a) Plants are important to other plants and animals as habitat -places where they can find food and shelter.

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1 Lesson Title: Adopt-A-Tree Grade Level: 3 Overview of the Lesson: Students will discover the importance of trees by adopting a tree and observing the tree over several visits throughout the year. Students will observe the tree s seasonal changes, discover the life history of a tree, and witness a wide variety of birds, insects and mammals that live in trees. Students will also observe the temperature regulation effects of trees in their school environment and the monetary costs for caring for their tree. Big Ecological Ideas: Plants are important not only as food and as habitat: they perform the important (but often overlooked) service of moderating outdoor temperatures. This directly affects the amount of energy we use! a) Plants are important to other plants and animals as habitat -places where they can find food and shelter. b) By providing shade and moisture, plants, and particularly trees, also play an important role in moderating temperatures during warm seasons. A cooler, shaded building can reduce its need for air-conditioning a significant energy savings. c) In winter, trees act as windbreaks, sheltering both animals and human habitations. By reducing wind speed they can help to reduce heat loss and the heating energy needed. d) Trees in urban areas play a significant role in regulating the outdoor temperature in the summer: cities with little vegetation often experience a heat island effect where temperatures are uncomfortably higher in the surrounding areas. The trees lower temperatures by transpiring moisture into the air, making the area feel cooler. GECDSB Ecoschools Energy Grade 3 1 of 11

2 Ontario Curriculum Expectations: Science and Technology -Life Systems -Growth and Change in Plants 3s3 -describe ways in which plants are important to other living things, and the effects of human activities on plants 3s4 -identify the major parts of plants and describe their basic function 3s7 -describe using their observations, the effects of the seasons on plants 3s16 -record relevant observations, findings, and measurements, using written language, drawings, charts, and graphs 3s19 -describe ways in which humans can protect natural areas to maintain native plant species 3s26 -identify some functions of different plants in their local area Prior Learning/Context: This learning event is best suited to occur after some prior learning about plants. Students should be able to identify the major parts of plants. This learning activity can be touched on several times during a unit on Growth and Changes in Plants and at other strategic times during the year (seasonal changes). Assessment Opportunities: The teacher observes and notes students' ability to: -follow directions -participate in group discussions -demonstrate perseverance in completing investigations -observe and record relevant ideas in a clear, concise manner -report and communicate ideas/interpretations clearly in an accurate manner The teacher may also use Blackline Master 4- Observation Rating Scale, to guide observations. GECDSB Ecoschools Energy Grade 3 2 of 11

3 Time Frame: The first outing can be done in about 45 minutes (or longer depending on the quantity of initial observations). Subsequent visits will be much shorter since the students will only be recording observations of their tree. Materials Needed: 1) Clipboards 2) Meter sticks 3) Measuring tapes (available in Primary Math Kit) 4) Coloured pencils 5) Regular pencils 6) Thermometer (available in Start-Up Science Kit Grade 1) Procedure: (1) Teacher decides ahead of time which trees, preferably deciduous, the students can choose from. A fruit bearing tree is interesting for students to observe flower and fruit development. (2) Students may decide to make their observations with a partner or independently. GECDSB Ecoschools Energy Grade 3 3 of 11

4 (3) In class, go over what the students will be doing outside. choose a tree they wish to adopt for the year give the tree an appropriate nickname (e.g. Woody) record the species. If a tree identification key is available, students could determine the tree species together. Depending on the time of the year and how elaborate the teacher wishes to make each activity, the children may: Notes to the teacher As you are working through the following ideas, please note the starred activities are particularly relevant to the Big Ecological Ideas for Grade 3. measure the tree s height if possible measure the circumference at the base. This measurement can be taken at a regular frequency (possibly once a month) over the entire school year and recorded on Blackline Master 1. make a bark rubbing and glue it into a notebook or journal make an accurate labeled diagram of the entire tree make an accurate colour drawing of a leaf measure the length and width of an average leaf record whether the leaves are opposite or alternate, simple or compound take a leaf, press it into the pages of a book and allow it to dry; cover with Mactac, put it in a notebook or on a bulletin board photograph the tree with children standing in front (may be done several times during the year) in the late winter, choose a specific bud to observe over the spring. Place a piece of masking tape adjacent to the bud so as to remember which it is. Record, measure, draw the growth (leaf, stem, flower) that comes from the bud GECDSB Ecoschools Energy Grade 3 4 of 11

5 -record signs of insect or animal activity in the tree (birds nests, squirrels, ants, etc) over time (See Blackline Master 2) record other changes such as fall colour, leaf-fall dates, leaf-out dates in spring, flowering dates etc. make a class bulletin board of the adopted tree take a cutting from the tree in late winter, put it in water in a bright window and see if it will leaf out. -in the warmer months (June, September) students can record the ambient temperature in the shade of the adopted tree and compare it to the ambient temperature in an area without tree cover (blacktop of playground, soccer field). Students could then record their predictions and observations on Blackline Master 3. examine the costs of caring for a tree, and discuss the gains for their school community Reflections for Students and Teacher: Students will discover that plants are an important source of food and shelter for many birds, mammals and insects. They will also discover that plants are useful in regulating outdoor temperature. Trees lower temperatures by transpiring moisture into the air, making the area feel cooler. Students will also gain an appreciation for ways in which humans can protect natural areas to maintain native plant species, particularly if their adopted tree is a native species to your area. GECDSB Ecoschools Energy Grade 3 5 of 11

6 Adaptation and Extension Opportunities: As an extension, students could set up an Adopt-A-Tree Centre in the classroom with bulletin board space to display work. Students may also experiment with showing the data in different ways. The temperatures, or linear growth measurements collected could also be used to create a graph, to show growth or changes in temperature over time. Students may also be inspired to write about their tree, in a journal, as a writer s notebook entry or even as a setting for an adventure story. Literature Links: The Giving Tree by Shel Silverstein (Harper and Row, 1964) The Lorax by Dr. Seuss (Random House, 1971) The Name of the Tree by Celia Barker Kottridge (Groundwood Books, 1989) The Tree That Grew to the Moon by Eugenie Fernandes (Scholastic Canada Ltd.) Suggested Resource Websites: What Plants Do For Us A Backgrounder A Quick Reference Energy Resource for Teachers Evergreen Bringing Nature to our Cities GECDSB Ecoschools Energy Grade 3 6 of 11

7 References: Sources of Lesson Plan: Based on an activity from Evergreen Bringing Nature to our Cities, submitted by Drew Monkman Additional Ideas: The Norfolk Botanical Garden, submitted by Molly Headden. A Tree for All Seasons from Innovations in Science, 1990, Rinehart and Winston of Canada Ltd. Source of Blackline Master 4: Based on Observation Rating Scale from Science Everywhere 3, 1999, Harcourt Canada Ltd. GECDSB Ecoschools Energy Grade 3 7 of 11

8 BLM 1 Tree Growth over Time Name: Date: Adopt-A-Tree! Question: How much will our tree grow over time? Prediction (My guess): I think the diameter of our tree will grow cm over months. Procedure (What we did): Using a measuring tape, measure the diameter of your tree at its base. Record your measurement. Repeat this procedure on a number of different occasions. Observations (What we saw): Time (date) Diameter (cm) Growth (cm) (Initial) Conclusions (What we learned): GECDSB Ecoschools Energy Grade 3 8 of 11

9 BLM 2 Signs of Insect or Animals Name: Date: Adopt-A-Tree! Question: What kinds of animals or insects will we see in our tree? Hypothesis (My guess): Procedure (What we did): 1. Observe any animals or insects in your tree. 2. Record your observations in the chart below. 3. Repeat this procedure on a number of different occasions. Observations (What we saw): Time (date) Animals Insects Conclusions (What we learned): GECDSB Ecoschools Energy Grade 3 9 of 11

10 BLM 3 Temperature Name: Date: Adopt-A-Tree! Question: Does our tree really keep our playground cooler? Hypothesis (My guess): Procedure (What we did): 1. Using your thermometer, measure the temperature of the air in the shade below your tree. Record the temperature in the chart below. 2. Using your thermometer measure the air temperature in a sunny, unshaded location of your playground (on the hardtop, soccer field). Record the temperature in the chart below. 3. Repeat this experiment on a number of different occasions. Observations (What we saw): Time or Date of Measurement Temperature in Shade of Adopted Tree Temperature in Sunny Area Conclusions (What we learned): GECDSB Ecoschools Energy Grade 3 10 of 11

11 BLM 4-Observation Rating Scale Observation Rating Scale Name of Student: Date of Observation(s): Data Gathering observes, locates information, records relevant ideas in a clear concise manner Sharing/Reporting communicates ideas/interpretations clearly in an accurate and interesting manner Participation in the Group becomes involved in decisions and tasks, offers and listens to ideas and suggestions Level 1-with limited effectiveness Level 2-with some effectiveness Level 3-with considerable effectiveness Level 4-with a high-degree of effectiveness Comments: GECDSB Ecoschools Energy Grade 3 11 of 11