Terry Gallivan Winston Elementary School 5th Grade Science Trees and Leaves Lesson EDU 630 September

17, 2012

I. Topic: Interactions of Life Grade Level: 5th grade Setting:

Topic and Grade Level

Computer lab, classroom and outdoors Time parameters: The class takes place for 50 minutes. II. Standards of Learning TEKS: 5.2 Scientific investigation and reasoning. The student uses scientific methods during laboratory and outdoor investigations. The student is expected to: (A) Describe, plan, and implement simple experimental investigations testing one variable; (B) Ask well-defined questions, formulate testable hypotheses, and select and use appropriate equipment and technology; (C) Collect information by detailed observations and accurate measuring; (D) Analyze and interpret information to construct reasonable explanations from direct (observable) and indirect (inferred) evidence; (E) Demonstrate that repeated investigations may increase the reliability of results; (F) Communicate valid conclusions in [both] written [and verbal] form[s]; and (G) Construct appropriate simple graphs, tables, maps, and charts using technology, including computers, to organize, examine, and evaluate information. 5.3 The study of elementary science includes planning and safely implementing classroom and outdoor investigations using scientific processes, including inquiry methods, analyzing information, making informed decisions, and using tools to collect and record information, while addressing the major concepts and vocabulary, in the

context of physical, earth, and life sciences. Districts are encouraged to facilitate classroom and outdoor investigations for at least 50% of instructional time. 5.4 In Grade 5, investigations are used to learn about the natural world. Students should understand that certain types of questions can be answered by investigations and those methods, models, and conclusions built from these investigations change as new observations are made. Models of objects and events are tools for understanding the natural world and can show how systems work. They have limitations and based on new discoveries are constantly being modified. III. Objective(s) and Goal (s) Objective: Students will be able to identify types of trees through collection and identifying leaves during their exploration of their surroundings. Students will demonstrate their knowledge in the above objective in the activities performed during class time. See activities attached. The students will be able to master the lesson easily with the reinforcement of the web quest. There should be no reason not to expected 100% accuracy. Goal (s): The goal is for students to learn how to identify trees by analyzing their leaves. Students should realize the role of trees in the ecosystem. IV. Computer Pen / Pencil A camera device or cell phone Erasable gel markers for table drawing List of materials Laptop or tablet Notebook Tape recorder Smart Board if available

V. Description of class diversity and its connection Students in classroom: Number of Students: Gender: Ethnicity: Age: Needs for Special Accommodation: Learning Styles: Students Needs, Interests, and Concerns: 20 There are more girls Majority are Hispanic Average 10 years old ESL, 504, dyslexia Diverse Post Question Survey

VI. Technology inclusion The technology that will be implemented into the lesson: 1) Computer 2) LCD projector 3) Computer Lab 4) Blogging site 5) Digital camera device or cell phone 6) Laptop or tablet VII. Procedures

The procedures are described throughout the remainder of the lesson plan to follow. Length of Lesson: Approximately six class periods at 50 minutes time period. Lesson Overview: Students will be able to distinguish between the types of trees. Students will demonstrate what they have learned through interactive dialogue and completing the outdoor quest. Students interaction will be notice by the teacher in their level of participation and accuracy of the outdoor quest. Students should be able to obtain an accuracy of 80% on the assessments. Students will have cognitive knowledge of tree types. Importance and Relevance: The students need to know about the trees for the reason that the environment affects their daily lives in countless ways. To know what is natural and good for the environment and what could lead to detrimental effects on the environment is empowering each student to be able to take an active role in the protection and well-being of the ecosystems that we all share. There is a need for students to learn about how trees interacts in the environment for several reasons. In meeting the goal, students will know the following and thereby ensure their own longevity in life. 1. Photosynthesis does affect them directly for availability of their own food. The trees must have an ample supply of their food in order to survive. If the trees food is in a shortage, the tree will cease to exist. 2. Availability of food is based on weather conditions. If the weather is too harsh, the food supply is diminished for consumption. If the weather is too cold or too hot, the availability of waters may not be enough to sustain itself. If the plant eaters are affected then the meat eaters will additionally be affected on their source of food as well.

3. The students will investigate the need for trees and how trees assist in their survival. Curriculum Continuum: The Interactions of Life will be discussed prior to the tree and leaves lesson is presented. The students will have knowledge of producers coming into the class from prior lessons given taught. Audience: The students will be able to share the information learned about the trees and leaves with members of their family, friends, and community. Students will be able to explain how all life forms are dependent on other life. Students will be able to explain how they can help protect the environment and help others learn the importance of doing the same. This can be done through discussion or when the students are outdoors with their family and friends. Pre-Questions: As the students arrive into the classroom they will answer the questions on their tables using their gel markers. 1) What do trees need to survive? 2) Why are trees needed for people? 3) What can you do to protect the environment? Estimate time: 5 minutes Opening / Hook: A video will be shown to emphazise the importance of trees. http://www.youtube.com/watch?v=2-OoHjjh5fM Time estimate: 6 minutes or less Engage the Learner: Students are greeted as they come in and again as a class after the bell has rang for class to start. I will give instructions for what is needed on their desks e.g. Pencil / pen and paper, gel markers. They know to raise their hands if they have a question. Tardiness, talking, and being out of their seats when the bell rings will be addressed on an individual basis.. I will let the students know exactly what I want them to learn and be

able to do at the end of the lesson. I will prior to class write the focus of the lesson as well as the TEKS on the board. The pre-questions will be written on the board prior to the students entering the classroom to establish what their prior knowledge is. Estimate time: 2 minutes Transition #1: I will explain that we will be going outside to start the project but most of the work will be done on their own time. (see activity #1). Estimate time: 5 minutes Activity #1: The lesson will be started outside. I will tell the students I would like for you to ask questions and make any comments by raising your hand. Students will be grouped together with at least one student having a recording device (Ipad, tablet, laptop or tape recorder) and a camera device to take pictures (digital camera or cell phone.) There will be discussion about the terminology while outside and someone will need to record the information. I will give the students the opportunity to guess what each word means by saying What do you think this means? Students will actively answer questions posed by other students or myself. Students will be gathering leaves on our outdoor adventure. I will have the students document anything they feel is helpful, harmful or needs the tree for its survival. The groups will need to have one tree per student in the group. Students will be documenting the information on their recording device to answer the questions on the hard copy form provided to them. Time estimate: 35 minutes or less (2 days) Homework: Students will continue to explore their surroundings to collect information for this project. Examples: collect leaves, take pictures or research online about trees. The students will be encouraged to ask family and friends about their favorite tree story or create one of their own. Day 3 / 4 - Explore the Concept: Transition #2: Computer Lab Okay, now that we have the basic information about the various trees you have gathered information lets turn our attention to the identifying your trees. Please sign into your computer. Time estimate: 2 minute

Activity #2: Now this is what we are going to do. You will document your findings in a word document. You can scan your drawings and / or upload your pictures to include them with your information. Each student will have tree information to document. Time estimate: 45 minutes (2 days). Homework: Students will blog about their experience on discovering information about trees and their reason for our survival. Activity #3 Day 5 In the classroom Students will prepared for a teleconference with our sister school. They will deliver information about what they have learned about trees and how to identify a tree. Time estimate: 50 minutes Assessment: Teacher observation Activity #4 Day 6 In the classroom A groups will present their lesson to our sister school via Skype or blackboard collaborative. Time estimate: 50 minutes Ending Procedures: Homework: Students will be given an assignment to write a poem or a story about trees and post to their blog. Students must respond to two other student post (remember if no one has a response you must respond to their blog first.) Content Closure: Students will be asked if they have any questions or comments about the tree lesson. If so, each will be addressed by me or one of the other students. I will ask the class to share what they have learned to today. Time estimate: 5 miProcedural Closure:

I will tell the class that I enjoyed learning from them and for them to have a great day a minute or so before the bell rings. Time estimate: 1 minute VIII. Risk Analysis Accommodations / Modifications: The class has four students with accommodations or modifications according to their IEP. There are no anticipated problems since students will be working collaboratively. If any problems arise, they will be addressed immediately. If a students needs any additional assistance I will have another student assist them or help them myself if necessary. Anticipated Explanations and Clarifications: I do not expect any problems on any directions given. If clarification or additional explanation are needed I will handle them on an individual basis. Anticipated Classroom Management Dilemmas: The worse thing that might happen is technology does not work. If there are problems with the conferencing we will go to plan B email our work for the students to review and comment on through the blog. Hand-Outs: Activity # 1: Objectives:

To observe fall foliage To differentiate between different types of trees To use a tree guide

Data: (Be sure to leave room in notebook for sketches & information) Figure 1: Shape of tree / Sketch & Describe Figure 2: Twigs / Sketch & Describe

Slender ________ Fat _________ Color ________ Texture __________

Figure 3: Buds:

Shape

Color Alternate _______ Opposite ______ Whorled _______ Other Information

Figure 4 : Leaves (Circle type) Information and Rubbing

Lobed Unlobed Toothed Simple Compound Alternate Opposite Whorled Color ______________________ Texture _____________________

Figure 5: Bark Texture

Describe texture: Color:

Figure 6: Seeds or fruit:

Shape: ____________________ Sketch: Color:_____________________ Texture: __________________ Hard _________ Soft ________

Figure 7: Flowers

Are there any present? ____________ Sketch: Color:__________________________

Analysis: 1. Using the guide, identify the tree you have. 2. When does it bloom? 3. What is its geographic range? 4. What type of habitat does it occupy? 5. Ecological importance? 6. What uses does it have? Conclusion: 2-3 sentences on what you learned

Extension #1 Plant search Collect a range of leaves from different plants. Laminate them (be careful), or photocopy them. Students then try to find the plants the leaves came from. Botanical glossary Make a glossary of the botanical words that have been used / introduced through the activities. Botanical specimens Make a specimen collection on the plants that have been introduced. Specimens can be dried and attached to a description, or laminated (be careful). Flower pressing Specimens of plants, especially flowers can be pressed and kept. Presses can be bought from toy or craft shops, or simple presses can be made. Storing Starch Students conduct starch tests, using iodine, on a variety of plant materials including leaves, flowers, roots, seeds, bulbs and tubers to investigate where plants make and store their food as starch. They record their results in a log book. Transport in Plants Students investigate the systems, which transport water, minerals and nutrients in plants by placing celery stalks in colored ink. They hand draw or use a graphics package to produce labeled diagrams of their observations. The last three activities are taken from the Sample Science Program, Department of Education, Employment and Training, Victoria, 2000

Reference:

Glencoe Science (2012). Introduction to the life, earth & physical sciences. Retrieved September 1, 2012, from http://www.glencoe.com/sec/science/glencoescience/2003/index.html Lutawan, M., Lutchman, K., Maharaj, M., Massiah, D., & Meyers, L. (2012). The trees. Retrieved September 1, 2012, from http://questgarden.com/117/67/0/110127163920/t-index.htm Texas Education Agency (2012). Texas essential knowledge and skills. Retrieved September 1, 2012, from http://www.tea.state.tx.us/index2.aspx?id=6148