AmyVasilionAugust,2011
Trees,Trees,GloriousTrees
TargetGrade:6thGradeScienceUnitOverview:StudentswilllearnhowtomakegoodobservationsusingthetreesintheOutdoorClassroomlocatedbymyschool.Studentswillthenuseadichotomouskeyandtheirobservationstoidentifythetypeoftreesintheoutdoorclassroom.Studentswilldoresearchontheirtreetoidentifythecharacteristicsofthetree.AsaServiceLearningprojectforourschool,studentswillcreatesignsidentifyingthetypeoftree,characteristicsofthetreeandwhetherthetreeisnativeornon‐nativetoMichigan.Studentswillthentakethe4thgradestudentsfromElliottSchoolonawalkingfieldtrip.Duringthefieldtripstudentswillpointoutthedifferenttypesoftreesandhowtousethesignsthattheyhavecreatedtolearnmoreaboutthetrees.Studentswillconnectwhattheyhavelearnedabouttheirtreestoourecosystemsunitthatiscurrentlyinplace,andwithourSocialStudiescurriculumontheimportanceofplantsineconomies.TotalTimeNeeded:10DaysSources/References:
TreesofMichiganFieldGuidebyStanTekiela(ISBN1‐59193‐00‐6) TreeFinder:AManualfortheIdentificationofTreesbyTheirLeavesbyMay
TheilgaardWatts(ISBN978‐0‐912550‐01‐5) www.sciencenotebooks.org www.sciencespot.net SeaGrantofMaryland:
http://www.mdsg.umd.edu/programs/education/interactive_lessons/key/what.htm
LeafPositionWorksheet:http://forestry.msu.edu/extension/extdocs/leafposition.pdf
ShapesofLeavesWorksheet:http://forestry.msu.edu/extension/extdocs/leafshape.pdf
TeachingandLearningObjectives:Studentswillbeableto:
Useadichotomouskey. Identifyandclassifydifferenttypesoftrees. Createobservationsthataredetailedandincludecorrectscientificlabels. Communicatewhattheyhavelearnedabouttreeswithotherpeopleinthe
community. Identifywhetheratreeisnativeornon‐nativetoMichigan. Describewheretreesgettheirenergy.
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Describewhyatreeisbiotic. DescribewhytreesareimportanttoMichigan’secosystemsandeconomy.
ContentBenchmarksAddressed:ScienceGLCES:
S.IP.06.13Usetoolsandequipmentappropriatetoscientificinvestigations. S.IP.06.14Usemetricmeasurementdevicesinaninvestigation. S.IA.06.13Communicateanddefendfindingsofobservationsand
investigationsusingevidence. S.RS.06.14Drawconclusionsfromsetsofdatafrommultipletrialsofa
scientificinvestigation. L.OL.06.51Classifyproducers,consumers,anddecomposersbasedontheir
sourceoffood. L.EC.06.11Identifyanddescribeexamplesofpopulations,communities,and
ecosystemsincludingtheGreatLakesregion. L.EC.06.31Identifyliving(abiotic)andnonliving(biotic)componentsofan
ecosystem.
SocialStudiesGLCES:
6–W1.2.3ExplaintheimpactoftheAgriculturalRevolution(stablefoodsupply,surplus,populationgrowth,trade,divisionoflabor,developmentofsettlements).
6–G2.1.1Describethelandformfeaturesandtheclimateoftheregion(withintheWesternorEasternHemispheres)understudy.
6–G3.2.1Explainhowandwhyecosystemsdifferasaconsequenceofdifferencesinlatitude,elevation,andhumanactivities(e.g.,SouthAmerica’slocationrelativetotheequator,effectsofelevationsontemperatureandgrowingseason,proximitytobodiesofwaterandtheeffectsontemperatureandrainfall,effectsofannualfloodingonvegetationalongriverfloodplainssuchastheAmazon).
6–G3.2.2Identifyecosystemsandexplainwhysomearemoreattractiveforhumanstousethanareothers(e.g.,mid‐latitudeforestinNorthAmerica,highlatitudeofPeru,tropicalforestsinHonduras,fishormarinevegetationincoastalzones).
6–G5.1.1Describetheenvironmentaleffectsofhumanactionontheatmosphere(air),biosphere(people,animals,andplants),lithosphere(soil),andhydrosphere(water)(e.g.,changesinthetropicalforestenvironmentsinBrazil,Peru,andCostaRica).
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6–G5.1.3Identifythewaysinwhichhuman‐inducedchangesinthephysicalenvironmentinoneplacecancausechangesinotherplaces(e.g.,cuttingforestsinoneregionmayresultinriverbasinfloodingelsewhere;buildingadamfloodslandupstreamandmaypermitirrigationinanotherregion).
LanguageArtsGLCES:
R.CM.06.02retellthroughconcisesummarizationgrade‐levelnarrativeandinformationaltext.
R.CM.06.04applysignificantknowledgefromgrade‐levelscience,socialstudies,andmathematicstexts.
W.GR.06.01inthecontextofwriting,correctlyusestyleconventions(e.g.,ModernLanguageAssociationHandbook)andavarietyofgrammaticalstructuresinwritingincludingindefiniteandpredicatepronouns;transitiveandintransitiveverbs;adjectiveandadverbialphrases;adjectiveandadverbialsubordinateclauses;comparativeadverbsandadjectives;superlatives,conjunctions;compoundsentences;appositives;independentanddependentclauses;introductoryphrases;periods;commas;quotationmarks;anduseofunderlininganditalicsforspecificpurposes.
S.CN.06.01adjusttheiruseoflanguagetocommunicateeffectivelywithavarietyofaudiencesandfordifferentpurposesbyaskingandrespondingtoquestionsandremarkstoengagetheaudiencewhenpresenting.
S.CN.06.02speakeffectivelyusingrhyme,rhythm,cadence,andwordplayforeffectinnarrativeandinformationalpresentations.
S.CN.06.03presentinstandardAmericanEnglishifitistheirfirstlanguage.(StudentswhosefirstlanguageisnotEnglishwillpresentintheirdevelopingversionofstandardAmericanEnglish.)
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LessonOne:LeafObservationsTimeNeeded:60minutesLearningObjective:Studentswillgeneratealistofitemsthatarerequiredforscientificobservations.StudentswillthenusethislisttomakescientificobservationsfromleavesfoundintheOutdoorClassroom.GLCECovered:
S.IP.06.13Usetoolsandequipment(handlens,ruler)inscientificinvestigations.
S.IP.06.11Generatescientificquestionsbasedonobservations,investigations,andresearch.
Assessment:Studentswillbeturningintheirleafobservationsandwillbegradedusingtherubricforscientificobservations.Materials:
‐ Leavesfromdifferenttreesaroundyourschool(oneforeachstudent)‐ Magnifiers/handlens(oneforeachstudent)‐ ScienceNotebooks(foreachstudent)‐ Pencil‐ Coloredpencils‐ Rulers(oneforeachstudent)
LessonOutline:
1. Askstudents“Whatisthedifferencebetweenmakinganobservationandmakinganinference?”Studentsshouldknowthatobservationsarethegatheringofinformationusingyourfivessensesandthattherearequalitativeandquantitativeobservations.Inferencesareexplanationsofyourobservationsusingpriorknowledge.
2. Giveanexampleofanobservation.Example:“Jimmyiswearingablueshirt”GiveanexampleofaninferenceExample:“Jimmy’sfavoritecolorisbluebecauseheiswearingablueshirt”.
3. Askstudentstomakesomeobservationsorinferencesofthingsintheroom.Callonstudentstosharetheirobservations/inferences.Asktheclasswhethereachstatementisanobservationoraninference.
4. Tellstudents“Todaywearegoingtofocusonmakinggoodscientificobservations.”
5. Askstudents“Whatmakessomethingagoodscientificobservation?”Beginwritingdownstudentsresponsesontheboard.
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6. Showstudentsexamplesofsomescientificdrawingsandobservationsthatotherstudentshavedonefromthewebsitewww.sciencenotebooks.org.
7. Askstudents“Wouldyouliketoaddanythingtoourlistafterseeingtheexamples?”Studentsshouldhavelisted:drawings/rubbings,title/nameofobject,scientificlabels,descriptionofobject(size,texture,color,smell,hear).
8. Havestudentsopentothefirstavailablepageintheirsciencejournal.HavethemtitlethispageScientificObservations.Havestudentsrecordwhatneedstobeinascientificobservationfromthelistontheboard.
9. Tellstudentsthatyouwillusetheirlisttocreatearubricforscientificobservations.Seerubricattheendofthelesson.
10. Tellstudents“Wearegoingtonowusewhattheylearnedaboutscientificobservationstocreatesomeobservationsofleaves.”
11. TurntothenextpageintheirsciencejournalandtitlethispageLeafObservations.
12. Giveeachstudentaruler,handlens,coloredpencilsandaleaf.Havestudentsbeginmakingobservationsoftheirleaf.Ifyouseestudentsgettingstuckreferthemtothepreviouspagewiththeirlistonit.
13. Tellstudents“Wearenowgoingtoshareourobservationswithapartner.Partnersshouldbeusingthelistandmakesurethattheobservationhaseverythingneeded.Iftheyaremissingsomethingtheyshouldaddittotheirobservationbeforeturningitin.
14. Collecttheobservationsfromstudents.Usetherubrictogradetheirobservations.
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ObservationRubric
Name________________page#tobegraded________________________
Category 3 2 1Title Titleisdetailedand
relatedtotheobservation
Titleissomewhatrelatedtotheobservation
Titleismissingornotrelatedtothedrawing
Observation Observationsincludeallofthefollowingdetails:
- color- shape- size- amount- texture
Observationsinclude4ofthefollowingdetails:
- color- shape- size- amount- texture
Observationsincludelessthan4observations:
- color- shape- size- amount- texture
ScientificDrawing
Drawingisneatlydoneandincludes:
- labels- colororshading- representsobject
accurately
Drawingisincludedandincludes2:
- labels- colororshading
‐representsobjectaccurately
Drawingismessyornotincluded,anddoesnotinclude:
- labels- colororshading
‐representsobjectaccurately
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LessonTwo:WhatisaDichotomousKey?TimeNeeded:45minutesLearningObjective:Studentswilllearnhowtouseadichotomouskey.GLCECovered:
‐S.IP.06.13Usetoolsandequipmentappropriatetoscientificinvestigations.Assessment:CollecttheSillyScienceworksheetforparticipationpoints.Materials:
- http://www.mdsg.umd.edu/programs/education/interactive_lessons/key/what.htm(smartboardneededORprojectorconnectedtoacomputer)
- SillyScienceWorksheet- Whitemarble(Whatnot),ColoredMarble(FancyWhatnot),WhiteChalk
(Screecher),UnsharpenedPencil(Wadget),SharpenedPencilmorethan10cm(Widget),PopsicleStick(Gadget),Die(Cubey),Eraserlessthan10cm(Oopsey),SmallPapercliplessthan3cm(ItsyBitsy),LargePaperClipmorethan3cm(SuperDuper)(1ofeachpergroup)
- Rulers
LessonOutline:
1. Askstudents“Doyouknowwhatadichotomouskeyis?”Explaintostudentsthatadichotomouskeyisavaluabletoolthatcanusedtoidentifylotsofobjectsfromplantstominerals.Askstudents“Whydoyouthinkthatscientistsneedtohavedichotomouskeys?”
2. Usingyoursmartboardorcomputerandaprojectorgotothewebsitehttp://www.mdsg.umd.edu/programs/education/interactive_lessons/key/what.htm.Clickon“HowtoMakeaKey”Gothroughthelessononhowdichotomouskeysarecreated.Allowstudentstocomeupandselectitemsonthescreen.
3. Onceyouhavegonethroughthelessononhowdichotomouskeysarecreated,havevolunteerscomeupanddotheinteractivekeythatisatthebottomofthewebsite.
4. Tellstudents“Nowthatwehavelearnedhowdichotomouskeysarecreatedandhowtouseone,let’strytoidentifycommonobjectsfoundinourclassroom.”Giveeachgroupof2‐4studentseachofthesuppliesandacopyoftheSillyScienceWorksheet.Givegroupstimetousethedichotomouskeytoidentifythesillynamesforeachobject.
5. Onceeachgrouphascompletedtheirworksheetaskvolunteerstosharethesillynamesofeachobject.
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6. Askstudents“Whatdidyoufindwaseasy/hardaboutusingthedichotomouskey?”“Howcouldthiskeybeimproved?”
7. Collecttheworksheetsandgiveparticipationpointsforthelesson.8. Tellstudents“Bepreparedtogooutsidetomorrow.Wewillbeusinga
dichotomouskeytoidentifytreesaroundoutschool.”
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Silly Science Name ___________________________ A dichotomous key is a valuable tool that can be used to identify many objects ranging from plants to minerals. The key on this page was designed to identify common objects. Discover the silly scientific name of each object. 1a. Item is 10 cm or more in any dimension........ go to 2 1b. Item is less than 10 cm in any dimension ..... go to 5 2a. Item has wooden parts ................................ go to 3 2b. Item does not have wooden parts ................. go to 5 3a. Item has a pointed edge .............................. Widget 3b. Item does not have a pointed edge ............... go to 4 4a. Item is flat ................................................. Gadget 4b. Item is rounded .......................................... Wadget 5a. Item has a spherical shape .......................... go to 6 5b. Item is not spherical ................................... go to 7 6a. Item is white in color .................................. Whatnot 6b. Item is not white in color ............................ Fancy Whatnot 7a. Item is a writing instrument......................... go to 8 7b. Item is not a writing instrument .................. go to 9 8a. Item is white in color ................................... Screecher 8b. Item is not white in color ............................. Squealer 9a. Item is partly or completely made of metal ..... go to 10 9b. Item does not have metal parts ..................... go to 11 10a. Item is more than 3 cm in length ................ Super Duper 10b. Item is less than 3 cm in length .................. Itsy Bitsy 11a. Item is soft or flexible ................................. Oopsey 11b. Item is not soft or flexible ........................... Cubey Write the silly name of each object on the line. A. White marble ____________________ B. Unsharpened Pencil __________________ C. White Chalk ____________________ D. Wooden Splint ____________________ E. Sharpened Pencil ____________________ F. Colored marble ___________________ G. Small Paperclip ___________________ H. Eraser ____________________ I. Die _____________________ J. Large Paperclip ____________________
AmyVasilionAugust,2011
Lesson Three: Using a Dichotomous Key TimeNeeded:Two60minuteclassperiodsLearningObjective:Studentswilllearnaboutdifferentpartsoftrees.Studentswillthenusewhattheyhavelearnedaboutobservationsanddichotomouskeystoidentifytreesintheoutdoorclassroom.GLCECovered:
S.IP.06.13Usetoolsandequipmentappropriatetoscientificinvestigations. S.IP.06.14Usemetricmeasurementdevicesinaninvestigation. S.IA.06.13Communicateanddefendfindingsofobservationsand
investigationsusingevidence. S.RS.06.14Drawconclusionsfromsetsofdatafrommultipletrialsofa
scientificinvestigation. L.OL.06.51Classifyproducers,consumers,anddecomposersbasedontheir
sourceoffood. L.EC.06.11Identifyanddescribeexamplesofpopulations,communities,and
ecosystemsincludingtheGreatLakesregion. L.EC.06.31Identifyliving(abiotic)andnonliving(biotic)componentsofan
ecosystem. 6–G2.1.1Describethelandformfeaturesandtheclimateoftheregionunder
study.Assessment:StudentswillturnintheFinalTreeIdentificationsheettobegraded.Materials:
- ShapesofLeavesWorksheet:http://forestry.msu.edu/extension/extdocs/leafshape.pdf
- LeafPositionWorksheet:http://forestry.msu.edu/extension/extdocs/leafposition.pdf
- TreeFinderGuide- Clipboard- ScienceNotebook- Pencil- Scissors- Tapeorgluestick- FinalTreeIdentificationSheet
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LessonOutline:**Beforethelessonbeginsputstudentsintogroupsof4.Makesurethatthereareenoughtreesinyourschoolyardtoassigneachgrouptoadifferentkindoftree.Makesurethatyouhavepre‐identifiedthetreessothatyouareabletoassessstudentsontheiridentification.
1. Askstudents“Imaginethatyouaretakingawalk.Youseethistreethatyouthinklooksinterestingandyouwanttoplantitinyourbackyard.Howwouldyoufindoutwhatkindoftreeitwasandwhetheritwouldbeagoodchoicetoplantinyouryard?Whyisitimportanttoknowaboutplantsinourcommunity?State?Backyard?”
2. Havestudentsrecallwhattheylearnedaboutdichotomouskeysduringthelastclass.Tellstudents“Todaywearegoingtousewhatwelearnedaboutdichotomouskeystoidentifytreesinouroutdoorclassroom.Ihaveassignedyoueachalabgrouptoworkin.Thisgroupwillberesponsibleforidentifywhatkindoftreeyouhave.Firstwehavetolearnaboutpartsofthetreethatwillbeusedinidentifyingthenameofthetree.”
3. Passoutaleafpositionandshapeofleavesworksheetsfromthewebsites(http://forestry.msu.edu/extension/extdocs/leafposition.pdfandhttp://forestry.msu.edu/extension/extdocs/leafshape.pdf).Havestudentscuttheseoutandglueortapethemdownintheirsciencenotebooks.
4. Giveeachstudenttimetolookovertheworksheets.Askstudents“Whatdoesitlooklikeifleavesareoppositeeachother?Whataboutalternate?Whatdoesitlooklikeifaleafislobed?”Allowstudentsanopportunitytoexploretheseworksheetsandgetfamiliarwiththem.Thesewillhelpthemidentifythenamesofthetrees.Onceyoufeelthatstudentsareconfidentusingthesetwoworksheets,havethemgetintotheirlabgroups.
5. Haveeachgroupgettogetherwiththeirsupplies.Passoutatreefinderguidetoeachgroup.Tellstudents“Thistreefinderguideisdifferentthanthedichotomouskeysweusedyesterday.“Givestudentsachancetolookthroughthetreefinder.Askstudents“Whatisdifferentwiththistypeofdichotomouskey?Whatisthesame?Howwillweusethistohelpusidentifythetreesintheoutdoorclassroom?”
6. Oncestudentsfeelconfidentusingthetreefinderhavethemopentheirsciencenotebooktothefirstavailablepage.TitlethispageTreeIdentificationLab.Ontheboardwritethefollowingdirectionsandhavestudentscopytheseintotheirsciencenotebook:
1. Makeobservationsofmytree.Don’tforgetasketch.2. Usethetreefindertoidentifythenameofmytree.Recorditinmy
notebookalongwiththelocationofmytree.3. Takealeaffromthetreetobringbacktoclass.
7.Explaintostudents“WhenyouareintheoutdoorclassroomIwillassignyouatree.Inyourgroupsyouwillneedtofollowthesethreedirections.Donotforgettoincludethelocationofyourtree.Thiswillhelpyoufindyourtreethenexttimeweareintheoutdoorclassroom.”
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8.Havestudentslineupandleadthemoutside.Asyouentertheoutdoorclassroom,assigneachgroupatree.Allowgroupsabout30minutestocompletetheirobservationsandtheiridentification.Walkaroundandhelpgroupsthatneedit.9.Oncegroupshavecompletedtheirlabtheycanlineupatthegate.Ifgroupsfinishearlyyoucanchallengethemtousethetreefindertoidentifyothertreesintheoutdoorclassroom.Whenallgroupsaredoneheadbacktotheclassroom.10.Whenstudentsgetbackintotheclassroomhavestudentstapetheirleaffromtheirtreeintotheirsciencenotebook.Collectbackallthetreefinderguides.11.Passoutthefinaltreeidentificationsheet.Asagrouphavestudentsidentifytheirtreeandusetheirindividualobservationstocreategroupobservations.Studentswillbeturningthisinforagrade.
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FinalTreeIdentification
GroupMembersNames:____________________________________________________NameofTree______________________________________________Observationsthatwillhelpyouidentifyyourtree:
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Lesson Four: Tree Research TimeNeeded:Two60minuteclassperiodsinthecomputerlabLearningObjective:Studentswilldoresearchabouttheirtree.Theywillidentifyimportantaspectsoftheirtreetobeusedinaninformativeposter.GLCECovered:
S.IA.06.13Communicateanddefendfindingsofobservationsandinvestigationsusingevidence.
S.RS.06.14Drawconclusionsfromsetsofdatafrommultipletrialsofascientificinvestigation.
L.OL.06.51Classifyproducers,consumers,anddecomposersbasedontheirsourceoffood.
L.EC.06.11Identifyanddescribeexamplesofpopulations,communities,andecosystemsincludingtheGreatLakesregion.
L.EC.06.31Identifyliving(abiotic)andnonliving(biotic)componentsofanecosystem.
6–G2.1.1Describethelandformfeaturesandtheclimateoftheregionunderstudy.
6–G3.2.1Explainhowandwhyecosystemsdifferasaconsequenceofdifferencesinlatitude,elevation,andhumanactivities.
6–G3.2.2Identifyecosystemsandexplainwhysomearemoreattractiveforhumanstousethanareothers.
6–G5.1.1Describetheenvironmentaleffectsofhumanactionontheatmosphere(air),biosphere(people,animals,andplants),lithosphere(soil),andhydrosphere(water).
6–G5.1.3Identifythewaysinwhichhuman‐inducedchangesinthephysicalenvironmentinoneplacecancausechangesinotherplaces.
R.CM.06.02retellthroughconcisesummarizationgrade‐levelnarrativeandinformationaltext.
R.CM.06.04applysignificantknowledgefromgrade‐levelscience,socialstudies,andmathematicstexts.
W.GR.06.01inthecontextofwriting,correctlyusestyleconventionsandavarietyofgrammaticalstructuresinwriting.
Assessment:Studentswillturnintheirresearchnotes.Materials:
- TreeResearchWorksheet- ScienceNotebook- Pencil/pen- Computerwithinternetaccess- TreesofMichiganFieldGuide
AmyVasilionAugust,2011
LessonOutline:
1. HavestudentsgetintotheirgroupsandopentheirsciencenotebooktotheirTreeIdentificationLab.
2. Tellstudents“Todaywearegoingtogotothecomputerlabtodosomeresearchonourtrees.Thepurposeofthisresearchisforustocreateinformativepostersthatwewillputintheoutdoorclassroom.Wearegoingtobetakingsomeelementarystudentsonatouroftheoutdoorclassroomandwewillbeteachingthemaboutourtrees.”
3. Passouttheresearchsheet(1pergroup).Gooverwhatisexpectedfortheirresearch.Explaintostudents“Youwillhave2daysinthecomputerlabandyouwillalsohaveuseoftheTreesofMichiganFieldGuide.Thisshouldallowyoutofindalltheinformationyouneed.Ihaveprovidedseveralhelpfulwebsitesonthetopofyourpaper.Youwillneedtogotothesewebsitesfirst.Ifyoucannotfindinformationaboutyourtreeonthesewebsitesletmeknow.Ishouldnotseeanyoneonwebsitesthatarenotlistedonthispaper.”
4. Walkstudentstothecomputerlab.Givethemabout45minutestodotheresearchonthefirstdayand50minutesthesecondday.
5. Walkaroundandmakesurethatgroupsarestayingontaskandhelpstudentsiftheyhavequestions.
6. Havestudentsturnintheirresearchpaperattheendofeachhour.Thiswayresearchwon’tget“lost”.
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TreeResearchGroupMembersNames_____________________________________________________________________TreeName(includingspeciesname):_______________________________________________HelpfulWebsites:http://uptreeid.com/specieslist.htmhttp://treelink.org/whattree/index.htmhttp://www.na.fs.fed.us/spfo/pubs/silvics_manual/table_of_contents.htmhttp://mff.dsisd.net/TreeBasics/TreeIDspplist.htm
1. Doesyourtreehaveanyothernames?
2. WhereisyourtreefoundinMichigan?Bespecific.
3. Isyourtreenativeornon‐nativetoMichigan?
4. Ifyoutreeisnon‐nativehowdiditcometoMichigan?
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5. Describeindetailwhatyoutreelookslike.Includeadescriptionoftheleaves,bark,commonheightofthetree,andanyotheridentifyingfeatures.
6. Arethereanycommonpestsofyourtree?Ifso,describewhattheyareandhowtheyaffectyourtree.
7. Arethereanydiseasesthataffectyourtree?Ifso,describewhattheyareandhowtheyaffectyourtree.
8. Whataresomecommonusesofyourtree?
9. WhatimpacthasyourtreehadonMichigan’seconomyorecosystem?
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Lesson Five: Tree Posters TimeNeeded:Three60‐minuteclassperiodsLearningObjective:Studentswillusetheresearchabouttheirtreetocreateaninformativeposterabouttheirtree.StudentswillthenhangtheirposterontheirtreeintheOutdoorClassroom.GLCECovered:
S.IA.06.13Communicateanddefendfindingsofobservationsandinvestigationsusingevidence.
R.CM.06.02retellthroughconcisesummarizationgrade‐levelnarrativeandinformationaltext.
R.CM.06.04applysignificantknowledgefromgrade‐levelscience,socialstudies,andmathematicstexts.
W.GR.06.01inthecontextofwriting,correctlyusestyleconventions(e.g.,ModernLanguageAssociationHandbook)andavarietyofgrammaticalstructuresinwriting.
S.CN.06.01adjusttheiruseoflanguagetocommunicateeffectivelywithavarietyofaudiencesandfordifferentpurposesbyaskingandrespondingtoquestionsandremarkstoengagetheaudiencewhenpresenting.
Assessment:Studentswillturnintheircompletedposterforagradeusingtherubric.Materials:
- ComputerLab- CompletedTreeResearchworksheet- Coloredprinter- ZipTies- Laminator- HolePunch- PosterRubric
LessonOutline:Day1:
1. Havestudentsgetintotheirresearchgroups.PassbacktheirgradedTreeResearchworksheetandthePosterRubric.
2. Tellstudents,“Todaywewillbegoingbacktothecomputerlab.WewillbetakingourresearchandcreatinganinformationalposterthatyouwillhangonyourtreeintheOutdoorClassroom.Youwillneedtoincludealltheinformationfromyourresearchalongwith2‐3picturesofyourtree.You
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willalsoneedtoincludeallofyourinformationonnomorethan2pages.Makesurethatyouarefollowingtherubricinordertoreceivefullcredit.”
3. Givestudentsafewminutestolookovertherubricandaskifthereisanyquestionsaboutwhatisexpected.
4. Takestudentstothecomputerlab.Allowthem45minutestoworkinthecomputerlab.
Day2:
1. Havestudentsgetintotheirgroups.2. Askstudents,“Whowouldliketosharehowtheyaresettinguptheirposter?”
Allowstudentsanopportunitytosharehowtheyaresettinguptheirposter.3. Tellstudents“Ourgoaltodayistofinishourposterandbeabletoprintitby
theendofthehour.Pleaseletmeknowifyouhavequestionsorneedhelpwhileweareinthelab.”
4. Takestudentstothecomputerlabandallowthemtheremainderofthehourtocompletetheirposterandprintit.
5. Havegroupsturnintheirposterforagrade.
DayThree:***Priortodaythreemakesureyouhavelaminatedeachgroupspostersandholepunchedthetoptoallowtheziptietofitthrough.Itmaybehelpfultoglue/pastetheirposterontotagboardbeforeyourunitthroughthelaminator.Thiswillallowthepostertolastlongeroutside.
1. Tellstudents,“TodaywearegoingtogohangoutpostersonourtreesintheOutdoorClassroom.”
2. Askstudents,“Ifthepurposeofthisactivityistocreatepostersinformingthecommunityaboutourtree,howwillwewanttohangourpostersonthetrees?”Hopefullystudentswillsaythattheyneedtobewithinreachsopeoplecanreadthem.
3. Tellstudents,“WhileyouareintheOutdoorClassroomyouneedtodothefollowingthings:Attachyourpostertoyourtreeandpracticeyourpresentation.Youwillbepresentingyourtreetoyourclassmatestopracticeforour4thgradersthatwillbecomingwithustomorrow.”
4. Teachstudentshowtousethezipties.OncetheyarereadyyoucanpassouttheirlaminatedpostersandheadouttotheOutdoorClassroom.
5. TakestudentstotheOutdoorClassroom.Allowthem15minutestohangtheirposterandpractice.
6. Gathertheclassandrotatefromeachgroup’stree.Aftereachgroupspresentationhavestudentsgivethegroups3thingstheydidwelland1thingtheycanimproveonfortomorrowspresentation.
7. Whenallthegroupshavepresentedyoucanheadbacktotheclassroom.
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PosterRubricGroupMembersNames___________________________________________________________________
CATEGORY 4 3 2 1 Required Elements
The poster includes all required elements (pictures and information from the research) as well as additional information.
All required elements are included on the poster.
All but 1 of the required elements are included on the poster.
Several required elements were missing.
Content - Accuracy
All of the information from your research is accurate and are displayed on the poster.
5-6 accurate facts are displayed on the poster.
3-4 accurate facts are displayed on the poster.
Less than 3 accurate facts are displayed on the poster.
Graphics -Clarity
Graphics are all in focus and there are at least 3 graphics.
Most graphics are in focus and there are at least 2.
Most graphics are in focus and there is only 1 graphic.
Many graphics are not clear or there are no graphics .
Grammar There are no grammatical mistakes on the poster.
There is 1 grammatical mistake on the poster.
There are 2 grammatical mistakes on the poster.
There are more than 2 grammatical mistakes on the poster.
Attractiveness The poster is exceptionally attractive in terms of design, layout, and neatness.
The poster is attractive in terms of design, layout and neatness.
The poster is acceptably attractive though it may be a bit messy.
The poster is distractingly messy or very poorly designed. It is not attractive.
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Lesson Six: Tree Presentations TimeNeeded:60MinutesLearningObjective:Studentswillpresenttheirpostertostudentsfromtheelementaryschool.GLCECovered:
S.IA.06.13Communicateanddefendfindingsofobservationsandinvestigationsusingevidence.
S.RS.06.14Drawconclusionsfromsetsofdatafrommultipletrialsofascientificinvestigation.
L.OL.06.51Classifyproducers,consumers,anddecomposersbasedontheirsourceoffood.
L.EC.06.11Identifyanddescribeexamplesofpopulations,communities,andecosystemsincludingtheGreatLakesregion.
L.EC.06.31Identifyliving(abiotic)andnonliving(biotic)componentsofanecosystem.
6–W1.2.3ExplaintheimpactoftheAgriculturalRevolution. 6–G2.1.1Describethelandformfeaturesandtheclimateoftheregionunder
study. 6–G3.2.1Explainhowandwhyecosystemsdifferasaconsequenceof
differencesinlatitude,elevation,andhumanactivities. 6–G3.2.2Identifyecosystemsandexplainwhysomearemoreattractivefor
humanstousethanareothers. 6–G5.1.1Describetheenvironmentaleffectsofhumanactiononthe
atmosphere(air),biosphere(people,animals,andplants),lithosphere(soil),andhydrosphere(water).
6–G5.1.3Identifythewaysinwhichhuman‐inducedchangesinthephysicalenvironmentinoneplacecancausechangesinotherplaces.
R.CM.06.02retellthroughconcisesummarizationgrade‐levelnarrativeandinformationaltext.
R.CM.06.04applysignificantknowledgefromgrade‐levelscience,socialstudies,andmathematicstexts.
S.CN.06.01adjusttheiruseoflanguagetocommunicateeffectivelywithavarietyofaudiencesandfordifferentpurposesbyaskingandrespondingtoquestionsandremarkstoengagetheaudiencewhenpresenting.
S.CN.06.02speakeffectivelyusingrhyme,rhythm,cadence,andwordplayforeffectinnarrativeandinformationalpresentations.
S.CN.06.03presentinstandardAmericanEnglishifitistheirfirstlanguage.
AmyVasilionAugust,2011
Materials:
- PostersinOutdoorClassroom- ElementaryStudents
LessonOutline:**Priortothislessonarrangetomeetanelementaryclassattheoutdoorclassroom.Havethatteacherputtheirstudentsintogroupsof4.
1. Tellstudents,“Todayisthedaywearegoingtobemeetingthe4thgradersattheOutdoorClassroom.Whatisourgoaloftoday’slesson?”Studentsshouldknowthattheyareteachingthe4thgradersaboutthetreesintheOutdoorClassroom.“WhatwillIseeasIwalkaroundtheOutdoorClassroom?”Studentsshouldknowthattheywillhaveagroupofstudentsandwillbeinchargeofteachingthemhowtousetheirinformationalposterandteachingstudent’sabouttheirtree.Eachgroupof4thgraderswillrotatetoeachtree.
2. Takestudentstotheoutdoorclassroom.Haveeachgroupgatheraroundtheirtree.
3. Whenthe4thgradersgettheretellthem“YouwillbetravelingtoeachgroupintheOutdoorClassroom.EachgroupisgoingtoteachyouhowtousethepostersintheOutdoorClassroomandtheywillalsoteachyouabouttheirtree.Feelfreetoaskthestudentsquestionsabouttheirtree.”
4. Haveeach4thgradegrouppairupwitha6thgradegroupandtheycanbegintheir5‐minuterotation.
5. Afterallthegroupshavelearnedabouteachtreegatherthe4thgradersandthe6thgraderstogether.Askstudents“Whatdidyoulearntoday?Whatwasyourfavoritepart?Howmightyouusetheseinformationalposters?“
6. Thankthe4thgradersforbeingsuchagreataudience.Thentakethe6thgradersbacktotheclassroom.
7. Askstudent’s“Whatdoyouthinkwentwellwithyourpresentations?Whatcouldyouimproveonnexttime?Whowouldyouliketopresenttonext?Whyisitimportanttoteachourcommunityaboutthetrees?”
8. Havestudent’smakethankyoucardsforthe4thgradersandthensendthoseovertotheirschool.