Trees, Trees, Trees.
Grade Level: 2-5

Overview The environment is an issue of great importance. The more knowledgeable people are about the world around them, the better prepared they are to maintain it. Trees are one of the things people interact with in many environments. Trees should be treated with care. The rain forests of Africa contain many types of trees.

Purpose This activity is designed to increase students' awareness and knowledge of trees. They will be involved within the world around them at home and at school and hopefully will become caretakers of their environment.

Objectives Students will be able to:

i. Identify and adopt a specific tree of choice.
ii. Draw the picture of a particular tree.
iii.Write an original piece about their tree to include at least three facts.
iv. Document changes throughout the year on their adopted tree.

v. Explain the difference between deciduous and coniferous trees.

Resources/Materials
Teacher materials: Several literature books about trees. Resource books for identification about trees. Any other materials you might already have concerning trees. Project Learning Tree and Project Wild books are a great source.

Student materials: Construction paper, paper for the bark rubbing, crayons, pencil, notebook paper.

Activities and Procedures
i. At the end of a class period, with no rationale, ask students to take a piece of paper and draw a tree or trees. Don't ask for a particular type of tree or size, etc. Give them a good amount of time, at least 15 minutes. They can keep the paper.
ii. The next class period, take the students on a nature walk. Walk around and observe the trees in the area surrounding your school (if possible). Ask the students to describe the trees to you. Ask them to be specific about what they see. They should notice differences and similarities.
iii. Return to the classroom and give the students a piece of paper and ask them to draw a tree or trees. Give them a good amount of time, at least 15 minutes. Then have the students compare the two sets of drawings and discuss what they see. Were the second drawings more detailed? Were they more aware of the shape of the trees, etc.?
iv. Read the book The First Forest by John Gile, The Giving Tree by Shel Sylverstein and or other pieces of literature about trees. Discuss some of the specifics about trees, using vocabulary and identifying parts of the tree. Discuss the difference between coniferous and deciduous trees.
v. Take the students outside a second time and allow them to adopt a tree. The students will take a bark rubbing, a leaf, and draw a picture of their tree. When they return to the class the students will use reference books and each other to try to identify their tree.
vi. When the students have researched a little about their tree, they will write three facts about their tree in any form they wish. They can write a story, a poem, a song, a play, an acrostic, etc.

vii. Take all of the information from each student in the class and post them on the class Bulletin Board. You can also put together a class scrapbook.

Tying it all together

i. Guide the students to appreciate the role of trees in our environment. Trees have many similarities and differences. Let the students discuss the variety of trees in their environment.

ii. The students will find out that collectively, they have put together a lot of information about trees. Two things can be done with the information:

Make a class scrap book on Trees

Put the children's materials together into a scrapbook. Put the picture with the name of the tree, the bark rubbing, and leaf on the first page. Then put the original piece the children created on the second page. Arrange the remaining information in an orderly and eye-catching way. When the scrapbook is finished allow the children to take the book home for their families to see and allow their families to write comments about the book in the back of the book on a comment page.

Post on the class Bulletin Board some of the information the children have put together on their trees.

Involve the children on both the selection and posting of the drawings on the Board. Both the scrapbook and the Bulletin Board should be publicized among parents of the children and among their mates. The class could organize an Open Day. Assessment Let those who look at the Scrapbook and the Bulletin Board be the main assessors of the entire work. The teacher and the children should try to document comments from the viewers of the entire work.

Suggestions/Modifications
  • Students may make "family trees" by drawing a tree and placing pictures of their family on the branches.
  • Students may make up rhymes or raps in groups about the importance of trees and natural resources in Africa.
  • Students may draw or paint a mural of trees and the important role they play in Africa.
Authors Vicki Vrooman, Holland Hall Middle School, Tulsa, OK
http://www.col-ed.org/cur/