If Trees Could Speak: An Interdisciplinary Unit Project

Amber Gajdos, Emily Larocque, Karah Chilton, Sandra Manyfeathers and Therese Schultz

Inspiring Education (2010) envisions a growing concern for the essentials

of life. Demand for water, land, energy and food will grow beyond anything
we have experienced, and Alberta has a greater supply of these natural
resources than almost anywhere else in the world.

Heartwood

In light of these concerns, how can we explore the stories of trees from the
past, present and future, take them to heart, and acknowledge our role as
stewards of the environment?

Growth Rings
Why should people care about the contemporary destruction of forests on a
local scale?

Present

What are the different historical perspectives on the land and sustainability?

Past
How will future generations maintain sustainability and what actions can be
taken to preserve the environment?

Future
Sept em ber

20 15
G r ad e 7

Monday

Tuesday
7

Indigenous Perspectives
Our culture is resilient. like the trees and grass.
You can cut trees and step on grass and they will come back.
The world is changing and so are we.
Through our culture we are going to grow in collaboration
with educators who are willing to learn
about our ways and adapt, and become well educated.
-Liz Poitras, Cree Elder

Introduction to
Environmental
Issue

Wednesday

Thursday

8
9
Forest Exploration Deforestation
Field Trip:
Process
Kananaskis
Field Trip: Pulp Mill
Tour

14
Blackfoot Ways of French Fur
Knowing the Land Traders
Field trip: Glenbow
Museum

15

10

11
Why Should
People Care About
Deforestation?

Reforestation
Process
Field Trip: Clear
Cutting Site

16
Mtis
Perspectives
!!
!

Friday

17
British
Perspectives
Field Trip: Fort
Calgary

18
Combining Multiple
Historical
Perspectives

Universal Design for Learning

All learners benefit from a universal design for learning that incorporates multiple perspectives,
ways of knowing, and abilities. Multiple languages are interwoven throughout this project.
When the teacher acts as a facilitator of learning, students have a variety of opportunities to
demonstrate their understandings in their own way.

Alberta Education. (2005). Our words, our ways. Teaching First Nations, Mtis and Inuit Learners. Edmonton: Alberta Education, Aboriginal Services Branch. Retrieved from
http://education.alberta.ca/teachers/resources/cross/ourwordsourways.aspx
Alberta Education. (2010). Inspiring education: A dialogue with Albertans. Alberta: Alberta Education. Retrieved from www.inspiringeducation.alberta.ca
Arnoldius. (2006). Tree rings. (Digital image). Wikipedia media commons. Retrieved from http://en.wikipedia.org/wiki/Proxy_(climate)#mediaviewer/File:Tree_rings.jpg

Environmental
Future
Field Trip: Nose
Hill Park

22

23
24
Debrief of Novel
Assignment Work Assignment Work
Study and Review Period
Period
of Final
Summative
Assessments

Science

English

Social Studies

!
21

Learning Outcomes by Subjects:

25
Integrating Diverse
Perspectives:
Environmental
Stewardship

Our calendar maps the integration of Indigenous ways of knowing,

sciences, mathematics, arts, ELL and technology as part of a universal
design.

For additional resources:

iftreescouldspeak.weebly.com

Math

Indigenous
Knowledge

Arts