This project guide will get students involved in their communities by locating places to plant new trees, advocating for trees in those places, and planting trees.
Students will learn about the importance of green spaces, especially in urban communities, and how activists can change the world around them.
This seven-page project guide is ready to use and is an excellent framework for getting students engaged in improving their community.
The stories, graphics, and links add to the richness of the resource and will engage students easily.
A glossary provides domain-specific vocabulary that will be helpful for students.
This resource is suggested for urban or suburban schools, but rural schools may find it valuable as well.
To complete the project, the class will have to reach out to community leaders and local businesses. Teachers should make sure that contact information is available and that students have permission to contact people outside of their school.
Science classes could use this project as a follow-up activity to a lesson or discussion on the importance of green spaces, urban heat islands, and environmental justice.
This activity lends itself best to a whole class project. Larger classes could consider creating groups to tackle each section of the project.
As an extension, have students record their work on this project and turn it into a persuasive piece to convince people to plant more trees in their communities.
The resource is suitable to inspire students to address climate change impacts wreaking havoc in their community. It features good examples to enable them to learn and improve their skills in conservation and climate activism. This is highly recommended for the classroom.
Science and Engineering
ESS3: Earth and Human Activity
MS-ESS3-5 Ask questions to clarify evidence of the factors that have caused the rise in global temperatures over the past century.
Civics & Government
Civics & Government 1 (D2): Students understand the basic ideals, purposes, principles, structures, and processes of constitutional government in Maine and the United States as well as examples of other forms of government in the world by comparing how laws are made in Maine and at the federal level in the United States.
Geography 1 (F1): Students understand the geography of the community, Maine, the United States, and various regions of the world, and geographic influences on life in the past, present, and future by using the geographic grid and a variety of types of maps, including digital sources, to locate and access relevant geographic information that reflects multiple perspectives.
Geography 1 (D2): Students understand the geography of the community, Maine, the United States, and various regions of the world, and geographic influences on life in the past, present, and future by describing the impact of change on the physical and cultural environment.
History 1 (D2): Students understand major eras, major enduring themes, and historic influences in the history of Maine, the United States, and various regions of the world by analyzing major historical eras, major enduring themes, turning points, events, consequences, and people in the history of Maine, the United States and various regions of the world.