Katie Risvold

Tues Sept. 22

Pre-K AM and PM Lesson Plan for Trees Growing as Time Passes (Large Group)
Subject: Trees change as time passes
Objectives/Standards:

1.a Manages Feelings

1.b Follows limits and expectations
2.a Forms relationships with adults
8.a Comprehends Language
8.b Follows directions
9.a Uses an expanding expressive
vocabulary
9.b Speaks clearly
9.c Uses conventional grammar
9.d Tells about another time or place
10.a Engages in conversations
10.b Uses social rules of language
11.a Attends and engages
11.d Shows curiosity and motivation
11.e Shows flexibility and
inventiveness in thinking

12.a Recognizes and recalls

12.b Makes connections
17.b Uses print concepts
25 Demonstrates knowledge of the
characteristics of living things
27 Demonstrates knowledge of the
Earth's environment
30 Shows basic understanding of
people and how they live
31 Explore change related to familiar
people or places
37 Demonstrates progress in
listening to and understanding
English
38 Demonstrates progress in
speaking English

Materials:
Pictures of child and tree growing at the same time
Projector
Video: https://www.youtube.com/watch?v=4BtKAkP5xOk
o Acorn to oak tree time-lapse (New Scientist)
Duration: 15-20 minutes

Introduction/Opening:

Opening question: "Do trees start as really big or really little?"

Discuss this question for a moment and allow the students to think if a tree is always big
or if it starts small.

Lesson Sequence:

After the students have thought about their answers, show them the pictures of the time
lapse of real life tree and child. Tell the students that this is me, when I was little, and the
tree that was planted when I was born.

Ask the students what they notice in the pictures. "What happens as the child grows?
Does the tree grow too?"

After exploring the pictures, show a quick video about an acorn growing into a tree to
show the students that a tree begins from a tiny seed.

Closing of the Lesson:

Briefly discuss the video, say "This happened over a long time, it takes a very long time
for a tree to grow, just like it takes years for us to grow."

Repeat the question before leaving for recess: "So, do trees start small, or big?"

Assessing/Checking for Understanding:

Through asking the students the final question, I'll check to see if they understand if they
answer "small" or "big".