Name of Student Teacher Jenna Merkel TREE UNIT Subject Science Date Thursday September 5th, 2013 Lesson

Plan Title Tree Unit pt. 1 Adopt a tree ALCoS Standards K Science 6.) Compare size, shape, structure, and basic needs of living things. Specific Objectives Students will compare the structures (leaves, branches, trunk, roots) of trees in their natural environment. Required Materials AMSTI Materials: Tree flip book, Tree Poster with attached Velcro to leaves, branches, trunk, and rootsother piece on cut out words; tree-trunk rounds. Prepared card with yarn that says: Mrs. Besherses Tree Chart paper Brown and green crayons Engagement Before students are released, read tree flip book in large group and explain that we will get to have our own tree, just like in the story. Explain that during centers, I will pull groups to go outside and choose a tree. Step-by-Step Procedures Have 3 groups of 6 students prepared. Procedure repeated 3 times. When students go to centers, pull first group and materials to go outside. Explain expectations to keep together and listen to teacher well!! Walk students to school garden. Allow one minute of students exploring, and then sit them under a convenient tree. Does this look like a good tree to adopt? I like it too. Tie prepared card around tree. What do you see about this tree? How do you know that this is a tree? How does the tree feel? Can you find anything on the ground that might have come from the tree? What do the leaves look like? Do you think it is alive? Why? Show tree poster and compare. What are the things that are the same on both trees? I see 4 things that are the same on both of these trees. Show words. Where are the leaves on our tree? Attach leaves to Velcro. Where are the branches on our tree? Attach branches. Where is the trunk? Attach trunk Show trunk cut outs to show the inside. Where are the roots? Attach roots Head back to the classroom and have this group draw the trunk and branches of a tree on the chart paper while you prepare the next group. Each group will add an element after their turn. Plan for Independent Practice Students will label trees for independent work the next day.

Closure Show the drawn tree to the whole class and comment on how well they worked together. Assessment Based on Objectives Students will be informally assessed through questioning. There will be individual assessment at the end of the unit. Adaptations/Accommodations Group students well to support one another. Simplify instructions for ELL and students with disabilities. Remember safety outside! Extensions Students may observe trunk cutouts at science station.

Name of Student Teacher Jenna Merkel Subject Science Date Friday September 6th, 2013 Lesson Plan Title Tree Unit pt. 2Drama ALCoS Standards K Science 6.) Compare size, shape, structure, and basic needs of living things. K Theater 3.) Pantomime a variety of roles in real-life and make-believe through guided dramatic play.

Specific Objectives Students will dramatize the things a tree needs in order to survive. Required Materials Tree Life script (at the bottom) Props: Blue streamer pieces for water, Yellow streamers for sun, Brown streamers for soil, and green streamers for tree. Improvise any other props to represent these roles. You may want animal puppets. Tree Chart from pt. 1 Yellow, blue, and brown markers Engagement Review Tree chart made the previous day, and tell about now learning about what trees need to live. Step-by-Step Procedures When students split up into centers, pull aside first group of 5 or 6. Explain that trees are living, and need things like food just like people do. What do you think they might need? Explain that I have a script of the life of a very special tree, and they will all be part of my little play. Before we start, we should think about what it means to act. Pretend like you actually are that object and imitate it the best you can. You can use movements of every part of your body. You should think about how high or low your body should be.

Assign roles: tree, soil, sun, water, animals. You must listen to your part and act it out the best you can with these props. Read along script as a narrator and prompt students to play their part. When they have performed well, allow them to switch roles and try again. While you prepare next group, allow students to add sun, water, soil, or animals to the tree chart. Plan for Independent Practice Students must play their individual role as a vital part of the play. Closure Show class new additions to chart to review what we learned. Assessment Based on Objectives Students will be individually assessed about what trees need to live at the end of the unit. They will also be informally questioned throughout lesson Adaptations/Accommodations Provide adequate support in instructions for ELL and students with disabilities. Extensions Students will be able to read books from AMSTI kit at tables and in centers.

Name of Student Teacher Jenna Merkel Subject Science Date 9/9/13 (may need to extend) Lesson Plan Title Tree Seasons pt. 1 ALCoS Standards K Science 6.) Compare size, shape, structure, and basic needs of living things. FOSS Concept: Trees change with the seasons. Specific Objectives Students will demonstrate knowledge of trees seasons by researching and creating season posters. Required Materials Tree book for FOSS Module, A Tree for Every Season, Tap the Magic Tree, any other tree books that depict trees during seasons. Pictures from Web on SmartBoard with trees from each season Chart paper (small size), markers, prepared with bare tree outline Engagement In whole group, read Tap the Magic Tree involving all actions called for in the book. Step-by-Step Procedures Small group Focus on one season for each small group (part 2 of this lesson has them teach seasons to classmates)

They will become experts on their season. From books available and pictures from web, What can we observe about trees in this season? Write on chart paper observations. Allow students to collaborate and add to their tree with markers to make it their season. Plan for Independent Practice In part 2, students will create trees from every season. Closure Remember this well, because you will get to teach your own classmates about what you learned! Assessment Based on Objectives Formative: post-it notes of student responses in learning groups. Season posters are created from student thinking and will reflect understanding of season. Adaptations/Accommodations Teach with microphone. Check for understanding from Intervention level students with questioning. Extensions Learning about 4 seasons in Math.

Name of Student Teacher Jenna Merkel Subject Science Date 9/11/13 (may need to extend) Lesson Plan Title Tree Drama ALCoS Standards K Science 6.) Compare size, shape, structure, and basic needs of living things. FOSS Concept: Trees change with the seasons. Specific Objectives Students will demonstrate knowledge of trees seasons by presenting knowledge and creating trees that represent each season. Required Materials Posters from pt. 1

 on paper for each student (might want to back on construction paper) tissue paper in the following colors: white, orange and red, green, pink already torn in small pieces Elmers glue Engagement In whole group, allow each season group present their season with their chart. Step-by-Step Procedures Small group (1/2 class) Model how we will glue tissue pieces on each season. Guide them through each season while reviewing what changes trees go through. Plan for Independent Practice Finished trees should show that the same tree in each season changes. Closure Comment on students trees specifically. Assessment Based on Objectives Formative: post-it notes of student presentations. Trees are created from student thinking and will reflect understanding of season. Adaptations/Accommodations Teach with microphone. Check for understanding from Intervention level students with questioning. Extensions Learning about 4 seasons in Math.

Name of Student Teacher Jenna Merkel Subject Science Date 9/23/13 Lesson Plan Title Tree Unit- Making Paper ALCoS Standards K Science 6.) Compare size, shape, structure, and basic needs of living things.

Specific Objectives Students will understand the use of trees as a resource.

Required Materials Screen Large Tub Washcloth/rag/burp cloth/large piece of felt Water Torn paper from newspaper, tissue paper, magazines, etc. Be sure that its staple and tape-free Blender leaves Engagement Ask the question what can we use trees for? And create word web. Step-by-Step Procedures In whole group setting, process paper. Take shredded paper, maybe leaves as well and put in a blender. Add water and mix until a pulp forms. Allow students to take turns putting pulp onto screen (over tub) and pat flat. Add leaves for texture. Take wash cloth and press down to squeeze as much water out as possible. Flip over screen and allow to dry for as long as it needs to be completely dry. When dry, draw tree outline on paper and allow students to stamp leaves on with thumbprint in ink. Plan for Independent Practice Students can write in word journals one thing we use trees for. Closure If time allows, show http://www.youtube.com/watch?v=7IP0Ch1Va44 Assessment Based on Objectives Based on conversation and evidence in word journals, students show understanding of trees as resources. Adaptations/Accommodations Wear microphone. Question students when misunderstanding is apparent. Extensions Discuss again the process when paper is dried. Notes/Reflections