Why are trees important?
Summary
In this biology field lab, students will investigate and observe trees. In the classroom, we will first read a a book about a tree and discuss life cycles of trees. They will learn the names of the three most common trees in our town park.
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Learning Goals
Students will use skills such as observation as they look at the leaves of trees. They will also use data analysis as they have to use the leaves they have collected to sort them with other students, based on the information they find they will determine which trees are the most common in our park. Students will also use writing skills to write a note to a tree that is special to them. Drawing skills will also be used along with a written description of the leaves that they have picked.
Context for Use
This activity can be done at most grade levels. It could be adapted for both upper and lower elementary grades. This lesson would take about 1 hour. Additional time would need to be added for extended lessons. You would need a park or a school area with trees to walk to.
Description and Teaching Materials
1. Read the book "The Giving Tree" by Shel Silverstein also read "Life Cycle of a Tree" by Bobby Kalman
2. Discussion about: Why are trees important? Life cycles of trees and animals. How people interact with trees. Do you have a special tree? What kind of a tree is it? Do trees have names? Can we observe trees and name them?
3. Go for a walk to the city park. Have students collect 3 different kinds of leaves from trees, not bushes or other plants.
Have students work in groups of 4 to sort their leaves. Share how you sorted your leaves. Use a dichotomous key to find the names of our leaves. Use data to find most common leaves at our park.
Extensions:
Trace or sketch the leaves in student notebook. Mount leaves into notebook using contact paper and label with correct names. Write a description of what the leaf looks like.
Art-Make leaf prints and display with correct names written on them.
Writing-Nature can teach about friendship- Write a note to your special tree.
Gather leaves from your home-Observe and Compare how they are the same or different from what we found.
2. Discussion about: Why are trees important? Life cycles of trees and animals. How people interact with trees. Do you have a special tree? What kind of a tree is it? Do trees have names? Can we observe trees and name them?
3. Go for a walk to the city park. Have students collect 3 different kinds of leaves from trees, not bushes or other plants.
Have students work in groups of 4 to sort their leaves. Share how you sorted your leaves. Use a dichotomous key to find the names of our leaves. Use data to find most common leaves at our park.
Extensions:
Trace or sketch the leaves in student notebook. Mount leaves into notebook using contact paper and label with correct names. Write a description of what the leaf looks like.
Art-Make leaf prints and display with correct names written on them.
Writing-Nature can teach about friendship- Write a note to your special tree.
Gather leaves from your home-Observe and Compare how they are the same or different from what we found.
Teaching Notes and Tips
For the lower grade I would set a number of how many leaves to collect, but in the upper grade you could have more than three per student. To mount leaf in journals, press leaves first in a heavy book. Use clear contact paper to mount. To make leaf prints, use leaves that have just been picked. They will not break apart. Just paint tempera on the leaf with a brush and press down or roll a roller over the leaf and remove, you should have a nice print.
Assessment
Students will be assessed on their written work in their journals about their observation of the leaves. I will also use discussion questions. We will also have following lessons of life cycles and in the end will have a written assessment on lifecycles. The leaf prints will not be graded, but only focus on how well they followed directions. The written piece on creative writing will be read aloud to the class by each student.
Standards
Life Science-
I B. Scientific Inquiry-The student will raise questions about natural world, make careful observations and see answers.
IV B. diversity of Organisms-Student will recognize that plants and animals have life cycles.
IV G. Human Organisms- The student will recognize that people have needs.
(also-Math-Sorting & Classifying, Language Arts-Writing)
I B. Scientific Inquiry-The student will raise questions about natural world, make careful observations and see answers.
IV B. diversity of Organisms-Student will recognize that plants and animals have life cycles.
IV G. Human Organisms- The student will recognize that people have needs.
(also-Math-Sorting & Classifying, Language Arts-Writing)