Name: Jennifer Molke

Class: ELED 3221

Date: April 28, 2014
Trade Book Assignment- A Tree for Emmy by Mary Ann Rodman
Dispersal of a Seed
_____________________________________________________________________________
Central Focus/Big Idea: Ecosystems
Subject of this lesson: Dispersal of a tree seed
Grade Level: Third Grade
NC Essential Standard(s):
Essential Standard 3.L.2 Understand how plants survive in their environments
Clarifying Objective: 3.L.2.2 Summarize the distinct stages of the life cycle of seed
plants
Next Generation Science Standard(s):
MS-LS1-4.Use argument based on empirical evidence and scientific reasoning to support
an explanation for how characteristic animal behaviors and specialized plant structures
affect the probability of successful reproduction of animals and plants respectively.
[Clarification Statement: Examples of behaviors that affect the probability of animal
reproduction could include nest building to protect young from cold, herding of animals
to protect young from predators, and vocalization of animals and colorful plumage to
attract mates for breeding. Examples of animal behaviors that affect the probability of
plant reproduction could include transferring pollen or seeds, and creating conditions for
seed germination and growth. Examples of plant structures could include bright flowers
attracting butterflies that transfer pollen, flower nectar and odors that attract insects that
transfer pollen, and hard shells on nuts that squirrels bury.]
21st Century Skills:
Collaborative process- Outcome for 4th and 8th grade addresses importance of students
cooperatively working together in both small/large groups in order to develop logical
reasoning through evidence and claims.
Creativity and Innovation- Outcome for 4th grade addresses students provide concrete
examples of science as a way of thinking that involves both systematic and creative
processes that anyone can apply as they ask questions, solve problems, invent things, and
develop ideas about the world around them.

Academic Language Demand

Students will categorize the seeds in the engage stage of the lesson as well as the
different types of seed dispersion. They will also have to describe the different types of
seed dispersion and explain how it happens and has an effect on future plant growth.
Analyze
Interpret

Argue
Predict

Categorize
Question

Compare/contrast Describe
Retell
Summarize

Explain

Scientific Vocabulary: seed dispersion, mechanical dispersion, gravity, mimosa tree,

seedpods, movement, transport, release

Instructional Objective: Students will be expected to explain how seeds are dispersed from
trees and know the five different ways in which this happens. They will demonstrate this
knowledge by completing a 5-8 sentence diary entry on how a mimosa seed is dispersed and regenerated.
Prior Knowledge (student): Students should know what a seed is as well as what seeds create
(plants, flowers, trees). They should also know the parts of a seed and plant (leaves, roots,
embryo, seed coat, cotyledon, bud, flower, vine, stem, and shoots). They should know the basic
needs of plants for survival and be able to compare the growth of different types of plant seeds.
Content Knowledge (teacher): The teacher should know how seeds are dispersed (air, water,
animals, gravity, and mechanically). He/she also needs to be familiar with the book, A Tree for
Emmy, so that he/she understands how to explain the concepts presented in the book. The teacher
needs to be able to elaborate and give examples of seed dispersion.
Accommodations for special needs (individual and/or small group): I would make sure
individuals with physical disabilities were paired with students that could give them assistance if
needed. More importantly, I would make sure to observe these students more closely during the
different activities in order to help them remain on task and eliminate frustration or confusion.
For ELL, I would also pair these students with native English speaking individuals.
Materials and Technology requirements:
A Tree for Emmy by Mary Ann Rodman
10 seedpods (collect in fall)
10 acorns (collect in fall)
10 pinecones (collect in fall)
10 Ziploc bags
10 poster boards
Colored pencils, markers, pens, pencils
Whiteboard/expo markers
Notebook paper/science journal for diaries
Total Estimated Time: 1-2 class periods

Source of lesson:
http://www.learnnc.org/lp/pages/2991
https://www.msu.edu/~callah49/seeddispersal.pdf
http://www.kidsdiscover.com/parentresources/seed-dispersal/
http://homeguides.sfgate.com/grow-mimosa-tree-seed-43173.html
Safety considerations: Students will be verbally read directions and will repeat them to confirm
understanding. The teacher will remind students to take quality care of materials used in this
activity and to be careful at all times. Additionally, the teacher will observe students at all times.

Content and Strategies (Procedure)

Engage: The teacher will start the lesson by passing out 8-10 Ziploc bags to each group of
students. In the bags will contain seedpods from a mimosa tree, acorn seeds, and pine cone seeds.
The students will look at these different objects and identify them/try to guess what plant they
come from. The teacher will ask questions such as:
What do you think these objects are?
What characteristics can you describe about each one?
Do these objects have anything in common?
How do you think seeds get from a tree to the ground?
Explore: The teacher will start by asking the students some questions about seed dispersal.
Can someone define seed dispersal?
Can trees disperse seeds?
What are some ways in which trees disperse seeds?
How important is seed dispersal in the new growth of trees and plants?
Workings in groups of 4-5, have the students act out the different ways in which seeds are
dispersed. Tell the students that one person needs to act as the tree and another person needs to
act as the seed. Have each group compose a list of ways in which seeds are dispersed. Each
group will act out at least one scenario of a seed dispersing. During this time, the teacher should
be observing each group and making sure the students are staying on task. The teacher should
not answer any questions at this time, but instead say, Well, what do you think?
Explanation: The teacher will start by reading A Tree for Emmy by Mary Ann Rodman. After
reading the book, the teacher will ask the students:
Why do you think there was a small mimosa tree growing under the large mimosa tree?
What is the importance of the seedpod in the story?
What role do the seasons play in seed dispersal?
What do the seedpods, acorns, and pinecones you observed earlier have to do with seed
dispersal?

After reviewing seed dispersal in the book, define seed dispersal for the class. Say, Seed
dispersal is the movement or transport of seeds away from the parent plant. Using the list you
generated in your groups, lets talk about some of the ways in which seeds are dispersed. For
example: if a group said animal ask how the animal contributes to seed dispersion. Make sure
students understand that an animal, such as a squirrel, will transport the seed. Acorns that are not
eaten by a squirrel will be forgotten about and used to grow new oak trees. This relates to the oak
trees mentioned in the book. This is an example of what the teacher should discuss for each type
of seed dispersal. Make sure to go over how seeds are dispersed through the air, water, animals,
gravity, and mechanically. Additionally, the teacher will give a brief overview of how mimosa
seedpods are harvested and germinate. The teacher can show an actual picture of a real mimosa
seed during this time.
Elaborate: Working in the same groups, students will have to illustrate and briefly write about
two ways in which seeds are dispersed. Their tree can be either a mimosa tree, pine tree, or oak
tree. Each group will be expected to share their illustration with the class. The teacher will be
walking around the classroom during this time and asking questions such as:
How does the animal you illustrated transport the seeds?
You choose water, where does the water come from?
You said gravity, what season does this happen in?
Evaluate: Individually, students will create a diary of a mimosa seed. They will start by
explaining how there is a seed on a mimosa tree, how it is dispersed, and what happens after
dispersion. Students need to be descriptive enough with their diary so that someone reading it
will have a clear understanding of how their seed is dispersed from the mimosa tree. Students
can include illustrations if they choose; however, their diary must be at least 5-8 sentences in
length.
Formative Assessment: Consists of the questions the teacher asked throughout the lesson, as well
as the presentations given during the elaborate phase. The teacher will keep track of struggling
students on sticky notes.
Summative Assessment: In order for students to receive mastery, their diary must be at least 5-8
sentences in length, must clearly explain how their seed was dispersed, and what happens after it
is dispersed. Partial mastery would consist of 3-4 sentences, a semi-explanation of how their seed
was dispersed/what happens afterwards. Non-mastery would consist of 1-2 sentences and lack of
detail and clarification of how their seed was dispersed/what happens afterwards. Grammar will
be corrected, but will not have an impact on their grade.

Summary of A Tree for Emmy

This story is about a little girl named Emmy, who spends all day playing in trees. She
loved all types of trees. However, her favorite tree was the Mimosa tree that was located in her
grandmas yard. She loved this tree because it was stubborn, strong, and wild just like her. This
book describes the characteristics of different types of trees (pine, oak, willow, and mimosa).
Then it went into a small description of how the Mimosa changes during seasons. When summer
came around, which included Emmys birthday, she asked for a Mimosa tree just like the one in
her grandmothers yard. However, because it is a wild tree no florist or garden shop had these
types of seeds or trees. After pouting and running to lie under grandmothers Mimosa, Emmy
finds a baby Mimosa tree growing. This is because the seedpods have fallen on the ground and
the warm weather has caused them to germinate creating a baby Mimosa tree. Finally, after
planting the new Mimosa under her window, she comes to the reality that it will take years to
grow as big as her grandmothers tree. She realizes that it will not bloom pink fuzzy flowers or
create seedpods until it is larger.
Book Analysis
1. Is there a story? Be sure to include information on the characters, plot line, a conflict (if
present), and the setting?

The main characters in the book are Emmy, her grandmother, her mother and father.
Her grandmother is important to the story because her backyard is where the Mimosa
tree is located. Additionally, she is the one that relates this trees characteristics to
Emmy. The mother and father are important to this story because they try and help
Emmy get the Mimosa tree she so badly wants. Also, her parents help Emmy
understand the process of a Mimosa trees growth and that it will not resemble
grandmothers Mimosa for a couple of years. Emmy is important because she is the
character that the whole book is based on.

The plot line is about a little girl named Emmy, who loves to play in trees. She
decides for her birthday that she wants a Mimosa tree just like the one in her
grandmothers backyard. So she goes on a search with her parents to find this type of
tree. With no luck, she throws a tantrum and goes to cry under her grandmothers
Mimosa. While lying under the tree, she discovers a baby Mimosa growing. She
replants this Mimosa outside her window.

There are two conflicts in this story. Both conflicts are human vs. nature. The first
conflict is when Emmy has trouble finding a Mimosa to plant. Since Mimosas are
wild trees, they are not sold in stores. The second conflict is when she finally finds a
Mimosa to plant, she is unsatisfied with the fact it has not bloomed. It takes her a

while to finally realize that it will take some time to resemble her grandmothers
Mimosa.

The setting of the story is in her grandmothers pasture. The other two settings in the
story involve the different garden shops and Emmys house.

2. What are some potential reading challenges?

ELLs and lower reading level students may have trouble reading and comprehending
this book.

Students that live in the city and dont have a backyard/pasture may have trouble
relating to the book. Also, students that are not familiar with a Mimosa tree might
have trouble understanding certain parts of the book that describe the characteristics
of this tree. Furthermore, a student not of Caucasian ethnicity may not be able to
relate to this story/character as well as other students. As well as, a student that may
not live in a two-parent household may have trouble relating to this story.

3. What are some potential vocabulary issues?

Mimosa tree, possum, maracas, stubborn, seedpods, clover, dandelions, blossoms,

and a weed.

4. How do the pictures give information? Think about if the pictures align with the story or
how the pictures help the story.

The pictures give information about how trees change during seasons. Additionally, it
shows different examples of the trees discussed in this story. The pictures relate to the
different settings described throughout the story. Furthermore, the pictures relate to
the concept of seed dispersal and germination briefly throughout the book. For
example, when the seedpods cover the ground in fall. Also, when the squirrel is
attempting to eat the acorn in the oak tree. The last picture shows how it has potential
to grow as large as Emmy wants it to be.

5. How does the book present the science content (i.e. charts, pictures, words, etc.)?

This book presents the science content of seed dispersal, plant growth, and
regeneration through text and illustrations. For example, the text speaks about the
different seasons and how the Mimosa tree changes throughout them. The tree drops
seedpods in the fall, it blossoms pink fluffy flowers in the summer, and new

Mimosas also regenerate during summer. This story briefly gives information about
what type of fruit trees are in season during summer. Pictures of squirrels, Emmy
hanging from the tree, and gravity of the seedpods relate to seed dispersal. In
addition, the fact that the new Mimosa is located under the larger Mimosa signifies
seed dispersal and regeneration.
6. Is this science content accurate? Please provide specific examples and explain why they
are accurate or inaccurate?

Yes, the science content in the book is accurate. For example, Mimosa trees do drop
seedpods in the fall and produce pink flowers in the summer. Mimosas are wild trees
whose seeds are not sold in garden centers. Oak trees do produce acorns, as well as
pine trees produce pine cones. Additionally, plums, peaches, clovers, dandelions, and
tulips are in season during the summer. Lastly, the story explains the process of tree
growth. Most trees start as small plants, but grow to be really tall if given the proper
environmental conditions. The sources listed in our lesson explain how all this
science content is accurate.

7. How would you check for student understanding after reading this book (i.e.
conversation, writing, quiz, etc.)?

After reading the book, we will pose these questions for discussion:
o Why do you think there was a small mimosa tree growing under the large
mimosa tree?
o What is the importance of the seedpod in the story?
o What role do the seasons play in seed dispersal?
o What do the seedpods, acorns, and pinecones you observed earlier have to do
with seed dispersal?

After this discussion, students will work in groups to create posters that explain seed
dispersal. This will take place during the elaborate phase. Each group will present
their posters so the teacher can check for understanding of this concept.

Lastly, during evaluation, we will have students individually create a diary of the
Mimosa seed. This evaluation will consist of 5-8 descriptive sentences.