Thematic Unit

Trees
Kara A Polega

1. Philosophy and Goals

I believe that each child in my class has potential to grow and develop cognitively,
physically, socially, and emotionally. I view all students as individuals who may have different
learning styles and interests. My role as a classroom teacher is to understand and appreciate these
learning styles and help develop each child to their fullest potential. I believe that young
children learn best in an environment that allows them to be fully engaged with hands on
experiences. They need to be actively involved in the lesson rather than sitting and observing.
As a teacher, I may have a plan for what I want to teach, but also the interests and needs of the
students guide my planning for instruction. I want to instill a love of learning in my students by
nurturing their curiosities and encouraging their questions.
I believe that the classroom should be welcoming and accepting of all students, families,
and visitors. The classroom can be culturally diverse, and it is important to show all cultures
representation and sensitivity. I want to create a learning community where all students,
teachers, and families are treated with dignity and respect. Families are encouraged to
participate in the classroom in anyway that is comfortable to them, and the teacher should meet
the families where they are at. Childrens, families, and teachers ideas and thoughts are
important and all will be mutually learning from each other. The classroom environment is
shaped by classroom management that provides children with clear expectations and boundaries
and helps children to learn appropriate behaviors for success in school and life.

2. Rational for Theme

Most children have some sort of experience with trees. Regardless of where they live
rural or urban environment, chances are that children will see some sort of tree on a daily basis.
Creating a unit around trees provides an opportunity to study something that children have some
familiarity with but also may still have questions about. Trees are also easily accessible to
families and children and provide opportunities for children to engage all five of their senses to
explore them. Not only are trees around us in our environment, but trees are used by people and
animals for a variety of different waysfood, housing, and other many other materials. The
grand size and natural structure of trees can inspire childrens imagination and curiosity.
The Michigan Department of Education Early Childhood Standards of Quality list
standards that discuss Approaches to Learning. As children study the trees they can propose
questions and use different strategies to answer these questionsobservation, research,
experimentation, etc. This process of learning how to find the answer to your question transfers
to future experiences in the classroom. Additionally, other standards for Literacy, Math, Science,
Social Studies, Technology, and Creative Arts can be taught within the context of the Tree Study.
For example, as children are exploring books that show how a tree changes through the year,
they can also be learning about print concepts and alphabet knowledge. This will allow these
skills to be taught in an authentic and meaningful context and not in isolation.
3. Learning Environment: Logistics and Organization

B
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Sinks
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Drinking
Fountain

Easels

Table

Art Center

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Door

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Student
Cubbies
and
Coat
Hooks

Table

Toys & Games Center

Writing

Writing Center Shelf

Toys
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Games
Shelf

Book Shelf
Library Center

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Small rug and a

variety of soft pillows

Dramatic Play Shelf

Discovery Center Shelf
mirror
Table

Discovery Center
Dramatic Play
Center

Large Group Meeting Rug

&
Block Building Area

Whiteboard

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D
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Table

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Dramatic Play
Kitchen Set

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Daily Schedule
8:30 - 8:45 - Arrival/Greeting Time Teachers greet parents and children as they enter the
classroom. Parents sign in children and children sign themselves in by writing their name.
Children will answer the question of the day by putting their name under the appropriate heading
or dictating their response to the teacher. Children move their name from home on the Home/
School Chart to the school category. They may choose a puzzle to work on independently or
with a partner, or they may read a book.
8:45 - 9:00 - Large-Group Time Teachers begin with a welcome song that encourages all
students to participate. Teachers lead the whole group in discussions regarding the study topic
and recording responses as needed. Teachers will also lead cooperative games or songs with
suggestions from students about movements or ideas.
9:00 - 9:05 - Transition/Hand Washing - Teacher leads children in a song or a game as students
begin washing hands for breakfast.
9:05 - 9:25 - Breakfast Time - The meal is served family style where children serve themselves
food and teachers join in conversations with children.
9:25 - 9:35 - Transition/Library Time/Bathroom - As children finish eating breakfast, they
wash their hands, and are encouraged to use the bathroom if needed. Children look at books in
the library until all children have finished eating.
9:35 - 9:50 Small Group Time - Teachers and children work in small groups on teacher
planned activities that are based on the topic of study and childrens interests and developmental
needs. Activities should encourage children to explore, play, or work with materials, and talk
about what they are doing with each other and the teacher.
9:50 - 10:00 - Planning Time In their small group, the children discuss what areas of the
room they would like to work in for choice time. The teacher asks questions about what the
children will do and what materials they use.
10:00 11:00 Choice Time Children initiate all activities and carry out their work from
planning time. They can make choices about where to play and how to use the materials.
Teachers play alongside children letting the children lead the interaction, and encourage
childrens problem solving as needed.
11:00 - 11:10 Cleanup Time Children and adults clean up the classroom together.
11:10 - 11:15 Recall Time Children discuss what they did during choice time. Children can
share in small groups, or a small number of children can share each day. All children should
have the opportunity to share at least once during the week.

11:15 - 11:45 Outside Time Children have free choice time to play outside. Teachers can
plan activities to support student learning as an option for children to choose when outside.
Teachers also join in and support childrens play outside.
11:45 - 12:00 - Large Group Read Aloud - Teacher will read a story to the children. Children
are encouraged to participate in the read aloud through actions or with repeated phrasing.
Teacher may also plan a follow up activity related to the story.
12:00 - 12:30 - Transition/Lunch/Brush Teeth Teacher will lead a song or game as children
will begin washing their hands and preparing for lunch. Lunch is served family-style with
teachers supporting children doing things for themselves. Children and teachers have
conversations with each other as they eat. After eating, children clear away their plate, wash
their hands, brush their teeth and use the bathroom.
12:30 - 1:30 Quiet/Resting Time Children are read a short story and encouraged to rest on
their mats with a blanket and pillow. The teachers turn off the lights and play soft music.
Children that do not sleep are allowed quiet playbooks, writing, etc on their mats.
1:30 - 1:45 - Wake Up Time/Planning Time - As children wake up, they put away nap
materials and plan where they would like to play for afternoon Choice Time.
1:45 - 2:45 - Choice Time (refer to AM descriptions)
2:45 - 2:55 Clean Up (refer to AM descriptions)
2:55 - 3:00 - Recall Time (refer to AM descriptions)
3:00 - 3:15 - Snack (refer to AM descriptions)
3:15 - 3:30 Large Group Time/Review/Dismissal - Teacher and children review the day and
talk about the next day at class. Teacher will lead children in an interactive song or game.
Children then prepare themselves to go home and teachers assist as needed. Teacher
communicate with parents about the day.
Collaborative Learning
Teachers will place students in small groups and children will remain in those small
groups for the length of the study. Other times in the day, children will have choices about what
other children to work and play with. Teachers may encourage children to participate with
different groups of students at meal times or during transitions-for example, teacher may have
students wearing certain colors to sit at one table and students wearing other colors to sit at a
different table. The purpose of this would be to encourage students to interact with students that
they may not normally choose to interact with. All students will take an active role in the
classroom community by participating in a classroom job. Children will also actively participate

in problem-solving within the classroom by discussing classroom issues during large group
times.
4. Curriculum Outline
I.

Introduction
A. What do we know about trees?
1. Begin a KWL chart with students and record what children already know
about trees.
2. Children draw pictures of trees that they have seen around their house.
3. Display different pictures of trees and have children describe the trees.
B. What do we want to learn about trees?
1. Brainstorm with children different topics about trees, think about:
a. What are the parts of trees?
b. How do trees grow and change?
c. How do we use trees?
d. How do animals use trees?
2. Use the topics created from the brainstorm to continue the KWL
chart with students and record what questions they have about
trees.

II. Possible Topics of Study (Use topics of interest from children to guide planning)
A. Tree Parts
1. Questions to study
a.What are the different parts of the tree?
b. What jobs does each part do?
c. Do all trees have the same parts?
d. Where do trees live?

2. Related Learning Experiences

a. Walk around the school neighborhood and document the tree
parts found on the ground and still on the trees.
b. Visit a nature center or forest and compare the parts of
different trees.
c. Children can collect tree parts from the school play ground
or their yard.
d. Children help create a model of a tree for the classroom
and label the parts of the tree.
e. Children look at different pictures of trees and compare the
features of the tree.
f. Play matching games of matching tree parts to the tree.
g. Children can compare and contrast different environments
and the trees within those environments.
h. Children bring in pictures of the trees near their house and
identify those trees.
i. Children can do rubbings of bark and leaves and compare the
textures of each.
j. Read books about different types of trees and provide a variety of
tree books in the classroom library.
B. Tree Growth and Change
1. Questions to Study
a. Where does a tree come from?
b. How does a tree grow? Do all trees grow the same?
c. How does a tree change during the year? Do all trees change?
d. Who takes care of trees?
2. Learning Experiences
a. Compare and sort different tree seeds.

b. Compare and contrast pictures of trees from different seasons.

c. Paint pictures of trees in different seasons.
d. Plant different seeds and observe them as the grow. Measure
the growth of the plant each week.
e. Examine cross sections of trees and count tree rings.
f. While reading books to the class point out different trees and
discuss how the tree might change.
g. Invite a nursery worker to discuss caring for trees.
C. How do trees help us?
1. Questions to study
a. What do we use trees for?
b. What kind of food do we get from trees?
c. Who works with trees?
2. Learning Experiences
a. Children identify things in the classroom that are made from wood.
b. Children build different structures using the wooden blocks.
c. Take children on a walk around the neighborhood to find different ways
that trees are used to help people.
d. Sort the musical instruments by those that are made with wood or not
made from wood. Invite children to build their own instruments
with wood.
e. Taste different foods that come from trees and create a graph with the
results of favorite foods from trees.
f. Invite families to submit recipes of different foods from trees, and create
a class recipe book.
g. Visit an orchard or invite a farmer to come into the classroom.
h. Invite a builder or carpenter to come in and talk about building with
wood.

i. Provide different woodworking tools for children to use with

supervision.
D. How do trees help animals?
1. Questions to study
a. What animals use trees?
b. What part of the trees do animals live in?
c. Do animals help trees?
d. Do animals eat any part of the tree?
2. Learning Experiences
a. Create puppets of different animals that live in trees and encourage
children to make up stories about their puppets.
b. Take a walk outside and count all the different animals you see
living near trees. Encourage children to draw pictures of those
animals.
c. Bring out magnifying glasses and look for bugs living in trees.
d. Have children transition to different activities by moving like animals
that live in trees.
e. Visit a zoo or animal rescue and observe the animals that live in trees,
or invite a worker to come to the classroom.
III. Celebration of Learning
A What did we learn?
1. After each study, have children create a list of things learned to complete the
KWL chart.
2. At the end of the study, display all charts for the family celebration.
B. Plan the celebration
1. Have children create an invitation for their family to attend a celebration of the
end of the study.

2. Invite families to contribute food or create any of the recipes made from the
tree recipe book.
3. Have children help prepare food by washing fruit and arranging on serving
dishes.
4. Display artwork and other things created during the study.
5. Plan an activity for families and children to do together at the celebration.

5. Learning Experience Plans

Content Area: Language and Literacy
Title of Lesson: All About Trees
Big Ideas: Children will use informational text to begin the study of trees. Children will discuss
prior knowledge of trees and learn new vocabulary words to describe trees.
Learning Outcomes:
The learner will use vocabulary words seed, roots, trunk, crown, branches, and leaves to name
tree parts.
The learner will describe characteristics of a tree.
The learner will draw a picture of a tree and create a description of their drawing.
Standards: Michigan Early Childhood Standards of Quality for Prekindergarten -Language and
Early Literacy Development
1. Early Learning Expectation: Emergent Reading. Children begin to understand written
language read to them from a variety of meaningful materials, use reading-like behaviors, and
make progress towards becoming conventional readers.
2. Early Learning Expectation: Writing Skills. Children begin to develop writing skills to
communicate and express themselves effectively for a variety of purposes.
3. Early Learning Expectations: Spoken Language: Expressive. Children develop
abilities to express themselves clearly and communicate ideas to others.
Materials Needed:
Large chart paper with the question of the day written on it: Did you see a tree on the way to
school today?
Name cards for students to answer question, or writing utensils for them to write their names.
Large chart paper for KWL chart and markers to write student responses.
Tell Me, Tree, by Gail Gibbons
Photos of different trees

 Paper and crayons for tree drawings.

Procedures:
Introduction
At arrival, children will answer the question of the day: Did you see a tree on the way to
school today? They will place their name card under the word yes or no accordingly. Once
all students have answered the question, hang the chart in the large group area.
Review the question of the day and the student answers. For students that answered yes, ask
them about where they saw the tree and what the tree looked like. For students that answered
no, ask the the students to describe where they might see a tree.
Explain that the class will now begin a study of trees.
Direct Instruction
Large Group
On a large piece of chart paper, begin a KWL chart. Ask students, What can you tell me
about trees? Record student answers on chart paper.
Introduce the book by naming the title, Tell Me, Tree, and author Gail Gibbons. Explain to the
children that you will do a picture walk of the book with them. Ask the children to look at the
pictures, and think about what questions they have about the pictures or what they want to
know about trees. Flip through the book and record childrens questions on the KWL chart.
To support children in their thinking, model with thinking aloud about the pictures.
Read the book with the children using the illustrations to point out vocabulary words.
Questions and vocabulary
P. 3 - trunk and branch
P. 6 - Have you seen any of the seeds on this page before? Where?
P. 7 & 8 - roots
P. 12 & 13 - roots, trunk, crown, branches, and leaves.
After reading the book, ask the students one more time for any additional questions they have
to add to the chart.
Lead children in pretending to be a tree with their bodies. Move through the life cycle of a
tree. Encourage children to repeat phrases and movements. Accept suggestions from children
about movements as well.
Plant the seed in the ground - scrunch down into a small ball on the floor.
Roots start to grow - point to feet and toes.
Trunk starting to grow - slowly rising up and patting legs.
Crown starting to grow - slowly extending arms up and out.
Branches growing - waving whole arms.
Leaves growing - wiggling fingers.
Repeat activity and motions several times pausing for children to fill in vocabulary words seed, roots, trunk, crown, branches and leaves.
Small Group
In small groups, show children a variety of different photos of trees. Have each child choose a
photo. Each child will describe their tree.

 Can you see the roots in your tree? Where would the roots be on your tree?
What do you notice about the trunk of you tree? Is it big or small? What color is it?
What does the crown of your tree look like? Can you see any branches? What color
are the leaves? Does it have leaves?
Give each child a piece of paper and encourage them to draw a picture of a tree. Once they
have completed their drawing, encourage the children to write a description of their tree, and
help them to write words as needed.
Compile all tree drawings into a book and place in the classroom library.
Closure
Children will show present their tree drawings to the small group and discuss their tree picture.
Enrichment and Extensions
Library - a variety of fiction and nonfiction books about trees. Include the class tree book in
the library once completed.
Discovery - a variety of tree parts to compare and examine - seeds, leaves, branches. Children
can use magnifying glasses, measuring tape, and other tools to explore. How can you sort
these pieces? What do you notice about the different seeds?
Art Center - pieces of bark or leaves to do rubbings. How does the bark feel? Does each piece
feel the same or different?
Sensory Table - sawdust - How does this compare to other materials we have had in the table?
How does this feel compared to tree bark?
Blocks - wooden blocks - What things do we build with wood? What can you build with these
wood blocks? Could you build a tree?
Dramatic Play - small branches and tree limbs - What can you pretend with these branches?
How might you use these branches outside? How could you use them inside?
Assessment:
Simon Says Tree Parts - Play a game of Simon Says where the teacher will ask the children to
be a tree partseed, root, trunk, crown, branch, leaf. Teacher will observe if children are able
to identify and move to the correct tree part. Allow children to take turns being Simon. Are
they naming the terms correctly?
Teacher will observe if child accurately names tree parts from photograph in small group
instruction. Did they need help to identify the trunk or other parts of the tree? Can they find
the tree parts on the photograph.
Teacher will observe childs drawing and description of tree. Did child use any vocabulary
words? Did child attempt to write name or any other description words?

Content Area - Math

Title of Lesson: Counting with Tree Parts
Big Ideas: This math lesson continues the study of trees. Students will explore numbers and the
quantity that the number represents.
Learning Outcomes:
The learner will identify a numeral from 1 to 10.
The learner will draw a picture to represent a number from 1 to 10.
Standards: Michigan Early Childhood Standards of Quality for Prekindergarten - Math
4. Early Learning Expectation: Counting and Cardinality. Children extend their
understanding of numbers and their relationship to one another and things in the environment.
Materials Needed:
Felt or paper tree with 10 removable apples

Way Up High in the Apple Tree From the CD, "Children's Favorite Autumn Songs &
Fingerplays By The Learning Station (song can be found on Youtube for reference)

Trees Count, by Trish Holland - big book version

Number cards for numbers 1 - 10 that include the numeral and a representation of the number.
Paper for childrens counting pages
Crayons and markers

Procedures:
Introduction
During large group time, show the children the apple tree and place 5 apples on the tree. Ask
the children how many apples do they see on the tree?
As a group, count the apples. The teacher will point to each apple and encourage the children
to count along.
Introduce and encourage the children to sing along with the song, Way Up High in the Apple
Tree. Children can use suggested hand motions or create their own.
Way up high in an apple tree, (Hold up both your hands and spread your fingers for
pretend apple tree)
Five red apples smiled down at me. (Hold up 5 fingers)
I shook that tree as hard as I could, (Pretend to shake the tree)
Down came an apple! Mmmmm it was good!
(Rub your tummy in a circle motion)
Repeat verses until there are zero apples left on the tree.
As you sing each verse, remove one apple from the tree. Before beginning a new verse, ask
children how many apples are now left on the tree.
Direct Instruction
Large Group

 Show the children the cover of the book, Trees Count, and ask, What do you think this book
will be about? Introduce the concept of the book and have children count the number of
pinecones on the cover.
Read the story to the children. As you read, point to the number on the page. After a few
pages have been read, invite children to come and find the number on the pages 6 - 12. On
pages 13 - 21, after you have identified the number, model tracing that number in the air and
encourage the children to do the same.
After reading the story, place all 10 apples in front of tree and put the number cards facedown
in a pile. Model for the children how to pick up the number card, identify the number and
place that many of apples on the tree. If children are not able to identify the number, model for
them how to count the number of dots to determine what the number is.
Small Group
Place the number cards in a small pile face down on the table.
Each child will draw a card and identify the number on the card.
On a sheet of paper the child will write the number and draw tree parts that represent their
number5 acorns or 3 leaves. If weather permits, children could also go outside and collect
tree parts to glue for their tree picture.
Provide assistance as needed to properly count and identify the number and draw that number
of objects. If children need help thinking of tree parts, have the Trees Count book available for
them to see.
Discussion Questions: What number did you get? Can you show me how you count to that
number? Do you see that number anywhere else in our classroom?
Closure
Children will discuss the pictures they created by naming the number and describing the
objects they drew.
The pages will be collected and put together in a book for the classroom.
Enrichment and Extensions
Toys and Games - Place miniature version of tree and apples along with number cards for
children to practice counting and placing apples on a tree.
Art - children can draw trees and use red stampers to create apples on a tree. How many
apples are on your tree?
Discovery - children can count the number of different tree parts. How many leaves do we
have? How many sticks do we have?
Music and Movement - use tape to create an outline of a tree on the floor. Sing the apple tree
song and children will become the apples falling out of the tree.
Assessment:
Observe children during reading of the book Trees Count. Was the child able to identify a
number on the page?
Observe children during apple tree game. Was the child able to identify the number? Was the
child able to place the correct number of apples on the tree?
Observe the child during small group time and examine the tree part picture. Was the child
able to identify the number in small group? Did the child need assistance from the teacher?

Did the child attempt to write the number? Was the child able to create a representation of the
number? Was the child using one-to-one correspondence when counting?

Content Area - Science

Title of Lesson: What do Trees and Plants Need to Grow?
Big Ideas: Children will observe plants as they grow under different conditions to determine
what plants need to grow.
Learning Outcomes:
The learner will predict what a seed will look like when it grows into a plant.
The learner will record observations for 3 different plants growing under different conditions.
The learner will determine what elements help the plant to grow the best.
Standards:State of Michigan Early Childhood Standards of Quality for PreKindergarten
Early Learning in Science - 2. Early Learning Expectation: Living and Nonliving Things.
Children show a beginning awareness of scientific knowledge related to living and non- living
things.
Materials Needed:
Chart paper with question of the day - Which one of these foods will help you grow big and
strong - fruits and vegetables or candy?
Chart paper and markers
3 Small pots
Potting Soil
Grass Seed
Paper and tape to label pots
Observation Recording Sheet
Procedures:
Introduction
As children arrive at school, they will answer the question of the day: Which one of these foods
will help you grow big and strong-fruits and vegetables or candy.
During large group time, review the question of the day. Discuss with the children how eating
fruits and vegetables is more healthy than eating candy. You can eat candy, but only in little bits.
Ask the children to share other things they can eat to help them grow big and strong.
Large Group Discussion Day 1
Ask the children, What do you think trees need to grow big and strong? Record their
answers on a large piece of chart paper.

Show the children the seeds and explain that trees and plants come from seeds. Explain
that these seeds are for a plant. Explain that we are going to plant the seeds and watch
them grow.
Show the seeds and ask the children to predict what the plant will look like as it grows.
How tall will the plant be? How wide will it be? What color will it be? Record their
responses.
Have the children assist you in putting potting soil into the 3 pots. Plant seeds in each
of the 3 different pots.
Explain that you will be growing each of the pots in a different ways and will see which
plant in the pot will grow the biggest. One of the pots will be placed on a sunny window sill and
get water. One of the pots will grow on a sunny window sill and get no water. The last pot will be
placed in the dark classroom closet and will get watered.
Give each child an observation recording sheet, and ask them to draw what each plant looks like
on the first day. Place the pots in their designated location. Invite the children to spend time with
the plants and observe them each day.
Day 2
After you notice some growth from one of the plants (after 4 - 5 days), bring all 3 plants for the
children to observe. What do they notice about the plants? Are the plants still the same? Have the
children draw what all 3 plants look like on the Observation Recording Sheet.
Once children have completed their drawings, have them compare the drawings to their
observations from day 1. How are the drawings different? How are they the same?
Day 3
After another 4 - 5 days, bring all 3 plants out again for the children to observe. What do they
notice about the plants now? How have the plants changed? Have the children draw what all 3
plants look like on the Observation Recording Sheet.
Once the children have completed their drawings, have them compare the drawings to their
observations from day 1 and day 2. What plant has grown the most? Which plant has grown the
least? What conditions helped the plant grow the best?
Review the chart previously created about what trees need to grow. Do the children want to add
anything to the chart? Do they want to remove anything from the chart?
Closure
Review the chart about the predictions for how the plant would grow. Discuss which predictions
were correct and which predictions were not correct.
Discuss what other things would you like to grow?
Enrichment and Extensions
Art - Seed Collage - provide students with a variety of different seeds to make a collage. Discuss
what kind of plants they might grow into.
Sensory Table - Potting soil, shovels, and small pots. Children can scoop dirt into pots. If
interested, children can plant seeds in cups to take home.
Discovery - Create sequence cards of seed, seedling, sapling, and tree for the children to explore
and place in correct order.

Assessment:
Observe discussion of predictions for plant growth. Did the children make a reasonable
prediction?
Observe the discussion during the closure. Were the children able to identify correct and
incorrect predictions?
Observation Recording Sheet - did the child draw a representation of the 3 different plants for
each observation? Was the representation accurate?
Observe discussion about what plants need to grow. Did the children include the elements
needed for plants to grow? Did they eliminate any unnecessary elements?
Content Area - Social Studies
Title of Lesson: Our Trees and Our Families
Big Ideas: Children will listen to a read aloud about trees and families from different parts of the
world. Children will then talk about where they live and the trees around them. How does their
family use and interact with trees?
Learning Outcomes:
The learner will create a drawing of trees from near their house.
The learner will describe how their family uses the trees.
The learner will compare and contrast how trees are used with in the classroom community.
Standards: Michigan Early Childhood Standards of Quality for Prekindergarten
Early Learning in the Social Studies - 1. Early Learning Expectation: Relationship in Place.
Children begin to understand and interpret their relationship and place within their own
environment.
Materials Needed:
Large chart paper with the question of the day written on it: Have you ever planted a tree?
We Planted a Tree, by Diane Muldrow
Chart paper to record responses
Instruction letter for parents for homeworkChildren will draw a picture of a tree in their yard
or near where they live. They should also include their family in the picture. Parents will help
the child to write about how the family uses the tree.
Paper for homework assignment and crayons to send home if needed
Procedures:
Introduction
As children enter the classroom, they will respond to the question of the day: Have you ever
planted a tree?
Once all children have answered the question, discuss the responses. Ask those that responded
yes to share their experiences.

 For those that responded no, ask them to think about how a tree would be planted. What tools
might be needed? Where would a tree be planted?
Share any experiences you have with planting trees.
Large Group Instruction
Introduce the book, We Planted a Tree, and discuss that the story will show two different
families planting trees. We will also see how trees are used in different parts of the world.
As you read the story, point out how the trees are being used. Help the children to identify
which pictures show trees that could be near our school (shade trees from the neighborhood
pictures), and which trees would be far away from our school (trees in China, Paris, and
Africa)
After you have read the story, ask children to share their experiences with trees. Do they use
trees for playing at home? Do they use trees for shade? Do they eat food from trees? Record
responses on chart paper.
Homework/Parent Involvement
Parents can come into the classroom to participate or the activity can be sent home to do for
homework.
Children will draw a picture of a tree in their yard or close to where they live. They can
include their family members and pets in the picture as well.
Parents will write about how the family uses the tree or how the tree helps the family. Do they
eat anything from the tree? Does the tree provide shade for the house? Do they decorate the
tree for any seasons? Do they play with the tree? How do they interact with the tree.
Children will bring back completed pictures and share their responses with the class.
As the children are presenting, discuss the similarities and differences in the ways that the
children interact with the trees in their environment. Add any additional uses for trees to the
chart from yesterday.
Discuss ways that their uses of the trees are similar to the trees in the book, We Planted a Tree,
and ways that they are different.
Closure
Ask children to share what tree from the story they would like to visit and why?
Enrichment and Extensions
Library - the drawings the children created of their trees can be put together in a class book and
placed in the library for students to read.
Discovery - children can bring in bark samples, leaves, branches, or other parts from their tree to
examine in the discovery area.
Art - children can use the pictures from the book, We Planted a Tree, as inspiration to draw tree
pictures from different parts of the world.
Dramatic Play - encourage children to act out different scenes or scenarios from the book, We
Planted a Tree.
Assessment:
Observe - did the child create a picture of a tree that would live in the neighborhood of the
school?

Observe - did the child describe the tree and how the family would interact with the tree?
Observe - was the child able to identify if he/she used the tree in a similar or different way than
presented in the story We Planted a Tree?

Content Area - Technology

Title of Lesson: Capturing Trees
Big Ideas: Children will use a digital camera to take pictures of trees near the school. They will
use these pictures to create a class book.
Learning Outcomes:
The learner will use a digital camera to photograph a tree.
The learner will use the photograph and a publishing program on a computer to create a page for
the class book.
Standards: Michigan Early Childhood Standards of Quality for Preschool.
1. Early Learning Expectation: Creativity and Innovation Children use a variety of
developmentally appropriate digital tools to develop and create
Materials Needed:
Digital Camera
Large chart paper with question of the day: Have you ever used a camera to take pictures?
Chart paper and markers for large group discussion
Computer with publishing or word processing program
Procedures:
Introduction
As children enter the classroom, they will answer the question of the day: Have you ever used
a camera to take pictures?
Once all the children have answered the question, discuss answers. Invite children to talk
about their experiences with cameras. Were you using a camera, a phone, or something else to
take a picture? What did you take a picture of?
Large Group Instruction
Show the children digital camera and explain what it is. Model for the children how to turn on
the camera, take a picture, and review the image.
Lead discussion with children about how to carefully handle the camera. Brainstorm with the
children different procedures for using the camera and record responsesholding with 2 hands
on the sides of the camera, keeping the lens clean, taking turns, walking carefully, etc.
Small Group Instruction
Day 1

 Review basics of using camera power, taking pictures, and reviewing pictures. Explain to
the children that sometimes you want to take a picture from a portrait angle and sometimes you
want to take a picture from a landscape angle to get the whole image on the screen.
Take children outside the school, for a walk to look at trees. Explain to the children that they
will be looking for an interesting tree to photograph.
As you walk, point out the different trees and talk about their features. As the children find
their interesting tree, they will use the digital camera to take a picture.
Assist them as needed to take the picture and review the imagine. What way do you need to
hold the camera to get the whole image?
After all the pictures have been taken, the teacher will load the pictures onto the computer and
insert each page into a publishing document.
Day 2
Explain to the children that we will be using the pictures of the trees to create a class book on
the computer.
Show the children their document with the tree picture. Model for the children how to press
the keys on the keyboard to create the letters on the screen.
Invite the children to type their name. If they want to try to type other words to describe their
tree, support them to do so. If they would rather dictate, and have you type they may also do
that.
If children are still showing interest in using the computer, invite them to change the font style
or color of their words.
The teacher will print all documents and put them together in a class book.
Closure
Invite each child to share his/her page of the class book.
Enrichment and Extensions
Writing Center - invite parent volunteers in to help children write stories and publish them on the
computer.
All centers - invite children to use digital cameras during choice time to take pictures. Print
pictures and create photo albums for each of the learning centers.
Invite parents to email or text pictures the child has taken at home and display in the classroom.
Assessment:
Observe and note the question of the day answer. Did the child have any prior experience with a
camera?
Observe the child using the camera. Was the child able to capture the desired image in the
photograph? Did the child handle the camera appropriately?
Observe the child using the keyboard. Did the child attempt to type the letters of their name?
Did they attempt other words?

Content Area - Art

Title of Lesson: Tree Collage

Big Ideas: Children will collect different tree parts to make a collage.

Learning Outcomes:
The learner will collect different tree parts.
The learner will create a collage using found tree parts.
The learner will discuss and describe the tree parts used.
The learner will describe another students collage.
Standards:
Michigan Early Childhood Standards of Quality for Prekindergarten - Creative Arts
1.Early Learning Expectation: Visual Arts. Children show how they feel, what they
think, and what they are learning through experiences in the visual arts.
2.Early Learning Expectation: Aesthetic Appreciation. Children develop rich and
rewarding aesthetic lives.
Materials Needed:
Chart Paper with the words to the rhyme, A Tree is a Home from www.theholidayzone.com/
arbor/songs.html
A Tree is a Home
A tree may be a home for bird
Tweet, Tweet!
A tree may be a home for bee
Buzzzzzzzz!
A tree may be a home for a snake
Ssssssssss!
A tree may be a home for a chimpanzee
Wheeeeee! Hmmmmm, I wonder if a tree
Would make a good home for me?
Collection of interesting tree parts from Discovery Center
One plastic store bag for each child
Construction paper or card stock - one piece of each child
White school glue - enough for children to use in small group
Tape or poster putty to hang pictures
Small note cards for comments

Procedures:
Introduction
Read the rhyme, A Tree is a Home, to the children two times. During the second
reading, encourage them to make the animal sounds with you.
Point to each animal name on the chart, and invite the children to describe or
demonstrate how that animal might move.
Read the rhyme a third time and encourage the children to move how they think that
animal might move each time.
Large Group Instruction
Show the children a collection of different tree partsleaves, acorns, sticks, pine cones, etc.
Pick up one object and model for the children how to describe the way the object feels and
lookstexture, colors, etc. Invite the children to do the same using objects from the collection.
Model and think aloud choosing interesting pieces that you might use to create a collage. Why
would you select a certain leaf or stick to make a picture? Point out how different tree parts
may remind you of other things or other aspects of the object that make it interestingcolor,
shape, or size.
Explain to the children that they will be going outside to collect tree parts that they will use for
a collage. Give each child a plastic bag and remind them that the objects have to fit inside the
bag.
Take children outside on a walk to collect tree parts. As children are collecting tree parts,
discuss why they are choosing various parts. Assist the children as needed in finding a variety
of tree parts.
Small Group Instruction
Children will bring collections to small group.
Have children turn to their neighbor and discuss and compare the different tree parts.
Encourage the children to discuss the different textures and attributes of the objects.
Why did they choose those pieces? Did they choose any similar pieces?
Children will begin assembling collages. Explain to the children that a collage is made
by putting lots of different things together on the same piece of paper.
They will take the tree parts, arrange them on the paper, and them glue them in place.
As they are arranging the pieces, ask the children questions about their arranging. Are you
putting certain pieces together? Why? Do you want certain objects to be placed in a particular
direction? Why?
Once children have glued all tree parts, they may place on the drying rack.
Closure
In the hallway or classroom, hang each picture in a row gallery style.
Do a gallery walk stopping at each picture and allowing the student to describe their
collage and their favorite tree object from the collage.
Model how to show appreciation of the collage, and encourage other students to share
what they like about each students collage.
Hang small note cards or pieces of paper and encourage parents to comment on the collages.

Enrichment and Extensions

Library/Art Center - add books that show different styles of artwork involving trees collage,
paintings, sculptures. Ask children what other styles of art they would like to try and provide
materials.
Dramatic Play - have props available or encourage the children to create props to further act out
the A Tree is a Home rhyme.
Writing - encourage the children to think about other animals that could be included in the poem
A Tree is a Home and have them draw pictures of those animals. Assist the children in writing
down their words for their picture.
Assessment:
Tree Part Collection - Observe the collection was the child able to collect tree parts? What kind
of parts did they collect? Was the child able to name the tree part? Did they include any objects
that were not from a tree?
Tree Part Collage - Was the child able to arrange and glue the tree parts on the paper? How much
assistance did they need? Did the child arrange their parts in an original way or did they copy
another student?
Discussion of Collage - Was the child able to describe their tree parts? How many attributes did
they describe? How much prompting did they need from the teacher? Was the child able to
describe a positive attribute for another childs collage?

6. Play Center
Dramatic Play - Fruit Orchard
Materials:
Felt trees to be hung on the wall for the duration of the study
Watering cans
Felt pieces of fruit that grow on trees that can be added or removed from the trees
Baskets to be used for collecting fruit
Poster board/card stock for creating signs
Markers, colored pencils, and crayons
Cash register and play money
Order pads and receipts for recording sales

Aprons
Preparing the Center
Invite children into the dramatic play area and introduce the concept of the fruit orchard. Point
out the trees and model for the children how to add fruit to the trees or remove the fruit from
the trees.
Discuss the different roles the child can play in the area farm worker, cashier, shopper, etc.
Discuss the different props that each person in that role would use in the area.
Discuss with the children the different signs needed for the orchardlabels for the trees, open/
closed, price tags, and the name of the orchard. Invite the children to help you create the signs
and assist as needed to write words.
Playing in the Center
In the beginning, model for the children how to pretend in each role. Model how each person
in the role would use the props and vocabulary particular to that role.
As children are familiar with the roles, allow the children to take the lead roles and follow their
lead. Make changes with props as needed to support the childrens play.
Scaffold childrens play by
Encouraging the children to use correct vocabulary to describe the tree parts and name
the types of different fruits.
Modeling for the children how to count the number of each fruit picked, and count out
the appropriate amount of money.
Encouraging children to create shopping lists, fill out receipts for the items purchased,
and create additional signs as needed.
If possible, arrange a class visit to an orchard or invite a orchard worker to come to the class.
Afterwards, ask children if they would like to make any changes to the center.

7. Field Trip
During the part of the study about how people use trees, arrange a visit to a local fruit
orchard. Prior to going on the field trip, ask children to share any experiences they already have
with visiting an orchard. If children have not had any experience visiting an orchard, read a
book about an orchard and provide children the opportunity to look at different pictures of
orchards. Ask the children to think about what they want to know about growing fruit and

working at an orchard. Record responses from children. Have a few questions prepared to get
children thinking about questions. Invite families to attend the field trip and assist with
chaperoning. Encourage parents to share their experiences with visiting orchards or growing
fruit.
On the visit to the orchard, remind children of the questions they created and what they
hope to learn about on the trip. While visiting the orchard, assist the children in asking their
questions and recording the responses, and take pictures when appropriate. If possible, allow the
children to pick a piece of fruit to take home.
After the visit, review the answers to the questions the children asked. Ask children if
they have any follow up questions about the experience. As a large group, write a thank you note
and invite all the children to sign it. Print the pictures and write captions to describe them and
post in the classroom. Have children draw their favorite part of the field trip, and record their
responses. Discuss with children if they would like to make any changes to the dramatic play
orchard center.

8. Parent Involvement
At the beginning of the unit, I would send out an introductory letter to the families to let
them know the plan for the study. Each week, I would send home short updates about what the
children had worked on in class, ideas for extension at home, and any classroom needs.
Dear Families,
This week, we will begin our new study on trees. We will be learning many different things
about trees. We will start by learning about the different parts of trees. We will learn the name
of each part and what each part of the tree does. We will learn about how the tree grows and
changes during the year. During this beginning part of the study, we encourage you to take your
child outside and look for different tree parts. Please bring in the different tree parts that you
find and label them with where you found them and what tree they came from if you know.
Once we have learned about tree parts, we will learn about the many different ways that people
use trees. We will talk about using trees and wood for building, creating many different useful
objects, and the many different foods we get from trees. If you have any experience with
building things made from wood, let us know, and we would love to have you talk to the class
about it. When talking about food from trees, we will be requesting recipes from all the families
to put together in a cook book.
After we talk about how people use trees, we will focus on how animals use trees. We will learn
about the animals that live on, or near trees, and the houses they have in the tree. We will discuss
the foods that animals eat from trees, and how that might help or hurt the tree. Again, if you
have any experiences working with animals that live in trees, let us know and we can plan a visit.
If you are interested in helping out with any of the lessons or have any suggestions, please let us
know. Check your childs mailbox for weekly updates about our study and ways to be involved.

Thank you!

9. Resources and Materials

Language/Literacy Lesson
Large chart paper with the question of the day written on it: Did you see a tree on the way to
school today?
Name cards for students to answer question, or writing utensils for them to write their names.
Large chart paper for KWL chart and markers to write student responses.
Tell Me, Tree, by Gail Gibbons
Photos of different trees
Paper and crayons for tree drawings.
Math Lesson
Felt or paper tree with 10 removable apples

Way Up High in the Apple Tree From the CD, "Children's Favorite Autumn Songs &
Fingerplays By The Learning Station (song can be found on Youtube for reference)

Trees Count, by Trish Holland - big book version

Number cards for numbers 1 - 10 that include the numeral and a representation of the number.
Paper for childrens counting pages
Crayons and markers

Science Lesson
Chart paper with question of the day - Which one of these foods will help you grow big and
strong - fruits and vegetables or candy?
Chart paper and markers
3 Small pots
Potting soil
Grass seed
Paper and tape to label pots
Observation and Recording Sheet
Social Studies Lesson
Large chart paper with the question of the day written on it: Have you ever planted a tree?
We Planted a Tree, by Diane Muldrow
Chart paper to record responses
Instruction letter for parents for homework - Children will draw a picture of a tree in their yard
or near where they live. They should also include their family in the picture. Parents will help
the child to write about how the family uses the tree.
Paper for homework assignment and crayons to send home if needed.

Technology Lesson

Digital camera
Large chart paper with question of the day: Have you ever used a camera to take pictures?
Chart paper and markers for large group discussion
Computer with publishing or word processing program

Art Lesson
Chart paper with the words to the rhyme, A Tree is Home from www.theholidayzone.com/
arbor/songs.html
Collection of interesting tree parts from Discovery Center
One plastic storage bag for each child
Construction paper or card stock - one piece for each child
White school glue - enough for children to use in small group
Tape or poster putty to hang pictures
Small note cards for comments
Play Center - Dramatic Play Fruit Orchard

Felt trees to be hung on the wall for the duration of the study
Watering cans
Felt pieces of fruit that grow on trees that can be added or removed from the trees
Baskets to be used for collecting fruit
Poster board/card stock for creating signs
Markers, colored pencils, and crayons
Cash register and play money
Order pads and receipts for recording sales
Aprons

Field Trip
Books about fruit orchards Discovering Nature: The Orchard, by I. Sanchez, Carme Peris,
and Isidro Sanchez or Fall Apples, Crisp and Juicy, by Martha E. H. Rustad
Chart paper and markers to record questions
Admission fee for children and parents to fruit orchard
Adult drivers and chaperones
Camera for documentation
Paper and markers for a thank you project.