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Lesson Plan
EDU 481/ Sharon Kelley
April 4, 2013
The Parts of a Tree
Objectives and Goals
Science Content Standard 1: Students, through the inquiry process, demonstrate the ability to
design, conduct, evaluate, and communicate the results and form reasonable conclusions of
scientific investigations.
1.4 Use models that illustrate simple concepts and compare those models to the actual
phenomenon.
Science Content Standard 3: Students, through the inquiry process, demonstrate knowledge of
characteristics, structures and function of living things, the process and diversity of life, and how
living organisms interact with each other and their environment.
3.5 Create and use a classification system to group a variety of plants and animals
according to their similarities and differences.
Standards for English Language Arts and Literacy in History/Social Studies, Science, and
Technical Subjects
1. With prompting and support, ask and answer questions about key details in text.
Writing Standards
8. With guidance and support from adults, recall information from experiences or gather
information from provided sources to answer questions. Include sources by and about American
Indians.
Anticipatory Set
Write leaves, trunk, branches, and leaves on the board and ask the class to think about
what it means.
Ask if they can figure out what the words are all parts of.
Direct Instruction
Read and discuss Are Trees Alive? by Debbie S. Miller. Have students identify with the
parts in the book.
Label the four parts of a tree using Tree-Part Booklet page and labels.
We heard about the parts of the tree in our book, but trees have four main parts; the roots,
the trunk, the branches, and the leaves.
o The leaves make food for the tree and provide shade for the roots.
o The branches hold the leaves and spread them out so the leaves can get lots of
sunshine, and they also transport the food and water.
o The trunk holds the tree up and carries food and water from the roots and the
leaves back and forth for the tree.
o The roots get food and water from the soil, store energy, and provide support for
the tree. The roots of a tree grow underground.
Guided Practice
Give each student a chance to attach a Velcro label to the Tree-Part Booklet worksheet.
o Low level learners can cut the words apart on the word bank and glue them to the
diagram.
o Provide support for individuals who need help reading the words.
Closure
Have students share their diagrams with the whole class as they finish.
Tell students we will be learning more about trees over the next couple of weeks.
Independent Practice
Four or Five laminated copies of the worksheet Tree-Part Booklet with Velcro to attach
the labels.
Construction paper
Pencil
Glue
Word bank or labels of the four tree parts; roots, branches, leaves, trunk
Leaves
Formative assessment
o Make sure students are engaged during direct instruction by participating.
o Make sure students put their label in the correct place during guided practice.
o Walk around during guided practice and make sure students are labeling the
diagram correctly. Make sure that students have labeled the diagram correctly
during the closure before moving on to the summative assessment.
Summative assessment
o Grade the assessment worksheet.
Name ___________________
Directions
Write the letter from the picture in the right column on the blank next to the corresponding word
in the left column that matches the blacked out section of each picture. Each question is worth 1
point.
1. _____ Roots
A.
2. _____ Branches
B.
3. _____ Trunk
C.
4. ______ Leaves
D.