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Trees and Their Uses – Grade One Ohio Standards Lesson Summary: Connection: Students will begin to understand the concept of different Earth and Space Sciences types of resources and how the supply of some resources can be limited and extended through careful use, decreased Benchmark D use, reusing and/or recycling. Resources from water, Describe what resources electricity, and trees can be discussed. A focus on resources are and recognize some are from trees and how to conserve products made from trees is limited but can be extended through recycling or addressed in this lesson. The lesson provides students with decreased use. the opportunity to explore how trees are used and to experience the environmental benefits of trees. Indicator 2 Explain that the supply of Estimated Duration: Two hours and 30 minutes many resources is limited but the supply can be extended through careful use, decreased use, reusing Commentary: and/or recycling. In this lesson students will develop an understanding of Related Indicator trees and their natural surroundings. Students will also learn that even though trees are a renewable resource and can be Indicator 1 replanted, it takes many years for a tree to grow to the size Identify that resources are that it once was. Students will have the opportunity to use things that we get from the living (e.g., forests) and all senses in the outdoor environmental exploration. nonliving (e.g., minerals, water) environment and that resources are Pre-Assessment: necessary to meet the Ask students to identify products that come from trees. needs and wants of a Have students categorize the products into food, building population. or paper products. Record each student’s response on sentence strips. Science and Technology Categorize each descriptive term in columns on the board. Benchmark A Ask students to describe the words reuse and recycle. Explain why people, when Record each student’s description on the board in columns building or making for the word reuse and recycle. something, need to determine what it will be made of, how it will affect Scoring Guidelines: other people and the Use Attachment A, Pre-Assessment Rubric to focus on environment. resources from trees and the description of the words reuse and recycle. Use the scoring guidelines to better understand students’ prior knowledge. 1 Trees and Their Uses – Grade One Ohio Standards Post-Assessment: Connection: Have students participate in the exploration activities on Indicator 3 the outdoor walk and complete Attachment B, Adopt-a- Identify some materials Tree Log. that can be saved for Have students participate in a class discussion on how community recycling products from resources (e.g., trees, water, electricity) projects (e.g., newspapers, can be decreased, recycled, reused, or reduced. glass and aluminum). Benchmark A Scoring Guidelines: Discover that there are See Attachment C, Post-Assessment Rubric. living things, non-living things and pretend things, and describe the basic Instructional Procedures: needs of living things Engage (organisms). 1. On an outdoor walk, conduct the following activity in an environment with several or many trees. Blindfold a Indicator 4 student and carefully lead him/her to a tree and have Investigate that animals eat him/her touch the tree. Have him/her focus on the bark, plants and/or other animals for food and may also use how wide it is, the roots around the tree and the feel of plants or other animals for the branches and leaves. Take him/her back to where shelter and nesting. they were first blindfolded and take off the blindfold. Have him/her find the tree that was touched. Give several students the opportunity to experience this activity. Parent volunteers may assist. 2. While outside among the trees, ask students to lie on the ground in a dry area on their backs. With their eyes shut, instruct them to be very still and to sense the air and sounds from the woods around them. With eyes open and still lying on their backs, have them look up to the tops of the trees and quietly observe. A breezy day is more effective for this activity. Explore 3. Return to the classroom and have students make a list of different types of trees. 4. Have students cut out pictures of products that come from trees. They should categorize the products into food, building or paper products. 5. Come together as a class and create a large collage of the pictures. Guide students in describing what parts of the tree were used to make each of the products. Have students think about products they use daily that come from trees. Refer to the general tips for information on products from trees. 6. Ask students to identify the products in the collage that were made from trees. Explain 7. Lead another discussion on the diversity of products that come from trees. Ask students if trees have benefits (e.g., provide shade, cool the air temperature, oxygen, climbing, etc.) other than the described products. Ask students how trees are beneficial to animals and the environment (homes for animals, shelter for other plants, etc.). Have students draw or 2 Trees and Their Uses – Grade One write about how trees benefit people and the environment. Allow students to create a poem, story or picture. If the weather is accommodating, take students outside to sit under a tree to initiate creative thinking. 8. Brainstorm with students how they can limit their use of products from trees. Expand 9. Have students collect items from home and school that are made from trees. Students may also draw pictures or write descriptions of the items rather than bringing them to class. Ask students the following questions in relation to the products they brought in: a. How is the product used? b. How long will the product last (approximately)? c. Can the product be reused, recycled or reduced? How? d. How will reducing the use of trees, recycling wood products and reusing paper products help the environment? e. How does making choices about the products we buy impact the environment? 10. Design a bulletin board display of all the items, pictures and drawings that students brought from home to illustrate the connection of the products. Instructional Tip: Explain to students that they should look for items made from trees that are cut; not products such as fruit or nuts which trees produce year after year. 11. Ask students to think about other resources they use every day (e.g., paper, water, electricity, etc.). 12. Discuss what they do or could do to save (conserve) these resources. 13. Ask students why it is important to decrease their use of these resources. Student responses may include: “We may run out of some of them if we aren’t careful” or “It may take a long time for them to come back.” Differentiated Instructional Support: Instruction is differentiated according to learner needs to help all learners either meet the intent of the specified indicator(s) or, if the indicator is already met, to advance beyond the specified indicator(s). Have students describe how to conserve (reuse, reduce or recycle) the products they find. They may interview a specialist in conservation. Have students who complete class activities and assignments with ease design a board game on resources and their conservation. Allow students who have difficulty with writing to audio-record a story. They could pretend to be a tree or another resource and describe how they could be reused or recycled. Allow students who have difficulty in writing to create a collage about things made from wood or other products that can be reused or recycled (e.g., plastics, clothes, toys, etc). Guide students in creating a graphic organizer when brainstorming the use of trees. 3 Trees and Their Uses – Grade One Extensions: Guide students on a walk around the school grounds to observe and identify trees. Have the students draw a specific tree and keep a journal that describes the changes of the tree throughout the school year (extension of the Adopt-a-Tree Log). Students may also maintain a journal of their adopted tree. Invite a local forest service specialist, horticulturalist, or greenhouse employee to speak to the class and show samples of seedling trees. State or local organizations may give each child a seedling to take home to plant. Students may also plant a tree on school grounds with the administrator’s permission. Create a class book with pictures and names of trees and include stories about the trees. Have students research questions in books or on the Internet. Some students may have questions about whether a product actually comes from trees. Identify some materials that can be saved for community recycling projects (e.g., newspapers, glass and aluminum). Assign students to keep a tree journal throughout the year in which they can write about how their tree changes through the seasons. They could include poems, drawings, and stories about their tree. Create a class book called Trees in our Everyday Life, using pictures that students provided. Have students write a simple sentence for each picture (e.g., trees give us shade). Homework Options and Home Connections: Have students bring in products from home that are made from trees. Items may include: toilet paper, wrapping paper, newspaper, imitation leather (all of these items come from the cell wall of the tree); and soap, wax, shoe polish and crayons (which come from the bark of the tree). Interdisciplinary Connections: English Language Arts Writing Applications Benchmark: No benchmark indicated. Indicator 4: Produce informal writings (e.g., messages, journals, notes and poems) for various purposes. Acquisition of Vocabulary Benchmark D: Know the meaning of specialized vocabulary by applying knowledge of word parts, relationships and meanings. Indicator 3: Classify words into categories (e.g., colors, fruits, vegetables). Social Studies Economics Benchmark A: Explain how the scarcity of resources requires people to make choices to satisfy their wants. Indicator 1: Explain that wants are unlimited and resources are scarce, thereby forcing individuals to make choices. 4 Trees and Their Uses – Grade One Materials and Resources: The inclusion of a specific resource in any lesson formulated by the Ohio Department of Education should not be interpreted as an endorsement of that particular resource, or any of its contents, by the Ohio Department of Education. The Ohio Department of Education does not endorse any particular resource. The Web addresses listed are for a given site’s main page, therefore, it may be necessary to search within that site to find the specific information required for a given lesson. Please note that information published on the Internet changes over time, therefore the links provided may no longer contain the specific information related to a given lesson. Teachers are advised to preview all sites before using them with students. For the teacher: Magazines that have advertisements, flexible measuring tape for measuring around the circumference of the tree, tree identification guide (will help with names of different trees, their growth rates, and about estimating the age of trees). For the students: Paper, pencil, markers, clipboards, magnifying glass. Vocabulary: bark conserve describe estimate measure recycle reduce resource reuse Technology Connections: Provide a magnifying glass to observe trees. Create a PowerPoint presentation of Adopt-a-Tree Log to share with class, so each tree can be compared and appreciated by classmates. Use a digital camera or video camera when taking an outdoor walk, and take pictures of trees and leaves. This could be placed into a presentation to make the class book on trees. Provide video clips about recycling from the Internet. Research Connections: Bybee, R.W. et al. Science and Technology Education for the Elementary Years: Frameworks for Curriculum and Instruction. Washington, D.C.: The National Center for Improving Instruction, 1989. 5 Trees and Their Uses – Grade One Biological Sciences Curriculum Study. Five-E Model, 2003. According to the learning cycle, it takes five to six experiences before a concept becomes a permanent part of a person’s knowledge. General Tips: Start at the beginning of the year with identifying trees and completing the “Adopt-a-Tree Log.” Students can observe their adopted tree throughout the school year. Culminate this activity on Arbor Day (the last Friday in April) or at the time of Earth Day (April 22). Children should begin to understand how to be careful about using trees as a resource. They should be made aware that even though trees are a renewable resource, it takes a long time for a tree to grow. This lesson gives students the opportunity to see how trees are used, but it also allows them to experience the wonder and beauty of a tree. Attachments: Attachment A, Pre-Assessment Rubric Attachment B, Adopt-a-Tree Log Attachment C, Post-Assessment Rubric 6 Trees and Their Uses – Grade One Attachment A Pre-Assessment Rubric Level 1 Level 2 Level 3 Level 4 Unacceptable Approaching Acceptable Exceeds acceptable performance acceptable performance performance performance Cannot With assistance Can identify Can identify identify can identify products that products that come products that products that come from from trees and can come from come from trees trees explain what part of trees the tree is used Is unable to With Is able to put Is able to put the put the encouragement is the products products into products into able to put the into categories categories and sub- categories products into divides the categories categories further Cannot Can describe Can describe Can clearly describe describe the either reuse or the words reuse the words reuse and words reuse or recycle. and recycle. recycle. recycle. 7 Trees and Their Uses – Grade One Attachment B Adopt-a-Tree Log Where is your tree?____________________________________ How old is your tree? (guess)______________________________ What animals live in your tree?___________________________________ __________________________________________________________ What does your tree look like? Draw fruit or seeds that are on your tree. (Draw a picture of your tree.) Measure around the trunk of your tree.___________________________ How tall is your tree? (guess)___________________________________ 8 Trees and Their Uses – Grade One Adopt-a-Tree Log Bark Is the bark: rough____ thick____ smooth ____ thin ____ bumpy ____ dark ____ light ____ What does a leaf from your tree feel like? Rough ____ thick____ smooth____ thin____ bumpy____ dark___ light___ Products from Trees Decrease Use Reuse Recycle ______________ ______ ______ ______ ______________ ______ ______ ______ ______________ ______ ______ ______ ______________ ______ ______ ______ ______________ ______ ______ ______ My tree is a ___________________________ tree. 9 Trees and Their Uses – Grade One Attachment C Post-Assessment Rubric Level 1 Level 2 Level 3 Level 4 Unacceptable Approaching Acceptable Exceeds performance acceptable performance acceptable performance performance Student does Student Student Student actively not participate participates in a participates in a participates in a in a class discussion class discussion class discussion discussion. by either on how products on how products naming a from one from resources resource or how resource (trees, (trees, water, a resource can water, electricity) electricity) can be be decreased, can be either decreased, recycled or decreased, recycled or reused. recycled or reused. reused. Attachment C, Partial Completion of Thorough Adopt-a-Tree completion of Attachment C, completion of Log, not Attachment C, Adopt-a-Tree Attachment C, submitted Adopt-a-Tree Log Adopt-a-Tree Log Log Student lists Student lists Student lists Student lists no products products from products from his products from his from his tree his tree, but tree and if it can tree and if it can and does not does not mark be recycled, be recycled, mark that it that it can be reused, or reused, or can be recycled, reused, decreased in use. decreased in use. recycled, or decreased in reused, or use. decreased in use. 10