Trees for Life

Grade 1: Seasons of the Tree
Grade 5: Anthology of a Tree

By Lorraine Marshall-Sinclair

I frequently tramped eight or ten miles through the deepest snow to keep an appointment with a beech-tree, or a yellow birch,
or an old acquaintance among the pines.
~Henry David Thoreau


Remember the days when children ran out the door, into the streets and off to play at the greatest playground--- The great outdoors! I was one of those kids. Going over to the local pond to watch toads hop was fun. Skipping stones on the river while watching the colorful fisher king birds swoop down to catch a fish was a sheer magic.

One of my favorite activities was to sit in the neighboring forest and listen to the sounds, and smell the aroma of pine trees and watch the natural environment around me.

These units entitled “Trees for Life” are an attempt to help student reconnect to their natural environment. Ultimately to encourage them to become citizens who appreciate and understand the splendor of the trees.


Overview:
This unit is a collaborative effort between the school media specialist and the first grade and fourth grade teachers. The inspiration for these ventures came from a discussion in the staff room about “the good old days.” The staff shared how they loved the outdoors and that today they rarely saw children in natural environments. Unit lessons are designed to foster a cooperative learning environment where students share knowledge, tasks and build on their prior knowledge and experiences.
The school media specialist noted that there was a beautiful forest adjacent to the school (in fact it was owned by the school). She felt it would be meaningful to develop “real life” units using this natural resource. The first and fourth grade teacher both felt they could link their curriculum to an exciting unit. So began the process.
After weeks of reviewing duties, selecting themes and curriculum outcomes the units were ready to begin.
Trees for Life: Seasons of the Tree
In the First Grade Unit: “Trees for Life: Seasons of the Tree”, the students will learn about the concept of seasons through the study of the tree. This unit occurs from September to May. Each month the students will meet with the Library Media Specialist and their teacher to work on inquiry lessons. The unit will incorporate Science, Language Arts, and Art. The students will engage in a variety of activities that involve questioning, exploring and reflecting on their findings. The inquiry process will utilize the Super 3 Inquiry Model; the steps include Plan, Do, and Review.
Plan:
The Library Media Specialist (LMS) and teacher will through teacher controlled activities come up with a plan to engage with the natural environment. The LMS will use a KWL chart to determine prior know and develop a plan for the students to study the forest.
Do:
Each of the students will be broken into teams of four. They will go on a nature walk where they will select a tree to adopt for the year. During the first visit they will photograph the tree; including images of bark, leaves animals and plant or fungus life around the tree near tree. They will also journal and draw images to show information about the tree. Each student will get a bag to collect samples of leaves, buds, branches, etc from or around the tree.

A similar activity will occur during each change of season. Again the students will collect data, and record findings. The students will begin to write more elaborate responses to their investigations as the year progresses. They will make predictions, observe and record findings.

During the year students will chart their findings, illustrate and journal results. They will also create a calendar depicting leaf changes during the various seasons. The emphasis will be on better understanding the seasons through the changes of the tree.

The students will also work with the LMS to research about tree changes during each season and answer questions to explain the seasons. Research times will be allotted during each season to look through books, images and on line resources such as Inspire Kids to collect information for a final project.

The final project will involve the sharing of their research and findings about their tree and seasons. One of each of the members of the team will present their journal findings and provide a sample of their findings displayed as a poster. Their posters will be displayed in the hallway leading towards the exit that goes to the forest. It is hoped that the posters will encourage others to adopt a tree too!

Review:
During the process of “Do” students will review their work, compare results and evaluate how well they work together.
After the project is completed the students will self review work and also give feedback to teachers as to the success of the unit.
Note: In celebration for this new appreciation for nature and the seasons- In the spring (on Arbor Day) each team will plant a tree.

Sample Lesson Plan:

Grade: One

Subject: Science and Language Arts

Inquiry Approach to Learning: Super 3 Inquiry Approach: Do

Level of Inquiry: Controlled

Educators Involved: School Media Specialist, First Grade Teacher and Teacher Aides or Parent Volunteers.

Objective:
The students will determine what season their adopted tree is currently in.
The students will analyze collected specimens from their tree.
The students will write responses to questions to explain their hypothesis about their trees season.
The students will present their findings to the class.


Indiana Academic Standards:

Science:
1.1.1 Observe, describe, draw, and sort objects carefully to learn about them.
1.2.7 Write brief informational descriptions of a real object, person, place, or event using information from observations.

Language Arts:

1.2.3 Respond to who, what, when, where, why, and how questions and recognize the main idea of what is read.
1.5.2 Write brief expository (informational) descriptions of a real object, person, place, or event, using sensory details.
1.6.2 Write in complete sentences.
1.7.4 Stay on the topic when speaking.
1.7.5 Use descriptive words when speaking about people, places, things, and events.


Information Literacy Standards:

The library media program fosters individual and collaborative inquiry.

Materials Required:

LMS and Teacher Materials and Preparation:

· Tree Presentation using Computer and projector
· Kidspiration link (ready to go) for writing student responses /or white board for technology equipped schools.
· Felt board/ or bulletin board to place samples. (have headings already on board)
· Team computers (one for each team) with a file with links to images of trees during the various seasons.

Student Materials:
Portfolio box with prior scanned photos from field trip, journal entries, and data (specimens) collected during the walk.
Our Tree Inquiry Sheet.
Adopt a Tree Team Portfolio Boxes

Background:

The Library Media Specialist shared a power point presentation showing her experiences as a child enjoying nature. These engaging slides show her having fun in different seasons. It also includes other teachers using the woods for education and enjoyment. The purpose is to motivate and excite the students about natural learning experiences.

The LMS unveils the unit…by showing a slide - with the title.
The LMS asks the following: How they might learn the most about trees and seasons?
The first grade teacher records responses.
She lets them know that one of the best ways is to investigate. She defines investigate by showing another slide (she stresses that the child is ask, question and share.

The Library Media Specialist has had the students create a KWL chart to assess what students know and would like to learn about forests and seasons.

The students went on their walk in the woods (as described above). The goal was to photograph their tree, and collect specimens to evaluate. After a walk in the woods, they completed their first field journal entry.


Springboard: (10 mins)

1. The LMS share a brief slide show created using I Photo showing
images of this unit’s exploration in the forest.

The LMS highlights the process of investigation. He/She shows examples of collecting data (specimens from trees), journaling experiences, using senses like listening, and smelling to better understand the seasons and trees.

To foster information fluency- he/she asks guided questions:
Why take pictures?
What might we use the samples of leaves etc. for?
What did you learn about your tree?
What is Johnny (a student) trying to learn by listening or smelling?

Process:

2. The student view Trees are terrific…travels with Pierre
http://www.urbanext.uiuc.edu/trees1/ This is set up by the LMS.

3. The teacher uses focus questions to direct the students to look at the seasons:

Enthusiastically explain that we will focus on different parts of this presentation on different days. Today let’s think about the seasons.

· What seasons did you see?
· How many seasons are there?
· Tell me about the weather during each season.
· What do you see that is different about each season? (Think about the leaves, flowers, buds, and branches)

LMS documents responses using kidspiration. The responses are kept electronically for future uses.

4. LMS shows examples of leaves, buds, flowers and branches (with imaginary snow on them.) He/She asks the students to classify them into different seasons. Using a chart the LMS will tacks each example under the correct season.



. Students break into teams. These teams are the same ones from the walk. They examine the journal entries and illustrations from the walk in the woods (prior lesson). They also examine the leaves, buds, flowers or twigs collected during the visit. All materials are kept in a portfolio box.
The LMS will have created files on each center computers with images of the trees from various seasons to review.

The goal is to determine what season their tree is currently in and to support their findings with documentation from the journal and collections.

(Each team had an aide or teacher to assist with this process)

5. Each team must answer the questions:

What season is it?
What is it about the tree that tells you it is the season?
What have you learned today?
What more would you like to learn about this subject?

Use inquiry sheets

6. They then presented their observations to the class.

7. After presentations all the materials are collected and placed in an Adopt a Tree Box, inquiry sheets are placed into the journal (which is a three ringed binder).




Trees for Life: Anthology of a Tree
In the Fifth Grade Unit: “Trees for Life: Anthology of a Tree, the students will learn about the concept of trees by engaging in an in-depth study of a tree. Thus unit will occur during the same time frame as the First Grade unit on trees. Research will run from September to May. Each month the students will meet with the Library Media Specialist and their teacher to develop their inquiry process research. The unit will incorporate Science, Language Arts and Art. Students work in investigation teams will adopt a tree. They will study the tree a few distinct ways.

This inquiry process will utilize the Big 6 Inquiry Model. Steps will include: Task Definition, Information Seeking Strategies, Location and Access, Use of Information, Synthesis and Evaluation.
Task Definition:
The Library Media Specialist and teacher will through teacher come up with a plan to engage with the natural environment. The LMS will use a KWL chart to determine prior knowledge and develop a plan for the students to study the forest. He/She will ask students to create a list of things they want to learn about trees.
Information Seeking Strategies/ Use of Information:
Field Study: By collecting data and observing the tree that they have adopted. This includes collecting images, specimens, and noting changes and observations. The details from these visits will be collected in a field journal with entries being transferred to an electronic format. Transfer photos and finds onto I Photo using those photos.

Research: Using a variety of resource from the School Media Center the students will learn about their tree. Students will create charts to show seasonal changes in the tree, develop a webbing diagram to illustrate the areas of interest about the tree. They will also develop questions to answer and cite sources for their findings.

Synthesize:

Creative Opportunities: To encourage reflection and the creative process, students will also develop poems about their tree, letters to the tree that express appreciation and explaining concern about threats to the trees existence. Illustrations are also encouraged.

Presentation: All details will be collected and placed into the electronic field journal. The students will transfer selected images (scanned or digital), writings, and even music and recorded documentary will be created. This will be presented to the other students and family members on Arbor Day. Time will be allotted to share the successes and areas needed to improve in their work

Evaluation:
Assessment and Evaluation: This unit will have lots of self evaluation times. LMS and teacher will regularly conference with the students. All work samples will be kept on a CD and other materials such as notes, worksheets, and specimens will be kept in a portfolio. The students and educators will assess effectiveness of their product (journal) and efficiency of their process.

There will be many opportunities to question, collect data, evaluate resources, explore and reflect on findings. This project will have many inquiry activities. The students will develop visual, technology, media and information literacy through a variety of experiences.


Sample Mini-Lesson Plans:

Grade: Fifth

Subject: Science and Language Arts

Inquiry Approach to Learning: Big 6: Information Seeking Strategies
Level of Inquiry: Modeled.
Educators Involved: School Media Specialist, Fourth Grade Teacher and Teacher Aides.

Goal: Within teams students will cooperative work to select a tree to adopt, and explore the trees characteristics and surroundings

Objective: The students will collect data through observation and investigation about a tree.

The students will write a journal about their finding and experiences while investigating a tree.



Indiana Academic Standards:

Science Grade 5
5.1.1 Recognize and describe that results of similar scientific investigations may turn out differently because of inconsistencies in methods, materials, and observations*.
* Observation: gaining information through the use of one or more of the senses, such as sight, smell, etc.
5.2.4 Keep a notebook to record observations and be able to distinguish inferences *from actual observations.
* Inference: a train of logic based on observations, leading to an explanation
5.2.7 Read and follow step-by-step instructions when learning new procedures.


5.4.7 Explain that living things, such as plants and animals, differ in their characteristics, and that sometimes these differences can give members of these groups (plants and animals) an advantage in surviving and reproducing.

Language Arts Grade 5
5.4.1 Discuss ideas for writing, keep a list or notebook of ideas, and use graphic organizers to plan writing.
5.4.11 Use logical organizational structures for providing information in writing, such as chronological order, cause and effect, similarity and difference, and stating and supporting a hypothesis with data.
5.4.5 Use note-taking skills when completing research for writing.


Information Literacy Standards:

The library media program fosters individual and collaborative inquiry.


Materials Required:
LMS and Teacher Materials and Preparation:

· Tree Walk Presentation using Computer and projector
· Appropriate clothes for walk
· Digital camera and recorder to document experience of students as they investigate nature.
· Check list of students and also note book to write observations for evaluating students


Student Materials:

Journal and pens
Bag for sample collections
String to measure
Functional tape recorder
Functional digital camera
Adopt a Tree Team Boxes



Background:

The Library Media Specialist shared a power point presentation showing her experiences as a child enjoying nature. These engaging slides show her having fun in different seasons. It also includes other teachers using the woods for education and enjoyment. The purpose is to motivate and excite the students about natural learning experiences.


The student completed a KWL chart showing their prior knowledge and interest in trees.



Springboard: (45 mins.)

The LMS breaks the students into predetermined teams of four. He/ She gets them to work through the interactive web simulation called Walk in the Forrest: I.D a Tree Walk. How can I identify a tree?
This online interactive field study focuses on ‘real-life examples and tools to study observe and gather information as you would walk through a forest.

http://nationalzoo.si.edu/Education/ConservationCentral/walk/default.cfm

During this experience, both the teacher and LMS will circulate and guide the students through the experience.

After completing the virtual walk, the LMS will highlight details about nature research studies. He/She will explain the importance of close examination, of collecting data, of working silently to observe as much as possible.

The students will be introduced to this unit on trees. They will be told that they will go on their own walk in the forest.


Goals: To adopt a tree and collect data in order to study the tree.
To write a journal entry about their tree.
.

Students will be told that they will remain with their current teams for this entire process. The next class will be a field trip to the neighboring forest. They will need to dress in old clothes, rubber boots or running shoes.

Note: During Art class, the students will create an Adopt a Tree Box to hold all the information gathered during the unit study.

Process: (next day)

At the Library: (15 mins.)

A nature walk outline located in a three ringed binder will be given. The LMS will review all the details stressing that this is an inquiry project like the ones where they have done research in the library but only investigation is the outdoors. It will be important to respect it! She also will note the lists of requirements and materials to bring. This will assist the students to take ownership of their work and to become responsible for their projects.

In the Forrest: (45 mins.)

Each team will consist of a Photographer, a Data Collector, a Journalist and a Recorder.

Roles:

Photographer: Using a digital camera take 10 pictures (minimum) depicting the trees parts, the seasons, animals or plant life, fungus etc around the tree, images of the team member by the tree and any other relevant images relating to their adopted tree.

Data Collector: Would collect specimens from the tree. These may include leaves, needles, flowers, buds, branches. Additional samples could include plant life. The collector would also measure tree circumference, size of leaves, and estimate height of tree each.

Journalist: Will write answers to journal questions; write any observations or comments by group members in an attempt to research the tree. This is a creative process and can include illustrations.

Recorder: This person using a tape recorder will tape nature sounds, and also comments from the other member of the team. The recorder might also record other questions or further ideas for future studies.

(Note: each team member will have an opportunity to play each role. The class will return frequently during the unit study.)


At the Library: (30 mins.)

The students and educators will return back to the library. They will place all specimens (in plastic bag), journal, camera, and tape recorder into an Adopt a Tree Box.

Each group will review their findings and discuss the last two questions in the journal. Essentially determining any other investigations they may have and also where they are going next day.

Note: Next class they will enter their journal findings into a comprehensive electronic format.




Unit Comparisons

Comparison of First and Fifth Grade Lessons:

First Grade
Fifth Grade
Average Age
7- 8 years
10-11

Inquiry Model
Super 3: Do
Determine what seasons we are in.
Evaluate collections to support theory.
Document results

Big Six :Information Seeking Strategies
Determining and answering questions, determining keywords
Collecting Data, finding details, citing sources

Level of Inquiry
(re: Daniel Callison)
Controlled
LMS /Teacher directed lesson, opportunity for input from students, guided questions
Eg: Questions provided by educators, allow for discussion and sharing, input in teams, answers shared.
Modeled
LMS/Teacher coach, flexibility in topic, approach and end result with some guideline.
Eg: select a tree, choose data, select way it will be presented in electronic journal format.

Piaget Stage
Concrete Operational
A series of short parts to the lesson that provide concrete examples and reinforce objective to identify season
End of Concrete Operational and beginning of Formal Operational.
Exploration; students create through collaboration meanings about their study of tree.

Attention Span
Shorter- lots of changes of lessons- using different tools to learn (e.g.: visuals, digital, writing, direct questioning to get meaning)
Longer- can self select and remain on task for greater lengths of time.
An outline of goals is helpful.
Ability to work in teams
Yes with direction and assistance
Yes, roles are defined and students assist each member to complete their goals and work collaboratively.
Written Ability
Simple sentences and concrete examples related to topic.
More abstract. Ability exists to write full paragraphs and also point form that is easy to use when writing a more elaborate journal later.
Technology digital
Learning through good modeling. The LMS models how to use kidspiration for charts.
Also files of images are created that students can use.

Digital Photograph comfort.
Ability to download information.
Record information with tape recorder.
In subsequent lessons search, find details electronically.
Questioning Strategies
Mostly guided questions from the educators
Some elaborations from students
Some questions to direct students but they are able to springboard into their own more elaborate questioning.
Motivation
Play, meaningful, excitement in providing input
Self discovery, working in teams, developing their ideas and giving it their own unique style.

Growing up is as much about learning as it is about physical maturation. The differences between the capacities of first graders and those of fifth graders become evident as each group approaches the business of learning about trees.
First graders – age 7 or 8 - are at the concrete operational stage of learning. Children in Piaget’s concrete operations stage are able to understand different views and consider more than one perspective. Their thought processes are more logical and organized now than in early childhood. While they have the ability to deal with concrete problems, they cannot yet contemplate or solve abstract problems. They are not yet able to consider all logically possible outcomes. They may not yet be good at “connecting the dots” but they can identify and discuss the individual dots. These first graders can express their knowledge in writing, using a few short but generally complete sentences. Geared to the concrete operations stage, the first grade lesson on trees provides many opportunities for learning. For one, the teacher provides physical leaf samples similar to those collected by students and, enlists the students to direct their placement under the correct season on a chart. These students gain experience in classifying, categorizing and recording findings.
At first grade level children are not “self starters”. They require a great deal of direction and guidance from their teacher. For this reason, the level of inquiry is controlled. This means that the LMS and the teacher have selected the materials and questions involved. In the lesson the LMS asks directed questions to guide the students through inquiry.
Scaffolding activities in questioning help the students see that different questions achieve different results. For example,
· Why take pictures?
· What might we use the samples of leaves etc. for?
· What did you learn about your tree?
· What is Johnny (a student) trying to learn by listening or smelling?
These questions allow students to focus on the meaning of their field visit.

Other questions such as
· What seasons did you see?
· How many seasons are there?
· Tell me about the weather during each season.
· What do you see that is different about each season? (Think about the leaves, flowers, buds, and branches)

The questions, offered after an educational computer presentation, enable students to better understand seasons and trees. The teacher assists in writing out responses on kidspiration. This role reinforces learning but also models technology skills that will be used in later lessons.

First graders are “team players” in the sense that they can cooperate with each other and function well in group settings. During the lesson an assistant is provided to help through the group process. The students will follow concise directions to evaluate collected data and respond to specific questions. Collaborations occur as the kids determine the season.
Seven and eight year olds have manual dexterity limitations and would have difficulty typing quickly. Therefore, more elaborate writing projects will not be assigned for a while. The current lesson allows for critical thinking and creative responses but written responses are limited to shorter sentences.
First grade students typically have shorter attention spans than the older students. They require shorter lessons with a greater variety of experiences. There is a lot of repetition of concepts throughout the various approaches. Examples of seasons and trees can be found in visual representations including charts, digital images (including PowerPoint presentations), and written comments.
The first grade lesson used the Super 3 inquiry model. This involves three follow steps: Do, Plan, and Review. These simple terms make it easy for the students to comprehend. They get a sense of exploration but do not dive in deeper than their abilities allow.
By fifth grade – age 10 or 11 – a child has a reservoir of experience upon which to draw and is entering the formal operational stage of development. Fifth graders are beginning to think logically and abstractly. Having entered what Piaget considered this the ultimate stage of development, children at this stage can reason theoretically.
Fifth graders are equipped to conduct a deeper level of inquiry than that of first graders. At this level, described by Dr. Callison as modeled, the role of the teacher is more like that of a coach. Rather than step-by-step control of the process, the teacher starts the students down the research path. The students form semi-autonomous teams, within which workloads and tasks are allocated. Tasks are provided through outlines, journal writing questions, and general assistance during the field study.
The Inquiry model selected for this unit and lesson is the Big 6 Inquiry Model. By fifth grade the students have outgrown the simplicity of the Super 3 approach and require a more significant learning experience that allows for further inquiry. Questions and more questions are essential. This lesson engages the students in a search for information - in this case, learning about their adopted tree.
Ten and eleven year olds are very adept at today’s technologies. Most are avid video game players, and can readily handle digital photography and basic online research. LMS throughout this unit will work to help the students increase their ability to collect information, assess the quality of information and present it effectively. In this early lesson, students will use the natural environment as the learning center to investigate. With more research skills in their repertoire, they will be able to collect data and select the best resources to bring back and use in their research project.
Collaboration is important to the fifth grade lesson and to subsequent lessons. The educators are coaches during this lesson, and assist the students in fully exploring their roles. Students in fifth grade have the ability to work individually on their tasks and then share collaboratively. This involves a deeper level of social maturity than required by the fist grade lesson of working with an aide to share views.
Fifth grade writing skills encompass full and coherent paragraphs and the use of bullet points. These older students are beginning to think abstractly; they can make assumptions and predictions about information they have gathered. The journaling experience allows for personal reflection and for the development of their metacognition skills, e.g. what do I feel? What do I like? What else might we include?
Motivation for both first and fifth grade lessons is extremely high. The younger students will find excitement in the process of investigation and collaboration but would become frustrated if they had the level of freedom that the older students will have. Conversely, the older students would become stifled by too much teacher-directed learning. They become stimulated by having more autonomy, albeit with mentoring.




Materials for Lessons


Jessica creating the team Adopt a Tree Box


Field Journal Questions for First Grade:

Journal from Nature Walk
Name: ______________
Date: ______________________
Put your findings down on paper!


Draw a picture of your adopted tree.


















Describe your tree?
Use words like tall, thick, short.





What do the leaves look like?

What shape are they? Round, Pointy, Triangle.




Draw a picture of the leaves?








What color are the leaves?





Are they fresh and green or crunchy and old?






What animals do you see around your tree?





Draw a picture of some of them.
Show what they might be doing?












What does the weather feel like?






Draw a picture of a weather scene that you see today. Example if it is cold- lots of snow











Field Journal Questions for Fifth Grade:



Our Field Journal
Fourth Grade


Team Members: ____________________________________________________________________________

This journal is a place to write, draw and chart observations that you make while on your walk in the wood. You might be inspired to write a poem or another form of creative work. Feel free to use the back side for such purposes. Remember to use your senses to better observe and collect data about your adopted tree. Have fun!

Height: (How many students high is it?)

How large is the trunk? Measure it.




Leave Description:
(Use terms such as _____, ________, ____)






Describe the bark:




What types of animals do you see in or by the tree? What are they doing? What might they use the tree for?






What do you find beautiful about this tree?





Describe what the tree smells like?


Has there been any damage done to the tree? If so describe it.



What might have caused this damage?


Listen to sounds around and on the tree? What do you hear? Describe it.





List the various photographs your group has taken:


Other observations:


Come up with other 3 of your own questions?



What else might I want to learn?





Power Point images; this is a sample of the type of presentation.











Example of KWL chart for Grade One.
A similar one would be available for Grade Four with different heading- what I know about trees.









Chart of Leaf classification into seasons:




Fifth Grade; Nature walk outline


Nature Walk Outline:

Before you leave the school:

Do you have?

____ Appropriate clothes on for the weather.

____ Bag for collecting samples

____ Journal and pens

____ A piece of string in bag to measure tree samples.

____ A functional tape recorder


____ Functional digital camera


Remember:

To observe nature one needs to be quiet and walk slowly. If you rush you can miss so much!

While there:

____ Did you take at least 10 pictures of the tree and team members?

____ Did you check to insure they are saved?

____ Did you answer all the questions in the field journal?

____ Did you add other observations and questions to discuss when you return?

____ Did you record sounds, peoples observations etc.?

Remember your goals:

Collect Data about your tree: leaves, bark, branches, note animals etc. that use the tree and more. Be creative.
Become familiar with the tree and its surroundings- you must be able to describe it.
Experience nature- We will be sharing it with our classmates.