(Do you see the trees?) Activity 3: “I Spy a Tree: Introduction to the Trees at Your School”

Through the completion of this activity, children will gain an increased awareness of the trees in their school environment.  This activity will also give children an opportunity to locate objects in space using visual and contextual clues.

Materials

Photos of trees taken on school grounds

(for an example, see this pdf file of photos and clues taken at Egyptian School)

A means of presenting photos to the class on a visual overhead

Laminated copies of photos to give to children

Optional for extension activity: digital cameras for students to take their own tree photos

Before presenting this activity to students, a teacher should lead the class in a brief exercise in describing the school grounds. This will activate student’s minds towards mentally picturing the outdoor environment of their school. Once the students have described the outdoor environment, the teacher can begin the activity.

On a visual overhead, the teacher can begin to show photos of trees at the school to students, encouraging them to consider where that specific tree may be located.  The photos may or may not be accompanied by written clues about the trees whereabouts or distinguishing features of the trees.

After the class has seen all of the photos, the students should be given printed, laminated copies. The task of the students is to take the photos outside and attempt to find the specific tree in each photo. The students will work together to form consensus about the match between the photos and the actual tree areas.  This activity is easiest for students to complete of the tree photos have been taken just prior to the implementation, but may be a worthwhile challenge to complete after time has passed.  The amount of teacher assistance in this activity is relative to student’s age and ability.

To extend this activity, students can take their own trees photos and write their own clues to be presented to classmates. Younger children could collaborate as a group with teacher guidance to write clues for another group.

By participating in this exchange you are supporting the following Common Core Standard(s) for Kindergarten and Grade 3 (See http://www.corestandards.org for additional standards, including Grades 1 &2):

Comprehension and Collaboration

• SL.K.1. Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups.
• Follow agreed-upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion).
• Continue a conversation through multiple exchanges.

• SL.3.1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing their own clearly.
• Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.
• Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion).
• Ask questions to check understanding of information presented, stay on topic, and link their comments to the remarks of others.
• Explain their own ideas and understanding in light of the discussion.
• SL.3.2. Determine the main ideas and supporting details of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.
• SL.3.3. Ask and answer questions about information from a speaker, offering appropriate elaboration and detail

Presentation of Knowledge and Ideas

• SL.K.4. Describe familiar people, places, things, and events and, with prompting and support, provide additional detail.
• SL.K.5. Add drawings or other visual displays to descriptions as desired to provide additional detail.
• SL.K.6. Speak audibly and express thoughts, feelings, and ideas clearly.

Vocabulary Acquisition and Use

• L.K.5. With guidance and support from adults, explore word relationships and nuances in word meanings.
• Sort common objects into categories (e.g., shapes, foods) to gain a sense of the concepts the categories represent.
• Identify real-life connections between words and their use (e.g., note places at school that are colorful).
• L.3.5. Demonstrate understanding of figurative language, word relationships and nuances in word meanings.
• Distinguish the literal and nonliteral meanings of words and phrases in context (e.g., take steps).
• Identify real-life connections between words and their use (e.g., describe people who are friendly or helpful).