ressources naturelles du Québec
  • Les Éditions de l'Homme, a division of groupe Sogides, Mr. André Croteau, author of Guide de la forêt québécoise, saison par saison and Mr. Michel Sokolyk
  • The Faculty of Forestry and Geomatics at Université Laval
  • Dr. Miroslav M. Grandtner, Professor Emeritus, Université Laval
  • Canadian Pulp and Paper Association
  • The Pennsylvania State University

 

World of Trees

Here are the four sections you can consult on the site, along with intermediate objectives for each section.


1. The life cycle of a tree in: A year in the life of a tree

Intermediate objectives of this section:

7.3.2) Describe the development of a hardwood tree over a year.

2.3.1) Acquire a concern for accuracy in communications.

2.3.2 to 2.3.5) Become acquainted with the use of communications tools, such as histograms and graphs, models and mockups, drawings, schematics, tables, audiovisual tools and NTICs.

3.1.1) Develop an interest in personal research and research skills by exploring different reference sources.

4.1.4) Diversify modes of communication.

4.1.5) Develop an interest in gathering material and writing on scientific topics.

Important Instructions

Integrating Learning

The scenario is based on the experimental method, so you need to be aware of the activities suggested and to plan the experimental portions. This scenario allows for the integration of learning, especially in the natural sciences and French, by focusing on achieving various learning objectives relating to both programs of study.

Class Management

The following class-management items have been suggested to help you plan the experimental portions of the scenario. They include suggestions for the approximate length of each item, working method (in groups or individually), and information about physical arrangements.

Time Management and Working Method

Context

    Length: 20 min.
    Collective: X
    In groups: X
    Individual:

Problem

    Length: 5 min.
    Collective:
    In groups: X
    Individual:

Expectations / Assumptions

    Length: 30 min.
    Collective:
    In groups: X
    Individual:

Collecting and processing information

    Length: 60 min.*
    Collective:
    In groups: X
    Individual:
    * Please allow for an additional 20 to 30 minutes for Internet learning if the student does not have previous experience in navigating the Internet.

Conclusion

    Length: 30 min.
    Collective:
    In groups: X
    Individual:

Enrichment

    Length: variable
    Collective:
    In groups: X
    Individual:

Evaluation

    Length: 10 min.
    Collective:
    In groups: X
    Individual:

Physical Arrangements

The scenario "A Year in the Life of a Tree" can be carried out in class or the lab, depending on the school's physical arrangements.

In the Classroom with One, Two, or Three Computers

Activities should be carried out in groups of two students during workshops. While some groups are at the computer, others can work on activities in the scenario. The number of computers in the classroom should be taken into account when planning the length of activities.

In the Lab

Activities should be carried out in groups of two students. Groups should be formed according to the number of computers available. While some groups are at the computer, others can work on activities in the scenario. Printouts of the activities should be made beforehand. The number of computers in the lab and available locally should be taken into account when planning the length of activities.

Printouts

Making hard copies of the learning scenario and work sheets for the students before they actually sit down at the computer can facilitate their work. The work sheets can be photocopied for the students or they can print them themselves as they work.

It is not necessary to print the contents of the section "A Year in the Life of a Tree," which is used mainly in the step "Collecting and Processing Information." Students can do their research when online with the Tree World site.

Sources of Information

Students can find relevant information by accessing the Tree World site. They can also refer to additional sources of information suggested in the step "Collecting and Processing Information." You can therefore provide your students with references containing information that is relevant to the topic.


2. The uses of plants in: The uses of trees

7.6.3) Discover the influences plants have on a given physical environment.

7.8.1) Identify the uses of plants (trees).

5.2.3) Consult relevant sources of information.

5.1.7) Communicate observations and the results of one's research in a precise, concise and effective manner.

4.1.5) Develop an interest in gathering information and writing on scientific topics.

Important Instructions

Integrating Learning

The scenario is based on the experimental method, so you need to be aware of the activities suggested and to plan the experimental portions. This scenario allows for the integration of learning, especially in the natural sciences and French, by focusing on achieving various learning objectives relating to both programs of study.

Class Management

The following class-management items have been suggested to help you plan the experimental portions of the scenario. They include suggestions for the approximate length of each item, working method (in groups or individually), and information about physical arrangements.

All learning activities must be carried out by the students working individually in accordance with the selected in accordance with the teaching aproach.

Time Management and Working Method

    Context

      Length: 10 min.
      Collective: X
      In groups: X
      Individual:

    Problem

      Length: 2 min.
      Collective:
      In groups: X
      Individual:

    Expectations / Assumptions

      Length: 20 min.
      Collective:
      In groups: X
      Individual:

    Collecting and processing information

      Length: 60 min.*
      Collective:
      In groups: X
      Individual:
      * Please allow for an additional 20 to 30 minutes for Internet learning if the student does not have previous experience in navigating the Internet.

    Conclusion

      Length: 30 min.
      Collective:
      In groups: X
      Individual:

    Consolidation

      Length: 30 min.
      Collective:
      In groups: X
      Individual:

    Enrichment

      Length: variable
      Collective:
      In groups: X
      Individual:

    Evaluation

      Length: 5 min.
      Collective:
      In groups: X
      Individual:

Physical Arrangements

The scenario "A Year in the Life of a Tree" can be carried out in class or the lab, depending on the school's physical arrangements.

In the Classroom with One, Two, or Three Computers

Activities should be carried out in groups of two students during two workshops. While some groups are at the computer, others can work on activities in the scenario. The number of computers in the classroom should be taken into account when planning the length of activities.

In the Lab

Activities should be carried out in groups of two students. Groups should be formed according to the number of computers available. While some groups are at the computer, others can work on activities in the scenario. Printouts of the activities should be made beforehand. The number of computers in the lab and available locally should be taken into account when planning the length of activities.

Printouts

Making hard copies of the learning scenario and work sheets for the students before they actually sit down at the computer can facilitate their work. The work sheets can be photocopied for the students or they can print them themselves as they work.

It is not necessary to print the contents of the section "A Year in the Life of a Tree," which is used mainly in the step "Collecting and Processing Information." Students can do their research when online with the Tree World site.

Sources of Information

Students can find relevant information by accessing the Tree World site. They can also refer to additional sources of information suggested in the step "Collecting and Processing Information." You can therefore provide your students with references containing information that is relevant to the topic.

 


3. Actions taken by humans to preserve and improve plant life in: Action and protection

Intermediate objectives of this section:

7.8.2) Identify human actions to preserve and improve plant life.

4.3.1) Take up the challenge posed by problem solving.

5.1.7) Communicating observations and research findings in a precise, concise and effective manner.

5.2.2) Provide satisfactory explanation for an outstanding problem.

5.2.3) Consult relevant sources of information.

4.1.5) Develop an interest in gathering information and writing on scientific topics.

Important Instructions

Integrating Learning

The scenario is based on the experimental method, so you need to be aware of the activities suggested and to plan the experimental portions. This scenario allows for the integration of learning, especially in the natural sciences and French, by focusing on achieving various learning objectives relating to both programs of study.

Class Management

The following class-management items have been suggested to help you plan the experimental portions of the scenario. They include suggestions for the approximate length of each item, working method (in groups or individually), and information about physical arrangements.

Time Management and Working Method

Context

    Length: 20 min.
    Collective: X
    In groups: X
    Individual: X

Problem

    Length: 20 min.
    Collective: X
    In groups: X
    Individual: X

Expectations / Assumptions

    Length: 20 min.
    Collective:
    In groups: X
    Individual: X

Collecting and processing information

    Length: 60 min.*
    Collective:
    In groups: X
    Individual:
    * Please allow for an additional 20 to 30 minutes for Internet learning if the student does not have previous experience in navigating the Internet.

Conclusion

    Length: 10 min.
    Collective:
    In groups: X
    Individual: X

Consolidation

    Length: 30 min.
    Collective:
    In groups: X
    Individual:

Enrichment

    Length: variable
    Collective:
    In groups: X
    Individual:

Evaluation

    Length: 10 min.
    Collective:
    In groups: X
    Individual:

Physical Arrangements

The scenario "A Year in the Life of a Tree" can be carried out in class or the lab, depending on the school's physical arrangements.

In the Classroom with One, Two, or Three Computers

Activities should be carried out in groups of two students during two workshops. While some groups are at the computer, others can work on activities in the scenario. The activities should be printed out beforehand. The number of computers in the classroom should be taken into account when planning the length of activities.

In the Lab

Activities should be carried out in groups of two students. Groups should be formed according to the number of computers available. While some groups are at the computer, others can work on activities in the scenario. Printouts of the activities should be made beforehand. The number of computers in the lab and available locally should be taken into account when planning the length of activities.

Printouts

Making hard copies of the learning scenario and work sheets for the students before they actually sit down at the computer can facilitate their work. The work sheets can be photocopied for the students or they can print them themselves as they work.

It is not necessary to print the contents of the section "A Year in the Life of a Tree," which is used mainly in the step "Collecting and Processing Information." Students can do their research when online with the Tree World site.


4. The different forms of trees in: Formidable forms

Pedagogical objectives of this section:

7.5.5) Describe the silhouettes of trees.

7.4.6) Recognize the different arrangements of leaves.

7.4.7) Classify tree leaves according to common features.

2.3.1) Acquire a concern for accuracy in communications.

2.3.2 to 2.3.5) Become acquainted with the use of communications tools, such as histograms and graphs, models and mockups, drawings, schematics, tables, audiovisual tools and NTICs.

3.1.1) Develop an interest in personal research and research skills by exploring different reference sources.

4.1.4) Diversify modes of communication.

4.1.5) Develop an interest in gathering information and writing on scientific topics.

Important Instructions

Integrated Learning

This scenario is based on the experimental method, so you need to become familiar with the suggested activities and to plan the experimental portions. The scenario integrates the learning objectives set for both the natural sciences and English curriculums.

Class Management

The following class-management items have been suggested to help you plan the experimental portions of the scenario. They include suggestions for the approximate duration of each item, working methods (i.e., either in teams or individually) and information about school facilities.

Time Management and Working Methods

Context

  • Duration: 10 min
    Class: X
    Teams: X
    Individuals:

Problem

  • Duration: 2 min
    Class:
    Teams: X
    Individuals:

Expectations/Assumptions

  • Duration: 40 min
    • Broadleaf trees: 20 min
    • Conifers: 20 min
    Class:
    Teams: X
    Individuals:

Collecting and Processing Information

  • Length: 120 min.*
    • Broadleaf trees: 60 min
    • Conifers: 60 min
    Collective:
    In groups: X
    Individual:
    * Please allow for an additional 20 to 30 minutes for Internet learning if the student does not have previous experience in navigating the Internet.

Conclusion

  • Duration: 30 min
    Class:
    Teams: X
    Individuals:

Enrichment

  • Duration: variable
    Class:
    Teams: X
    Individuals;:

Evaluation

  • Duration: 10 min
    Class:
    Teams: X
    Individuals:

Facilities

The Forms and Textures scenario can be carried out in the classroom or the lab, depending on the school's facilities.

In the Classroom, with One Two or Three Computers

Students should work in teams of two during the workshops. While some students are working on the computer, others can work on activities in the scenario. Printouts of these activities should be made prior to the workshop. The duration of the activities should be planned in accordance with the number of computers available in the classroom.

In the Lab

Students should work on the activities in teams of two. While some students are working on the computer, others can work on activities in the scenario. Printouts of these activities should be made prior to the workshops. The duration of the activities should be planned in accordance with the number of computers in the lab and the availability of the computer lab.

Printouts

Making hard copies of the learning scenario and worksheets before the students actually sit down at the computers would facilitate their work. The worksheets can either be photocopied for the students, or printed out by them as they work through the scenario.

It is not necessary to print out the contents of the Forms and Textures section,which is used mainly in the Collecting and Processing Information step. The students will do the research using the Tree World site.

Sources of Information

Students can find relevant information by logging on to the Tree World site, in addition to consulting other sources of information suggested in the Collecting and Processing Information step. You can also provide your students with references containing relevant information.