|Lesson Plan ID:
A Journey Through the Trees
The teacher will discuss the importance of trees with the students. The teacher will provide photographs of various trees that grow in Russell Cave National Monument and the surrounding North Alabama area. The teacher will discuss significant features of each tree and pertinent ways to identify them. The collection may include: Dogwood, various Oak, Hickory, Pine, Maple, Cedar, Beech, Elm, and Birch trees. The teacher will take a nature walk with the students in order for each child to choose a tree and do a bark rub. The students will compare their art and write a journal entry in order to describe something they learned about their particular tree.
This lesson plan is made possible through the ALEX and the U.S. National Park Service Partnership.
|SC(3) ||13. Describe ways to sustain natural resources, including recycling, reusing, conserving, and protecting the environment. |
|SC(4) ||5. Describe the interdependence of plants and animals. |
|SC(9-12) Botany Elective||12. Describe the ecological and economic importance of plants. |
|ELA2015(K) ||25. Use a combination of drawing, dictating, and writing to compose informative or explanatory texts in which they name what they are writing about and supply some information about the topic. [W.K.2] |
|ELA2015(K) ||31. Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups. [SL.K.1] |
|ELA2015(K) ||34. Describe familiar people, places, things, and events and, with prompting and support, provide additional detail. [SL.K.4] |
|ELA2015(1) ||25. Write informative or explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. [W.1.2] |
|ELA2015(1) ||34. Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly. [SL.1.4] |
|ELA2015(1) ||36. Produce complete sentences when appropriate to task and situation. (See Grade 1 Language standard 37 for specific expectations.) [SL.1.6] |
|ELA2015(2) ||23. Write informative or explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. [W.2.2] |
|ELA2015(2) ||30. Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. [SL.2.2] |
Georgia Performance Standards: SKCS1, SKCS5, SKL2, S1L1, S2E3, S3L1, S3L2, S5CS6, S5CS7, S5CS8, S5L1
|Primary Learning Objective(s):
1). The student will identify various types of trees that grow in Russell Cave National Monument and the surrounding North Alabama area by viewing photographs.
2). The student will go on a supervised nature walk with the teacher.
3.) The student will choose one type of previously discussed tree while on the walk and do a bark rub of that particular tree.
4.) The student will discuss and compare their bark rubs.
5.) The student will complete a journal entry in order to discuss what they have learned.
|Additional Learning Objective(s):
|Approximate Duration of the Lesson:
|| 31 to 60 Minutes|
|Materials and Equipment:
1. Photographs of trees to be discussed
2. Baskets of materials for each group of children
3. Unwrapped crayon boxes
4. Plain paper
5. A tree identification book in case other trees not previously discussed need to be identified.
|Technology Resources Needed:
A PowerPoint slideshow of various trees involved in the lesson will be incorporated for students as well as other teachers to view. Through this, they will be able to gain a better understanding of the trees and get a visual picture.
The teacher will need to have prior knowledge of the trees to be discussed and pre-meditated tips on how to identify them. The teacher will already need to have all the baskets filled with all necessary materials in place before the lesson begins. The teacher will need to steer children's conversations if they get off target while comparing and discussing their bark rubs. The teacher will need to initiate journal discussions after the children have had adequate time to prepare a paragraph or so concerning what they have learned throughout the lesson.
1.) The teacher will begin the lesson by discussing what we as humans gain from trees. Questions such as: How long would it normally take for a native tree to mature? What materials are derived from trees? What objects or various types of shelter can be created from trees? Teachers, if able can research images via Google Images, or Getty Images (gettyimages.com) and obtain free/copyright free materials so that they can create a PowerPoint presentation. Pictures of native trees found at Russell Cave (Northeastern Alabama), such as Buckeye Tree, Basswood, Poplar, and Ash tree should be included in this PowerPoint. This allows students who are more visual learners, compete with those who exceed in other areas (verbal learners). 2.)The teacher will discuss significant features of each tree and pertinent ways to identify them. The collection may include: Dogwood, various Oak, Hickory, Pine, Maple, Cedar, Beech, Elm, and Birch trees.
2.) The teacher will conduct a nature walk with the students in order for each child to choose a tree to do a bark rub on.
3.) The students will do a bark rub of one tree.
4.) The students will compare their art to one another and write a journal entry in order to describe something they learned about their particular tree.
5.) Either independently, or with the help of the teacher (based on the ability level of the students), photos or scans of the student created bark rubs will be added to the PowerPoint presentation.
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Assessment will include teacher observation of how appropriately the students completed the task, and how well they retained information by displaying and discussing what they learned.
As an extension for students who are familiar with the content, they will be asked to identify native as well as non-native species within the area and draw, label, and count how many of each they find. Younger children (K-2) will be asked to draw the trees as opposed to count and label. Examples will be provided.
Students who have a difficult time gathering the concept may wish to take along a picture of the tree they chose to do a bark rub on and compare it in order to spark their memory and aide in retaining the information.
Each area below is a direct link to general teaching strategies/classroom
for students with identified learning and/or behavior problems such as: reading
or math performance below grade level; test or classroom assignments/quizzes at
a failing level; failure to complete assignments independently; difficulty with
short-term memory, abstract concepts, staying on task, or following directions;
poor peer interaction or temper tantrums, and other learning or behavior problems.
|Presentation of Material
||Using Groups and Peers
|Assisting the Reluctant Starter
||Dealing with Inappropriate
Be sure to check the student's IEP for specific accommodations.
|Variations Submitted by ALEX Users: