1. How will your interactive learning resource specifically ensure that the needs of all learners can be met?

Ensuring that all learners’ needs are met is a key focus of our interactive learning resource on identifying British Columbia’s native trees. Our approach incorporates multiple learning styles—visual, auditory, and kinesthetic—to create an inclusive and engaging experience for all students. For visual learners, we provide worksheets, slideshows, and videos that illustrate tree characteristics and identification techniques. Auditory learners benefit from discussions with peers and guided explanations during nature walks. Kinesthetic learners engage in hands-on activities, such as exploring the outdoors, sketching trees in a nature journal, and matching identifying features on worksheets.

To further support diverse learners, we offer differentiated activities that allow students to work at their own pace. The “What Am I?” worksheets encourage independent problem-solving, while peer discussions promote social learning and collaboration. The flexibility of our assessment plan, which includes a slideshow presentation and a nature journal, ensures that students can demonstrate their understanding in ways that align with their strengths and preferences. Additionally, integrating technology through platforms like WordPress allows for interactive participation, enabling students to share their findings and learn from one another.

By incorporating multiple modes of engagement, representation, and assessment, our learning resource fosters an inclusive environment where all students can connect with nature, develop curiosity, and deepen their understanding of BC’s diverse tree species.

2. How can you adjust your planned learning activities to meet the needs of your learners if an unexpected event occurs? 

If an unexpected event, such as a pandemic, requires students to transition to remote learning, our interactive learning resource can be adapted to ensure that students continue to engage with the material effectively. The primary adjustment would involve shifting activities to an online format while maintaining the core learning objectives.

First, we would modify the nature walk activity by encouraging students to explore their immediate surroundings, such as their backyard, a nearby park, or even observing trees from their windows. To ensure engagement, they could take pictures of trees and upload them to a shared online space, such as a class blog or discussion board, where they can describe their observations and compare them with their peers’ findings.

Second, we would adapt the “What Am I?” worksheets to an interactive digital format using platforms like Google Forms or Kahoot! This allows students to engage with tree identification activities from home while still receiving instant feedback. Additionally, students could use virtual tools like iNaturalist or online tree identification databases to assist with their learning.

For the assessment activities, the slideshow presentation could be created using Google Slides, allowing students to collaborate and present their findings virtually. The nature journal could be maintained digitally using tools like a shared Google Doc, where students can sketch, describe, and analyze trees they observe in their surroundings.