The characteristics of trees compared to other plants will be reviewed. In looking at trees specifically, the differences between deciduous and coniferous will be defined and discussed. A wall collage and game will be used for hands on and collaborative work, emphasizing the interconnectedness of the forest.

Whiteboard and Markers

Forest journals

Wall Collage: Photos of Trees with tape on the back

Classification Game: Deciduous and coniferous tree material (pictures, needles, leaves, cones, branches, acorns, etc.)

Open floor space to work

Masking tape to mark the middle of the room (coniferous on one side, deciduous on the other)

SciShow Kids. (2016, December 13). Trees that never lose their leaves [Video file]. Retrieved from https://www.youtube.com/watch?v=hwfQEK29Wrg

Formative:

Thumbs up / Thumbs down for understanding

Observations

Exit Slip: show a picture of a tree and students write down whether it is coniferous or deciduous.

Variety of material will be used during classification, group work, videos

The characteristics of local trees will be examined to determine type. Pictures of trees and leaves will be used to support the analysis.

Forest Journals

SMART board or Projector with computer (video)

Identification Activity:

• Student photos
• Tree identification dichotomous keys (one for each group)
• Teacher answer key

Tabular Data Sheets – characteristics of local trees (spruce, birch, poplar, pine, willow, crab apple, aspen, etc.)

Chromebooks or Computers

Kahoot “Quiz” set up to quiz on leaf types and tree pictures.

ADLC Educational Media. (2014, January 23). ADLC – elementary science: Alberta trees [Video file]. Retrieved from https://www.youtube.com/watch?v=nXCCepfflKA&list=PL_zCkBVfbts5REqvhTd91yVDSSYTxydoX.

SciShow Kids. (2017, January 26). Guess that tree [Video file]. Retrieved from https://www.youtube.com/watch?v=qFVh2fTR2XA

Formative:

Kahoot (individual)

Pair and Share

Teacher checklist to track how many correct answers groups have

Video subtitles will be turned on.

Strategic groupings will be used to balance group strengths.

Exit Slip: students may describe the tree as coniferous or deciduous if they are unable to list the tree species.

Field trip will allow students to apply their knowledge learned in class. Field trip activities will include life cycle games, tree identification, guided walk with an expert, and reflection sessions.

Field Trip: Activity supplies, first aid kits, student information forms (allergies, emergencies contacts), extra snacks, water.

Signed permission forms.

Forest journals

Formative:

Observe students participation and forest journals.

Summative:

Journal page check for completeness and feedback.

The variety of activities will cater to different learning styles. Activities can be adapted to meet the needs of the group. For example, during the guided forest walk the expert will include many visuals to support ELL students. Also, combination of high and low energy activities will support diverse emotional and behavioral needs. Ensure that the space being visited is accessible for all students.

Students will explore storytelling in print and visual modes. Students will listen to a Cree legend and create their own artwork based on the legend.

Entry Ticket

Paint/Brushes

White and Blue Paper

Materials to carve a stamp including soap, erasers, clay and Styrofoam

Smartboard or projector

Examples of Indigenous Tree Art

Pastel Crayons

Littlechild, G. (1988). How the birch tree got its stripes – a cree story for children. Markham, ON: Fifth House

Reeltorealfestival. (2011, January 8). How the birch tree got its stripes [Video file]. Retrieved from https://www.youtube.com/watch?v=5mLEgq9iZJw

Chan, R. (2010, February 10). Aboriginal art, birch bark biting [Video file]. Retrieved from https://www.youtube.com/watch?v=bFJaa9ndAts

Formative:

Evaluate discussions of videos

Observe progress and quality of birch art

Summative:

Students will submit their art piece and stamp for completion.

Entry Ticket for nutrient cycle understanding

Audio and visual media, ensure subtitles are turned on.

Hands on learning activities.

Students will have a choice as to what material they would like to create their stamp from.

Students will build on the storytelling they learned in the last lesson, to create a short story or graphic novel from the perspective of a tree or create a porquoi tale explaining how an aspect of a tree came to be.

Supplies for bookmaking: paper, markers, stapler, etc.

Computers

Dorien, L. (2009). The giving tree: a retelling of a traditional metis Story. Prince Albert, SK : Gabriel Dumont Institute

Locker, T. (2001). Sky tree. New York, NY: Harper Collins

Kostecki-Shaw, J. S. (2015). Luna & me – the true story of a girl who lived in a tree to save a forest. New York, NY: Henry Holt and Co

Formative:

Peer feedback (two stars and a wish)

Teacher observation

Stories to be handed in

Students may choose to write their stories by hand or on the computer/chromebook or tell them orally if they are more comfortable.

Students may choose to write a short story or graphic novel.

Books with similar themes will be placed within the classrooms.

Books will be provided for numerous reading levels. This will ensure that ELLs as well as students with reading difficulties are able to participate.

New and old growth on trees will be introduced, discussed and identified. Ratios will be explored through manipulatives, drawing and comparing amount of new growth to old growth on trees in the school yard.

Forest Journals

Teacher whiteboard and marker for drawing.

Collected or classroom materials to use as math manipulatives (leaves, twigs, rocks, marbles, blocks, etc.)

Formative:

Questioning

Observation during manipulative use

Forest Journals

Pair and Share

Strategic pairings or individual work

Forest Journals (drawing, pictures, words, numbers).

Use of manipulatives and drawing before abstract (numbers).

Students will appreciate that trees cover variable parts of our city and school yard. They will use percentage calculation and map interpretation to communicate information about tree cover. Students will be encouraged to add to the Wonder Wall during class.

Computer with access to Google Earth.

Smartboard or Projector

Premade map of schoolyard or other community space

Tropical Plant or Cacti Picture

Slide with satellite photos to practice calculating percents.

Smartboard / Projector with access to Google Earth

Calculators

Exit Slip– percentage calculation

Formative:

Questioning

Teacher checklist

Wonder Wall

Exit Slip: How much of the schoolyard is covered by trees?

Strategic pairings.

Use of visual material, with minimal text.

Maps used as symbolic representation.

Students will use what they have learned about tree and leaf identification, ratio and percent to complete a performance assessment where they will create a tree field guidebook.

Chromebooks or Computers

Library or computer room space.

Voice recorder

Artifacts collected from previous field trip, journal reflections, photographs, etc.

Summative:

Complete the tree identification guidebook.

Formative:

Rubric & checklist for student self assessment

Students can complete the guidebook digitally, or on paper.

ELL students are able to provide photodocumentary evidence, or whatever means of expression would allow them to succeed, such as an oral report/discourse.