Lesson 4 of 6
Objective: Students will by able to explain the differences between evergreen and deciduous trees by comparing and contrasting the two types of trees using branches off of both types.
I ask students to meet me on the meeting place rug to talk about another type of tree, the evergreen.
I remind students that we learned about one type of tree in a previous lesson. We review deciduous trees for a few minutes.
I explain to students that they will be observing branches from the two types of trees.
"When I say go, you are going to get up and go to your seat. At your table, there are two branches from two types of trees. One is from a deciduous tree and one is from an evergreen tree. Your job is to use your science journal to draw a picture of each branch. Pay close attention to the leaves and make sure that when you draw the pictures that they look like what you see. Scientists drawings are drawn to depict exactly what is seen to create models."
I always make a point to explain to students that when we color things, we need to act as scientists. Students love to color things with bright colors at this age. So its important to explain that scientists color things as they see them in real life.
Independent Work Time
At the tables I have a deciduous tree branch and an evergreen tree branch to observe and I have already passed out science journals and they are ready to go.
During this time, students are observing the branches and drawing their pictures.
I will be walking around to help students stay on task.
The students are typically in natural discussion with their peers during this time. It is likely that most students have not taken the time or had the opportunity to actually touch and feel and see two different branches from trees next to each other to be able to compare and contrast them up close.
I usually see excitement. I remind students to use their 5 senses to help them with their pictures. I say things like, "How does it feel? What does it smell like? Are they the same or different? How?"
After I see that most students were able to complete the pictures and had time to observe the branches, I ask the students to come back to the meeting place rug.
With chart paper hanging on the wall, I begin a group discussion by asking, "What kinds of things did you observe about the evergreen tree branch?"
I use turn taking sticks to call on several students to share their answers as I record them on the chart paper.
After hearing several responses, I read a book out loud to students. As I read, I stop to acknowledge the things in the book that correlate to what they students shared about their observations.
I ask students to turn to their shoulder partner and tell them one thing they learned today in regards to the two types of trees.
I'm looking to hear that they see a difference between the two types of trees. The needles on an evergreen stay green all year. Evergreens are cone bearing trees. This information comes from the book that we read.