A young student decides to rescue trees and extends a class project.
During the course of the year, students in a grade 4/5 class chose a tree seedling to adopt. During the year, they investigated their trees needs and growth. They reflected to compare their trees ‘identity’ with their own identity and asked the following questions:
How were they the same/different? How could the tree be a metaphor for discussing our roots (past), our trunk (present identity) and our branching out (future identity)? How are all of these learnings connected? How am I changing? How does the cross-section of a tree reflect its life and what might a cross-section of my life look like?
During the course of the project, one student fell in love with his trees. He dug a tree out of a lot that was slated for development and repotted it in order to save it. He slowly gathered and cared for fourteen trees from different areas and continued reflecting on their growth and his growth.
I can take purposeful action to support others and the environment.
I can identify how my actions and the actions of others affect my community and the natural environment and can work to make positive change. I can identify different perspectives on an issue. I can clarify problems, consider alternatives, and evaluate strategies. I respect differences, and demonstrate respectful and inclusive behaviour, including online. I can advocate for others. I am aware of how others may feel and take steps to help them feel included. I maintain relationships with people from different generations.