I. Curricular Framework

Concept:

Change

Essential Question:

How is the life cycle of a tree a study in Change?

Bridge:

“The Giving Tree”

Content:

Tree Life Cycle (2 of 2)

Outcomes:

II. Standards Aligned

III. Instruction and Assessment

1. Connect: Connecting to the Concept Experientially

Objective: To examine a cross section of a tree trunk.

Activity: Teacher assigns students to groups of four and gives each group a tree wafer (cross section of a tree trunk), straight pins, small paper labels, and a pen. Students examine the rings closely to identify which year each ring was made. Students then pretend they are the tree from which the cross section was taken. By placing pins with labels in several of the rings, they indicate important events in their (the tree’s) life. They may mark years when there was a dry spell, drought, injury form a moving vehicle, or removal of surrounding trees. Students then add pins with labels at appropriate years for significant events in their own lives as human friends of this tree.

Assessment: Group participation and quality of time line on tree trunk cross section.

2. Attend: Attending to the Connection

Objective: To pool observations. To discuss the factors which may affect the way that a tree grows and, thus, alter the color and form of the rings.

Activity: Groups share their time lines and explain why they placed pins at certain points for important events in the life of the tree.

Assessment: Quality of the discussion. Were the students involved in the discussion? How many ideas were generated? Did the students honor each other?

Assessment, Phase One, Level of Engagement, Fascination:

3. Image: Creating a Mental Picture

Objective: To formulate the concepts of growth and development of a tree through another medium.

Activity: Students listen as teacher reads The Giving Tree. In the discussion that follows, emphasis is placed on visual imagery, feelings that were aroused, the sequence of events, and the main idea.

Assessment: Quality of studentsí responses.

Assessment, Phase Two, Seeing the Big Picture:

4. Inform: Receiving Facts & Knowledge

Objective: To teach the stages in the life of a tree.

Activity: Lecture with accompanying visual aids. Include the following: bud, flower, fruit, cone, seed, embryo, seedling, terminal bud, life cycle. Review growth and decay in terms of the following: rainfall, drought, sunshine, shade, fire, insects, disease, birds, mammals, storms, and the lower forms of life which hasten decomposition.

Assessment: Objective quiz.

Assessment, Phase Three, Success with Acquiring Knowledge:

5. Practice: Developing Skills

Objective: To practice and reinforce the concepts.

Activity: Begin rotation at learning center with activity cards and tactile-kinesthetic activities (manipulative bulletin board on tree identification, learning circles and electroboard on basic vocabulary).

Assessment: Quality of written work and participation in T-K activities at the learning center.

Assessment, Phase Four, Success with Acquiring Skills:

6. Extend: Extending Learning to the Outside World

Objective: To reinforce and personalize students’ learning by allowing them to choose an activity that explores some facet of trees.

Activity: Students begin mounting and labeling their leaf collections. Students continue their rotation through the learning center activities. Students choose one activity from the following:

Make a sketchbook of trees showing each treeís shape, leaf, flower, and fruit.

Tape an original poem about trees.

Create a display showing the uses of wood from different kinds of trees.

Pantomime the life cycle of a tree.

Choose appropriate music and perform this pantomime to music.

Do research to find out why some trees lose their leaves in autumn and others stay green all winter. Share the results of your research through a written report or a poster.

Do research to find out why leaves change color in autumn. Collect samples of leaves that are changing color. Share your research and observations with your classmates through a written and/or oral report.

Assessment: How well the students go about the task of mounting and labeling the leaves for their collections. How well the students go about the task of selecting a project.

7. Refine: Refining the Extension

Objective: To enhance student ability to plan and work systematically on a project.

Activity: Each student will write a contract for her/his chosen project specifying materials needed, resources to be used, concepts to be explored, and date of completion. Note: Students continue mounting and labeling their leaf collections and rotating through the learning center activities.

Assessment: Quality of the written plans.

8. Perform: Creative Manifestation of Material Learned

Objective: To increase student ability to work independently and to complete work they have be begun. To provide an opportunity for students to share what they have learned and to learn from each other.

Activity: Students complete their projects and share them with their classmates through a display, an oral presentation, or a creative performance.

Assessment: Faithfulness to contract, quality of completed projects, participation, and sharing. The scope of the contracted projects will determine the number of additional days needed.

Assessment, Phase Five,Performance, Creative Use of Material Learned: