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Lesson Sketch for EDT 313 Investigation Hook lesson

Individuals completing this plan: Sarah Kintner and Francesca Martella

Lesson title: Parts of the Tree Investigation Topic: Trees

2 Early Learning & Development Content Standards indicators:

 Cognition and General Knowledge- science  Science and inquiry and application  Inquiry 
Explore objects, materials, and events in the environment
 Cognition and General Knowledge- science  Life science  Exploration of living things  With
modeling and support, identify physical characteristics and simple behaviors of living things

Instructional objectives: list 2- 3 observable/measurable objectives for this lesson. Use precise language w/ action verbs.
The student will:
1. The students will be able to identify at least one of the materials presented from a tree and show
where it belongs on the tree.

2. The students will be able to draw what a real-life tree looks like.

Experience(s): Describe authentic (real life, hands-on not representational) materials and enticing/ creative experiences in
which children are actively engaged. Experiences should encourage experimentation, problem solving and language
development. How will the experience(s) inform you on the children’s prior knowledge and interest in the topic? How can you
use this data to inform the development of your Integrated Investigation Plan?

The beginning of the lesson will start with the teachers asking what a tree looks like. This will bring forth
their previous knowledge of what trees look like which they should have since they come in contact with
trees almost every day. We will give the students a piece of paper and crayons or pencils to draw out what
they believe a normal tree looks like individually. After they are done drawing the tree we will ask 2 or 3 of
the students if they can explain why they drew the tree like they did and if they can describe their tree. This
will lead into us splitting the class into two small groups (which the class does a lot when doing school
work) and bring out different parts of the tree, including leaves, branches, bark, and fruits/seeds. We chose
these materials to show the students because they are the most basic parts of a tree that a preschool student
should know. We will ask each student if they can identify at least one of the objects that we have and show
where it belongs on a tree using the picture that they previously drew. By doing this lesson it will allow us
to understand what the students already know about trees and the parts of tree which will help us learn what
we need to help us know what we need to teach more, or less.

Assessment of student learning:

1. Data to be collected-
If the students are able to draw a tree similar to what they look like, along with being able to identify one
part of the tree using real life materials.
2. Method used to record/aggregate data-
We will collect the drawings to see if they are correct and then record which students are able to identify a
part of the tree using the materials using a checklist of which part they can identify.
3. Interpretation of assessment data-
This will allow us to understand what they know about trees and the parts of the tree to better our further