BC Field Trips

Talking Trees - Stanley Park (k-12)

Offered by
Talaysay Tours
Last updated on
Tuesday, March 18th, 2025
Experience type: 
In-Person
Program Description

Talking Trees – Student Program (K to Grade 12)

Welcome to our TALKING TREES - School Program | Presented by Talaysay Tours

Type of Program:  Student Indigenous Walking Tour - Ecology

Tour Description:  This is a walking tour in Stanley Park. Your Talaysay Cultural Land Ambassador(s) / Guide(s) will take you on a forest walk and teach the rich stories and history of the land while you learn how the trees and plants are used by indigenous people for both food and medicine.  Learn to identify a variety of indigenous plants and tree species  so when you venture into the forest you too will know what is edible, medicinal and adaptable for technology.   Emphasis on Indigenous Ways of Knowing, Sustainable Practices and Ecology. 

Date of Tour:  Monday to Friday

Start Time:  10:00 am   End Time:  11:30 am    Duration:  1.5 hrs  We can book custom times between 9:00 am and 10:30 am for the morning tour and 12:00 pm and 1:30 pm for the Afternoon Tour.

Includes:  Guide-Ambassador-Instructor.  At times we have a co-guide, a trainer and or a trainee. The tour is rich with Indigenous stories and interpretation.  Students have the opportunity to discuss and ask questions during the tour and or in the last 15 minutes of the tour.  

Student Rate with 20 or more participants:  $32.00 / participant + GST & Fees (This Rate is for K to 12 Students Only). 

With 20+ students, 1 teachers or adult volunteers is complimentary.  When there are less than 20 students, the base rate is $640 + GST & Fees.

Primary Location:  Stanley Park:

This tour meets at the Stanley Park bus loop which is accessible by car, taxi, bus or by foot. Our guide will meet you under the gazebo in the bus loop. Please note, if driving by car, the parking lot is all pay parking. If taking the public bus, it is the #19 bus to Stanley Park and it is the last stop.  
If traveling by school bus, the driver can drop the students off then park at the designated bus parking in Stanley Park.  

Please provide yourself plenty of time to arrive and find your guide.

Custom Locations: 
When planned in advance, our Cultural Land Ambassadors could travel to a forest area near your school.  Review of the site for safety, access and diversity in Indigenous plants is required. There is an additional $115.00 + GST & Fees cost for travel related fees for us to come to a custom location.

Inquiring and Bookings:  Please email info@talaysay.com or contact us at 1-800-605-4643 (Toll Free) or 604-628-8555 (Vancouver line)

Our Tour Line-Up:

1. Talking Trees - Nature Based  (90 min)

2. Spoken Treasures - History Based (75 min)

3. Talking Totems - Art & Culture Based (60 min)

4. Love the Land - Nature & History (90 min) | North Vancouver

5. Salish Sea & Me - Ocean / Nature & History Based (90 Min)

 

6. Workshops & In-class presentations:
     We can turn any of our tours into a presentation / workshop. Contact us for activities.

 

Locations:  Vancouver, North Shore, Sunshine Coast, Squamish

Dates and Times:  can be customized with groups.

 

Wishing you a great week ahead and look forward to planning further with you both.

Media:

Land Based Learning:
https://www.youtube.com/watch?v=ahAFvrl90e4

Talking Totems:
https://www.youtube.com/watch?v=ww0P01Ehtgo

Spoken Treasures:
https://www.youtube.com/watch?v=c7JbZgnnNKg

Talaysay Virtual Tours:
https://www.youtube.com/watch?v=SZ-4KWXx5p0
https://www.youtube.com/watch?v=P-LY2tTLzrc

 

Liz V | Reservations Manager - info@talaysay.com 

Talaysay Campo | Co-Owner / Regional Manager

 

Talaysay Tours - Authentic Indigenous Cultural Experiences | www.talaysay.com

 

Big Ideas
  • Communities include many different roles requiring many different skills.
  • Confidence develops through the process of self-discovery.
  • Effective collaboration relies on clear, respectful communication.
  • Strong communities are the result of being connected to family and community and working together toward common goals.
  • Communities include many different roles requiring many different skills.
  • Confidence develops through the process of self-discovery.
  • Learning is a lifelong enterprise.
  • Strong communities are the result of being connected to family and community and working together toward common goals.
  • Communities include many different roles requiring many different skills.
  • Confidence develops through the process of self-discovery.
  • Effective collaboration relies on clear, respectful communication.
  • Learning is a lifelong enterprise.
  • Strong communities are the result of being connected to family and community and working together toward common goals.
  • Communities include many different roles requiring many different skills.
  • Confidence develops through the process of self-discovery.
  • Effective collaboration relies on clear, respectful communication.
  • Learning is a lifelong enterprise.
  • Strong communities are the result of being connected to family and community and working together toward common goals.
  • Family and community relationships can be a source of support and guidance when solving problems and making decisions.
  • Leadership requires listening to and respecting the ideas of others.
  • Family and community relationships can be a source of support and guidance when solving problems and making decisions.
  • Leadership requires listening to and respecting the ideas of others.
  • New experiences, both within and outside of school, expand our career skill set and options.
  • Our attitudes toward careers are influenced by our view of ourselves as well as by our friends, family, and community.
  • Practising respectful, ethical, inclusive behaviour prepares us for the expectations of the workplace.
  • Safe environments depend on everyone following safety rules.
  • New experiences, both within and outside of school, expand our career skill set and options.
  • Our attitudes toward careers are influenced by our view of ourselves as well as by our friends, family, and community.
  • Practising respectful, ethical, inclusive behaviour prepares us for the expectations of the workplace.
  • Safe environments depend on everyone following safety rules.
  • Our career paths reflect the personal, community, and educational choices we make.
  • The value of work in our lives, communities, and society can be viewed from diverse perspectives.
  • Our career paths reflect the personal, community, and educational choices we make.
  • The value of work in our lives, communities, and society can be viewed from diverse perspectives.
  • A network of family, friends, and community members can support and broaden our career awareness and options.
  • Finding a balance between work and personal life is essential to good physical and mental health.
  • Learning how to learn prepares us to be lifelong learners who can adapt to changing career opportunities.
  • The global economy affects our personal, social, and economic lives and prospects.
  • A network of family, friends, and community members can support and broaden our career awareness and options.
  • Finding a balance between work and personal life is essential to good physical and mental health.
  • The global economy affects our personal, social, and economic lives and prospects.
  • A network of family, friends, and community members can support and broaden our career awareness and options.
  • Finding a balance between work and personal life is essential to good physical and mental health.
  • The global economy affects our personal, social, and economic lives and prospects.
  • Designs grow out of natural curiosity.
  • Skills can be developed through play.
  • Designs grow out of natural curiosity.
  • Skills can be developed through play.
  • Designs grow out of natural curiosity.
  • Skills can be developed through play.
  • Designs grow out of natural curiosity.
  • Skills can be developed through play.
  • Designs can be improved with prototyping and testing.
  • Skills are developed through practice, effort, and action.
  • Designs can be improved with prototyping and testing.
  • Skills are developed through practice, effort, and action.
  • Complex tasks may require multiple tools and technologies.
  • Design can be responsive to identified needs.
  • Complex tasks may require multiple tools and technologies.
  • Design can be responsive to identified needs.
  • Complex tasks may require multiple tools and technologies.
  • Design can be responsive to identified needs.
  • Complex tasks require different technologies and tools at different stages.
  • Social, ethical, and sustainability considerations impact design.
  • Objects have attributes that can be described, measured, and compared.
  • Repeating elements in patterns can be identified.
  • Objects and shapes have attributes that can be described, measured, and compared.
  • Repeating elements in patterns can be identified.
  • Objects and shapes have attributes that can be described, measured, and compared.
  • The regular change in increasing patterns can be identified and used to make generalizations.
  • Regular increases and decreases in patterns can be identified and used to make generalizations.
  • The likelihood of possible outcomes can be examined, compared, and interpreted.
  • Regular changes in patterns can be identified and represented using tools and tables.
  • Closed shapes have area and perimeter that can be described, measured, and compared.
  • Properties of objects and shapes can be described, measured, and compared using volume, area, perimeter, and angles.
  • Daily and seasonal changes affect all living things.
  • Humans interact with matter every day through familiar materials.
  • Plants and animals have observable features.
  • The motion of objects depends on their properties.
  • Living things have features and behaviours that help them survive in their environment.
  • Observable patterns and cycles occur in the local sky and landscape.
  • Forces influence the motion of an object.
  • Living things have life cycles adapted to their environment.
  • Materials can be changed through physical and chemical processes.
  • Water is essential to all living things, and it cycles through the environment.
  • Living things are diverse, can be grouped, and interact in their ecosystems.
  • Wind, water, and ice change the shape of the land.
  • All living things sense and respond to their environment.
  • Energy can be transformed.
  • The motions of Earth and the moon cause observable patterns that affect living and non-living systems.
  • Earth materials change as they move through the rock cycle and can be used as natural resources.
  • Multicellular organisms have organ systems that enable them to survive and interact within their environment.
  • The solar system is part of the Milky Way, which is one of billions of galaxies.
  • Earth and its climate have changed over geological time.
  • Evolution by natural selection provides an explanation for the diversity and survival of living things.
  • Life processes are performed at the cellular level.
  • The biosphere, geosphere, hydrosphere, and atmosphere are interconnected, as matter cycles and energy flows through them.
  • Dance, drama, music, and visual arts express meaning in unique ways.
  • Engagement in the arts creates opportunities for inquiry through purposeful play.
  • People connect to others and share ideas through the arts.
  • People create art to express who they are as individuals and community.
  • Dance, drama, music, and visual arts express meaning in unique ways.
  • Engagement in the arts creates opportunities for inquiry through purposeful play.
  • People connect to others and share ideas through the arts.
  • People create art to express who they are as individuals and community.
  • Creative expression develops our unique identity and voice.
  • Dance, drama, music, and visual arts are each unique languages for creating and communicating.
  • Inquiry through the arts creates opportunities for risk taking.
  • People connect to the hearts and minds of others in a variety of places and times through the arts.
  • Creative experiences involve an interplay between exploration, inquiry, and purposeful choice.
  • Dance, drama, music, and visual arts are each unique languages for creating and communicating.
  • The arts connect our experiences to the experiences of others.
  • The mind and body work together when creating works of art.
  • Artists experiment in a variety of ways to discover new possibilities.
  • Creative expression is a means to explore and share one’s identity within a community.
  • Dance, drama, music, and visual arts are each unique languages for creating and communicating.
  • Exploring works of art exposes us to diverse values, knowledge, and perspectives.
  • Artists experiment in a variety of ways to discover new possibilities and perspectives.
  • Dance, drama, music and visual arts are each unique languages for creating and communicating.
  • Engaging in creative expression and experiences expands people’s sense of identity and belonging.
  • Works of art influence and are influenced by the world around us.
  • Artistic expressions differ across time and place.
  • Dance, drama, music, and visual arts are each unique languages for creating and communicating.
  • Engaging in creative expression and experiences expands people’s sense of identity and community.
  • Experiencing art is a means to develop empathy for others’ perspectives and experiences.
  • Dance, drama, music, and visual arts are each unique languages for creating and communicating.
  • Engaging in the arts develops people’s ability to understand and express complex ideas.
  • Experiencing art challenges our point of view and expands our understanding of others.
  • Through art making, one’s sense of identity and community continually evolves.
  • Artists often challenge the status quo and open us to new perspectives and experiences.
  • Creative growth requires patience, readiness to take risks, and willingness to try new approaches.
  • Dance, drama, music, and visual arts are each unique languages for creating and communicating.
  • Individual and collective expression can be achieved through the arts.
  • Creative arts experiences can build community and nurture relationships with others.
  • Identity is explored, expressed, and impacted through arts experiences.
  • The arts provide opportunities to gain insight into the perspectives and experiences of people from a variety of times, places, and cultures.
  • Curiosity and wonder lead us to new discoveries about ourselves and the world around us.
  • Everyone has a unique story to share.
  • Language and story can be a source of creativity and joy.
  • Playing with language helps us discover how language works.
  • Stories and other texts can be shared through pictures and words.
  • Stories and other texts help us learn about ourselves and our families.
  • Through listening and speaking, we connect with others and share our world.
  • Curiosity and wonder lead us to new discoveries about ourselves and the world around us.
  • Everyone has a unique story to share.
  • Language and story can be a source of creativity and joy.
  • Playing with language helps us discover how language works.
  • Stories and other texts can be shared through pictures and words.
  • Stories and other texts help us learn about ourselves and our families.
  • Through listening and speaking, we connect with others and share our world.
  • Curiosity and wonder lead us to new discoveries about ourselves and the world around us.
  • Everyone has a unique story to share.
  • Language and story can be a source of creativity and joy.
  • Playing with language helps us discover how language works.
  • Stories and other texts connect us to ourselves, our families, and our communities.
  • Through listening and speaking, we connect with others and share our world.
  • Curiosity and wonder lead us to new discoveries about ourselves and the world around us.
  • Language and story can be a source of creativity and joy.
  • Stories and other texts help us learn about ourselves, our families, and our communities.
  • Stories can be understood from different perspectives
  • Using language in creative and playful ways helps us understand how language works.
  • Exploring stories and other texts helps us understand ourselves and make connections to others and to the world.
  • Language and text can be a source of creativity and joy.
  • Using language in creative and playful ways helps us understand how language works.
  • Exploring stories and other texts helps us understand ourselves and make connections to others and to the world.
  • Language and text can be a source of creativity and joy.
  • Questioning what we hear, read, and view contributes to our ability to be educated and engaged citizens.
  • Using language in creative and playful ways helps us understand how language works.
  • Exploring and sharing multiple perspectives extends our thinking.
  • Exploring stories and other texts helps us understand ourselves and make connections to others and to the world.
  • Language and text can be a source of creativity and joy.
  • Questioning what we hear, read, and view contributes to our ability to be educated and engaged citizens.
  • Exploring and sharing multiple perspectives extends our thinking.
  • Exploring stories and other texts helps us understand ourselves and make connections to others and to the world.
  • Language and text can be a source of creativity and joy.
  • Questioning what we hear, read, and view contributes to our ability to be educated and engaged citizens.
  • Exploring stories and other texts helps us understand ourselves and make connections to others and to the world.
  • Language and text can be a source of creativity and joy.
  • People understand text differently depending on their worldviews and perspectives.
  • Questioning what we hear, read, and view contributes to our ability to be educated and engaged citizens.
  • Texts are socially, culturally, and historically constructed.
  • Exploring stories and other texts helps us understand ourselves and make connections to others and to the world.
  • Language and story can be a source of creativity and joy.
  • People understand text differently depending on their worldviews and perspectives.
  • Questioning what we hear, read, and view contributes to our ability to be educated and engaged citizens.
  • Texts are socially, culturally, and historically constructed.
  • Good health comprises physical, mental, and emotional well-being.
  • Knowing about our bodies and making healthy choices helps us look after ourselves.
  • Learning about ourselves and others helps us develop a positive attitude and caring behaviours, which helps us build healthy relationships.
  • Good health comprises physical, mental, and emotional well-being.
  • Knowing about our bodies and making healthy choices helps us look after ourselves.
  • Learning about ourselves and others helps us develop a positive attitude and caring behaviours, which helps us build healthy relationships.
  • Adopting healthy personal practices and safety strategies protects ourselves and others.
  • Having good communication skills and managing our emotions enables us to develop and maintain healthy relationships.
  • Our physical, emotional, and mental health are interconnected.
  • Adopting healthy personal practices and safety strategies protects ourselves and others.
  • Having good communication skills and managing our emotions enables us to develop and maintain healthy relationships.
  • Our physical, emotional, and mental health are interconnected.
  • Developing healthy relationships helps us feel connected, supported, and valued.
  • Personal choices and social and environmental factors influence our health and well-being.
  • Understanding ourselves and the various aspects of health helps us develop a balanced lifestyle.
  • Healthy choices influence our physical, emotional, and mental well-being.
  • Learning about similarities and differences in individuals and groups influences community health.
  • We experience many changes in our lives that influence how we see ourselves and others.
  • Healthy choices influence our physical, emotional, and mental well-being.
  • Learning about similarities and differences in individuals and groups influences community health.
  • We experience many changes in our lives that influence how we see ourselves and others.
  • Advocating for the health and well-being of others connects us to our community.
  • Healthy choices influence our physical, emotional, and mental well-being.
  • Healthy relationships can help us lead rewarding and fulfilling lives.
  • Lifelong participation in physical activity has many benefits and is an essential part of a healthy lifestyle.
  • Advocating for the health and well-being of others connects us to our community.
  • Healthy choices influence our physical, emotional, and mental well-being.
  • Healthy relationships can help us lead rewarding and fulfilling lives.
  • Lifelong participation in physical activity has many benefits and is an essential part of a healthy lifestyle.
  • A new language is acquired by listening to and reproducing the models introduced by the teacher.
  • Observing codes of politeness, knowing how to listen and letting others speak are practices that facilitate communication and promote respect.
  • Communicating in French fosters a sense of belonging to the Francophone community.
  • Our ability to communicate in a new language improves as we take risks in that language.
  • Awareness of other cultures helps us discover our own culture and build our own identity.
  • Fairy and folk tales share common characteristics that define the genre.
  • Fluency in a language facilitates our interactions with others.
  • Every language has a system of rules that distinguishes it from other languages.
  • Fairy and folk tales illustrate universal aspects of human life.
  • Making connections between personal experiences and the experiences of others can help us to better understand and respond to a message.
  • Characters are defined by who they are, but also by how others see them.
  • The diversity of cultural elements in texts reflects the cultural diversity within society.
  • Interactions with other people reveal their varied perspectives and thus expose human diversity.
  • Looking for information in multiple sources provides different points of view and enriches knowledge and vocabulary.
  • Discovering other cultures encourages us to examine our own mores and values.
  • Considering the feelings evoked by a message and its unspoken elements allows us to construct the meaning of a message.
  • Expressing our thoughts enables us to situate ourselves in relation to our own and others’ cultures.
  • The themes of a narrative emerge from the situations characters experience and the way they respond to those situations.
  • Improving communication skills in a language helps us define ourselves and affirm our ideas.
  • Language is a cultural tool, the common thread of knowledge and values.
  • Our communities are diverse and made of individuals who have a lot in common.
  • Rights, roles, and responsibilities shape our identity and help us build healthy relationships with others.
  • Stories and traditions about ourselves and our families reflect who we are and where we are from.
  • Healthy communities recognize and respect the diversity of individuals and care for the local environment.
  • Our rights, roles, and responsibilities are important for building strong communities.
  • We shape the local environment, and the local environment shapes who we are and how we live.
  • Canada is made up of many diverse regions and communities.
  • Individuals have rights and responsibilities as global citizens.
  • Local actions have global consequences, and global actions have local consequences.
  • Indigenous knowledge is passed down through oral history, traditions, and collective memory.
  • Indigenous societies throughout the world value the well-being of the self, the land, spirits, and ancestors.
  • Learning about indigenous peoples nurtures multicultural awareness and respect for diversity.
  • People from diverse cultures and societies share some common experiences and aspects of life.
  • British Columbia followed a unique path in becoming a part of Canada.
  • Demographic changes in North America created shifts in economic and political power.
  • Interactions between First Peoples and Europeans lead to conflict and cooperation, which continues to shape Canada’s identity.
  • The pursuit of valuable natural resources has played a key role in changing the land, people, and communities of Canada.
  • Canada’s policies and treatment of minority peoples have negative and positive legacies.
  • Canadian institutions and government reflect the challenge of our regional diversity.
  • Immigration and multiculturalism continue to shape Canadian society and identity.
  • Natural resources continue to shape the economy and identity of different regions of Canada.
  • Complex global problems require international cooperation to make difficult choices for the future.
  • Economic self-interest can be a significant cause of conflict among peoples and governments.
  • Systems of government vary in their respect for human rights and freedoms.
  • Economic specialization and trade networks can lead to conflict and cooperation between societies.
  • Geographic conditions shaped the emergence of civilizations.
  • Increasingly complex societies required new systems of laws and government.
  • Religious and cultural practices that emerged during this period have endured and continue to influence people.
  • Changing ideas about the world created tension between people wanting to adopt new ideas and those wanting to preserve established traditions.
  • Contacts and conflicts between peoples stimulated significant cultural, social, political change.
  • Exploration, expansion, and colonization had varying consequences for different groups.
  • Human and environmental factors shape changes in population and living standards.
  • Collective identity is constructed and can change over time.
  • Disparities in power alter the balance of relationships between individuals and between societies.
  • Emerging ideas and ideologies profoundly influence societies and events.
  • The physical environment influences the nature of political, social, and economic change.
    • COVID Precautions

    Covid Safety Practices: We invite guests to wear a mask. We follow the 2 meter distance safety practice and ask for your support in maintaining this safety guideline. We ask guests to use hand sanitizer before and after all tours. At present we are not shaking hands and will happily share how we say thank you the Coast Salish hand gesture. We will not be sharing our traditional drink during this period of managing the covid curve. If you have any allergies or medical conditions you think we should know, please give us a call or send us an email. If you are sick or have a fever, we ask you to stay home and we will reschedule you within our scheduled operational season. Covid Best Practices: https://www.worksafenb.ca/media/61124/embracing-the-new-normal-poster.pdf

    Trip Details
    City: 
    Vancouver
    For Grades: 
    K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
    Months Available: 
    February, March, April, May, June, July, August, September, October, November
    Days Offered: 
    Tuesday, Wednesday, Thursday, Friday
    Times Offered: 
    9:00 am, 9:30 am, 10:00 am, 10:30 am, 11:00 am, 11:30 am, 12:00 pm, 12:15 pm, 12:30 pm, 1:00 pm, 1:30 pm, 2:00 pm, 2:30 pm, 3:00 pm, Outside of School Hours
    Duration: 
    90 minutes unless otherwise stated.
    Maximum Students: 
    40
    Offered In French: 
    Contact Us
    Also Offered For: 
    Homeschool
    Packages Provided: 
    Pre-Visit Information Package
    Fee Details
    Cost Per Student: 
    $32.00
    Cost Per Adult: 
    $32.00
    Fee Notes: 

    We offer this tour to students K-12 at a reduced rate of 60% or $32 per student and adult when they are 20 or more paying participants.  Classrooms with 20 or more students are granted 1 complimentary adults (teachers and or teaching assistants or a chaperone.  

    If you have less than 20 participants but would like to take our tour program, the base rate is $640.00 plus GST & Fees (about 8%).  

    We are a private Indigenous company with educators and guides.  We are not government funded and this is our base rates.  Thank you.   

    Additional Notes

    Method of Payment:  

    1. Online at: www.talaysay.com

    2. Invoice in advance: EFT, Cheque, E-transfer.

    View Institution Members

    Search for Field Trips

    Updated Trips

    Talking Trees - Stanley Park (k-12)
    Updated on Tuesday, March 18th, 2025
    It's a Bug's Life (grades K - 2)
    Updated on Wednesday, February 26th, 2025
    Water, Water Everywhere..? (Grade 2)
    Updated on Wednesday, February 26th, 2025

    Field Trips By Grade

    K
    1
    2
    3
    4
    5
    6
    7
    8
    9
    10
    11
    12
    Teachers Only

    Contact List Form

    BC Field Trips on Facebook! BC Field Trips on Twitter!