Curriculum planning chart Generative Topic (Blythe et al, 1998): Trees and the Environment Name: Heather Brubach

Concept* ("The student will understand")

We use specific criteria to classify and identify things in nature Informational texts can help us to organize information and learn about the world around us We can learn about the world around us by making careful observations and keeping a record of them Science 3.1.1.A5: Identify and describe plant parts and their function. 3.1.2.A5: Explain how different parts of a plant work together to make the organism function. 3.1.2.C2: Explain that living things can only survive if their needs are being met. 3.1.K.A1: Identify the similarities and differences of living and non-living things. Literacy C.C.1.2.2 Reading Informational Text Students read, understand, and respond to informational text with emphasis on comprehension, making connections among ideas and between texts with focus on textual evidence. Science 3.1.1.A5: Identify and describe plant parts and their function. 3.1.2.A5: Explain how different parts of a plant work together to make the organism function. Checklist of concepts, actions and keywords to assess students during role playing and discussion for use of accurate terms, correct sequencing and stages of life cycle A tree goes through the stages of seed, seedling, sappling, young tree, mature tree and then eventually decomposes. Sequence the stages of a trees life. How are natural things in our world connected or related to each other? How do we classify and organize information?

Subject: 1st and 2nd Grade Science

Skills ("The students will be able to")
Create a diagram of a tree including all necessary parts (roots, trunk, bark, branches and leaves) Match the part of the tree to the function is serves for the tree. Hypothesize what problems a tree could have if different parts of a tree were damaged or removed.

Standard

Assessment (How will you have evidence that they know it?)
Students will create a diagram of tree including roots, trunk, bark, branches, and leaves Students will situate the diagram in a larger picture that illustrates evidence of the needs of a tree (sun, air, water, soil) KWL chart for their formative knowledge on trees and then add to it what they have learned at the end of each lesson.

Facts ("The students will know")

A tree is a living thing that requires sun, air, soil and water to survive.

Problems to pose ("Guiding questions" or "unit questions")

How are natural things in our world connected or related to each other? How can we use observations to learn about and make sense of the world around us? How are our natural resources threatened?

Activities:

Students will observe trees outside and try to describe different parts of the tree Students will plant a seed and observe it growing making note about how it grows and what parts they see forming. Students will read nonfiction texts related to trees to learn about the parts functions. Students will create their own tree habitat diagram that includes all parts of the tree and illustrates the needs of the tree being met.

Students will role play by each being a stage of a trees life and having to find other classmates to complete the cycle and role play the sequence a tree goes through.

S3.B.1.1.4: Describe how plants and animals go through life cycles.

Check tree adoption journals for application of terms and descriptions to their own tree.

A tree goes through a life cycle and a seasonal cycle

Hypothesize what problems a tree could have if a tree were damaged or removed at different stages in the cycle.

How can we use observations to learn about and make sense of the world around us?

Class discussion about what happens during different seasons to contribute to the life cycle.

We use specific criteria to classify and identify things in nature Informational texts can help us to organize information and learn about the world around us We can learn about the world around us by making careful observations and keeping a record of them

Science 3.1.1.A1: Categorize living and nonliving things by external characteristics. 3.1.1.A9: Distinguish between scientific fact and opinion. Ask questions about objects, organisms, and events. Literacy C.C.1.2.2 Reading Informational Text Students read, understand, and respond to informational text with emphasis on comprehension, making connections among ideas and between texts with focus on textual evidence.

Performance assessment observation with checklist to see if students are accurately sorting tree examples and giving good reasoning for classification choices Personal communication with students about what their process was for deciding what type of tree the mystery tree is. Assess their tree journal homework to see if they applied the correct criteria to their adopted tree. KWL chart for their formative knowledge on trees and then add to it what they have learned at the end of each lesson.

The criteria of tree classification include: tree shape, leaf type, leaf shape, arrangement of buds/leaves, bark type and pattern, flowers, fruit, seeds, etc.

Outline/Chart the process components of tree classification. Classify individual trees based on criteria such as: bark, leaf shape, and other characteristics. Describe a tree without using opinions, instead using facts and observations

How do we classify and organize information? How can we use observations to learn about and make sense of the world around us?

Introduced to a mystery tree and will design a process for how they will determine what kind of tree it is? (Students will create a list of questions to ask or information they will need to decide) Students will be introduced to the scientific classification of trees with specific criteria and apply those methods to decide on the mystery tree. Students will sort example samples from other trees.

We use specific criteria to classify and identify things in nature Informational texts can help us to organize information and learn about the world around us We can learn about the world around us by making careful observations and keeping a record of them Natural resources benefit their environments' ecosystem as well as human lives and communities We can learn about the world by making careful observations and keeping a record of them Informational texts can help us to organize information and learn about the world around us. Individuals can make a difference in protecting our natural resources/environment

3.1.1.A1: Categorize living and nonliving things by external characteristics. 3.1.1.A9: Distinguish between scientific fact and opinion. Ask questions about objects, organisms, and events.

Students will use specific symbols to map where trees are and which type they are. Students will make conclusions about our school's trees based on collected data in their science journal or as an exit ticket.

The criteria of tree classification include: tree shape, leaf type, leaf shape, arrangement of buds/leaves, bark type and pattern, flowers, fruit, seeds, etc. We can use symbols to represent information on maps and graphics

Students will be able to sort and classify trees by type Students will graph and map data based on observations Students will conclude things about their school's tree population based on collected data

How do we classify and organize information? How can we use observations to learn about and make sense of the world around us?

Students will observe and record types of trees found in the school yard. Students will share and discuss the data as a class, making a class graph.

Literacy CC.1.2: Reading Informational Text: Students read, understand, and respond to informational text with emphasis on comprehension, making connections among ideas and between texts with focus on textual evidence. CC.1.2.3.G Use information gained from text features to demonstrate understanding of a text. CC.1.2.K.L Actively engage in group reading activities with purpose and understanding.

KWL chart for their formative knowledge on trees and then add to it what they have learned at the end of each lesson. Students complete a project where they fill in hidden windows in and around a tree with different animals that live in or around a tree as part of their habitat (birds in branches, etc.) Assess their tree journal for commentary about how their adopted tree might be important to the community or the environment in their neighborhood. Have a discussion about how we could convince others that trees are important. (perhaps an exit ticket of sorts)

The definition of habitat as a the natural home or environment of an animal, plant, or other living thing. The definition of natural resource as something in nature that humans value. That some people cut trees down to use the wood for fuel or paper and that some cut down trees to clear land for development. How people can help save trees by reducing, re-using and recycling.

Identify trees as both a habitat and natural resource. List benefits of trees to the natural world and what trees provide for other organisms (food, shelter, nutrients, etc.) List benefits of trees to humans and human communities (shade, clean air, beauty, food, sap, rubber, wood for fuel/paper, etc.) Compare and contrast communities with trees and those without. Construct arguments for why we should take care of the trees in our neighborhoods. Persuade others in the community to take care or care about urban trees.

How can we use observations to learn about and make sense of the world around us? Why are natural resources important? How are natural things in our world connected or related to each other? How can we be stewards for and protect the environment?

Read The Great Kapok Tree and discuss why the lumber worker was there to cut down trees in the first place and then why he ultimately chose not to cut down the tree. Smartboard games related to which animals can be found in trees and what parts of different trees support life. Observe trees outside to look for and record animals interactions with trees or evidence of animals in/on or surrounding trees. Read information text book Paper Crunch to learn what we can do in our classroom and community to help save trees.

C.C.1.4 Writing Students write for different purposes and audiences. Students write clear and focused text to convey a welldefined perspective and appropriate content. Science 3.1.2.C2: Explain that living things can only survive if their needs are being met

Creation of one page posters for class book and use a rubric to grade/ peer assessments of how effective it is.

Create a class list of possible actions we think we could take or things we could convince people to change

S4.B.3.1.2: Describe interactions between living and nonliving components (e.g. plants water, soil, sunlight, carbon dioxide, temperature; animals food, water, shelter, oxygen, temperature) of a local ecosystem. S4.B.3.2.1: Describe what happens to a living thing when its habitat is changed.