UNIT PLAN TREES & FORESTS

GRADE 6 SCIENCE

LINDSEY CURRIE
PAUL BOHNERT
ED3601 SCIENCE C&I

Table of Contents:
1

Topic

Pag
e

Big Ideas

Essential Questions

Graphic Organizer

Unit Summary

Unit Rationale

4-5

Unit Assessment Plan

6-14

Learning Outcomes

1415

Calendar: Unit at a Glance

16

Daily Unit Schedule

1721

Learning Resources

22

Classroom Management Plan

23

Sample Lesson Plans

2427

Big Ideas:
2

The importance of trees and forests

The role that trees play in a variety of different cycles
Characteristics of trees and each individual part of a tree
Human impact on trees and forests

Essential Questions:
Why are trees and forests important to communities?
Why are trees and forests necessary for human survival?
What can we do to protect trees and forests?

Graphic Organizer:
SLO 9 & 10:
Identify human
actions that
enhance/threaten
forests. Identify an
issue regarding
forest use with
different
SLO 8: Identify
human uses of
forests, and
compare
modern &
historical uses.
SLO 7: Interpret
the growth
pattern of a
young tree,
distinguishing
this years
growth from the

SLO 1: Why are trees

and forests valued?

SLO 2: Plants &

Animals found living
on, under, and among
the trees.

TREES &
FORESTS
SLO 6: Describe &
classify leaf shapes,
leaf arrangements,
branching patterns,
and the overall form
of a tree.

Unit Summary:
3

SLO 5:
Characteristic
s of 4 trees in
local
environment.

SLO 3: The role

of trees in
nutrient cycles
and in the
production of
oxygen.
SLO 4:
Characteristics that
distinguish trees from
plants and
characteristics that
distinguish deciduous

In the trees and forests science unit, we are going to learn about trees
at the individual level and at the ecosystem level. We will determine
why trees and forests are important and how they benefit a variety of
different organisms within a forest community. As part of our studies, we
will learn about the broad range of living things found living on, under,
and around trees and study the interaction between trees and the larger
environment. Throughout this unit, we will also study and be able to
describe characteristics and structural features of different trees.
Finally, we will also develop an awareness of environmental issues
related to human uses of trees and forests.

Unit Rationale:
Topic Organization:
I have decided to teach the Trees and Forests outcomes in the same
order that they have been presented within the Program of Studies. I
like how the outcomes at the beginning and the end are broad, and how
the outcomes in the middle are more detailed and specific. I would like
to start the unit off by talking about the importance of trees and forests
and then moving on to talk about the specifics. Once students have
learned the majority of the unit, I would like to complete our studies by
discussing human uses of trees and forests, environmental issues, and
human actions that enhance their existence.

Choice of Activities:
I have always tried to incorporate a variety of different activities within
my lessons in order to keep my students engaged. Since all students
learn in different ways, I also try to differentiate my lessons so that each
learning style is accounted for. I try to show visuals and video clips as
much as possible and also incorporate a lot of tactile kinesthetic
activities. Within my lessons, I also like to have discussions, do group
work, and do some direct instruction. I believe it is very important for
4

lessons to have a variety of different activities so that students have an

opportunity to learn a concept in several ways.
In this science unit, students will learn about trees and forests in a
variety of different ways. Some activities that I have planned include:
charts, Venn diagrams, a food chain game, paper food chains,
plant/animal computer research, a layers of the forest diagram (group
work), interactive Smart Board activities, worksheets, water cycle
videos and raps, drawing nutrient cycles, tree postcards, working with
real tree cookies, reading The Lorax, and a final project related to
human uses of trees and forests. This unit is difficult to teach when our
school is not near many trees or a forest that we can physically
examine. I instead will teach with many visuals, videos, and hands on
activities.

Choice of Assessments:
Throughout the course of the unit, I will be assessing students both
summatively and formatively. I plan on using a lot of formative
assessment in order to help me determine where my students are at. I
will use a number of formative assessments including entrance slips and
review questions (daily pre-assessment), exit slips, worksheets,
discussion, and observation. These assessments will help me gauge
student learning and I can modify future lessons based on the
information I gain. As for summative assessment, I have included four
graded assessments within my unit assessment plan. Students will be
graded on their layers of the forest assignment, tree postcards, final
project, and their final exam. The final exam will cover all of the SLOs
within the Program of Studies, while the other assignments only cover
some of the SLOs. In regards to the final project, students are given
several choices so that they can play to their strengths (create a short
story, a skit, a comic strip, a journal entry etc.). I believe that these
assessments will help me determine how well each student has learned
the outcomes.

Ed3604 Evaluation of Student Learning

Subject Area: Science
Grade Level: Grade 6
Topic: Trees & Forests
Length of Unit (days): 23 Days

Unit Assessment Plan:

Stage 1 Desired Results
Established Goals:

Knowledge: 6-10: Describe characteristics of trees and the interaction of trees with other
living things in the local environment.

Understandings:

Essential Questions:

Students will understand that

Trees and forests benefit living

organisms in a variety of different
ways.
There are several types of trees, each
with its own characteristics.
Human actions can enhance or
threaten the existence of trees and
forests.

Students will know

Why are trees and forests important to

communities?
Why are trees and forests necessary for
human survival?
What can we do to protect trees and
forests?

Students will be able to do

SLO 1. Identify reasons why trees and

forests are valued.

SLO 2. Describe kinds of plants and animals
found living on, under, and among trees;
and identify how trees affect and are
affected by those living things.

Focus:
-

Ask questions that lead to exploration

and investigation
- Identify problems to be solved and the
purpose(s) of problem solving activities
Reflect and Interpret:

SLO 3. Describe the role of trees in nutrient

cycles and in the production of oxygen

SLO 4. Identify general characteristics that

distinguish trees from other plants, and
characteristics that distinguish deciduous
from coniferous trees.

SLO 5. Identify characteristics of at least

four trees found in the local environment.
SLO 6. Describe and classify leaf shapes,
leaf arrangements, branching patterns, and
the overall form of a tree.
SLO 7. Interpret the growth pattern of a
young tree, distinguishing this years
growth from that of the previous year and
from the year before that. Students should
recognize differences in coloration, texture,
new growth, old growth, and scars.

Communicate effectively with group

members in sharing and evaluating
ideas, and assessing progress
Identify new questions that arise from
what was learned
Identify positive and negative impacts
that may arise and potential risks that
need to be monitored: What good effects
and what bad effects could this solution
have? What would we need to look for to
be sure that it is working as intended?

*Note: Skill outcomes will be assessed through

observation. Checklists and notes will also
help me determine if students are meeting the
skill outcomes.

SLO 8. Identify human uses of forests, and

compare modern and historical patterns of
use.
SLO 9. Identify human actions that enhance
or threaten the existence of forests.
SLO 10. Identify an issue regarding forest
use, identify different perspectives on that
issue, and identify actions that might be
taken.

Assessments

Title

Type
(Formative/
Summative)

Unit
PreAsses
sment

Forma
tive

Weight
ing

SLO 1. Identify
reasons why trees and
forests are valued.
Students meeting this
expectation should be
aware
that forests Tool
serve
Assessment
as habitat for a variety
of
living
things and are
Unit
Pre-Assessment
important to human
needs for recreation, for
raw materials and for a
life-supporting
environment.

0%

Daily
PreTree
Assess Works
Postc
ment
heets
ards
& Exit
Slips
Learning
Outcomes

Layers
of the
Forest
Assign
ment

Trees
&
Forest
s
Project

Final
Exam

Format
ive

Forma
tive

Sum
mativ
e

Summ
ative

Summ
ative

Summ
ative

0%

0%

20%

25%

25%

30%

Assessment Tool Overview

SLO 2. Describe
kinds of plants and
animals found living on,
under and among trees;
and identify how trees
affect
are affected
Dailyand
Pre-Assessments
by
those
living
& Exit Slips things.
SLO 3. Describe the
role of trees in nutrient
cycles and in the
production of oxygen.
SLO 4. Identify
general characteristics
that distinguish trees
from other plants, and
characteristics that
distinguish deciduous
from coniferous trees.
SLO 5. Identify
characteristics of at least
four trees found in the

Brief Description

This assessment will take place when I introduce the

trees and forests unit. In order to find out what my
students already know, I will ask them a couple of
different questions and have students work together to
create a list of words/mind map. We will have a class
discussion where we talk about the different words and
create our own mind map as a class. Students will also fill
out a KWL chart which will show me what they know
about trees and forests, and what they want to learn. At
the end
of the unit,
I have
students can fill
in the what

learned section.
Daily pre-assessments are important to me so that I can
see how much my students have retained from previous
classes. I like to start each lesson with some type of
review and these pre-assessments will help guide my
slips, discussion etc.) Exit
slips are
teaching(entrance
also a great way to see what the students took away
from a particular lesson. I will use the information from
the pre-assessments and exit slips to modify future
lessons. I may also ask students to reflect on their own
learning and to identify areas where they want to

improve(assessment aslearning).

Assessment
FOR Learning

Ass

Worksheets

Various worksheets will be used throughout the unit to

help students understand each outcome. Some
worksheets may be collected at the end of class so that I
can see how well my students understand a particular
outcome (ex. tree growth worksheet). I will write
feedback on these worksheets if they miss any pertinent
information.

SLO 4. Identify general characteristics that distinguish

trees from other plants, and characteristics that
distinguish deciduous from coniferous trees.

Tree Postcards

As one of their summative assignments, students will

design post cards for the two different types of tress
(coniferous & deciduous). After discussing different types
of tress, students will pick one coniferous and one
deciduous tree and design two different post cards. On
one side students will draw a picture of their chosen tree.
On the back, students will write a description of the tree.
This is a summative assessment (assessment of
learning) but I can also use the information presented on
the post cards to guide further instruction (assessment
for learning).

SLO 2. Describe kinds of plants and animals found living

on, under and among trees; and identify how trees affect
and are affected by those living things.

Layers of the Forest

Assignment

Trees & Forest Project

In the layers of the forest assignment, students will be

assigned a specific layer of the forest. They will create a
paper visual that shows the different plants and animals
found living on, under, and among the trees in this forest
layer (ex. canopy). Groups will then be formed (1 student
from each layer of the forest in a group) and students will
connect their visuals to create a large paper tree. The
individual portion will be taken in for marks (assessment
of learning). I can also use these visuals to gather
information about how well each student understands the
outcome (assessment for learning).

SLO 8, 9, and 10
In this project, students will create a short story, a comic
strip, a journal entry etc. where they must identify an
issue related to forest use. Students will present
information from several perspectives (ex. an
environmentalist, a forest animal, a business owner etc.)
and identify actions that might be taken. There will be an

opportunity for students to get peer feedback on their

projects before they hand them in and students can
reflect on their work (assessment as learning). These
projects will be handed in for marks (assessment of
learning). I will also provide feedback and use them to
guide my teaching (assessment for learning).

Final Exam

This test will be given at the end of the unit as a

summative assessment. It will use a variety of test
questions and will cover all of the SLOs presented in the
curriculum. Leading up to this test, I will give my
students a study guide and an exam review day. During
review, I can see which areas they are struggling with,
spend time reviewing certain concepts, and answer any
questions that they might have before the test. I hope to
have them marked quickly so that we can go over the
test the following day and see where mistakes were
made. If this were my classroom, students would have an
opportunity to go over their exams and see which areas
they did well on and which areas need improvement
(self-assess/assessment as learning). As a teacher, I
could also use the exam as a formative assessment
(assessment for learning) because they would guide
my future lessons. If the majority of the class did poorly
on a particular section, I could come back to that area
and teach it in a different way. I hope that when I leave,
my TA will give the students an opportunity to improve
(retest certain areas, oral explanation/conversation) and
also review concepts if students did not grasp them.

Learning Outcomes:
General Learner Expectations
Students will:
610 Describe characteristics of trees and the interaction of trees with
other living things in the local environment.

10

Specific Learner Expectations

Students will:
1. Identify reasons why trees and forests are valued. Students meeting
this expectation should be aware that forests serve as habitat for a
variety of living things and are important to human needs for recreation,
for raw materials and for a life-supporting environment.
2. Describe kinds of plants and animals found living on, under and
among trees; and identify how trees affect and are affected by those
living things.
3. Describe the role of trees in nutrient cycles and in the production of
oxygen.
4. Identify general characteristics that distinguish trees from other
plants, and characteristics that distinguish deciduous from coniferous
trees.
5. Identify characteristics of at least four trees found in the local
environment. Students should be familiar with at least two deciduous
trees and two coniferous trees. Examples should include native species,
such as spruce, birch, poplar, and pine and cultivated species, such as
elm and crab apple.
6. Describe and classify leaf shapes, leaf arrangements, branching
patterns and the overall form of a tree.
7. Interpret the growth pattern of a young tree, distinguishing this
years growth from that of the previous year and from the year before
that. Students meeting this expectation should recognize differences in
coloration and texture of new growth and old growth, and locate scars
that separate old and new growth.
11

8. Identify human uses of forests, and compare modern and historical

patterns of use.
9. Identify human actions that enhance or threaten the existence of
forests.
10. Identify an issue regarding forest use, identify different perspectives
on that issue, and identify actions that might be taken.

Calendar: Unit at a Glance

Monday

Tuesday
9

PD DAY

10
About Me
Icebreakers
Learner
profiles

March 2015
Wednesday
11
SLO 1
Value of Trees
PreAssessment

16
17
18
SLO 2
SLO 2
SLO 2
Plants &
Layers of
Layers of
Animals
Forest
Forest
Layers of
Work Period
Work Period
Forest
Assignment
23
24
25
SLO 3
SLO 4
SLO 4
Trees vs. Types of Trees Types of Trees
Plants
12

Thursday
12
SLO 1 & 2
Value of Trees
Layers of
Forest
19
SLO 3
Nutrient
Cycle
Oxygen Cycle
Water Cycle
26
SLO 5- Tree
Characteristic
s

Friday
13
NO SCHOOL

20
NO SCHOOL
PD DAY

27
NO SCHOOL

30
SLO 6
Leaf
Classification

31
SLO 6
Tree Bark
Branching

1
SLO 7
Tree Growth

2
SLO 7
Tree Growth

3
NO SCHOOL

April 2015
6
SPRING
BREAK
13
Quiz
SLO 8, 9, 10
Human
Impact
20
Exam Review
Game

SPRING
BREAK

SPRING
BREAK

14
Project Work
Period

15
Project Work
Period

21

22

Unit Exam

9
SPRING BREAK

Test Review
Day

16
Project
Presentations
Test Study
Guide
23
Wrap up Day
Last Day of
Practicum

10
SPRING
BREAK
17
NO SCHOOL

24
NO SCHOOL

Daily Unit Schedule:

Date (Lesson
#)

Main Concept
(SLO)

March 9
Introductions
March 10
Lesson 1

Unit Intro
SLO1
Why are

Learning
Activities

Time:
44
minutes

PD DAY
-All about me
12
presentation
minutes
-Icebreakers &
name games
22
-Learner
minutes
profiles
10
minutes
-Brainstorm list 15
of words that
minutes
come to mind
when you hear
the word tree
13

Assessments

PreAssessment
(getting to
know the
students,
what do they
like?)
PreAssessment
(questions,
discussion,
mind map,

March 11
Lesson 2

Trees and
Forests
Valued?

and the word

forest

KWL chart)
15
minutes

-Create a mind
map
-Create a class
list of reasons
why trees are
valued

SLO 1
Different
uses of Trees
March 12
Lesson 3

Producers,
Consumers,
and
Decomposers

SLO2
Plants &
Animals
March 16
Lesson 4

Layers of the
Forest
Layers of the
Forest
Assignment

SLO 2

14
minutes

-Discuss
different ways
trees can be
used
-What are
producers,
consumers, &
decomposers?
-Play food chain
game

15
minutes

-Discuss
different plants
and animals
found in a
forest
ecosystem
-Layers of the
forest labeling
worksheet
-Students have
the reminder of
the period to
work on layers
of the forest
assignment
(computer lab)
-Students have
the entire

15
minutes

14

10
minutes

19
minutes

Formative
Assessment
(exit slip
post-its)
List 3
reasons why
trees and
forests are
important
Formative
Assessment
(check for
student
understandin
g during
discussion,
ask questions
and answer
questions)

19
minutes

Formative
Assessment
(check for
student
understandin
g by asking
questions and
circulating
around the
classroom,
exit slip of
layers of the
forest)

44
minutes

Formative
Assessment

10
minutes

March 17
Lesson 5

March 18
Lesson 6

March 19
Lesson 7

March 23
Lesson 8

period to
Layers of the research plants
Forest Work
and animals
Period
found in the
layer of the
forest they
have been
assigned
(computer lab)
SLO 2
-Students have
Layers of the the entire
Forest Work
period to finish
Period
their layer of
the forest
assignment
SLO3
-Discuss
nutrient cycles
Nutrient
and have
Cycle
students draw
nutrient cycles
Oxygen Cycle -Oxygen cycle
(CO2 and O2
Water Cycle
discussion)
-Bill Nye the
Science guy
video on the
water cycle
-Water cycle
rap
SLO3
-Discuss the
difference
Plants vs.
between plants
Trees
and trees
-What makes a
tree a tree?
What 3
characteristics
do trees have?
-Create a tchart to
compare
characteristics
15

(answer
student
questions,
circulate
around the
computer lab
and offer
guidance)
44
minutes

15
minutes

14
minutes

15
minutes

15
minutes

15
minutes

14
minutes

Assessment
of learning
(this
assignment
will be taken
in for marks)
Formative
Assessment
(check for
student
understandin
g by asking
questions and
circulating
around the
classroom).

Formative
Assessment
(answer
questions,
circulate
around the
room while
students are
making their
t-charts, exit
slip about 3
tree
characteristic

SLO 4
March 24
Lesson 9

Types of
Trees

SLO 4

March 25
Lesson 10

Types of
Trees

SLO 5

March 26
Lesson 11

Tree
Characteristi
cs

of plants and
tress
-Discuss the
difference
between
Deciduous and
Coniferous
trees
-What are the
characteristics
of each type of
tree?
-Create a Venn
diagram to
compare both
types of trees
-Review
deciduous and
coniferous trees
-Students will
have the
remainder of
the period to
work on
deciduous and
coniferous tree
postcards
-Discuss the
different parts
of a tree
-Tree labeling
worksheet
-Parts of the
inner tree
-Label inner
tree worksheet

s)
15
minutes
15
minutes

14
minutes

10
minutes

34
minutes

15
minutes
10
minutes
10
minutes
9 minutes

SLO 6
Leaf Shapes

-Parts of a leaf
-Leaf types
-Leaf shapes
16

5 minutes
5 minutes
10

Formative
Assessment
(answer
questions,
circulate
around the
room and
offer
guidance
when
needed)

Assessment
of Learning
(the
postcards will
be taken in
for marks.
Postcards will
have a
picture of the
tree and a
description)
Formative
Assessment
(entrance
slip, answer
questions,
circulate
around the
room and
offer
guidance
when
needed)
Formative
Assessment
(answer

March 30
Lesson 12

Leaf
Classification

SLO 6
Tree Bark
Branching
March 31
Lesson 13

SLO 7
Tree Growth
April 1
Lesson 14

SLO 7
Tree Growth
April 2
Lesson 15

-Leaf margins
-Leaf
arrangements
-Leaf
worksheets

minutes
5 minutes
10
minutes
9 minutes

-Observe
pictures of bark
patterns
-Label
worksheet
-Discuss
different
branching
patterns
-What factors
might change
the branching
patterns of a
tree?

15
minutes

-Give groups of
students
different tree
cookies to
examine
-Students will
make
observations
and try to count
the number of
rings
-Tree growth
worksheet
-Go over tree
growth
worksheet
-Learn Alberta
tree cookie
game

15
minutes

17

10
minutes
10
minutes
9 minutes

29
minutes

10
minutes
10
minutes

questions,
circulate
around the
room and
offer
guidance
when
needed)
Formative
Assessment
(answering
questions and
listening in on
conversations
while
students
work on
worksheet,
exit slip)

Formative
Assessment
(circulate
around the
classroom
and offer
guidance
where
needed,
answer
questions)

-Formative
Assessment
(listening to
answers that
students
give)

SLO 8,9,10

April 13
Lesson 16

Human
Impacts on
Trees &
Forests

SLO 8,9,10

April 14
Lesson 17

Project Work
Period

SLO 8,9,10
April 15
Lesson 18

Project Work
Period

SLO 8,9,10
April 16
Lesson 19

Project Work
Period &

Dendrochronolo
gy
-Discuss
different factors
that might
influence tree
growth
-Quiz
-Review tree
growth
-Read the Lorax
-Discuss how
humans have a
positive and
negative
impact on
forests
-Hand back
marked quizzes
-Go over the
answers to the
quiz
- Students have
the remainder
of the period to
work on their
project

10
minutes

-Students have
the entire
period to work
on their project

44
minutes

- Students have
half of the
period to finish
their project
18

14
minutes

10
minutes
10
minutes
15
minutes

-Assessment
for learning
(students
correct their
mistakes)

-Assessment
of Learning
(the quiz will
be graded)
-Formative
assessment
(post-it note
exit slip)

9 minutes

10
minutes
34
minutes

22
minutes
22

-Assessment
for learning
(going over
the quiz)
-Formative
Assessment
(listen in on
conversations
, offer
guidance
when
needed)
Formative
Assessment
(listen in on
conversations
, offer
guidance
when
needed)
Assessment
of Learning
(the projects
will be

Presentations

Review Game
Day

April 20
Lesson 20

April 21
Lesson 21

Final Exam
Day

Test Review
Day
April 22
Lesson 22

April 23
Lesson 23

Last Day of
Practicum

-They will then

minutes
present their
project to the
class
-Students will
44
have the entire minutes
period to play a
review game
that will help
them study for
the final exam
-Students will
win small prizes
for getting
questions
correct
-KWL chart

-Students will
have the entire
period to write
their Trees &
Forests Final
Exam
-Hand back
marked final
exams
-Go over the
answers
-Answer
questions

44
minutes

Watch the
Lorax to wrap
up the Trees &
Forests Unit

44
minutes

19

44
minutes

graded)

Assessment
for learning
-students
prepare for
the final
exam by
answering
review
questions and
have an
opportunity
to ask
questions
before the
test.
Final Exam
(Assessment
of Learning)

Assessment
for Learning
(students see
where they
made
mistakes and
learn from
them)
None

Learning Resources/Materials:
My TAs classroom materials and Smart Board
School computer lab for research assignments
Post-it notes, entrance and exit slips, paper for layers of the forest assignment,
pylons, pinnies, dodge balls, beanbags, hula hoops, and a variety of different tree
cookies
Walk in the Forest Online Activity:
-

http://nationalzoo.si.edu/education/conservationcentral/walk/walk2_broadband
.html

Bill Nye the Science Guy Videos:

-

Forests: https://www.youtube.com/watch?v=58LltEX6-dU
Water Cycle: https://www.youtube.com/watch?v=s8yc2w3nkcQ

YouTube videos and songs:

-

Water Cycle Rap: https://www.youtube.com/watch?v=i3NeMVBcXXU

Transpiration Animation: http://techalive.mtu.edu/meec/module01/Transpiration.htm

Learnalberta.ca
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Tree Cookie Game: http://www.learnalberta.ca/content/wontg/html/index.html

Edmonton Public Schools (Trees & Forests information and worksheets)

Notebook software, Smart Exchange website
The Lorax by: Dr. Seuss
The Lorax movie

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Classroom Management Plan:

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Create a point system where each student gets one point every day if they
make it to class on time, sit down quietly, and get ready to work. At the end of
practicum, students will receive a prize if they reach a certain amount of
points. This motivates the students to get to class on time and decreases the
amount of conversation at the beginning of class. I can start my lessons
quicker when the students are all seated and ready to go.
If students need to grab materials, rows of students will be called up one at a
time, instead of all of the students running up to grab materials at once.
When leaving the classroom to go to the computer lab or to go outside,
students will line up at the door row by row and walk quietly through the halls.
If students misbehave, they will be given a warning (I will stop and look and
them and wait for them to finish talking before I continue, I might say their
name, I might walk over to their desk and continue talking while I stand closer
to them). If the same student continues to talk/misbehave after two warnings,
the student will be moved to a different desk. If the misbehavior still continues
after that, the student will be sent to the hall or the office so that they stop
disrupting the entire class. I will then speak with the student after I finish
teaching/giving instructions.
Flexible grouping: for some assignments, I will create the groups based on my
knowledge of who works best together and individual ability. For other
assignments, students will work with the person next to them or they will be
allowed to choose their own groups.
Assignments/worksheets will be placed in a homework folder for students that
have missed class.

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Lesson Plans:
Science Introduction Lesson
Subject: Science
Grade: 6
Date: March 10, 2015
Introductions, Icebreakers, Student Survey
Time: 44 min
Materials:
1. Smartboard with Powerpoint presentation.
2. Balls for Toss a Name game
3. Student interest surveys
Preparation:
1. Set up All About Me Powerpoint presentation before class starts.
2. Get gym equipment from the gymnasium before class starts (balls for name game)
3. Photocopy student interest survey for three different science classes (60)
Lesson Procedure:
1. Introduction [10 minutes]: Introduce myself and put the all about me PowerPoint
presentation up on the Smart Board. Go through the different slides to help the students
learn more about me (family, education, traveling to Disneyland, Arizona, and Las Vegas,
Boston Red Sox, sky diving, roller coasters, movies).
Sponge: Never Have I Ever Game
2. Play Toss a Name Game [10 minutes]: have students stand in a circle and explain the
rules of the game. If you have the ball, you have to say your name and then the name of
the person you throw it to. Then that person says their own name and the name of the
person they throw it to. After the group has successfully gone through a few rounds with
one ball, add another ball into the game but give it to a different person to start.
3. Play Two Truths and One Lie [12 minutes]: Explain the rules of the game. Tell
students to take out a piece of paper and list 3 facts about themselves. Two of the facts
must be true, the other must be a lie. You can list them in any order that you like. Your lie
might be number 1, 2, or 3. Be creative! Once everyone has their facts written down, we
will move around the classroom and share them with one another. You will read your 3
facts to another person in the class, and your partner must try to guess which one is the
lie. Then switch and try to guess your partners lie. Do this for a few minutes and then
ask the students to return to their desks. Have a couple of students share theirs and have
the class try to guess which one the lie is. Do a show of hands to see what the class thinks
(ex. raise your hand if you think fact #1 is the lie, raise your hand if you think #2 etc.).
Finish the game by reading my three facts to the students and having them guess my lie.
4. Student Interest Survery [10 minutes]: Hand out the student interest survery and ask
students to fill out the questions. It can be completed at home if students need more time.
5: Closure [1 minute]: Thank the students for their participation. Tell them that
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tomorrow we are going to start the next science unit (grade 6: trees and forests, grade 8:
cells and systems, grade 9: space exploration).

Trees & Forests Lesson #1

Subject: Science
Grade: 6
Date: March 11, 2015
Introduction to Trees & Forests
Time: 44 min
General Outcome 6-10: Describe the characteristics of trees and the interaction of trees
with other living things in the local environment.
Specific Outcome 1: Identify reasons why trees and forests are valued. Students meeting
this expectation should be aware that forests serve as habitat for a variety of living things
and are important to human needs for recreation, for raw materials, and for a lifesupporting environment.
Lesson Objectives: By the end of the lesson, students will be able to:
1) Identify several reasons why trees and forests are important/valued
2) Define the word ecosystem
3) Provide examples of living and non-living things within a forest community
Materials:
1. Smartboard with Powerpoint presentation
2. Whiteboard and whiteboard markers
3. KWL charts
4. Paper for students
5. T-chart worksheet
6. Picture of forest ecosystem
7. Exit slips
Preparation:
1. Set up Powerpoint presentation before class starts
2. Photcopy T-chart worksheets for the students (11)
3. Photocopy KWL charts for the students (11)
4. Cut out exit slips (11)
Lesson Procedure:
1. What are Trees & Forests? [10 minutes]: Introduce the trees and forests unit and
hand out KWL charts to all students. Students will write down some of the things that
they already know about trees and forests and will also write things that they want to
learn about trees and forests. Once the KWL charts are finished, ask students to
brainstorm words that come to mind when they hear the word tree and the word
forest. Students may work with the person next to them to come up with as many
words as they can.
2. Create a Trees & Forest Web [10 minutes]: Once students are finished brainstorming
as many words as they can think of for trees and forests, ask students to share some of
the words that they came up with. Write a list of words on the whiteboard for everyone to
see. Ask students to create a web with Trees and Forests in the centre of the web. Help
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students organize the information into different branches. Create a class web on the
whiteboard.
3. Direct Instruction & Note Taking [14 minutes]: Give students some important
information and facts about trees and forests (in the Powerpoint presentation). Why are
trees important? Have the students write down all of the points that they did not come up
with on their web (produce oxygen, enrich the soil, prevent soil erosion, provide
food/homes/shelter for wildlife, provide people with jobs, help us make wood products,
protect us from the suns heat and strong winds, act as sound barriers, add beauty and
enjoyment to our lives, provide us with Christmas trees etc.). Ask: What is the
definition of an ecosystem? Students should write this down in their notes. Have a
discussion about living and non-living things and have students brainstorm examples
with a partner.
4. T-chart of Living & Non-Living Things [7 minutes]: Hand out the T-chart worksheet
to students and have them look at a picture of a forest ecosystem on the Smart Board.
Students will identify living and non-living things within the picture and record them in
their T-chart (list the living organisms under the living heading and list the non-living
things under the non-living heading). Students may also list other living and non-living
things that would be found within a forest ecosystem (that are not in the picture).
Sponge: Which organisms in the picture are producers? Which are consumers? Which
are decomposers?
5: Closure & Exit Slips [3 minutes]: Summarize what we covered during the lesson
(why trees and forests are valued/important and the difference between living and nonliving things). Hand out an exit slip to each student and ask the question: Why are trees
and forests valued? List 3 reasons. When students are finished with their exit slip they
may hand it in to me and go to their next class.
Formative Assessment:
1. Pre-Assessment: assess background/prior knowledge of trees and forests. Students
will fill in a KWL chart stating what they know, and what they want to learn about trees
and forests.
2. Class Discussion and Questioning: I can judge how well my students understand
something and spend more time on it or move along.
3. Listening in on Conversations: by circulating around the room and listening in on
conversations, I can make sure students are staying on topic and see which ones need
help. I can ask probing questions to help them with activities and offer guidance.
4. Exit Slips: the exit slips will be collected at the end of the lesson and reviewed at the
end of the day. I will be able to identify what my students learned and what they did not
understand. I can tweak future lessons and address the questions they have at the
beginning of the next lesson.
Teacher Comments/Reflection:
Were the objectives of the lesson met? Read the exit slips.
Was there enough time to complete everything I had planned?
Did the students stay on task and remain focused?Was the lesson engaging?
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