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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.




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                       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

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                    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.

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                    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.

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                    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.



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                    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




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                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.




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                 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)___________________________________




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                 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.




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                      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.




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