Deciduous Trees and the Four Seasons
Lesson 2 of 6
Objective: Students will be able to explain that deciduous trees loose their leaves by learning about the life cycle of a tree.
Students are asked to sit at their seats to begin an exploration of one type of tree.
At the tables, there are four placemats. They are labeled at the top, “Winter”, “Spring”, “Summer” and “Fall”.
Also, there are four types of trees that depict each season.
I tell the students, “With your table, I would like you to match each of the trees to the correct time of year.”
I have not given the students any information at this point because I would like to see and hear the actions and discussion of each table group and how they come to their initial answers. It is also a way for me to see the prior knowledge that may or may not be there with this subject.
After giving them a few minutes to place the trees on their mats, I then ask the students to come to the meeting place rug. The mats with the trees will stay as is on their tables.
When the students get to the rug, I read them a book about deciduous trees and the four seasons.
As I read through the book, I stop from time to time to reflect out loud on my reading. When doing this, I am not only modeling for students what close reading looks like, but I am also giving them the verbal cue of what trees look like during the different seasons.
This book goes into some depth as to why the leaves on a deciduous tree turn colors and fall off during the fall and winter.
After finishing the book, I explain to the students that since they have now learned about a deciduous tree, I would now like them to go back to their tables and do the sorting activity again. This time, I want to hear them discussing things that they may have learned from reading the book.
What I am looking for here is that students may have obtained some new information that may lead to the group changes some of their answers. For example, some of them may have picked up on the fact that in the spring, flowers on trees bloom. Since one of their pictures is of a flowering tree, this may lead them to know where this picture goes. I am intently listening to their conversations.
After giving them a few minutes to discuss their choices and make any changes, we go over the correct answers as a group.
To close this lesson, students will get to create their own season/tree chart to take home. Each student will get a large piece of construction paper. I ask them to fold it into fourths while modeling how to do this. Then each student will get a season word to label each of the four sections as well as a tree to put on each season. Each student will also have a simple sentence to read to glue to the corresponding season and tree.
This activity gives me an opportunity to see which students have a complete understanding of the lesson. I will walk around the room and give support where needed.
9X16 piece of construction paper (any color is fine)
four season words