Curriculum

Ministry Expectations (Ontario, Academic SNC2D):
A1. demonstrate scientific investigation skills (related to both inquiry and research) in the four areas
of skills
A1.1 formulate scientific questions about observed relationships, ideas, problems, and/or issues,
make predictions, and/or formulate hypotheses to focus inquiries or research
A1.2 select appropriate instruments (e.g., a microscope, laboratory glassware, an optical bench)
and materials (e.g., prepared slides, an aquarium, lenses, pH paper) for particular inquiries
A1.6 gather data from laboratory and other sources, and organize and record the data using
appropriate formats, including tables, flow charts, graphs, and/or diagrams
A1.8 analyse and interpret qualitative and/or quantitative data to determine whether the evidence
supports or refutes the initial prediction or hypothesis, identifying possible sources of
error, bias, or uncertainty
A1.10 draw conclusions based on inquiry results and research findings, and justify their conclusions
A1.11 communicate ideas, plans, procedures, results, and conclusions orally, in writing, and/or in
electronic presentations, using appropriate language and a variety of formats (e.g., data
tables, laboratory reports, presentations, debates, simulations, models)
A1.12 use appropriate numeric, symbolic, and graphic modes of representation, and appropriate
units of measurement (e.g., SI and imperial units)

(A2. identify and describe a variety of careers related to the fields of science under study, and identify
scientists, including Canadians, who have made contributions to those fields)
A2.1 identify and describe a variety of careers related to the fields of science under study (e.g.,
meteorologist, medical illustrator, geochemist, optical physicist) and the education and training necessary for these careers

D1. analyse some of the effects of climate change around the world, and assess the effectiveness of
initiatives that attempt to address the issue of climate change

D2. investigate various natural and human factors that influence Earth’s climate and climate change;
D2.3 analyse different sources of scientific data (e.g., lake cores, tree rings, fossils and preserved
organisms, ice cores) for evidence of natural climate change and climate change influenced
by human activity

Teaching Process

1. This lesson is an introduction to dendrochronology. It begins with a short PowerPoint on dendrochronology. Embedded in the powerpoint is a link to a video defining and describing dendrochronology (“Danign with Tree Ringa”), and, a simple student interactive activity that allows them to learn how tree cores can be used to give information about past climate (“Build a Tree”).
2. After the powerpoint, introduce and conduct the three student activities — see Attachments to this lesson. Teaching instructions can be found in each activity. These activities build on each other and are best done in the order listed below.
• Tree Ring Detective
• Dendrochronology and Climate Change Lab
• Trees: Recorders of Climate Change (The Little Ice Age)

Teachers Notes

1. The “Tree Ring Detective” activity helps students understand how tree rings are formed and how tree rings can tell us about climate long before weather records were kept. The powerpoint is alos a good overview of this. Another source of information on this can be found at the NOVA site http://www.pbs.org/wgbh/nova/vikings/treering.html.

2. For the Dendrochronology and Climate Change Lab, circulate around the student groups to make sure that students are lining up their tree cores by matching up the tree rings.

3. While not necessary, the Trees: Recorders of Climate Change (The Little Ice Age) Activity is very powerful if simulated tree cores are used. To make a class set of tree cores for this activity,
a. purchase 5-9 pieces of the smallest diameter(red or green) wood doweling from a hardware store. (Each complete set of cores requires slightly more than 1 doweling.)
b. Using a hacksaw or a pair of secateurs (garden “scissors”) to cut the doweling to the correct lengths.
c. Glue the corresponding paper tree core to the piece of doweling.
d. Remember to record what year the doweling represents either by cutting out and gluing on the paper dates from the handout OR identifying each core with a letter and writing this in marker on the end of the core (the latter is much easier).
e. After all of this, prevent the paper on the outside from smudging by spraying the cores with a can of cheap hairspray or a can of fixative that you can purchase at an art or craft store. Both work well.

Do this in a well-ventilated area/outside.