LESSON PLAN TEMPLATE

Your Name: Arlene Torres

Title of Lesson: Talking Trees
Grade: 3rd

STANDARDS
Distinguish their own point of view from that of the author of a text. (3.RI.6).
Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate
understanding of the text (e.g., where, when, why, and how key events occur). (3.RI.7)
LESSON SUMMARY/OVERVIEW
This unit will explore the many ecosystem services that trees provide for people, animals, and the
environment. Through futuristic thinking and systems thinking, students will reflect on the impacts of
deforestation. They will analyze multiple perspectives that are influenced by trees using the information
they have obtained. They will synthesize the impacts and the ecosystem services to help them develop
alternative solutions.

OBJECTIVES
Students will be able to gather information from an informational text and summarize the information
through a different point of view.
Students will be able to use informational text, images, and charts to develop a visual representation of a
particular ecosystem impacted by deforestation in order to demonstrate their understanding of key
concepts.
ASSESSMENT/EVALUATION
Students will be required to use the information previously gathered (images, illustrations, text, and
videos) to develop a visual representation to capture how a specific ecosystem is impacted negatively by
deforestation, how it benefits from trees, and finally what they can do to improve the survival of this
ecosystem.This visual will include a writing component outlining the information that supports their
presentation. Through this assessment they will be able to use systems thinking when thinking about the
impact of trees on the multiple ecosystems.

Specific Ecosystems:

Soil
Water Cycle
Biodiversity
Atmosphere

Checklist
Main components required in visual:
Describe how this ecosystem is negatively impacted by deforestation with two main points
Describe how this ecosystem benefits from trees two main points
Describe at least one main point that the community can help reduce deforestation
Have at least five illustrations or images that correspond to ecosystem

Example:
I am soil (representation of soil)
Presented in the format of a poster with multiple illustrations
Beneficial
I need the trees to fertilize me and give me nutrients so that I can help plants grow.
I need the trees to reduce soil erosion so that I will not be carried away by the wind or water.
Negative Impact
Erosion carries me away and I can no longer help the plants
Without me the land cannot grow food or be a home to animals.
One way to help the community reduce deforestation
Recycle in home
Educate others about the importance recycling and their impact on environment
Using less paper products
Reuse paper products to create project or art
Start a garden at home

PREREQUISITE KNOWLEDGE
Before students begin they will have to review the information they have learned about the different
ecosystems that are impacted by deforestation. They will have to gather the information collected
throughout the previous days about deforestation in order to organize their ideas. This will include a
graphic organizer that will outline the causes of deforestation, ecosystems impacted, the uses of trees and
the key vocabulary. Students will be reminded about the key vocabulary while writing out their outline.
Sentence frames or starting prompts will be given along with a rubric of the requirements of the activity.
1.
2.
3.
4.
5.
6.
7.

MATERIALS
Graphic Organizers
Key vocabulary cards
Article about the effects of deforestation on the different ecosystems
Article about deforestation
Article about alternative materials to using trees as a resource
Four large poster paper
Markers
VOCABULARY/KEY WORDS

1. Deforestation: the cutting down and removal of all or most of the trees in a forested area
2. Ecosystem: a system formed by the interaction of a community of organisms with their environment
3. Habitat: the natural environment of an organism; place that is natural for the life and growth of an
organism
4. Atmosphere:
5. Biodiversity:
TEACHING PROCEDURES
Procedural Steps (Step by step instructions for teaching the lesson):
1) Students will review the definition of deforestation and define key terms.
a) I Do: Teacher (T) will begin by reviewing the vocabulary learned previously such as deforestation,
biodiversity, ecosystems and other key terms.
b) We Do: Then T will ask them comprehension questions in connection to the causes of deforestation and
the negative impact toward certain ecosystems like the soil or water. What are the causes of
deforestation? What are some of the ecosystems that benefit from trees? What are the negative impacts of
deforestation? Using complete sentences students will write their answers on their whiteboards and share
their ideas with their shoulder partner. Whoever has the talking turtle will share first. Students will
respond appropriately when they disagree or agree with the other using sentence frames. I agree with you
on this____ but I would add this____because___. I like that you mentioned _____but I disagree with you
because____.
c) You Do: Students will give responses that identify animal grazing, growing crops, or wood product
demands. In their sentences students will define the word deforestation by using them correctly on their
whiteboards individually in their sentences. Teacher will walk around to evaluate.
2) Students will read provided information about their ecosystem and gather information on a
diagram.
a) I Do: T will then explain to the students that they will be split into groups and given an ecosystem to
focus on, she will remind them that they are familiar with these ecosystems. T will then introduce the four
ecosystems with an article called, The effects of deforestation. Twill then pass out a blank paper to each
group with their ecosystem written on it. As she does this she will number of students 1-4, and explain
that on the board is the task they are responsible for (time keeper, material helper, cleanup manager).
Teacher will model reading the first section, thinking aloud as she reads. T will identify important
information or clarify unknown words.
b) We Do: Students will highlight unknown words and key details that support the effects of deforestation
for each ecosystem with guidance from the teacher. Teacher will give prompt questions for each
ecosystem (What does the tree provide for the soil? What would happen to the soil without the trees to
protect it?) They will write these into their graphic organizer.
c) You Do: In their groups students will partner read the rest of the sections and draw a diagram showing
and describing how the trees influence each ecosystem using words, images, or lines that connect words.
T will walk around to evaluate
3) Students will make connections between deforestation and their ecosystem by identifying the
benefits, negative impacts and the alternative ways to combat deforestation on a graphic organizer.
a) We Do: After reading the article T will demonstrate an example using people as an ecosystem with the
help of the students. They will have their whiteboards where they can share their responses when asked to
share. She will explain that trees are part of our ecosystem, what do they provide for us? Oxygen to
breathe of course. How would deforestation impact us? She will display an image of a community with
people on the main screen and an example of the project they will create.
b) The teacher will demonstrate the components on the rubric that outlines the requirements that must be
included in their informative display. She will explain that there needs to be at least three negative

4)
a)

b)
c)
d)
e)
f)
5)
a)
b)

impacts, two benefits and one alternative to reduce deforestation and protect this ecosystem, along with
the other requirements and details listed above.
Students will use systems thinking to connect all the components identified to create a display of the
interconnections between the ecosystems and trees.
The students will be using systems thinking in this activity when they have to connect the negative impact
of deforestation has on the different ecosystems. Even though each group will focus on a specific
ecosystem, the class has already learned about the other ecosystems on the previous day. They will all
present to the class at the end as a group.
Once the example is complete T will leave the example on the board. T will explain that they have to do
the same thing but using the ecosystem given. They have all the resources they used throughout the unit
available to use.
The teacher will provide them with their materials which will include illustrations, their article and their
own writing produced previously.
You Do: Students will next make a written outline using their graphic organizer that lists what
information they will display on their board. This will be the components on the rubric.
The teacher will walk around to see that students are working and gathering their information to identify
the elements
Using a hanger, string, images printed or drawn and poster paper they will decide how they will lay out
the information according to the rubric and the connection between the components. Example is provided
on Day 3.
Closure: Students will share and listen to their classmates present their ecosystem and connection to
deforestation and then reflect on their learning.
They will then present to the class at the end of the day.
Students will write down two responses using complete sentences. They will describe the connection
between their own ecosystem presented and deforestation, and how one ecosystems is connected to
another.
RESOURCES
What is Deforestation? (n.d.). Retrieved November 10, 2014. http://www.youtube.com/watch?
v=yvdfqrnvu6Q
Deforestation- Green / Earth Issues for Kids: Presented by Children of the Earth United,
Green - Environmental Education for Kids, Teachers and Families. (n.d.). Retrieved
November 10, 2014. http://www.childrenoftheearth.org/deforestation-information-for-kids.html
Tips on how to help conserve forest resources. (n.d.). Retrieved November 10,
2014.http://eschooltoday.com/forests/deforestation-prevention-tips-for-kids.html
10 Materials that could replace wood one day
http://www.networx.com/article/10-materials-that-could-replace-wood-one
WAYS OF THINKING CONNECTION
This lesson connects to systems thinking because students are analyzing how multiple ecosystems are
influenced by deforestation. They begin by learning about the many uses that trees offer people, animals,
and the environment around them. Then they explore how the lack of trees impact these ecosystems in
major ways that compromise their stability. Through this lesson students take on a specific ecosystem,
whether it is water, soil, atmosphere, or biodiversity, they must see how deforestation impacts each
ecosystem. When all the ecosystems come together or when the whole class has presented student are

able to see how all the different ecosystems are connected to the sustainability of the trees but are also
connected with the other ecosystems as well.