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    Lesson 2

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    of 5

    KUTZTOWN UNIVERSITY

    ELEMENTARY EDUCATION DEPARTMENT


    PROFESSIONAL SEMESTER PROGRAM
    LESSON PLAN FORMAT

    Teacher Candidate: ​Gabrielle Cruz, Kelly Groth, Kaylee Kupiec ​___________ Date: ​November 6, 2018
    Cooperating Teacher: ​Dr. Varano​​_______________________________________ Coop. Initials: ________________
    Group Size: ​24​​___________________ Allotted Time: ​45-60 minutes​​__________ Grade Level: ​3rd Grade​​________
    Subject or Topic: ​Parts of a Tree​​___________________________________________ Section:
    Science​​______________

    STANDARD: (PA Common Core):


    4.4.3.L Use scientific inquiry to investigate what plants and animals need to grow

    I. Performance Objectives (Learning Outcomes)


    The students will be able to identify the parts of a tree and their functions.

    Assessment/Evaluation plan
    ● In table groups, students will create a model of a tree using provided materials (ex. pipe cleaners, popcorn,
    cotton balls, tissue paper, pompoms). They will label different parts of the tree. They must label and
    represent the following: trunk, branches, roots, leaves, and seeds. The teacher will take pictures of the
    students’ structures and ask them to explain their structures/parts as a group.
    ● Exit ticket at the end of the lesson

    II. Instructional Materials


    A. 24 pipe cleaners
    B. 1 bag of popped popcorn
    C. 1 large bag of cotton balls
    D. 24 sheets of tissue paper
    E. 24 cotton balls
    F. “Tell Me Tree” by Gail Gibbons book
    G. Exit ticket

    III. Subject Matter/ Content (prerequisite skills, key vocabulary, big idea)

    A. Prerequisite Skills -
    1. Working in table groups
    2. Parts of a plant
    3. Aware that trees come in different shapes and sizes
    4. Aware that trees have different leaves and bark textures
    B. Key Vocabulary -
    1. Trunk -​ ​the main stem of a tree apart from limbs and roots
    2. Root -​ ​plant under ground from which it draws most of its nourishment from the earth
    3. Nourishment- ​food or other substances necessary for growth, health, and good condition
    4. Leaf -​ ​produce food for the plant through a process called photosynthesis
    5. Branch -​ a natural arm like structure of a plant stem
    6. Root Hair -​ a specialized cells with an increased surface area that maximizes their ability to absorb
    water and nutrients from the soil.
    7. Seed -​ tiny developing plant that is in a protective covering that is able to develop into a plant like
    the one that creates it
    8. Seedling -​ a young plant grown from seed
    9. Bark -​ the tough outer covering of a woody root or stem
    10. Carbon dioxide​- a colorless, odorless gas produced by burning carbon and organic compounds and
    by respiration.
    C. Big Idea - ​What does a tree need to live?

    D. Content
    ● Parts of trees (trunk, root, leaf, branch, seed, seedling, bark, cambium)
    ● Characteristics of a tree
    ● Sounds/smells/texture of a tree
    ● Where parts are located on a tree
    ● What do the different parts of a tree do?

    IV. Implementation

    A. Introduction –
    ● Read ​Tell Me, Tree ​by Gail Gibbons pages 1,4-5, 6-8, 10-11.
    ● On page 1 of ​Tell Me, Tree ​by Gail Gibbons we will ask the students, “ Does anyone know any other parts
    of the tree?”
    ● On page 4 of ​Tell Me, Tree ​by Gail Gibbons we will ask the students, “ Can anyone name a type of tree
    seed they might have seen before? Where did you see this seed?”
    ● On page 6 of ​Tell Me, Tree ​by Gail Gibbons we will ask the students, “The book mentions that in time the
    stem will eventually become hard enough to be called wood. Does anyone know what the hard layer of
    wood on a tree is called?” Answer: Bark.

    B. Development –
    ● ​Teacher will say to the students:
    ○ “We have previously studied the parts of a plant. Trees are also plants. They are some of the
    biggest plants in the world. What makes trees different from other plants? How do we know a tree
    is a tree?”
    ● The teacher will then bring the students outside to explore the trees/plants to make observations
    ● When the students are outside they will be able to use four of their five senses (see, touch, hear, and smell)
    to explore the trees characteristics
    ● The teacher will ask the students:
    ○ Do you see more than one tree?
    ○ What characteristics make them trees?
    ○ What colors do you see on the tree?
    ○ Does the tree look young or old? Why do you think so?
    ○ Is the tree moving?
    ○ Is the tree making any sounds?
    ● The teacher will then point out to the students that the big, round part of the tree that comes out of the
    ground is the trunk.
    ● The teacher will explain to the students, “The trunk is a big stem that supports (holds up the rest of the
    tree). Most plants have a stem.”
    ● What other parts of the tree that we learned about in our book earlier do you see?
    ○ Answers include the terms:
    ■ root
    ■ leaf
    ■ branch
    ■ seed
    ■ seedling
    ■ bark
    ■ cambium
    ● Have students feel the different parts of the tree and compare the feeling from one tree to another.
    ● Have the students smell the trees and compare the scents.
    ● Each of these parts serve a purpose for the trees. Trees need nutrients just like you and I. What do you think
    a tree needs to survive?
    ○ sunlight
    ○ water
    ○ Carbon dioxide.
    ● Pour water, when it rains, the roots take in water.
    ● When it is sunny, the sun shines on the leaves, and they take in sunlight.
    ● Tell the class to take a deep breath in. When they breath out, tell them that they just fed the tree by
    breathing out carbon dioxide.
    ● The trunk and the branches carry the nutrients, the water, and the carbon dioxide through the tree.
    ● Point to the roots, and ask the students what do they do for trees.
    ● Point to the leaves, and ask the students what they do for trees.
    ● The teacher will say, “Now that we are familiar with trees, the smells, their texture, their parts, and their
    purpose, let’s go inside and make our own trees based on our observations.”
    ● In table groups, students will draw a picture of how their tree will look and create a model of a tree using
    provided materials (ex. pipe cleaners, popcorn, cotton balls, tissue paper, pompoms).
    ● They will label different parts of the tree on their drawing of their model:
    ○ They must label and represent the following: trunk, branches, roots, leaves, and seeds.
    ○ In their drawing, they will label the purpose of roots, leaves, trunks, and branches.
    ● The teacher will take pictures of the students’ structures and ask them to explain their structures/parts as a
    group either to the teacher or the class.
    ● The students will than take part in a gallery walk around the room to view what the other students trees
    look like

    C. Closure –
    ● The teacher will than hand out an exit ticket that will have a word bank and the students must fill in the
    functions of the parts of a tree. They will answer the question, “what do trees need to live?”

    D. Accommodations / Differentiation -
    ● The accommodations that will be made for this lesson are to provide an alternate assessment scale,
    verbalize all information as it is written on the board or overhead, and to send electronic/ braille
    communications when appropriate.

    V. Reflective Response

    A. Report of Students’ Performance in Terms of States Objectives ​(Reflection on students performance written
    after lesson is taught, includes remediation for students who failed to meet acceptable level of achievement)

    B. Personal Reflection (​​Questions written before lesson is taught.)(Reflective answers to


    questions recorded after lesson is taught.)

    ● How can I engage students more throughout the lesson?


    ● How can I accommodate for students with behavioral disabilities?

    VI. Resources

    Lawrence Hall of Science, & Delta Education. (2012). Trees and weather : Teacher toolkit (3rd

    ed., Foss, full option science system). Nashua, NH: Delta Education.

    Merriam Webster. (n.d.). Bark. Retrieved November 6, 2018, from

    https://www.merriam-webster.com/dictionary/bark

    Merriam Webster. (n.d.). Branch. Retrieved November 6, 2018, from

    https://www.merriam-webster.com/dictionary/branch

    Merriam Webster. (n.d.). Cambium. Retrieved November 6, 2018, from


    https://www.merriam-webster.com/dictionary/cambium

    Merriam Webster. (n.d.). Carbon Dioxide. Retrieved November 6, 2018, from

    https://www.merriam-webster.com/dictionary/carbon dioxide

    Merriam Webster. (n.d.). Leaf. Retrieved November 6, 2018, from

    https://www.merriam-webster.com/dictionary/leaf

    Merriam Webster. (n.d.). Root Hairs. Retrieved November 6, 2018, from

    https://www.merriam-webster.com/dictionary/root hairs

    Merriam Webster. (n.d.). Root. Retrieved November 6, 2018, from

    https://www.merriam-webster.com/dictionary/root

    Merriam Webster. (n.d.). Seed. Retrieved November 6, 2018, from

    https://www.merriam-webster.com/dictionary/seed

    Merriam Webster. (n.d.). Seedling. Retrieved November 6, 2018, from

    https://www.merriam-webster.com/dictionary/seedling

    Merriam Webster. (n.d.). Trunk. Retrieved November 6, 2018, from

    https://www.merriam-webster.com/dictionary/trunk?src=search-dict-hed

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