Teacher:

Sheila Macedo
Lesson Title and Grade Level: Be A Friend to Trees Grade 1
Unit Theme: Friendship
Lesson Topic: Observing and learning how we depend on trees



Context for Learning
Learning Needs Category

Number of Students

ELL
First language is
Spanish

Supports, Accommodations, Modifications,

and/or Pertinent IEP Goals
Label items in room with Spanish names

Translate key concepts and words on KWL chart

Use Interactive picture dictionary and

Spanish/English dictionary to help with
assessments to represent learning.
Will participate in entire lesson, but can take a
rest when needed.
Provide extra time for her to respond to
questions.
Access and use background knowledge, and use
native language literacy skills as a foundation to
acquire English.
Concretize difficult concepts by providing
pictures, graphs and diagrams.
Use of visual clues, modified worksheets with
pictorial prompting.
Targeted instruction; explicitly teach
vocabulary, explaining, demonstrating,
drawing, repeating, rephrasing, reading and
writing. (NYSEDSIFEGuidelines, 2011)
Extended time for assessments.
Word bank provided by teacher to assist them
in their assignments.
Provide flash cards with both languages for the
important vocabulary and concepts.
Provide books with CD s.
Allow her ways to demonstrate her
understanding without the need of verbal
language, if necessary.

http://www.wordsmyth.net/blog/children-
dictionary/
http://kids.wordsmyth.net/wild/

Central Focus

Plants and animals depend on each other and their physical environment. Students
focus on simple, observable associations of organisms with their environments. Their
studies of interactions among organisms within an environment should start with
relationships they can directly observe.















Content Standards/Objectives

Common Core Content Standard

Learning Objective

Science
S1.1a Observe and discuss objects and
events and record observations

S3.1a Accurately transfer data from a
science journal or notes to appropriate
graphic organizer

Given an observation notebook, students

will observe and discuss trees in the forest
and record observations, writing at least
four observations.
Given a graphic organizer, students will
transfer some of the data gathered from
their observation notebook and the KWL
chart s to the graphic organizer, with
90% accuracy.
Given a graphic organizer students will
describe how trees and humans depend
upon each other by identifying at least
four examples of what trees give to people
and four example of what people give to
trees.
Given the topic of trees, students will
make an illustration of their favorite tree,
with at least two details indicating why it
is their favorite tree.
Given guidance and support, students will
participate in a class video, acting as a
reporter, and speaking clearly to the
audience.

S6.1 Plants and animals depend on each

other and their physical environment.

VISUAL ART
Key idea: Students will make works of
art that explore different kinds of
subject matter, topics, themes, and
metaphor.
Theatre
Students will engage in individual and
group theatrical and theatre-related
tasks.

Vocabulary/Concepts/Language

Rationale

Observations, magnifying glass, oxygen, environment, community

Nature & the environment is an essential part of childrens daily lives. Younger students

should focus on simple, observable associations of organisms with their environments.

Their studies of interactions among organisms within an environment should start with
relationships they can directly observe. ( http://www.emsc.nysed.gov/ciai/) First graders
are curious and like to explore the world around them. By using a constructivist approach
to learning, students will explore and discuss how trees grow and what they provide us.
Because first graders are inquisitive they will be given magnifying glasses and digital
cameras to use when they observe and investigate the trees. Through a read aloud
students will learn how they can be a friend to a tree, care for it and learn their
importance to our environment. Students will have read the nonfiction text A Tree is
a Plant and fictional text The Giving Tree in prior lessons and therefore they
should have a general sense of what a tree needs to grow and how trees help people.

Essential Questions
(Formative Questions)

Are trees a plant?

What do plants need to grow?
Why do you need trees?

How does this tree help you?
How can you be a friend to a tree?
How many things do you see that come from trees?

Assessments:

Type of assessment

Description of assessment

Modifications to the assessment so

that all students could demonstrate
their learning.

Evaluation Criteria - What evidence of

student learning (related to the learning
objectives and central focus) does the
assessment provide?

Formative questions
KWL
Observation notebook

Receiving Tree
Graphic organizer &
Observation notebook

Given an observation notebook,

students will observe and discuss trees
in the forest and record observations,
writing at least four observations.
Given a graphic organizer, students
will transfer some of the data gathered
from their observation notebook and
the KWL chart s to the graphic
organizer, with 90% accuracy.

Given a graphic organizer students
will describe how trees and humans
depend upon each other by identifying
at least four examples of what trees
give to people and four example of
what people give to trees.

Formative

Summative

Formative

Formative

Exit ticket thank you note

Video
Art work

Given the topic of trees, students will

make an illustration of their favorite
tree, with at least two details
indicating why it is their favorite tree.
Given guidance and support, students
will participate in a class video, acting
as a reporter, and speaking clearly to
the audience.

Procedure

Anticipatory Set
__15___ minutes
Brainstorming,
Assessing Prior
Knowledge, Do Now,
Question of the day,
literature,
think/pair/share,
group activity, visual
or video

Instructional Strategies and Learning Tasks
PLAN IT/TEACH IT LESSON ARE MINI LESSONS (15-20MIN)

Teacher will:
Students will:
Modifications (RTI/UDL Strategies)
ELL: interactive
Use KWL chart to find out what students

picture dictionary
know already about trees.
Tell a fact about trees




Have each child tell a fact about trees and


write it on the chart.
Access prior knowledge

Are trees a plant?
about plants


What do plants need to grow?



Go outside to observe trees

Give students clipboards, observation


notebook and pencils. Take them outside to Recognize different parts of a
the forest area near the school.
tree





Tell them to observe the trees, looking,
Write about their

smelling and touching and listening to the
observations of the trees

trees. Record these observations

Point out the different parts of the tree and
ask students to identify the names; trunk,
branches, leaves etc. Record in your
notebooks. (May need help with spelling)

Explain that their mission is to record what
they notice about trees in their observation
sheets.

Name the parts of the tree

Write or draw.
Use a digital camera to
photograph the trees,
especially the different parts
of the trees.
Use the magnifying glasses to

Provide extra time

for her to respond
to questions.
Access and use
background
knowledge, and
use native
language literacy

I would like you to write at least 4

observations in your notebooks but you can
write or draw more than that. I will be
collecting them later.

They may write or draw.
Some of the students may use a digital
camera to photograph the trees, especially
the different parts of the trees.

Some students may want to use the
magnifying glasses to help them look closer
at the leaves and bark.

Write down your observations.

Formative questions:
Ask: Why do you care about these trees?
Why are trees important to you?
Why do you need trees?

How does this tree help you?

Have each child give one response and
record their responses on the KWL

Answers might include: trees give us shade,
trees provide shelter for animals, trees give
us food like apples, trees give animals food
like nuts, trees give us oxygen, trees give us
wood to make houses, trees hold soil in
place, trees are fun to climb, trees are

help them look closer at the

leaves and bark

Write at least 4
observations in their
notebooks








Each respond to questions

skills as a
foundation to
acquire English.









Allow her ways to
demonstrate her
understanding
without the need
of verbal
language, if
necessary

Learning Tasks and

Instructional
Strategies
_20____ minutes

Part I
Independent

beautiful, etc.
.
Return to the classroom; discuss the
student's findings.
Present and Add additional words to the
KWL word chart.

Ask: How many things do you see that come
from trees? Look around the room.
Take five minutes and write down (or draw)
as many things as you can find and list them
on your observation notebooks.
Teacher will later add the list to the KWL

Read the informational text: Be A Friend
to Trees,
by Patricia Lauber

Ask: What happens when a tree is cut down?
What if there were no trees?

How can you be a friend to a tree?
Record responses to last question on KWL
Answers might include: I will plant another
tree when I see that one has been cut down.
I will save paper by using the other side of
the paper. I will bring a re-usable cloth
shopping bag when I go shopping. I will
recycle paper.

Watch videos of children explain why trees
are important to them and their community.

Read from their observation

notebooks and discuss their
findings

Add additional words to the
KWL word chart


Write down (or draw) as
many things as they can find
and list them in their
notebooks

Listen to informational text
read-aloud



Respond to questions

ELL: interactive
picture dictionary



Repeat and clarify
directions


Room should be
labeled already with
Spanish names

Learn more ways trees help

people from children

Practice/Exploration
of Concepts
___15__ minutes










Snack break- 15 min.



Part II
Independent
Practice/Exploration
of Concepts
40min

Art


VIDEO

http://www.americanforests.org/blog/kids-
place-spotlight-on-local-trees/


Pass out graphic organizer-Receiving Tree
(see attached)

Demonstrate and offer guidance to students
how to refer to their observation books and
the KWL chart to help them fill out the
graphic organizer.
Give students directions, use prompting and
cueing. Model the activity, provide clear
directions and explain the purpose of the
task, checking often for comprehension.

narrated video.




Will use graphic organizer to
describe how trees and
humans depend upon each
other by identifying at least
four examples of what trees
give to people and four
example of what people give
to trees










Break for snack
Break for snack



Have students draw a picture of their
Use crayons, paint, and
favorite tree. Do they know what kind of
markers etc. to illustrate a
tree it is?
picture of their favorite tree
Have tree identification books available to

help them identify it. Have them write about
why this tree is important to them.

VIDEO/ACTING



Talk about the videos they watched where

the young children were reporting on ways
trees help us.

Translate key
concepts and
check for
understanding

Use prompting
and cueing


Concretize difficult
concepts by providing
pictures, graphs and
diagrams.

Targeted instruction;
explicitly teach
vocabulary, explaining,
demonstrating,
drawing, repeating,
rephrasing, reading
and writing.

Closure
___10__ minutes
Share understanding
of the concepts
(journal, verbal share-
out, exit slips, etc)

Make videotape the class with each student
acting like a reporter and offering a
statement about why trees are important to
him or her. Present their illustrations in the
video
Exit ticket -thank you note
Have students cut out a large leaf out of
paper (provide leaf-shaped tracers if
necessary). Have them write a note thanking
a tree for helping him/her.

Take all the students responses and attach
them the friendship bulletin board

With guidance and support,
students will participate in a
class video, acting as a
reporter, and speaking
clearly to the audience.
Write a note thanking a tree
for helping him/her.

Provide key
words in Spanish

Instructional Resources, Materials and References:
1. Observation notebooks for each students, magnifying glasses, digital camera, graphic organizers, Be A Friend to
Trees, by Patricia Lauber, KWL chart, video camera
2. http://www.americanforests.org/blog/kids-place-spotlight-on-local-trees/ (videos)
3. http://www. Green Education Foundation.com
4. http://www. Newyorkbotanicalgarden.com
Rationale and Reflection/Commentary:

1-Rationale Prior to Teaching:

This is designed to be a fun activity where student take on the role of scientist and get outside and observe nature. I
thought watching other students their age reporting on trees would be fun and give them a model as to refer to when
they act in the classroom video. The video activity was more of an extension activity and may require more time than
was allotted, however the idea was to introduce them to acting in a video while speaking about the science concepts they
learned.

Dear Tree,









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From
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