Growing Trees. Grade: 1. Grade 1

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1 Grade: 1 Growing Trees OUR The structures of plants and trees are related to their functions. A plant s specific parts enable it to function as a healthy organism. EXPLORING URBAN FORESTS Grade 1 Teacher Background Reading Trees are the world s most complex flowering plants. Roots reach deep into the soil to anchor a tree and to draw in soil nutrients and water. The roots of a tree are generally as broad underground as the crown of a tree is in the air. A stem supports the plant and carries water and nutrients throughout the plant. On a tree, the stem is called a trunk. Seeds are a plant s embryo, or offspring. A seed is a small embryonic plant enclosed in a covering called the seed coat, usually with some stored food. Within the seed, there usually is a store of nutrients for the seedling that will grow from the embryo. The seed coat in the mature seed can be a paper-thin layer (e.g. peanut) or something more substantial (e.g. thick and hard in honey locust and coconut). The seed coat helps protect the embryo from mechanical injury and from drying out. After fertilization, seeds will form. It is important for the seeds to be dispersed (spread) away from each other and from the parent plant. This helps to avoid overcrowding and the competition for light, water, and mineral salts that would result. Dispersal also enables species to take advantage of new opportunities and to survive if conditions for the parent plant become unsuitable. Plants have a variety of ways in which they disperse their seeds, or the fruits containing the seeds. Four main groups of dispersal mechanisms can be recognized: animal, wind, water and self-dispersal. The size, shape, and color of the fruit and seed, together with other features, reflect the method of dispersal.

2 Typically LEAVES are flat and thin, thereby maximizing the surface area directly exposed to light and promoting photosynthetic function. Externally, they commonly are arranged on the plant in such ways as to expose their surfaces to light as efficiently as possible without shading each other, but there are many exceptions. Leaves have photosynthetic organelles (chloroplasts) which are exposed to light and also increase the absorption of carbon dioxide. Most leaves have stomata, which open or narrow to regulate the exchange of carbon dioxide, oxygen, and water vapour with the atmosphere. This is the part of the tree which takes in carbon dioxide and release oxygen.

3 Vocabulary Bark covers the tree trunk, and protects the tree from insects and diseases Branches carry water and nutrients to the leaves, and food from the leaves to other parts of the tree Leaves make food for the plant Roots hold a plant in the soil and get water from the soil Seeds grow into new plants Trunk provides support for the tree Advance Preparation For Lesson 2 and 3 (See lesson for more specifics and materials needed) 1. Gather acorns from local oak trees. Collect acorns that have recently fallen or can be removed from the tree easily by gently twisting acorn cup or cap. Remove all acorn caps and test for viability (ability to sprout). Place the acorns in water, discard any acorns that float and keep those that sink. If you need to keep acorns for 1 to 3 months, dry them fully and put them in a sealed plastic bag in the refrigerator (without soil). 2. If acorns are not available, buy lima beans or radish seeds from a nursery or garden department. 3. Three weeks before Lesson 3 begins explain that the class will be learning about plants and how they grow. With the class, take two glass jars and place 6-8 seeds inside each jar. Then line each jar with a wet folded paper towel and put near a window for indirect sunlight (not directly in sun). Add water as needed to keep paper towel moist. You will use these seeds for a classroom experiment. 4. A few days before doing the lesson collect some seeds from fruit, grasses, trees, or other types of plants that you find in everyday life. Look for seeds that disperse in a variety of ways (dandelions blow in the air, tomatoe seeds fall, foxtail grasses attach to animals or people).

4 Grade 1/Lesson 1: Examine our Urban Forest Students will observe the structure and form of trees, and will understand the connection between structure and function in trees. Learning Outcomes Students will be able to draw and identify the structure and function of five main parts of a tree: roots, trunk, branches, leaves and seeds. TIME: 75 minutes MATERIALS Copies of the Compare Trees Worksheet - See student handouts - 1 per student Pencils - 1 per student Crayons Colored pencils and/or markers Clipboard - 1 per student Standards Addressed California Science Standards Life Science 2. Plants and animals meet their needs in different ways. As a basis for understanding this concept: a. Students know different plants and animal inhabit different kinds of environments and have external features that help them thrive in different kinds of places. b. Students know both plants and animals need water, animals need food, and plants need light. c. Students know animals eat plants and other animals for food and may also use plants or even other animals for shelter and nesting. California Common Core Standards Literacy - Writing 1.2. Write informative/explanatory texts in which they name a topic, supply some facts about the topic. Getting Ready Review the Teacher Background reading. Identify available trees for observation. Copy the Compare Trees worksheet (1 per student).

5 ENGAGE: Ask students what they think of when they picture a tree; share ideas. Pass out the Compare Trees worksheet and pencils. Have students draw a picture of a tree they have in their minds. Share drawings by posting them around the room, or showing one by one on a document camera. What do we notice they all have in common? (Possible responses: color, trunk, leaves/needles, roots, branches.) EXPLORE: Go outside in the schoolyard and get an up-close experience of a tree or trees. Allow children to feel the bark and pick up a leaf or seed they may find on the ground. Remind students not to pull pieces off of the tree. Choose a tree or trees and have children sit in a wide circle around the tree(s). Students can place these seeds and leaves in a central place, so others can see them and draw the tree and its parts. After drawing the tree: Have students stand up and look at the tree and elicit what the tree needs in order to grow and survive. Ask students each of the following questions. What do you think the function of the bark is? (protect the tree from injury, illness) Compare the bark to our skin as you are eliciting answers, if the students are having trouble with guesses. What do you think the branches are used for? Compare the branches to our bodies, with veins that deliver blood and oxygen to other parts of our bodies. Leaves? (collect sunlight and turn it into food for the plant) Roots? (gather water and nutrients, send them to the branches and leaves) Seeds? (make new plants) As you are discussing the tree, have students make believe they are trees and stand firm and hug themselves to protect the tree, as the bark does. Have students extend their arms and picture the water and nutrients traveling through the branches to the leaves. Wiggle your fingers as if they are leaves, swaying in the wind and receiving sunlight to create food. Feel the warmth of the sun. Dangle some seeds and drop them to the ground so those seeds can start the cycle all over again!

6 EXPLAIN: Inside, compare the class s first pictures of trees with the second pictures of trees. How were they the same? How were they different? (real trees have details we can notice if we look carefully) Bring discussion around to fact that even trees of the same species have individual differences. EVALUATE: Pass out the growing tree worksheet. Have students alone or in pairs cut the four squares of the stages of growth of an oak tree. Have students arrange the four squares in the order they think the oak tree grows. Walk around the room and give feedback about their choices. They should start with an acorn or an adult oak. (Which came first, the chicken or the egg?) Discuss, noting correct order (acorn, sprouting acorn, adult tree), so everyone is on the same page. Have students spread out for this fun and engaging activity. The first time you do this activity, model for your students what they should do. We are going to pretend we are each an oak tree growing from a little acorn seed to a beautiful, grand oak tree. Everybody curl up on the floor and pretend that you are a little acorn in the soil lying very still. Now here comes a winter rainstorm. (Make whooshing rain sounds or use a rain stick for rain noise.) Feel that rain. Push those feet down into the ground to get the water. Send your roots into the soil to absorb the rain. Keep spreading your roots out to find more water. Does your seed feel happy? Pause for a few moments: Now out comes the sun. The beautiful warm sun. See how good that feels for your seed to be absorbing the sun. Your seed can sprout now. Sit up and sprout your seed. (Model squatting on your knees with your palms together in front of your face.) Here comes some more rain and some more sun. Now your tree is growing larger. (Model slowly standing up and pushing your palms together, slowly spreading your arms.) Now, hug yourself and make some good strong bark to protect your tree. Is your bark hard and strong? Sprout some branches so your branches can send the water

7 and food to the leaves. Spread your arms wide. Send that food to the leaves of your tree. Wiggle your fingers so your leaves are swaying in the wind and receiving sunlight to create nutrients. Dangle some seeds and drop them to the ground so those seeds can start the cycle all over again! After doing this activity all together with you modeling the first time, then play some soft instrumental music in the background and have your students repeat this activity. They can wind up each tree lesson with this activity. NOTE: This activity can be done in the classroom any time. Students really enjoy the movement; it is very calming and can help the students refocus. It makes a nice transition when students come in from outside and will be moving into an activity that requires group focus. They can pretend to be any kind of tree or plant they choose! REFERENCES American Forest Foundation (2012). The Closer You Look. In Project learning tree: Pre K-6 environmental education activity guide (6th ed., pp ). Washington, DC: Author. American Forest Foundation (2012). Tree Factory. In Project learning tree: Pre K-2 environmental education activity guide (6th ed., pp ). Washington, DC: Author.

8 Grade 1/Lesson 2: Have Seeds Will Travel Students will understand the variety of ways that plants have adapted to spread their seeds. TIME: 60 minutes MATERIALS Small cups or bags for collecting seeds Extra seeds from grocery store (in veggies and fruits) or nursery (about a snack bag full) Examples: acorns, sycamore seeds, willow seeds, weed burrs, dandelion fluff, grasses, watermelon or pumpkin seeds, cherries, olives with pits, dates with pits, strawberries with seeds, citrus or apples (or just their seeds), tomato seeds, walnuts in the shell, avocado seed, a coconut, lemonade berries or toyon from the canyon or a yard. Seed Dispersal Worksheet (See student handbook) - 1 per group of 4 Glue - 1 per student Paper Pencil Learning Outcomes Students will identify and model a variety of ways that seeds are dispersed. Standards Addressed California Science Standards Life Science 2. Plants and animals meet their needs in different ways. As a basis for understanding this concept: a. Students know different plants and animals inhabit different kinds of environments and have external features that help them thrive in different kinds of places. Common Core Standards Literacy- Writing 2. Write informative/explanatory texts in which they name a topic, supply some facts about the topic. Math - Geometry 1G. Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes.

9 Getting Ready Review the Teacher Background Reading. Collect seeds from fruit, grasses, trees, or other types of plants that you find in everyday life to have available for this lesson. ENGAGE: Connect to prior knowledge and experiences: Ask students if they have ever heard of the word safari and explain that the word safari means trip in Swahili. Tell students that they will be going on a Seed Safari in their schoolyard, looking for seeds from a variety of plants. Begin by sharing some seeds you have brought in - from fruit, grasses, trees, or other types of plants. Ask students what seeds are (baby plants), which plants produce seeds (all), and how they might recognize seeds (different shapes and sizes). Discuss collecting data/evidence: Talk about the ways seeds get around - by falling to the ground (acorn), by sticking in fur or cloth (foxtail or burr), by flying through the air (dandelion), by being eaten in fruit (cherry), and by floating (coconut). EXPLORE: Teach this chant (or make one up) as the class heads outside: We re going on safari, come along with me. We re going to explore. What will we see?! Give each child a small cup for collecting seeds. The students will explore outside, looking for seeds from a variety of plants, grasses, bushes, flowers, or trees. Bring students back into the classroom and combine all of the seeds collected with those the teacher has brought in. Put students into groups of 4. Pass out the seed dispersal worksheet (one for each group). This is a great video series on dispersal: pt2/dispersal.htm Write the methods of dispersal on the board: 1. Fall in place

10 2. Fly through the air (or floating) 3. Fruit eaten by animals (seeds not digested and deposited as scat or droppings) 4. Attach to animals fur or clothing As a class, sort a few seeds to model what the students will do in their groups - you want to sort them based on the way the are dispersed. Give each group a small amount of seeds to sort. EXPLAIN: Have each group share out a few of the seeds they put in each category. Then have each group take the seeds from each category and glue them on a worksheet that shows how the seeds disperse in nature. EVALUATE: Class discussion: What are the most effective ways for plants to disperse their seeds and why would that be more effective? (any answer would work, e.g. carried by wind since they can travel farther) Why do you think different plants have different methods of dispersal? Why would acorns drop straight down and plant where they lay? (squirrels could pick up the seeds and hide/plant them - little trees will replace the older trees etc.) EXTENSION: Go outside in an area of the schoolyard (that has soil if possible.) Pretend you are seeds. Hold up pictures of actual seeds and have children act out how the seeds would spread. Dandelion-blowing in the wind. Acorn, plopping on the ground. Burr or Foxtail-stuck to your clothing or shoe, wipe it off. Repeat with different types of seeds. Pine cone-look out! A pine cone is falling. Boom! Make believe you are eating an apple. Oops! A seed fell. What may happen? etc. and/or (You can do this to quiet music) Pretend you are a squirrel squatting on the ground. Reach way up high for an acorn. Reach, Reach, Reach! Now use your other hand to reach for another acorn. Reach, Reach! Eat that acorn. Yum! Now use both hands to reach for an acorn and bury that acorn! What could happen to that acorn if you didn t find it and collect it?! REFERENCES: American Forest Foundation (2012). Schoolyard Safari. In Project learning tree: Pre K-8 environmental education activity guide (6th ed., pp ). Washington, DC: Author.

11 Grade 1/Lesson 3: How Do Your Plants Grow? Students will engage in hands-on inquiry to develop an understanding of a plant s basic requirements for growth: sunlight, air, water, nutrients, and space to grow and function. TIME: 65 minutes MATERIALS 2 glass jars - to grow seedlings (could be glass jars that are repurposed jars) Seeds of one kind of plant (bean or acorn) - for growing seedlings 2 paper towels Potting soil - enough for 2 pots to be ¾ full 2 small pots Water White construction paper for drawing/art - 1 per student Learning Outcomes Students will set up and monitor a classroom experiment in which one need of plants is assessed. Standards Addressed California Science Standards Life Science 2. Plants and animals meet their needs in different ways. As a basis for understanding this concept: b. Students know plants and animals need water, animals need food, and plants need light. Common Core Standards Literacy - Writing 2. Write informative/explanatory texts in which they name a topic, supply some facts about the topic. Getting Ready Review the Teacher Background Reading. For each group of 4 students, take two glass jars and place 6-8 seeds inside each jar. Then line each jar with a wet folded paper towel and put near a window for indirect sunlight (not directly in sun). Add water as needed to keep paper towel moist. You will use these seeds for a classroom experiment. This allows the seed to grow initial roots and the students to observe the growing.

12 Observe the growth of the seedlings each week, and record on the white board or large flip chart paper. Before experiment begins: fill 2 pots ¾ full of potting soil. Label the pots with the following: Pot 1: Water Pot 2: No Water ENGAGE: Look at sprouts in jars. Ask students what has happened to their plants in the past three weeks. Tell them their plants are now sprouts, young plants. They have used the energy stored in the seed to grow. What do you think a plant needs to continue to grow? (food in the soil, water, sunlight, air and space to grow) What do you think would happen if the plants were missing any of those things? We re going to do an experiment to find out if plants can grow without water. EXPLORE: Take the 12 seedlings that have been growing in the glass jars and pick the best 6 to be planted in the two pots. Plant three seedlings in each pot. Water one pot every 2-3 days, so the soil stays moist. Create a chart for recording the data over the next couple of weeks. Your chart should look like this: WEEK PLANT with water PLANT with no water Week 1 / Day 1 Week 1 / Day 2 Week 2 / Day 1 Week 2 / Day 2 Week 3 / Day 1 Week 3 / Day 2

13 Each day that you record observations, note if the plant looks healthy and if it s growing - maybe include measurements with a ruler if possible. EXPLAIN: Discuss what happened to both pots of seedlings. Write this sentence on the board and ask students to fill in the blanks. Plants need in order to grow. If plants don t have, then. EVALUATE: Show students the materials before hand and explain how they could use them in their artwork (this yarn can be your roots and branches etc). Give students glue, dirt or sand, twigs (or yarn/pipe cleaners) or leaves collected, and crayons to make their plant drawing. Hang artwork around classroom. Or On a blank piece of paper, have the students draw a picture of a plant. Label the parts. Draw and label what the plant needs to grow. Teacher can provide a word bank if the class needs it. Hang the pictures around the classroom, or put them in their science journals. REFERENCES: American Forest Foundation (2012). How Plants Grow. In Project learning tree: Grades 4-8 environmental education activity guide (6th ed., pp ). Washington, DC: Author.

14 Grade 1/Student Reading Growing Trees Trees are plants. All plants have parts that help them grow. Roots hold a plant in the soil. Water and nutrients enter the tree through the roots. A stem helps a plant stand up tall. In a tree, the stem is called a trunk. The trunk is covered with bark. The bark protects the tree from insects and diseases. Branches reach for the sun. Branches carry water and nutrients to the leaves. Leaves use the sun s energy to make food. Then, branches carry food to other parts of the tree. Most plants make flowers and seeds. Seeds grow into new plants. Their shape helps them travel to a new place to grow.

15 Grade 1/Lesson 1: Student Worksheet A. Compare Trees Draw the tree you are picturing

16 Grade 1/Lesson 1: Student Worksheet B. Compare Trees Draw the tree you are sitting in front of

17 Grade 1/Lesson 1: Student Worksheet Growing Tree Cut into Four sections

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19 Grade 1/Lesson 2: Student Worksheet Seed Dispersal Carried by the Wind Fall in place Attach to animal fur or clothing

20 Collaboration of Contact information: Anne Fege: Chair phone: Grade 1 / Growing Trees / February 2013