“Trees and Me”
Grade 1, Science and Technology Unit Plan
Kim Phillips, Ashleigh Ellis, Nick Corderio and Vanessa D’Addario
PED 3103: Section G
1
Table of Contents
1. Subject/Strand/Grade
p. 2
2. Big Ideas/Essential Question
p. 2
3. Curriculum Expectations
p. 2
4. Rationale
p. 3
5. Assessment Strategies
p. 5
6. Lesson Summaries
p. 9
7. References
p. 12
8. Lesson Plan 1
p. 13
Appendix A
p. 17
Appendix B
p. 18
9. Lesson Plan 2
p. 20
Appendix C
p. 24
Appendix D
p. 25
Appendix E
p. 26
10. Lesson Plan 3
p. 27
Appendix F
p. 31
Appendix G
p. 32
Appendix H
p. 33
11. Lesson Plan 4
p. 34
Appendix I
p. 37
Appendix J
p. 39
12. Lesson Plan 5
Appendix K
p. 40
p. 44
2
Subject
Strand
Grade
Science
Understanding Life Systems
1
Big Idea:
Plants and people are important living things and should be treated with care and respect.
Essential Question:
How does understanding the needs and the characteristics of living things create a sense of
environmental stewardship?
Overall Expectations:
1.
Investigate needs and characteristics of plants and animals, including humans
2.
Demonstrate an understanding of the basic needs and characteristics of plants and
animals
Specific Expectations
1.1
identify personal action that they themselves can take to help maintain a healthy
environment for living things, including humans
1.2
describe changes or problems that could result from the loss of some kinds of living
things that are part of everyday life.
2.2
investigate and compare the basic needs of humans and other living things, including
the need for air, water, food, warmth, and space, using a variety of methods and
resources
2.3
investigate and compare the physical characteristics of a variety of plants and animals,
including humans
2.4
investigate the physical characteristics of plants and explain how they help the plant
meet its basic needs
3
2.7
use a variety of forms to communicate with different audiences and for a variety of
purposes
3.2
identify the physical characteristics of a variety of plants and animals
3.4
describe the characteristics of a healthy environment, including clean air and water
and nutritious food, and explain why it is important for all living things to have a
healthy environment
3.6
identify what living things provide for other living things.
Cross Curricular Connections
Language
Oral Communication
1.2
demonstrate an understanding of appropriate listening behaviour by using active
listening strategies in a few different situations
1.5
use stated and implied information and ideas in oral texts, initially with support and
direction, to make simple inferences and reasonable predictions
Writing
2.3
use familiar words and phrases to convey a clear meaning
2.4
write simple but complete sentences that make sense
Rationale
“Today, effective teaching practices centre on the importance of learning opportunities that are
thoughtfully and intentionally designed to engage students both academically and
intellectually” – Sharon Frieson (1).
This essential question seeks to engage students in an investigation of the basic needs and
characteristics of living things, specifically those of trees and humans, and encourage students
to take responsibility and show respect for all living things. A historic American Indian proverb
says: “When we show our respect for other living things, they respond with respect for us” (2).
4
This proverb proves to be fruitful advice for all. In our world all living things are interconnected
and related; this is the enduring understanding that we hope to convey to the students in this
unit. Through the essential question, students will learn not only the varying needs and
characteristics of trees, but how they are similar to those of humans. They will develop an
understanding that humans are connected to the environment and when one living organism
struggles or is in danger there are repercussions that may unbalance the earth’s homeostasis.
Consequently, we believe that by studying and comparing the similarities of living things,
specifically that of humans and trees, students will be amazed by the numerous similarities and
intrigued by the endless number of dependencies between both living organisms.
This essential question is intended to provide students with an enduring understanding, an
understanding that “goes beyond discrete facts or skills” and will engage students in learning
about the larger concepts of interconnectedness and environmental stewardship (Wiggins &
McTigthe, 2005, p. 3). The concepts learned throughout the unit will serve as a foundation for
the development of the primary students into responsible environmental citizens in adulthood
(Wiggins & McTigthe, 2005, p.3).
The essential question links in various ways to the overall and specific expectations for the
Grade 1 Ontario Curriculum of Science and Technology. In the Understanding Life Systems:
Needs and Characteristics of Living Things the overall expectations include demonstrating and
investigating the needs and characteristics of living things. By investigating the basic parts,
needs, and characteristics of trees the students will be better prepared to protect and maintain
a healthy environment. As we know, humans depend on trees for several commodities and
necessities, such as food, a source of oxygen, and shelter.
Through the course of the unit, students will explore and uncover the commonalities between
the needs and characteristics of trees and those of humans to gain valuable knowledge of the
elements that promote the health and growth of trees.
5
Assessment Strategy
In this unit, assessment will focus on three areas from the Ontario Curriculum Grade 1 – 8,
Science and Technology document, Knowledge and Understanding, Thinking and Investigating,
and Communication. The learning experiences within each of the lessons have been designed
with one or more of these categories in mind. The assessment strategy for the unit includes a
diagnostic assessment to access prior knowledge, formative assessment to help assess learning
and plan teaching strategies, and a summative assessment of their final product, the “My Tree
Book”.
In the introduction of lesson one, the teacher will conduct a brainstorming session to help
determine “the starting point for instruction” (OCDSB, 2008, p. 54). Students will share what
characteristics they know about trees while the teacher records the information on an anchor
chart. This activity will serve as a diagnostic assessment. It will assist the teacher in determining
if the unit as planned is at the right level and will allow him/her to determine if future lessons
within the unit need to be modified. Assessment for the rest of the lesson will be formative
and take place through observation of student participation in a reflective discussion and
activity. The teacher will keep an anecdotal record to ensure that important observations
regarding student learning are recorded for consideration in future lessons. The anecdotal
record will assist the teacher in “highlight*ing+ areas of strength and need”; and assist in
determining if different instruction is needed for individual students. However, because
keeping anecdotal records can be time consuming the teacher will need to be selective in the
information they record (Cooper, 2007, p. 179).
Formative assessment will continue in lesson 2. In both lesson 1 and 2, students will
investigate their environment and produce components of their “My Tree Book” portfolio.
While students are actively engaged in investigation and observation, the teacher will use clear
and engaging questions to stimulate student’s participation providing the teacher with the
opportunity to give immediate feedback to the students (Stiggins p.3).
In conjunction with the use of observation and anecdotal records, a rubric has been designed to
assess the student activity in lesson 3. In this lesson, students will be required to complete two
6
worksheets that demonstrate understanding of the specific components of a tree and that
trees and humans have similar needs. The worksheets build off of information conveyed
throughout the first three lessons; therefore, this assessment for learning is intended to
provide information for both the student and teacher. Information obtained by assessing this
activity with the rubric, will assist the teacher in determining if they need to revisit the key
concept, and make modifications to teaching and learning. Students will be given feedback on
their worksheets in the form of teacher comments. After students have had an opportunity to
review the teacher comments, they will add the worksheets to their “My Tree Book”.
Lesson 3 Rubric
Title: “Me and My Trees”
Achievement Rubric- Understanding
The student:
Categories
Level 1
Knowledge that
Demonstrates
trees and
limited
humans have
knowledge that
specific parts
trees and humans
have specific
parts
Understanding
Demonstrates
trees and
limited
humans have
understanding
similar needs
that trees and
humans have
similar needs
Level 2
Demonstrates
some knowledge
that trees and
humans have
specific parts
Demonstrates
some
understanding
that trees and
humans have
similar needs
Level 3
Demonstrates
considerable
knowledge that
trees and humans
have specific
parts
Demonstrates
considerable
understanding
that trees and
humans have
similar needs
Level 4
Demonstrates
thorough
knowledge that
trees and humans
have specific
parts
Demonstrates
limited
understanding
that trees and
humans have
similar needs
In this unit, students will create a “My Tree Book”, a collection of activities designed to
demonstrate the students’ ability to meet the specific expectations outlined in the unit. The
“My Tree Book” will serve as a summative assessment, or assessment of learning, in which all
student work from the unit will be included. This portfolio will also include a final activity in
which the students will create a maintenance schedule and begin a journal to chart the growth
and development of their seedling. The journal will be a record that the students maintain
throughout the school year until they take their seedling home to plant.
7
Rubrics will be used for one of the assessment for learning activities, as well as the assessment
of learning. Because this unit is designed for a grade 1 class, students will not be given the
rubrics ahead of time; however, students will be provided clear and precise instructions at the
beginning of each performance task which includes what the goals and requirements of the
activities are. Rubrics where chosen as an assessment tool because, as Cooper indicates, they
provide all parties with the expectations prior to the task; however, if they are poorly written
they may focus on quantity rather than quality, and “can limit the range of student
performance” (p. 179). Consequently, the criteria in both rubrics were developed to focus on
the quality of the student work, and their ability to convey their understanding and
investigation through the assigned tasks. In order to ensure that the assessment tools are fair,
the criteria for portfolio is clearly defined in the rubric; therefore, limiting the possibility of two
individuals assessing student work differently.
The portfolio, “My Tree Book”, becomes a collection of evidence gathered through the unit that
will be assessed rather than administering an end of unit test. While paper and pencil tests
allow teachers to test students on entire units in a reasonably short period of time, in the case
of this unit we determined that an assessment of a collection of work developed throughout
the unit would be a better indicator of the students investigation, communication, and
understanding of the concepts introduced as each activity build off the previous (Gronlund &
Cameron, 2004). Using the portfolio as the final assessment also takes into consideration
varying reading and writing levels in the Grade 1 class which may not be addressed in a paper
and pencil test (Gronlund & Cameron, 2004).
8
Summative Assessment – My Tree Book (Portfolio)
Achievement Rubric – Understanding/Communication/Investigation
Categories
Level 4
Level 3
Level 2
Demonstrates
Demonstrates
Demonstrates
Demonstrates
understanding of
understanding
understanding
understanding
the relationship
with a high
with a
with some
between humans degree of
considerable
degree of
and trees
effectiveness
degree of
effectiveness
effectiveness
Expression and
Expresses
Expresses
Expresses
organization of
information
information with information with
information in
with a high
considerable
some depth
visual and written degree of depth depth
form
Use of
Uses vocabulary Uses vocabulary Uses vocabulary
terminology
with a high
with a
with some
related to needs
degree of
considerable
degree of
and characteristics accuracy
degree of
accuracy
of trees in written
accuracy
and oral forms
Use of observation Uses
Uses observation Uses observation
skills to record
observation
with a
with some
characteristics of
with a high
considerable
degree of
living things
degree of
degree of
appropriateness
appropriateness appropriateness
Use of planning
Uses planning
Uses planning
Uses planning
skills to develop a skills with high
skills with
skills with some
maintenance
degree of
considerable
degree of
schedule
appropriateness degree of
appropriateness
appropriateness
Level 1
Demonstrates
understanding
with limited
degree of
effectiveness
Expresses
information with
limited depth
Uses vocabulary
with limited
accuracy
Uses observation
with limited
degree of
appropriateness
Uses planning
skills with limited
degree of
appropriateness
9
Lesson Summaries
Lesson 1 – Introducing Trees!
This lesson is the first of five in which students will study the nature and characteristics of living
things. For the duration of the unit, students will investigate the various characteristics and
components of trees and their connections to and with human beings. This particular lesson is
designed assess the students prior knowledge about trees and to introduce students to a
variety of trees and their characteristics. The lesson begins with a song, followed by
brainstorming session and a read aloud. After which the teacher will introduce the portfolio
assignment “My Tree Book” that will be created over the length of the unit. The first
component of the portfolio will be the tree observation and introduction activity. For this
activity, students will go outside to investigate the different characteristics of trees, illustrate
and label the characteristics, and introduce them to the class. By the end of the lesson,
students should be able to identify various characteristics of different species of trees.
Lesson 2 – Autumn Leaves
Students will examine a variety of local autumn leaves. They will learn what a deciduous tree is
and why certain trees lose their leaves during autumn. More specifically, how and why leaves
change into different colours during autumn through the process of photosynthesis. At the
beginning of the lesson the students will be given a brief introduction to various local leaves
and then, as a class, students will participate in a nature walk to observe the changes that
happen to local trees during autumn and to collect fallen leaves. Students will fill out “My Leaf
Collection” worksheets. Through this activity students will also learn that as citizens of the
earth, we are responsible for protecting and caring for the environment by limiting the amount
of trees we cut down and replanting them if necessary. By the end of the lesson, students will
be able to engage in a discussion about the life cycle of a leaf and why they change colour.
10
Lesson 3 – Me & My Trees
In this lesson, students will examine and compare the similarities and differences of the
physical characteristics and basic needs of humans and trees. More specifically, students will
learn the four basic parts of a tree (the roots, the trunk, the branches and the leaves) and its
basic needs (sun, water, soil, air, food and space). The students will be given an activity where
they will identify the characteristics and needs of humans and trees in order to learn about the
different parts and needs of the tree and compare them to the body parts and needs of human
beings. As part of the Environmental Sustainability field, knowing the needs of trees is
important in order for students to make connections to why they should respect trees as living
organisms and learn about their value to us as humans (e.g. providing us with oxygen).
Lesson 4 – How Trees Help
This lesson will teach students about the importance of having trees. The class will look at the
different ways humans, animals, and the environment depend on trees and whether they are
being used positively or negatively. By investigating the uses of trees, the students will be
provided the opportunity to discuss and gain an understanding of the important role trees have
for humans, animals and for the environment. The students will participate in a ‘What if…’
activity through which they will think about how different our world would be without trees
and ultimately gain an understanding of the importance of trees.
Lesson 5 – Seed to Tree
In this lesson, students will be introduced to the life cycle of a tree through the book, The Life
Cycle of a Tree by Bobbie Kalman. Building from the introduction of the book, students will use
their prior knowledge of what trees need in order to live and survive and apply it to planting
their own tree seed. Following the tree seed planting, students will create a care schedule for
their seed. The care schedule will outline what they feel they need to do to care for their seed
in order for their seed to grow. Students gain a sense of responsibility through the act of taking
11
care of their own tree. Understanding that they need to use and care for their natural
environment will further encourage a sense of stewardship.
12
References
Anonymous. (2008). Bored. Retrieved on October 20, 2010 from
http://www.bored.com/findquotes/cate_837_Respect.html.
Chapter 6 of Gronlund, N.E. & Cameron, I.J. (2004). Assessment of student achievement,
Canadian edition. Toronto ON: Pearson.
Cooper. Selecting and Developing Quality Assessment Tools. Retrieved October 9, 2010, from
University of Ottawa, Virtual Campus. INSERT WEB ADDRESS
Freison, S. (2009). What did you do in school today. Retrieved October 20, 2010 from
http://education.alberta.ca/media/1219318/teaching%20effectivenesssharon%20friesen.pdf
Ministry of Education. (2007). The Ontario Curriculum Grade 1 – 8: Science and Technology.
Toronto: Queens’ Printer for Ontario.
Ottawa Carleton District School Board. (2008). Educators’ Resource Guide: Assessment,
Evaluation and Reporting of Student Achievement Elementary. Ottawa, ON.
Stiggins, R.J. (1992). High quality classroom assessment: What does it really mean? In M. Gierl
(Ed.), ITEMS: The Instructional Topics in Educational Measurement Series. Washington,
DC: National Council on Measurement in Education.
Wiggins, G. & McTighe, J. (2005). Understanding by design: What is backward design? Retrieved
October 1, 2010 from University of Ottawa, Virtual Campus Web site:
http://vista4.uottawa.ca/webct/cobaltMainFrame.dowebct?JSESSIONIDVISTA=dG4LMvM
c4n2j3pyY1RGBqGK1K1kvgvJrqTpzbTyfPTJphZC2phGB!691358668!shras!80!-1!1194324809!salish!80!1&appforward=/webct/startFrameSet.dowebct%3Fforward=organi
zer_generalFromCourseChannelList%26lcid=3905239584001
13
Kim Phillips, Lesson 1
Title: Introducing Trees!
Subject/Course: Science and Technology
Strand: Understanding Life Systems
Time: 60 minutes
Grade: 1
Lesson Description
This lesson is the first of five in which students will study the nature and characteristics of living things. In particular,
students will investigate the various characteristics and components of trees and their connections to and with
humans.
This lesson is designed to introduce students to a variety of trees and their characteristics. To engage the students in
the topic the lesson will begin with song about the growth of a tree. The words to the song will be projected for the
students to follow along if they are able.
To access the students’ prior knowledge, the teacher will lead a brainstorming session with the whole class to create an
anchor chart of things the students already know about trees. To expand on the students’ prior knowledge, the
teacher will then lead a read along of Have you Seen Trees? which incorporates additional vocabulary and visual
representations of a variety of species of trees found in the environment. Students will then engage in a brief reflective
discussion to discuss new terms introduced in the book.
After the read along and reflective discussion, the teacher will introduce the portfolio assignment that will be created
over the length of the unit and will then introduce the first component of the portfolio, the tree observation and
introduction. As a group, students will go outside and meet a tree of their choice. Students will work independently
and will be encouraged to investigate all the components of the tree, and to illustrate its characteristics on their papers
using the materials provided by the teacher. Students will then use the specific vocabulary they have learned during
the read along and discussion to add descriptive words to their illustrations.
When the tree observation and illustration component is complete, students will reassemble as a large group and
introduce their trees to the class using correct vocabulary to explaining their observations.
Stage 1: Desired Results
Fundamental Concepts/Skills
Sustainability and Stewardship
Big Ideas/Essential Question
Different kinds of living things behave in different ways.
Ontario Curricular Overall Expectation
Investigate needs and characteristics of plants and animals, including humans.
14
Ontario Curricular Specific Expectation
2.4 Investigate the physical characteristics of plants and explain how they help the plant meet its basic needs using a
variety of methods and resources.
Lesson Goals
 The goal of the lesson is to introduce students to similarities and differences of different species of trees.
Key concepts and/or skills to be learned/applied:
 Knowledge that all trees are not the same
 Convey different characteristics of trees through
visual representation
 Understand that different species of trees have
varying characteristics that make them unique
 Specific vocabulary
Background Knowledge:
 No background knowledge is required; however,
students will be encouraged to share their prior
knowledge of trees with the class prior to the read
aloud.
Stage 2: Planning learning experience and instruction
Student Groupings
Instructional Strategies
 Large Group – Read Along and Discussion
 Direct (Read Along)
 Individual – Tree Study
 Reflective Discussion
 Large Group – Tree introduction
 Discovery learning
Materials
 Song lyrics
 Have you Seen Trees? By Joanne Oppenheim
 Chart Paper
 Markers/Crayons
 Construction Paper
 Projector or SMART Board
Accommodations
 Priority seating for read along

Cuing

Preview of book and/or topic

Copies of book

Scribing for portfolio cover words
Considerations
 If it is raining use variety of books on trees for
trees study. Students can select a tree from
various sources to observe and depict.
 A parent volunteer would be helpful for outside
supervision
15
Stage 3: Learning experience and instruction
Motivational Hook (5 Minutes):
Display the lyrics to tree song on overhead or SMART Board (Appendix A)
Lead class in sing along of “Growth of a Tree” to the tune of I’m a little Teapot
Open (15 Minutes):
Students will gather as a large group on the carpet. To access prior knowledge, the teacher will ask the question
students to brainstorm what they know about trees. The words students use will be recorded on an anchor chart.
The teacher will then introduce the book Have you Seen Trees? and identify the refrain the students will read during
the read along. The students will rehearse the refrain before the read along begins.
The teacher will then lead a reflective discussion about the book to engage students in discussion about what they
learned from the story:
 What did you learn about trees? New words will be added to the anchor chart for use in the tree study activity.
Other guiding questions:
 What is bark?
Do all trees have the same type of bark?
 Do all trees lose their leaves in the winter?
What kinds of trees do not lose their leaves?
 Are all trees the same shape/size?
 What makes one tree different from another?
Body (30 Minutes):
Following the reflective discussion, the teacher will explain the tree study activity.
As a class, the students will go into the school yard and select a tree or bush to study. They will be directed to look for
characteristics identified in the story and reflective discussion, as well as any other interesting things they observe. The
teacher will model a tree study by showing a prepared picture which includes a bark rubbing and the use of different
writing materials. Each student will be given a piece of construction paper and a collection of crayons and markers.
They will then be asked to get their coats and the class will head out as a group. Students will be reminded to closely
examine their tree for different characteristics and depict their observations on their papers. Students will then be
directed to seek out their tree of choice. The teacher will circulate through the area to monitor students at work, and
answer any questions that may arise during the activity. After twenty minutes, students will return inside and use the
anchor chart as a guide to assist them in adding vocabulary to their pictures to describe their tree.
Close (10 Minutes):
Students will introduce their tree to the class using appropriate vocabulary to describe it. Following the introductions,
the teacher will distribute the folders for the tree study portfolios, and the students’ tree studies will become the title
page for their portfolios.
Extension Activity
If additional time remains, or students finish early a Tree Word Search activity sheet will be available.
16
Link to Future Lessons
 Autumn Leaves: Study of why leaves change colour
 Components of the tree and their needs compared with human needs
 What trees provide humans, animals and the environment
 Conservation
Assessment
 Anecdotal record
 Observe for use of appropriate vocabulary
 Observe for appropriate listening behaviour during Read Along
References
Goldish, M. Growth of a Tree. Can Teach. Retrieved October 19, 2010 from
(http://www.canteach.ca/elementary/songspoems52.html).
Oppenheim, J. (1967). Have you Seen Trees?. New York: Young Scott Books.
Tree Word Search Activity Sheet. Retrieved October 19, 2010 from
http://www.abcteach.com/free/w/wordsearch_trees.pdf
Ministry of Education. (2007). The Ontario Curriculum Grade 1 – 8: Science and Technology. Toronto: Queens’ Printer
for Ontario.
17
Appendix A
Growth of a Tree
(Sung to the tune of "I'm a Little Teapot")
I'm a little maple, oh so small,
In years ahead, I'll grow so tall!
With a lot of water, sun, and air,
I will soon be way up there!
Deep inside the soil my roots are found,
Drinking the water underground.
Water from the roots my trunk receives,
Then my trunk starts making leaves.
As I start to climb in altitude,
Leaves on my branches will make food.
Soon my trunk and branches will grow wide,
And I'll grow more bark outside!
I will be a maple very tall,
Losing my leaves when it is fall.
But when it is spring, new leaves will show.
How do trees grow? Now you know!
Meish Goldish
18
APPENDIX B
19
20
Ashleigh Ellis, Lesson 2
Title:
Autumn Leaves
Subject/Course:
Science and Technology
Strand: Needs and Characteristics of Living Things
Time: 60 Minutes
Grades: 1
Lesson Description
Students will examine varieties of local autumn leaves. They will learn what a deciduous tree is and why certain trees
lose their leaves during autumn. More specifically, how and why leaves change into different colours during autumn
through the process called photosynthesis. The main point being that the sun gives energy to the trees, which makes
them living things that grow and change with the seasons. Trees provide shade, shelter and homes for animals and
resources for humans, along with much more.
As a class, students will participate in a nature walk to observe the changes that happen to local trees during autumn.
On the nature walk students will collect fallen leaves to return to the classroom. This nature walk can be as local as the
school yard. Prior to the nature walk a brief introduction to various local leaves will be given to the students. During
this time they will participate in small group discussion where they will be given a picture of a particular leaf to discuss
in their groups (see Appendix A).
Upon returning to the classroom after the nature walk, students will discuss in small groups the different leaves that
they have collected and will identity the corresponding tree, with help from the classroom reference wall. After small
group discussion, students will fill out and complete their “My Leaf Collection” worksheets (see Appendix B).
Through this activity students will also learn that as responsible citizens, we are responsible for protecting and caring
for the environment by limiting the amount of trees we cut down and replanting them if necessary. Students will be
able to engage in discussion and ultimately learn from the natural environment around them. Specific guiding
questions will be asked to facilitate discussion such as “Why do you think trees are important?”
Stage 1: Desired Results
Fundamental Concepts/Skills
 Every living thing has basic needs that come from the environment (air, water, food) in order to grow.
 Every living thing needs food in order to create energy.
 All living things are important and should be treated with care and respect.
 We are responsible for taking care of the natural environment for future generations to come.
Big Ideas/Essential Question
 Why do some trees lose their leaves during autumn?
 How happens in autumn that causes trees to lose their leaves?
Ontario Curricular Overall Expectation
1. Assess the role of humans in maintaining a healthy environment.
2. Investigate needs and characteristics of plants;
3. Demonstrate an understanding of the basic needs and characteristics of plants, animals and humans.
21
Ontario Curricular Specific Expectation
1.1 identify personal action that they themselves can take to help maintain a healthy environment for living things,
including humans
2.2 investigate and compare the basic needs of humans and other living things, including the need for air, water, food,
warmth, and space, using a variety of methods and resources
2.3 investigate and compare the physical characteristics of a variety of plants and animals, including humans
2.4 investigate the physical characteristics of plants and explain how they help the plant meet its basic needs
2.7 use a variety of forms to communicate with different audiences and for a variety of purposes
3.2 identify the physical characteristics of a variety of plants and animals
3.4 describe the characteristics of a healthy environment, including clean air and water and nutritious food, and explain
why it is important for all living things to have a healthy environment
Lesson Goals
 For students to investigate as well as understand that trees and leaves are living things.
 The sun gives energy to living things to grow and change with the seasons.
 How and why leaves change colour during autumn.
 Why leaves fall to the ground during autumn.
 This activity will also allow students experience a shared learning environment.
Key concepts and/or skills to be learned/applied:
 What is a deciduous tree?
 Why do leaves change colour in autumn?
 How do leaves change colour in autumn?
 What are some different types of trees?
 What do leaves need to live?
 Learning how to communicate ideas individually
and in a shared learning environment.
 Explore nature, outside of the classroom.
Background Knowledge:
 Have some prior knowledge of local trees.
 How to work in a group.
 Able to read words, such a leaf, bark, tree.
 Many different types of trees exist within our
communities.
 Able to identify a leaf.
Stage 2: Planning learning experience and instruction
Student Groupings
Instructional Strategies
 Whole Class (Discussion, Introduction, Nature
 Through the classroom introduction and discussion, the
Walk)
nature walk and the worksheets, students will have a
better understanding of local deciduous trees in
 Small Groups (Small Group Discussion and Nature
autumn.
Walk)

Introduction Discussion (Teacher Led)
 Individual (“My Leaf Collection” Worksheets)
 Cooperative Learning (Small Group Discussion)
 Experiential Learning (Nature Walk)
Materials
 Classroom Leaf/Tree reference display, including
pictures and labels of trees and their leaves (See
Appendix B)
 Collection of fallen Autumn Leaves
Considerations
 Students are able to select which tree and leaf
they want to work with and illustrate on their
“My Leaf Collection” worksheet (see Appendix C)
22




Wax Crayons
“My Leaf Collection” Handouts (See Appendix D)
Clipboards (optional for student use during nature
walk)
Pencils or other writing utensil
Accommodations
 Groups can be created that place stronger students with weaker students
 Worksheets can be altered to different difficulty levels in order to accommodate language barriers (Appendix D)
Stage 3: Learning experience and instruction
Motivational Hook (5 Minutes):
 Have a reference wall created in the classroom with a tree trunk and the title, “Autumn” (reference wall and tree
trunk to be filled in with remaining autumn leaves collected from this activity at a later date).
 Ask students, “What is your favourite thing about autumn?”
Open (5 Minutes):
 Arrange students in groups of 4 and give each group a picture of a local deciduous tree leaf. (see Appendix C)
 In their groups students will discuss the leaf (size, colour, shape) and discuss whether or not they are familiar with
that particular leaf.
Body (35 MINS):
 As a class, go on a nature discovery walk. The walk can be as local as the school yard. This gives students an
opportunity to experience with autumn and the changes that occur during that season.
 Before nature walk explain how students are expected to behave as well as safety precautions while on the walk.
 In their same groups of four from the discussion, students will be given clip boards, “My Leaf Collection”
(Appendix D) worksheets and a pencil.
 Explain task on what students are expected to do;
1. In their groups, read the worksheets and identify what they need to find out about the leaves and trees
while on the walk.
2. Walk around and look at how the trees have changed since summer.
3. Collect fallen leaves from the ground.
4. Locate the tree that they think their leaf fell from.
5. Fill in the questions 1 through 5 on worksheet (see Appendix C), describing the characteristics of the tree.
6. Each worksheet needs to be accompanied by an actual leaf to bring back to the classroom.
7. Each member of the group will describe and collect leaves from different trees.
8. After question 1 through 5 on the worksheets are complete, return to classroom.
 Please note, that well on walk, encourage students to collect additional leaves to be used at a later date within the
classroom for further leaf and autumn discovery activities.
Close (15 Minutes):
 Upon returning to classroom, allow for children to settle down. During this time conduct an open discussion about
what the students experienced on their nature walk.
 Return their worksheets and allow children to fill in question 6 (Appendix D) with either a picture or leaf rubbing
that depicts the tree they have referenced on their worksheet. If students are not accustomed to leaf rubbings,
demonstrate for the class.
23



If time allows, a video can be show to students on how a leaf rubbing is done;
http://www.youtube.com/watch?v=ExuW4ks6Uf8&feature=related/
When sheets are completed, allow students to present their “My Leaf Collection” sheets to their peers and these
sheets will also be added to their portfolios.
If time does not allow for completion of leaf rubbing, students will complete their pictures for homework.
Extension Activity
 Allow children to fill out various “My Leaf Collection” worksheets to add to their “My Tree Book” portfolio.
 There is a classical jazz music piece that can be incorporated into the lesson, titled, “Autumn Leaves” by Keith
Jarret, http://www.youtube.com/watch?v=io1o1Hwpo8Y thus incorporating an additional form of art into the
lesson.
Link to Future Lessons
 Identify the various parts of a tree and human boday.
 The role that trees play within the ecosystem. Example, creating oxygen for other living things.
 What products trees are used for, identify items in the classroom that are made from trees.
 Recycling and conservation of trees.
 Planting and observing the grown of a tree seed into a seedling.
Assessment
 Formative: through observation.
 Summative: through their answers on the worksheet, their participation and communication in the discussions.
Referenced Materials
Animal Tracking (Lesson Plan) by Courtney Micucci, Megan Hoferichter, Melissa MacIntye, Alyssa Doucet, Jessica
Mumper, & Breelyn Lancaster. (http://www.developingaglobalperspective.ca/wpcontent/assets/lessonplans/gr4/Animal_Tracking.pdf).
Autumn Leaves. Retrieved from http://www.youtube.com/watch?v=io1o1Hwpo8Y/ 2010-09
Autumn Leaf Colour. Retrieved from http://www.sciencemadesimple.com/leaves.html/2010-09
Collecting Autumn Leaves. Retrieved from http://www.kidzone.ws/plants/collection.htm/2010-09
Leaf Rubbings. Retrieved from http://www.youtube.com/watch?v=ExuW4ks6Uf8&feature=related/2010-09
Ontario Ministry of Education (2007). The Ontario Curriculum, Grades 1-8: Science and Technology, 2007. Toronto:
Queens Printer for Ontario.
24
Appendix C
Green Ash Leaf
Red Maple Leaf
25
Appendix D
Name:
My Leaf Collection
1. Type of Tree:
____________________________________________
2. Colour of Leaf:
_______________________________________________
3. Colour of Bark:
_______________________________________________
4. Size of Tree:
(Small)
(Medium)
(Large)
5. Other Interesting Facts: (Example; fruits, berries, seeds or thorns)
_______________________________________________________________
6. Leaf Rubbing
26
Appendix E
Name: Ashleigh Ellis
My Leaf Collection
Type of Tree: Maple Tree
Colour of Leaf:
Red
Colour of Bark:
Brown
Size of Tree:
(Small)
(Medium)
(Large)
Other Interesting Facts: (Example; fruits, berries, seeds or thorns)
This leaf is in the middle of the Canada Flag.
Leaf Rubbing
27
Nick Corderio, Lesson 3
Title: Me & My Trees
Subject/Course: Science and Technology
Strand: Needs and Characteristics of Living Things
Time: 60 Minutes
Grade: 1
Lesson Description
Students will examine and compare the similarities and differences of the physical characteristics and the
basic needs of both humans and trees. More specifically, students will learn the four basic parts of a tree;
the roots, the trunk, the branches and the leaves and its basic needs; sun, water, Soil, air, food and space
and compare what they learned to their own physical parts and needs of their bodies.
Students will work in groups of 2 to cut out the 8 key parts (4 from each respective living organism) and the
basic 12 needs (6 for each), in order to decipher which parts and needs corresponds with the right picture
(My Tree or My Child). Students will then proceed by gluing words to the correct section of the picture on
the handout sheet. Students will have the opportunity to color their respective pictures, present their
pictures to their peers. Each student will fill out his or her own worksheet.
The knowledge students will gain from this activity is learning the different parts and needs of the tree by
ultimately comparing them to the body parts and needs of human beings. As part of the Environmental
Sustainability field, this knowledge of knowing the needs of trees is important because then students will be
able to know what it takes to respect trees as living organisms and learn about their value to us as humans
(providing us with oxygen). Furthermore, through group work, hands-on manipulation of key words, visual
understanding through the picture and group discussions and sharing, students will learn the basic
components and needs of trees.
Stage 1: Desired Results
Fundamental Concepts/Skills
 Living things have different parts.
 Living things have basic needs in order to grow and to survive.
 Plants and people have many similarities.
 Students communicating and sharing ideas, as well as using classrooms materials correctly
(scissors, glue and markers) to accomplish task together.
Big Ideas/Essential Question
 What are the 4 basic parts of trees?
 What roles do those 4 basic parts play?
 What do trees and people need in order to live and grow?
 What similarities (in parts and needs) do trees and people have?
Ontario Curricular Overall Expectation
2. Investigate needs and characteristics of plants and humans.
3. Demonstrate an understanding of the basic needs and characteristics of plants and humans.
Ontario Curricular Specific Expectation
2.2 Investigate and compare the basic needs of humans and other living things, including the need for air,
water, food, warmth, and space, using a variety of methods and resources.
2.3 Investigate and compare the physical characteristics of a variety of plants and animals, including
humans.
28
2.4 Investigate the physical characteristics of plants and explain how they help the plant meet its basic
needs using a variety of methods and resources.
2.7 Use a variety of forms to communicate with different audiences and for a variety of purposes.
3.2 Identify the physical characteristics of a variety of plants, animals and humans.
Lesson Goals
The lesson goals for this activity are for students to investigate and understand that trees are living
organisms, that they have basic parts in specific locations with crucial purposes and that they have basic
needs in order to grow and live. Also, students will learn about the similarities and differences of the
characteristics and needs for human beings.
Students will also learn how to communicate their thoughts on what similarities and/or differences human
beings and trees have in group work and in class discussion. Furthermore, the activity grants students the
opportunity to collaborate and work together to share their respective ideas and thoughts on the possible
answers on the handouts.
Key concepts and/or skills to be learned/applied:
 What are the parts of tree?
 What roles do those parts play in the survival of the
tree?
 What are the needs of a tree?
 What are the similarities (parts and needs) between
humans and trees?
 Learning how to communicate and work together in
pairs in order to accomplish task of matching key
words to images.
Student Groupings
 Individual
 Small Groups
 Whole Class
Background Knowledge:
 Able to read key term words (branches,
leaves, et cetera).
 Understanding the location of own body
parts and some knowledge on own needs to
survive.
 Understand what basic needs are (water,
food, et cetera).
 Have some knowledge on what the different
parts of a tree are and its needs.
 How to safely use scissors and glue (if not a
quick safety explanation should suffice).
Stage 2: Planning learning experience and instruction
Instructional Strategies
 Through discussion, visual representation and
worksheet activity, students will better
understand and retain the parts and the
needs of trees and humans, as well as the
similarities and differences between both
living organisms.
29
Materials
 Class Picture & SMART Board
 My Tree Picture handout
 My Body Picture handout
 Key Parts and Needs handout
 Scissors
 Glue
 Coloring crayons or markers
Considerations
 Students are encouraged to pick and chose
what needs are important to humans and
trees and/or select their own needs which are
not displayed on the handout.
Accommodations
Although the task is individual, students will be placed in pairs to work on the sheets in order to help each
other out and to encourage discussion on why they chose specific needs. Students will be paired based on their
own ability levels of background knowledge on parts of trees and needs of trees. Another possibility to assign
or designate groups could be by their communication levels, matching up more confident and communicative
students to perhaps less confident or communicative ones.
Stage 3: Learning experience and instruction
Motivational Hook (10 Minutes):
 After getting the students settled, put the student class picture (of my respective students) on the SMART
Board and ask kids what they need to live.

After getting all available responses, proceed by putting up a picture of the tree and ask the students what
they think a tree needs to live. Then proceed by asking them if they know what are the different parts of
the tree are and where they are located in the picture.
Open (10 Minutes):
Arrange students into groups of 2.

Handout out copies of My Tree handout (Appendix E), My Body handout (Appendix F) and the Key Words
handout (Appendix G) to each student and discuss safety with the materials used in the activity (scissors and
glue are for paper only; they are not to be used as weapons or toys to play with).

Explain the student’s tasks:


1. Read the key words on (Appendix G) together.
2. Have students together decide what parts of the tree belong where on Appendix E and what needs a tree
needs to live.
3. After the group agrees, they may glue their answer to the appropriate box.
4. Repeat process 4-5 with Appendix B of the body; answer what parts go where and what needs a child
requires to live. Encourage students to add their own needs (that are not located on sheet) that they see fit
for a child to live.
5. After completion, students can proceed by coloring their respective pictures.
Proceed by handing out scissor, glue and markers so students may complete activity.
Body (35 Minutes):
 Observe how students communicate their ideas and their thoughts to each other. Furthermore, monitor
30



cooperation and teamwork demonstrated in each respective group.
Encourage students to determine the answers in their groups, in order for them to have hands-on
experience of trial and error.
When students are done have them color their respective pictures.
Have students clean up all markers, scissors and paper cuttings in their appropriate place.
Close (15 Minutes):

Students in their pairs are encouraged to come to the front of the class to share their thoughts on what
parts of the tree and human belong where and what needs they perceived to be important for trees and
humans alike. Then proceed by placing their sheets in the “My Tree Book” portfolio.
Extension Activity and/or Homework:

If there is still time left, have an extra overhead slide with the pictures of different animals and ask student
what parts are similar to humans and guess what needs do those animals have in their particular
environment (example: Fish- water, food, et cetera. Bats- dark, caves, bugs, et cetera).
Link to Future Lessons
 How Trees Help
 Seed to Tree.
Assessment
Assessment for Learning: Activity sheets assessed with rubric
Observation: through answers, participation and communication.
 Could students identify the parts of tree?
 Could students explain why they chose certain needs?
 Did students cooperate and participate in the activity?
 Did students communicate and involve themselves in the discussions?
 Did students safely use classroom materials (scissors, glue and markers)?
Re
References
Ontario Curriculum: Science and Technology, Grade 1.
The Life Cycles of a Tree by Bobbie Kalman and Kathryn Smithyman. St-Cathrines, ON: Crabtree Publishing
Company.
Tree Chain Game. October 10, 2010. (http://www.arborday.org/kids/carly/treechain/treegame.html).
Parts of a Tree. October 10, 2010. (http://www.teachnet-lab.org/miami/2003/langford/Parts_of_a_tree.htm).
Animal Tracking (Lesson Plan) by Courtney Micucci, Megan Hoferichter, Melissa MacIntye, Alyssa Doucet,
Jessica Mumper, & Breelyn Lancaster. October 10, 2010.
(http://www.developingaglobalperspective.ca/wpcontent/assets/lessonplans/gr4/Animal_Tracking.pdf).
Planning a K-12 Classroom Teaching: A Primer for New Professionals. Guillaume, A.M. (2008). (pp. 102-107).
Columbus, OH: Pearson.
31
Appendix F
Names:_________________________________________________________
My Tree
Needs:
32
Appendix G
Names:___________________________________________________________
My Body
Needs:
33
Appendix H
Key Words!
The four main parts of the Tree are:
Roots
I am located
underground and I
hold the tree in the
ground.
Branches
I am sometimes long
and short and I hold
the leaves on the
tree.
Leaves
I change color
depending on the
season and I make
the food for the tree.
Trunk
I am the main part of
the tree and I hold
most of the tree
above ground.
Head
I am located on the
top and the part that
holds your brain.
Torso
I am located in the
middle and hold most
of your main organs,
like your heart.
The four main parts of the Human Body are:
Legs and Feet
I help you stand and
help you run.
Arms and Hands
I help you reach and
help you catch a ball.
Parts:
ROOTS
BRANCHES
LEAVES
TRUNK
LEGS
ARMS
HEAD
TORSO
Needs:
FOOD
WATER
SOIL
SUN
AIR
SPACE
FOOD
WATER
SOIL
SUN
AIR
SPACE
Van
34
Vanessa D’Addario, Lesson 4
Title: How Trees Help
Subject/Course: Science and Technology
Strand: Understanding Life Systems
Time: 60 Minutes
Grades: 1
Lesson Description
This lesson will teach students the various ways that humans and animals utilize trees as well as the importance of
having trees within our communities. The class will look at the different ways that humans, animals and the
environment use trees. They will look at both the positive and negative uses of trees. By understanding the uses of
trees, the students will also have the opportunity to discuss and gain an understanding of the importance of trees for
humans, animals and the environment.
The students will then be given an activity to think about what our world would be like without trees. They will each
have a “What if…” activity booklet, which will be included in their “My Tree Book.” In this activity booklet they will be
shown different pictures relating to trees and will have to write what aspects of the pictures would not exist if we did
not have trees. The final page of the activity book will be blank for students to draw their favourite thing that comes
from trees and are asked to write three sentences giving reasons why trees are important.
This activity will assess the students’ comprehension of how humans, animals and the environment require trees for
many different reasons and try to give them a better understanding of why trees are so important.
Stage 1: Desired Results
Fundamental Concepts/Skills
Sustainability and Stewardship:
 Living things have basic needs that are met from the environment.
 Different kinds of living things behave in different ways.
Big Ideas/Essential Question
In what ways do humans and animals make use of trees?
What is the importance of having trees?
Ontario Curricular Overall Expectation
2. Investigate needs and characteristics of animals, including humans.
Ontario Curricular Specific Expectation
1.2 Describe changes or problems that could result from the loss of some kinds of living things that are part of everyday
life.
3.4 Describe the characteristics of a healthy environment, including clean air and water and nutritious food, and
explain why I is important for all living things to have a healthy environment.
3.6 Identify what living things provide for other living things.
Lesson Goals
 For students to gain an understanding of the different ways that trees provide for humans, animals and the
environment.
 For students to gain an understanding of the importance of trees.
35
Key concepts and/or skills to be learned/applied:
 For students to have an understanding of why
humans and animals need trees.
 To identify the different ways in which humans and
animals use trees.
 To understand why we require trees to maintain a
healthy environment.
Student Groupings
 Whole class
 Small groups
Background Knowledge:
 Students should have some knowledge of the various
items that come from trees.
 Students should have a basic understanding of the
different parts of a tree.
Stage 2: Planning learning experience and instruction
Instructional Strategies
 Teacher led discussion
 Shared reading
 Discovery learning
Materials
 Overhead or SMART Board for pictures
 Book for the shared reading
Considerations
 Allow student to take their activity book home if
there is not enough time.
 If the lesson is too short there is an extra
worksheet prepared for the students to
complete. (See Appendix I)
Accommodations
 Priority seating for the shared reading.
 Use the PALS system if there are special needs or ELL students in the class.
Stage 3: Learning experience and instruction
Motivational Hook (5 Minutes):
Ask students to go around the classroom and identify how many different things they can find that are made from a
tree.
Open (10 Minutes):
Once the students have found some items that they believe came from a tree, have them get into small groups to show
each other what items they have found and how they know it came from a tree.
Then, as a class discuss the different items that were found and write them on the board. During discussion ask the
students “How do you know this came from a tree? What part of the tree did it come from?”
Body (35 Minutes):
36

After the class discussion, show pictures to the class of the various ways that humans, animals and the
environment use trees. For example, show pictures of: pancakes with maple syrup, a kitchen with a wooden
table and fruit on it, people reading books or newspapers, squirrels eating nuts, a bird in its nest, a garden,
people meditating, etc.

After showing a picture, ask the students “In what way is a tree being used here? and Does this use of a tree
positively or negatively affect the environment?” After discussing their answers give any other answers that
the students may not have come up with as well as why and how this use of a tree is important for humans,
animals or the environment. For instance, for the picture of the kitchen, explain how humans use the fruit of a
tree for nutrition; for the picture of the bird’s nest explain how animals use trees for shelter; for the picture of
people meditating, explain how humans and animals require oxygen to breath and how trees provide us with
that oxygen; for the picture of the garden explain how trees store water which keeps soil moist and prevents it
from turning into desert (Kalman, 2002). (20 minutes.)

After the discussion each student will be given a “What if…” activity book (See Appendix H). This book will have
different pictures, similar to the ones shown in class, and students will have to identify what would not be in
the picture if we did not have trees. Additionally, the students will write a sentence stating how the tree is
being used. The final page would be blank and the students will have to draw a picture of a tree an write three
sentence stating why trees are important. This booklet would be part of their tree portfolios. (15 minutes)
Extension Activity:
If the lesson is too short, the students will be given a picture that has many different items and the students have to
identify each item in the picture that comes from a tree (See Appendix J).
Close (10 Minutes):
Have the students sit around in a circle for a shared reading of a short book about trees, Are Trees Alive?
Link to Future Lessons
 Seed planting and maintenance schedule.
Assessment
 Informal assessment, doing observation of the groups during small group discussions.
 The activity books will be assessed as part of their “My Tree Book” to make sure they have understood the
different uses of trees and the importance of trees for humans, animals and the environment.
References
Kalman, B. (2002) The life Cycle of a Tree. New York (NY): Crabtree Publishing Company.
Illinois Department of Natural Resources. Kids for Trees. Teachers Guide: Unit One, Lesson One. Retrieved October 22,
2010. http://dnr.state.il.us/education/CLASSRM/kids_for_trees/pdf/Unit1_1.pdf
Miller, D. S. (2003) Are Trees Alive? London (England): Walker Books.
The Ontario Ministry of Education (2005). The Report of the Expert Panel on Literacy and Numeracy Instruction for
Students with Special Education Needs, Kindergarten to Grade 6.
The Ontario Ministry of Education (2007). The Ontario Curriculum, Science and Technology: Grades 1-8.
37
Appendix I
“What If…” Activity
1. a) What would be missing from this picture if we did not have trees?
(Example of an answer; We would not have the apples from the apple tree.)
b) What would be missing from this picture if we did not have trees?
c) What would be missing from this picture if we did not have trees?
38
2. Draw your favourite thing that comes from a tree!
Write three sentences to explain why trees are important for humans, animals and the
environment:
1.
2.
3.
39
Appendix J
Extension Activity
How many different things do you see in this picture that are made of trees or need trees?
40
Ashleigh Ellis, Lesson 5
Title: Seed to Tree
Subject/Course: Science and Technology
Strand: Needs and Characteristics of Living Things
Time: 90 Minutes
Grades: 1
Lesson Description
Students will be introduced to the life cycles of a tree from the book, “The Life Cycle of a Tree” by Bobbie Kalman.
Building from the introduction of the book, students will be using their prior knowledge of what trees need in order to
live and survive and apply it to planting their own tree seed.
With help from the students the tree planting materials and workspace will be set up. The classroom teacher will
introduce the tree planting activity by demonstrating the steps of the tree planting activity once in front of the class
while all of the students watch. As a whole class, accompanied by teacher modeling, each student will be given the
materials needed to plant their own tree. After planting the seeds, the students will assist with the clean up process.
Following the tree seed planting, students will create a care schedule for their seed. The care schedule will outline what
they feel they need to do in order to care for their seed for their seed to grow.
Based on their accumulated knowledge up to this point, the location within the classroom as to where they will store
their planted see will be left up to the student to decide. It will also be the student’s decision as to how to care for their
seed.
By being responsible for another living thing, students gain a sense of responsibility through the act of taking care of
their own tree. This will further encourage a sense of stewardship; understanding that they need to use and care for
their natural environment.
Stage 1: Desired Results
Fundamental Concepts/Skills
 Every living thing has basic needs that come from the environment (air, water, food) in order to grow.
 Every living thing needs food in order to create energy.
 All living things are important and should be treated with care and respect.
 We are responsible for taking care of the natural environment for future generations to come.
Big Ideas/Essential Question
 Where does a tree come from?
Ontario Curricular Overall Expectation
2. investigate needs and characteristics of plants and animals, including humans;
3. demonstrate an understanding of the basic needs and characteristics of plants and animals, including humans.
41
Ontario Curricular Specific Expectation
1.1 identify personal action that they themselves can take to help maintain a healthy environment for living things,
including humans
2.2 investigate and compare the basic needs of humans and other living things, including the need for air, water, food,
warmth, and space, using a variety of methods and resources
3.4 describe the characteristics of a healthy environment, including clean air and water and nutritious food, and explain
why it is important for all living things to have a healthy environment
Lesson Goals
 Develop planning skills, using appropriate vocabulary when creating their “My Care Schedule”, further refine
writing skills
Key concepts and/or skills to be learned/applied:
 To understand the components that are necessary
for the seed to grow into a tree
Background Knowledge:
 Students will have prior knowledge that trees are living
things and that they make their own food from light, air
and water and that trees come in many shapes, colours
and sizes, but all have the same basic parts (truck,
branches, leaves and roots). The important role trees
play in relation to humans as well as animals.
Stage 2: Planning learning experience and instruction
Student Groupings
Instructional Strategies
 Whole Class (read aloud, tree planting
 Direct (teacher modeling)
demonstration)
 Interactive (tree seed planting)
 Small Groupings (planting their seedling)
 Individual (creating care schedule, filling out their
tree observation journals)
Materials
 Book, The Life Cycle of a Tree by Bobbie Kalman
 Planting Soil
 Biodegradable planting pots
 Tree seeds
 Spoons
 Tree observation/care schedule worksheets
 Popsicle sticks
Considerations
 knowledge concerning the care of living things –
plants and animals – that are brought into the
classroom;
 allow additional potted seeds to allow to the
students whose seeds do not sprout (seedlings
from these potted seeds will be used in
subsequent lessons)
 allow additional time in case potting activity
takes more than allotted time
Accommodations
 Pair stronger students with weaker students for assistance with seed planting.
 Have a set of instructions along with pictures on an overhead or SMART Board for students to follow along with
while they are planting their seeds.
42
Stage 3: Learning experience and instruction
Motivational Hook (5 Minutes):
Have a picture of a tree, any local tree that would be recognizable to the students in class, on the overhead projector
or SMART Board and then ask the students, “Where do trees come from?”
Open (20 Minutes):
The lesson will begin with a read aloud to whole class, The Life Cycle of a Tree by Bobbie Kalman. After read aloud ask
probing questions, such as “what is the first stage of growing for a tree?” This question is to get the students thinking
about tree seeds to briefly prepare them for the tree seed planting activity.
Body (45 Minutes):
The instructions to planting a seed will be posted on an overhead projector or SMART Board. (See Appendix ---)
Student desks/workspaces will be in groupings of four. Each workspace group will be set up for the planting activity
prior to the beginning of the lesson and will have the necessary materials for the activity (biodegradable planting pots,
planting soil, tree seeds, popsicle sticks, spoons).
The teacher will model the seed planting activity from start to finish, allowing the whole class to observe. After the first
demonstration the class as a whole will be planting their seeds in sync with the teacher’s demonstration of the second
seed planting.
When the students have completed potting their tree seeds, they will then complete their “My Care Schedule” (See
Appendix ---) for their tree seeds. In these “My Care Schedules” it is up to the student who will decide when and how
often the seed needs to be watered, the location (where) within the classroom the seed will be located and why,
furthering their sense of responsibility for this living thing.
Close (20 Minutes):
When the students have completed the “My Care Schedule” they will write their name on a popsicle stick and place it
in their pot. They will then make the decision (individually) as to where the best location within the classroom is to
store their potted tree seed.
At this point in time the students would assist with the clean up process.
Links to Future Lessons
This activity will work as a bridging activity that will lead the students into the subsequent unit plan, “The Life Cycles of
A Tree,” where they will learn the stages that a tree goes through. A trees life cycle begins when a seed germinates (or
begins to grow). As it begins to grow, when the seed sprouts and grows a tiny stem, the seed is now called a seedling.
As the stem grows bigger it forms leaves, the stem is now called a sapling, or a very young tree. As the sampling grows
the characteristics of the stem begin to appear more bark like. The stem continues to grow and takes several years of
growing before the sapling develops into a mature tree. Full grown trees are able to make seeds that will produce new
trees through the same process.
Assessment
 This will allow the teacher to evaluate whether or not the student has grasped the essential concepts that have
been covered within the unit plan thus far.
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Extension Activities


This activity can be paired with a junior class within the school that could assist the student with the planting of
their seedlings on the grounds of the school, as a way of making the school greener.
If the students are not going to be taking their seedlings home with them to be planted, the trees can be
donated to a park within the local community.
References
Kalman, Bobbie. The Life Cycle of a Tree. New York: Crabtree Publishing Company, 2002.
Ontario Ministry of Education (2007). The Ontario Curriculum, Grades 1-8: Science and Technology, 2007. Toronto:
Queens Printer for Ontario.
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Name: _____________________________
Appendix K
My Care Schedule
Watering My Tree
Date
What time of day did
I water my tree?
How much water did
I water my tree?
Location of My Tree
Where is my tree located
in the classroom?
Why did I choose to put
my tree in that
location?