Grade level: Grade 3, 4, and 6.
Provincial curriculum links: Ontario.
Subject: Science and Technology.
Keywords: Shrub, tree, grow, measure, ecology, seasons.
The students will learn the parts of a tree, seasonal changes, how to identify trees and certain ecological functions.
Grade 3 (Plants), Grade 4 (Habitats and Communities), Grade 6 (Diversity of Living Things)
describe, using their observations, the effects of the seasons on plants
identify the major parts of the plants
record relevant observations, findings and measurements
identify some functions of different plants
describe structural adaptations of plants that demonstrate a response to their environment
recognize that plants live in specific habitats because they are dependent on those habitats
identify various kinds of plants and animals
compile data gathered through observations in order to record and present results
Observations sheet (see below)
Clipboards, metre sticks, measuring tape, coloured pencils and regular pencils
Teacher decides ahead of time which shrubs or trees, preferably deciduous, the students can choose from. The advantage with shrubs is that they usually produce flowers, whereas young trees do not.
Students may choose to work alone or with a partner.
In class, go over what the students will be doing outside. Depending on the time of the year and how elaborate the teacher wishes to make this activity, the children may be:
choosing a tree or shrub they wish to "adopt" for the year
giving the tree an appropriate nickname (e.g. Woody)
recording the species (older children may be able to do this based on leaf characteristics)
estimating or directly measuring the height of the tree
measuring the circumference at the base
making a bark rubbing and gluing it in their notebook or journal
making an accurate colour drawing of the entire tree
making an accurate colour drawing of the leaf
measuring the length and width of an average leaf
recording whether the leaves are opposite or alternate, simple or compound
taking a leaf, pressing it in the pages of a book and allowing it to dry; covering with Mactac, putting it in a notebook or on a bulletin board
photographing the tree with children standing in front (may be done several times during the year)
in the late winter, choosing a specific bud to observe over the spring. Place a piece of masking tape adjacent to the bud so as to remember which it is. Record, measure, draw the growth (leaf, stem, flower) that comes from the bud
recording signs of insect activity in the tree
recording other changes such as fall colour, leaf-fall dates, leaf-out dates in spring, flowering dates etc.
making a class bulletin board of the adopted trees
taking a cutting from the tree in late winter, putting it in water in a bright window and seeing if it will leaf out
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Estimated Height |
Observations |
Sketch of Tree, Leaves etc. |
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At the beginning of the year, whole group discussions are best. Children share their observations orally.
Charts and graphs can be made on topics such as comparing tree height, leaf size, leaf-drop dates, etc. N.B. The trees can be visited just before or after recess on a regular basis in order not to miss any changes.
Observation sheets can be evaluated on the ability to provide oral or written description of the tree or shrub.
Students can be observed and assessed on their cooperation and independent work skills while outdoors.
Students could be encouraged to go further in their observations, drawings, recording method, use of graphs, etc. For example, they could make detailed drawings of the trees' flowers and label the parts. They may also wish to make a list of all the trees on the school grounds that they can identify.
Students should be encouraged to make sure their tree is healthy and is getting enough water. They may wish to take on some of these responsibilities themselves.
The bulletin board with pictures of the kids standing in front of their trees can be left up all year long. Parents love it.
You will find that they children become quite attached to their tree and remember its nickname years later.
Most tree guides have information on how to identify trees based on characteristics of the leaves.
National Audubon Society - First Field Guide to Trees, by Brian Cassie (Scholastic Inc.)
Introducing Trees, by Pamela Hickman (Federation of Ontario Naturalists)
Source of Lesson Plan: Based on an activity from Project Learning Tree (www.plt.org)
Submitted by: Drew Monkman <dmonkman@cogeco.ca>