a tree and me unit plans · web viewa tree and me unit plans 10 by traci garciacurriculum...

A Tree And Me Unit Plans 1

By

Traci G

arcia

Curriculu

m D

esign ED

UC

530

A

Tree and M

e U

nit Plan


Introduction

This unit of study is intended for students in the first grade. Science will be integrated

with reading and writing during five, thirty minute lessons. Lessons will meet the needs

of diverse learners who are learning to read (and write) as well as those students

reading to learn. The goal of this unit is for students to examine the structural parts of

living things. I will implement Gardner’s multiple intelligences into instruction giving

students multiple ways of learning.

The unit will address the following Kansas Standards: Reading Standard 1: The

student reads across the curriculum. 1.4.6 The student develops awareness of text

structures (label, compare and contrast). Writing Standard 1.1.7 The student writes

several complete sentences about one idea. Science Standards: 3.1.4. The student

examines the structures/parts of living things. 1.1.5 The student describes an

observation orally or pictorially. 1.1.2 The student classifies and arranges groups of

objects by a variety of properties, one property at a time. 4.1.1 The student observes,

compares, and sorts earth materials.

The overall goals of this unit are 1) to integrate science with reading and writing and

2) for students to examine then compare the structural parts of living things. The goals

will be achieved through the following lessons:

Lesson 1: Explore trees outside on a nature walk.

Lesson 2: Draw and label the parts of a tree (branch, leaves, trunk, roots)

Lesson 3: Label the parts of a child (arms, hands, trunk, legs, feet)

Lesson 4: Compare the parts of a tree to the parts of a child

Lesson 5: Assess skills using SMART Response clickers


Unit Plans

Lesson 1 Course: First Grade Science

State Science Standard 3.1.4: The student examines the structural parts of living things.

Objective: The students will use their senses to explore the properties of a tree.

Materials: graphic organizers, clipboards, pencils, a safe area for students to walk

around and observe, digital cameras

Procedure: 1. The teacher will take first graders outside to explore and observe trees in their environment.

2. Teacher and class will set expectations before going outside.

We will use our eyes to look at the parts of a tree and record various pieces and colors.

We will find a stick on the ground and use our ears to hear the sounds it makes when you break it.

We will use our nose to record what a tree smells like, using property words like: sour, fresh, sweet, salty,

or stale.

We will use our hands to record what different parts of a tree feel like (bark, leaves and branch).

The teacher will model where to record each answer on the graphic organizer and share how many points

each section is worth.

Students will stick together as a group. (Boundaries given specific to the designated area)

Students will walk around the area.

Students will fill out their graphic organizer.

Students will take one picture with the digital camera starting with the first person in ABC order.

Students will use conversation voices.

Students will listen for the whistle as a signal to stop and line up in designated area.

3. Back in the classroom, students will use the Round Robin structure to discuss what they

saw, smelled, heard and felt.

4. Students will keep this lesson in a two pocket folder that we will call their science folder.

5. The teacher will print out pictures to be stapled to the inside cover of student’s science folder

and used with subsequent lessons.

AssessmentThe teacher will assign point totals for each section. The assessment will prove how well the

student understands senses and property words versus opinions.


Extension: Students could observe trees at home for homework repeating the same activity.

NAME ____________________________________________ Date ____________________

Graphic Organizer: The Parts of a Tree

Senses Property Words

Sight Leaf Wood

Hearing

Smell Leaf Wood

Touch Leaf Wood

Total Points: ____/14

(2points) (2points)

(2points)

(2points) (2points)

(2points)(2points)


Lesson 2

Course: First Grade Science

State Science Standards Science Standards: 3.1.4. The student examines the

structures/parts of living things. 1.1.5 The student describes an observation orally or

pictorially.

Objective: Students will diagram the parts of a tree: leaves, limbs, trunk, and roots

Materials: book A Tree is a Plant by Clyde Bulla, tree photograph,

sticker labels, story print paper with a space at the top and lines at the

bottom

Procedure:

1. The teacher will access prior knowledge from the previous lesson. Questions will be

asked before during and after the story.

What does the wood feel like?

What other things look like tree bark?

What do these pictures remind you of from yesterday’s observation?

Why is a tree a plant?

2. The teacher will display and teach terms on labels: leaves, limbs, trunk, and roots,

with words and pictures on the white board. The teacher will lead a discussion covering

the parts and their function. The students will glue their photograph to the story print

paper then apply labels in the right places. Students will earn one point for each label.

Students will then write a sentence about their tree (2 points).

Assessment:

This assignment will provide evidence that the student understands the structural parts

of a tree.


Lesson 3

Course: First Grade Writing

State Writing Standard 1.1.7 The student writes a complete sentence about one idea.

Science Standards: 3.1.4. The student examines the structures/parts of living things

Objective: The students will diagram the parts of the body: hands, arms & legs (limbs), trunk, and feet. The students will write a complete sentence.

Materials: Child outlines, story print paper, glue, scissors

Procedure:

1. Students will begin the lesson singing the action song, Head & Shoulders, Knees

& Toes

2. The teacher will display and teach terms: crown, trunk, limbs and feet.

Students will stand up and extend their limbs and pretend to be a tree. The

teacher will say, if you were a tree then wiggle your leaves. Now move your

limbs. Bend at your trunk. And if you were a tree, stomp your roots.

3. Teacher will use model-talk to show how to cut out the body outline and glue on

story print paper.(Special accommodations will be made for students with special needs. Pre-cut materials will allow students to focus on the instructional learning objective).

4. Students will label their parts from terms on the board and write a complete

sentence about their diagram. Teacher will discuss the necessary parts of a

complete sentence and model. Example: I have four limbs.

5. Instructions will be posted on the white board.

6. Students will read their sentences aloud and show their labels to a face partner

using the Kagan structure Inside Outside Circle.

Assessment:


This assignment will provide evidence that the student understands their own structural

parts. The teacher will assess the student’s ability to write a complete sentence.

Lesson 4


State Reading Standard 1.4.6 The student develops awareness of text structures

(labeling, compare and contrast). Writing Standard 1.1.7 The student writes a

complete sentence about one idea. Science Standards: 3.1.4. The student

examines the structures/parts of living things

Objective: Compare & contrast the parts of a tree to the parts of the body.

Write two simple sentences to demonstrate understanding of parts and functions.

Materials: Venn diagrams, rubric

Procedure:

1. Students will open science folders and pull out diagrams from lessons two and three.

2. The teacher will ask students to compare the parts of a tree with themselves.

Students will fill out a Venn diagram using only words from their labels.

3. The teacher will discuss expectations using a rubric displayed on the SMART Board.

Assessment Rubric

4 3 2 1

9/10 parts are labeled correctly

Student writes 2 complete sentences.

8/10 parts are labeled correctly

Student writes a complete sentence

Labeling is attempted.

Student attempts to write a sentence.

Little or no effort is displayed.

This assessment will provide evidence that lesson objectives have been achieved.

hair crowncrown

leaves

limbslimbs trunk

trunk

feetroots


A Tree and Me Venn Diagram

Name_____________________________________ Date _____________________

A TreeA Tree BothBoth MeMe

Write two sentences comparing your body to a tree.

__________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

hand


___________________________________________________________________________

Lesson 5


Science Standards: 3.1.4. The student examines the structures/parts of living things

Objective: The students will take a ten item test using Senteo Clickers.

Materials: Clickers, SMART Board, book Our Tree Named Steve, by Alan Zweibel, small seedling to be planted in the atrium

Procedure:

1. The teacher will pass out clickers and students will enter their personal ID numbers.

2. The students will select A B or C on their clicker.

3. The teacher will read each question and export results to an EXCEL spreadsheet.

4. The students will then be asked to complete a self assessment covering items and activities from the unit.

Name: _________________ I know the parts of a tree. I can write complete sentences. I can label a picture. I can use Senteo clickers A Tree is like me. I liked the story:

Our Tree Named Steve

I learned..._________________________________________________________________________________________________________________________________________________

5. To culminate the unit, the class will go outside and plant a tree in the courtyard. The

teacher will end the activity by reading the story Our Tree Named Steve.


Senteo Clicker Test

1. Name the part of the tree.A. LeafB. LimbC. Roots

2. A limb is like my...A. HandB. ArmC. Head

3. Name the part of the tree.A. RootsB. TrunkC. Crown

4. The leaves are like my...A. FeetB. LegsC. Hands and Fingers

5. The trunk holds up the branches. Tor F

6. I have a trunk and limbs. Tor F

7. We both have parts called leaves.TorF

8. Where is the crown of a tree? A. MiddleB. TopC. Bottom

9. Wood is...A. SoftB. HardC. Green

10. A tree is a plant.TorF

a tree and me unit plans · web viewa tree and me unit plans 10 by traci garciacurriculum...

Documents