Teacher Resources
Many children from urban areas are increasingly deprived of contacts with nature. Sometimes activities that include collection of nature are either non-existent in the area in which they live or even could be illegal. This is something that needs to be kept in mind when planning this activity for your class. It might be a good idea to get in touch with the local Parks department, a person employed by the city or town that you are in, or you could organize a link with a farm.
Do a nature walk with you students, getting the students to collect samples of different tree branches (preferably with the leaves/needles) and classify what you have found into softwoods or hardwoods. You can also get the students to collect both dead and living samples of tree branches and then you can talk about why trees that have living branches bend, but don’t break (due to the water still in the branch) and why dead branches break off easily (lost the water within the branches). You can even take the sample back to the classroom and discover exactly what each tree is and make a poster with their tree that they found on the walk.
Do a nature walk with you students, getting the students to collect samples of different tree branches (preferably with the leaves/needles) and classify what you have found into softwoods or hardwoods. You can also get the students to collect both dead and living samples of tree branches and then you can talk about why trees that have living branches bend, but don’t break (due to the water still in the branch) and why dead branches break off easily (lost the water within the branches). You can even take the sample back to the classroom and discover exactly what each tree is and make a poster with their tree that they found on the walk.
Additional Websites
The Legend of the Tamarack
http://easternwoodlandmetisnation.ca/tamarak.htm
NativeTech: Native American Technology and Art
http://www.nativetech.org/willow/index.html
Trees of Saskatchewan
http://en.wikipedia.org/wiki/Category:Trees_of_Saskatchewan
How much of a tree is actually alive?
http://forestry.about.com/b/2012/08/01/how-much-of-a-tree-is-actually-alive.htm
Canadian Native American Art Gallery
http://www.spiritsofthewestcoast.com/
Tree Template
Connection to Curriculum
Science 5:
Outcome:
MC5.1 Investigate the characteristics and physical properties of materials in solid, liquid, and gaseous states of matter.
Indicators:
Pose questions related to the characteristics and physical properties of matter that are suitable for investigating using processes of science.
Observe and record characteristics and physical properties (e.g., colour, texture, mass, volume, hardness, flexibility, absorbency, strength, buoyancy, melting point, malleability, magnetism, and solubility) of different solids, liquids, and gases in their environment.
Explain how some characteristics and physical properties, such as melting point, boiling point, buoyancy, and solubility, help to distinguish materials from one another.
Outcome:
MC5.2 Investigate how reversible and non-reversible changes, including changes of state, alter materials.
Indicators:
Demonstrate changes (e.g., cutting aluminium foil, forming clay, breaking wood, and crumpling paper) that can be made to an object without changing the properties of the material making up the object.
Discuss the characteristics of fair tests and why scientists value the importance of conducting fair tests for gaining knowledge about the physical properties of materials.
Outcome:
MC5.3 Assess how the production, use, and disposal of raw materials and manufactured products affects self, society, and the environment.
Indicators:
Differentiate between raw materials and manufactured products.
Research a product to determine the raw materials from which it is made and the process required to turn the raw materials into a manufactured product.
Research cultural values related to the consumption of products, such as using all parts of an animal.
Recognize the need for developing a sense of responsibility towards other people, other living things, and the environment when choosing how to use and dispose of manufactured products.
Outcome:
MC5.1 Investigate the characteristics and physical properties of materials in solid, liquid, and gaseous states of matter.
Indicators:
Pose questions related to the characteristics and physical properties of matter that are suitable for investigating using processes of science.
Observe and record characteristics and physical properties (e.g., colour, texture, mass, volume, hardness, flexibility, absorbency, strength, buoyancy, melting point, malleability, magnetism, and solubility) of different solids, liquids, and gases in their environment.
Explain how some characteristics and physical properties, such as melting point, boiling point, buoyancy, and solubility, help to distinguish materials from one another.
Outcome:
MC5.2 Investigate how reversible and non-reversible changes, including changes of state, alter materials.
Indicators:
Demonstrate changes (e.g., cutting aluminium foil, forming clay, breaking wood, and crumpling paper) that can be made to an object without changing the properties of the material making up the object.
Discuss the characteristics of fair tests and why scientists value the importance of conducting fair tests for gaining knowledge about the physical properties of materials.
Outcome:
MC5.3 Assess how the production, use, and disposal of raw materials and manufactured products affects self, society, and the environment.
Indicators:
Differentiate between raw materials and manufactured products.
Research a product to determine the raw materials from which it is made and the process required to turn the raw materials into a manufactured product.
Research cultural values related to the consumption of products, such as using all parts of an animal.
Recognize the need for developing a sense of responsibility towards other people, other living things, and the environment when choosing how to use and dispose of manufactured products.