Interactive Learning Resource: BC Native Trees

On March 10, 2025 by katenelson1 With 0 Comments - EDCI335 - Learning Design for Technology-Mediated Environments, For Reference

EDCI 335 Spring 2025

Ella Meldrum, Kate Nelson, Omid Izadi

OVERVIEW

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.

Government of British Columbia. (n.d.). Tree species compendium. Retrieved from https://www2.gov.bc.ca/gov/content/industry/forestry/managing-our-forest-resources/silviculture/tree-species-selection/tree-species-compendium-index
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

CONTEXT:

The learning context focuses on elementary school students. These students are in the early stages of developing an understanding of their natural environment and are naturally curious about the world around them, and it is important to help them develop meaningful connections with the surrounding environment.

Educational Background & Prior Knowledge

Students may have basic exposure to trees and nature through outdoor activities, schoolyard observations, or family outings.
They may recognize common trees but might not yet understand species differences, ecological roles, or conservation importance.
The course is done in British Columbia so it is safe to assume that all the students can have access to parks and natural spaces.

Interests & Lifestyle

Many children in this age group enjoy hands-on learning, outdoor exploration, and interactive activities.
They engage well with visual and tactile learning methods, such as nature walks, tree sketching, and group discussions.
Digital tools, such as interactive worksheets and online platforms, can enhance their engagement.

Specific Learning Needs

Providing simplified terminology and structured guidance helps younger learners grasp complex ecological concepts.

LEARNING THEORY

Constructivism:

The constructivist learning theory emphasizes that learners build knowledge through active exploration, experience, and social interaction rather than passive memorization. In this approach, students construct their own understanding by engaging with real-world concepts, asking questions, and drawing connections to prior knowledge. Learning is most effective when students interact with their environment, engage in hands-on activities, and collaborate with peers. Constructivism encourages critical thinking and inquiry, making it particularly useful for subjects that involve observation, classification, and pattern recognition, such as tree identification.

Rationale:

This theory is well-suited for teaching tree identification in BC because it allows students to engage directly with their surroundings, reinforcing learning through observation, discussion, and practical application. Instead of simply reading about trees, students participate in nature walks, sketching, and interactive identification exercises, making the learning process experiential and meaningful. By constructing their own understanding, students are more likely to retain information, develop problem-solving skills, and foster a connection with the natural environment. This approach also encourages environmental awareness and conservation, as students learn not just to recognize trees but to appreciate their ecological significance.

LEARNING DESIGN

The inquiry-based learning design encourages students to explore, ask questions, and actively seek answers through observation and investigation. Instead of passively receiving information, learners take an active role in constructing knowledge by engaging in hands-on activities, such as nature walks, tree identification exercises, and collaborative discussions. This design aligns with the principles of constructivism, allowing students to build understanding through real-world experiences and guided discovery. Inquiry learning promotes critical thinking, problem-solving, and curiosity, making it an ideal approach for topics that involve classification, observation, and environmental awareness.

This learning design is particularly effective for teaching tree identification in BC because it immerses students in their natural environment, making the learning process engaging and meaningful. By exploring local trees, students observe differences firsthand, test hypotheses, and refine their understanding through trial and discussion. Inquiry-based activities, such as identification games, nature journaling, and peer discussions, help learners develop pattern recognition skills and connect knowledge to their daily lives. Additionally, this approach fosters a sense of environmental stewardship, encouraging students to appreciate and protect their surroundings. By allowing learners to actively participate in their own discovery process, inquiry-based learning makes tree identification both interactive and impactful.

INCLUSION

To ensure all students can engage meaningfully with the tree identification resource, we apply Universal Design for Learning (UDL) principles from CAST. These principles, Multiple Means of Engagement, Representation, and Action & Expression ensure accessibility, flexibility, and inclusivity.

Engagement: Making Learning Relevant and Motivating

Students will have choices in how they interact with the content, such as through nature walks, interactive slideshows, or video-based learning. Activities will connect to real-world experiences, including Indigenous perspectives on BC’s native trees. Group discussions and peer collaboration will support social learning, while scaffolding and optional challenge levels will allow for differentiated support.

Representation: Providing Information in Multiple Ways

To accommodate diverse learning styles, tree identification materials will be available in various formats. Visual supports include infographics, comparison charts, and labeled images, while auditory learners will benefit from videos with captions and audio recordings. Tactile learners can engage through hands-on exploration, such as collecting leaves and touching bark. Language supports, including bilingual resources and Indigenous terminology, will make learning more inclusive for all students.

Action & Expression: Offering Flexible Ways to Demonstrate Learning

Students will have multiple ways to show their understanding. They can create digital or physical nature journals, present findings through slideshows or videos, or complete interactive worksheets. Assistive technology, such as speech-to-text tools and alternative input methods, will support students with writing or motor challenges. Group projects and peer feedback will further encourage engagement and diverse perspectives.

By incorporating UDL and CAST principles, this learning resource ensures that all students, regardless of ability, background, or learning style, can develop ecological literacy in a way that works best for them.

A rationale for your technology choices.

The technology selected enhances interactive, inquiry-based learning, making tree identification engaging and accessible for elementary students.

Padlet facilitates peer collaboration by allowing students to upload tree photos and descriptions, promoting discussion and shared learning.
TreeBee provides an interactive tree identification tool, aligning with inquiry-based exploration.
YouTube videos, infographics, and slideshows support visual and auditory learners, making ecological concepts easier to understand.
QR codes and discussion forums encourage students to share and compare findings on tree importance.
Nature walks with digital journaling integrate hands-on learning, reinforcing constructivist principles.
Speech-to-text tools and digital platforms (Google Classroom/Moodle) ensure accessibility and flexibility, allowing students to learn at their own pace.

These tools create a dynamic, inclusive, and engaging learning experience, ensuring students actively explore, collaborate, and apply their knowledge.

LEARNING OUTCOMES

At the end of this course:

Module 1:

Students will be able to recognize and name different BC native trees.

Module 2:

Students will be able to identify different types of trees based on their physical attributes.

Module 3:

Students will be able to understand the ecological importance of BC native trees.

COURSE OUTLINE:

MODULE 1: BC Native Trees

Let’s embark on an exciting journey into the world of British Columbia’s native trees! In this module, you will learn about the diverse coniferous and deciduous trees that are vital to our local ecosystems. You’ll get to identify these trees, discover how they adapt to different environments, and understand their roles in nature.

Coniferous Trees:

Characteristics: These are strong trees that keep their green needles all year round and grow cones for reproduction. They are also known as evergreens or softwoods.
(From left to right: Douglas-Fir, Sitka Spruce, Western Red Cedar)
Key species:
- Douglas-Fir: These trees come in two forms; the coastal and the interior, which vary in height and habitat. These provincial classics are characterized by their flat, pointy yellow needles, cones with bracts, and thick dark grooves. You can also tell them apart from the rest based on its overall shape, which is triangular, pointing towards the top with a long bare trunk.
- Sitka Spruce: These trees are the humongous type! While these coastal greats can be recognized for their scaly, flaky greyish bark, they also have features such as sharp slightly flattened needles with four sides and yellowy-brown seed cones.
- Western Red Cedar: These trees are mighty beasts! The tree of British Columbia, this tree has a very tall trunk with large hanging branches. They are typically easy to recognize, but you can find them with details such as their scale-like leaves, grey stringy bark, and egg-shaped cones.

Learning Highlight: You’ll explore how these trees withstand the changing seasons and why they are important to both our environment and our communities.

Deciduous Trees:

Characteristics: These trees celebrate the seasons by changing colours and shedding their leaves each fall. They reproduce by growing flowers that turn into fruits or nuts. They are also known as broadleaf trees or hardwoods.

(From left to right: Bigleaf Maple, Black Cottonwood, Bitter Cherry)

Key Species:
- Bigleaf Maple: This mighty tree is something special, the tallest species of Maples in Canada! These trees tend to grow differently according to their habitat, but in forests they are quite narrow at the top. Their leaves are among the biggest in Canada, which earned it its name, some of the leaves being as wide as a ruler! To recognize the tree for its leaves, you can see a dark green and shiny top, and when the seasons change they turn yellow. This tree produces small greenish-yellow flowers in the spring and winged seeds in the fall.
- Black Cottonwood: These trees are quite unique! While they are strong, large, and straight, they also have massive buds that are sticky (also called catkins)! You can recognize these trees by their dark green and shiny leaves, their big catkins, and the released seeds that are white and fluffy!
- Bitter Cherry: This tree is on the smaller side! While they appear more like shrubs, these trees can be recognized by their oval-shaped leaves, small white flowers and dark red bitter fruit. While you probably wouldn’t enjoy the fruit from this tree, there are a number of uses of the bark, such as the way the Indigenous people made waterproof baskets and mats.

Learning Highlight: You’ll investigate how these trees support wildlife and what happens in their life cycle throughout the year.

LEARNING ACTIVITY IDEA:

Tree Exploration Walk: Put on your explorer hats as we go on a nature walk around our school or a nearby park. You’ll observe different trees, gather interesting facts, and see firsthand the trees we’re learning about. This will help you connect what we learn in class with the real world!

MAIN ACTIVITY:

Tree Profile Journal

Objective: You will create a Tree Profile Journal that will serve as your personal guide to the trees we study. This booklet will include your own observations, drawings, or photos, and facts about each tree.
Components: Each tree will have its own page featuring visual and textual information, including the tree’s common and scientific names, key characteristics like whether it produces cones, fruits, or nuts, its bark texture, and a personal observation or interesting fact.
Instructions:

Research and Observation: Gather information through our walks and available digital and print resources.
Booklet Creation: Use the provided template to create an informative and visually appealing booklet.
Personal Insight:Write a section on why you think each tree is important or interesting, helping you to connect personally with the material.

Tree Profile Journal template

Edited OER Resource: https://drive.google.com/file/d/1XcjdqTznjlS4Q6kCOvoh6BGw6QzMxPso/view

https://www.inaturalist.org/

https://natureinspiredlearning.com

Tree Book – learning to recognize trees of British Columbia

https://portal.fpbc.ca/Files/students/Gr4-5wonderfulworkingsofwood.pdf

MODULE 2: Identifying Trees Physical Attributes

Deciduous Trees:

Leaves:

Simple: just one leaf, undivided

Compound: the leaf is composed of many leaflets

Pinnately Compound: The leaf is made up of many leaflets and they are arranged on both sides of a central stalk

Palmately Compound: The leaf is made up of many leaflets and they come from one point. Think of it like your fingers coming out from the palm of your hand

Arrangements of leaf buds:

Opposite: the leaves or branches are attached directly across from each other

Alternate: The leaves or branches are attached singly and alternate.

SMOOTH ROUGH

Edges of the leaves:

Smooth: the leaf edges are smooth or the lobes of the leaf are wavy

Rough: The leaf edges are toothed or the lobes of the leaf are pointy.

Narrow Broad

Blade Shape:

Broad: Leaves wider at the base then the tip.

Narrow: Leaves longer than they are wide.

Coniferous Trees:

Needles: The needles are attached to the step, either in bundles or singly.

How many needles are in a bundle?
What is the length of the needles?

Scales: The leaves are overlapping scales

ACTIVITY:

Tree Identification

Instructions:

After learning the different characteristics used for classification
Go into your backyard, find a tree and answer the questions on the website that matches the physical characteristics to identify what tree it could be.
If you are unable to find a physical tree within nature choose an image from the internet of a tree and use its physical characteristics to complete the activity.
Follow the link to the website, where you will answer a series of questions based on the characteristics of the tree you have chosen.

https://treebee.ca/identify-a-tree/

ACTIVITY DISCUSSION:

Instructions:

After you identify the tree that you find using its physical characteristics add the picture you took and the description of what tree it is to the discussion forum on padlet!

See what characteristics other people found and what trees they identified!

https://padlet.com/ellameldrum99/post-your-pictures-and-descriptions-that-you-found-w0tc8x50tlg7hkh1

MODULE 3: The Ecological Importance of Trees

I’m sure we have all heard that trees are important to us as human beings and our environment, but why are they important? In this module you will learn through multiple resources the ecological importance of trees, you will be able to then explore the importance of trees within your own research! After viewing the material I have provided for you, you will find your own resources that you find, then you can explore the resources that your peers have found!

VIDEO:

Watch this video to learn more about why trees are important through specifically learning about the 6 key pillars of how trees help us and our environment.

READING:

Read the following article to understand the importance of trees:

https://www.savatree.com/resource-center/tree-varieties/why-trees/

DISCUSSION ACTIVITY:

It is now YOUR turn!

Instructions:

After engaging in the material I have provided you with throughout this module, you will now use the internet to research and find your own resources that demonstrate the importance of trees.
Look for articles, images, videos that you think demonstrate the key in why trees are important to us as humans and the environment. Add a comment on why you chose that resource.

View and explore other resources that your peers find to understand the concept further!

Scan the QR code or press the link and add a discussion post to the forum

https://padlet.com/ellameldrum99/why-do-you-think-trees-are-important-to-ecosystems-89q82luynxce3cdb

ASSESSMENT Plan Overview

Formative Assessments:

Formative Learning Activities:

Each module has a formative assessment that is engaging for the learner.

Module 1: Tree Profile Booklet – This activity can be printed or submitted online. 20%

Module 2: Tree Identification Activity/ Discussion – This activity is in the form of a padlet. 20%

Module 3: Research Discussion Activity – This activity is in the form of a padlet. 20%

Formative Assessment Rationale

Module 1: Tree Profile Booklet

This formative assessment allows students to apply their understanding of how to identify different BC native trees by their basic physical characteristics, in a way that engages them with their immediate natural environment. Students will select trees within their local surroundings, such as schoolyards, parks, or neighbourhood areas, and use the information they’ve learned about tree characteristics to detail each tree’s identity in their Tree Profile Booklets. This inquiry-based formative assessment encourages students to actively interact with their real-life surroundings to demonstrate and reinforce their knowledge of the material covered in class.

Feedback for this assessment will be provided to learners individually, focusing on their engagement and participation in creating the booklet and their interaction with the content. Additionally, feedback will address their contribution to discussions in class and any shared insights on their peers’ observations, fostering a collaborative learning environment.

Module 2: Tree Identification Activity/ Discussion

This formative assessment allows students to discuss their understanding of how to identify trees using their physical attributes in a way that engages them through their physical surroundings and understanding the different characteristics of different trees. Students can choose their own tree within their environmental surroundings and use the information they have learnt about tree characteristics to identify its name. This inquiry-based formative assessment will enable students to engage in their real-life surroundings to demonstrate their knowledge about the material they have learned.

Feedback for this assessment will be provided to learners individually regarding their engagement and participation in the activity and discussion and their interaction with others’ discussions and comments.

Module 3: Research Discussion Activity

This formative assessment allows students to demonstrate their understanding of the importance of trees by researching and sharing the resources they find and engaging with resources other peers find. This allows the instructor to assess the learners’ understanding through their chosen resources and their comments. This inquiry-based formative assessment will enable students to engage in their own research and build their own knowledge through the exploration of resources.

Feedback for the assessment will be provided to the learners individually in regards to their resource selection and more specifically their reasoning for their selection, as well as their engagement with peers’ resources researched.

Summative Assessments:

Tree Ambassador Portfolio (40%)

Overview:

The Tree Ambassador Portfolio invites students to embody the role of an ambassador for a tree they have studied, demonstrating a deep understanding of its characteristics and ecological importance. This project is thoughtfully designed to be inclusive, ensuring all students can fully participate and express their learning, regardless of any barriers they might face.

Components:

Research Compilation: Students gather comprehensive information about their chosen tree, including identification details, physical attributes, and ecological roles, utilizing a blend of classroom resources and accessible online tools.
Creative Element: Each ambassador creates a piece that connects personally to their tree, which can be in the form of art, a digital presentation, or a written story, tailored to suit individual capabilities and resources.
Conservation Message: Portfolios include a proactive plan detailing how the students, as ambassadors, would advocate for their tree’s conservation within their community (e.g., planting trees, removing invasive species, etc.).
- https://topiarytree.net/tree-conservation/?srsltid=AfmBOoppcYw8loVdAuXS447denAWioS_AcX_O6ZE5UAbrmVneIXqn7UE
Presentation Options: Flexibility in presentation methods allows students to choose from live demonstrations, digital submissions, or detailed written descriptions, accommodating various comfort levels and access to technology.

Flexible Completion Options:

Digital Portfolios: Enables students to use digital tools to assemble and present their portfolios, ideal for those with physical limitations or who prefer a tech-based approach.
Home-Based Activities: Adjustments to allow observations and activities to be conducted in familiar environments, such as home or nearby parks, ensuring all students have the opportunity to engage with the project.
Assistive Technologies: Encouragement of technologies like speech-to-text and video recording to assist in the research and compilation phases of the project.

Assessment Rationale:

The Tree Ambassador Portfolio is designed as a comprehensive summative assessment that encapsulates all learning outcomes from the course, facilitating a deep integration of knowledge about British Columbia’s native trees. This project is structured to assess students’ understanding across multiple domains: content knowledge, creativity, conservation advocacy, and presentation skills. Each of these areas is critical for students to effectively function as ambassadors for their chosen trees, advocating for environmental stewardship within their communities.

The assessment criteria are mapped to the proficiency scale below, that includes ‘Emerging,’ ‘Developing,’ ‘Proficient,’ and ‘Extending’ levels, which are particularly suitable for elementary students as they reflect gradual and achievable progressions in learning. This scaling helps in accurately gauging the student’s current stage of understanding and provides a clear path for future improvement. It also ensures that the assessment is adaptable to a wide range of abilities, making it inclusive for elementary-aged students.

Content Knowledge focuses on the accuracy and depth of the students’ understanding of tree characteristics and ecological roles, foundational for any subsequent conservation efforts.
Creativity and Personalization assess how students express their connection to the tree, fostering a personal relationship with nature that is crucial for long-term environmental engagement.
Conservation Advocacy evaluates students’ ability to apply their knowledge in developing practical strategies for tree conservation, emphasizing the application of learning in real-world contexts.
- https://www.fpbc.ca/public-interest/student-resources/educational-resources/
Presentation Skills are crucial for effectively communicating their ideas and advocacy plans, a skill essential for their roles as ambassadors.

Grading:

British Columbia’s elementary schools use a proficiency scale instead of letter grades for K-grade 9. Therefore our grading scale will be based off of the proficiency scale using “emerging” “developing” “proficient” “extending” that are clearly outlined and described below: