Lesson Plan

Spring Awakenings
Lesson Plan

Summary: Students observe changes in a selected tree bud/leaf near their home during the spring. Twice each week students record changes in the bud/leaf using words, pictures, and numbers. Observations continue for a period of three or more weeks. Activities in the classroom will emphasize the connection between plants and various cycles (carbon, water, nitrogen). The Family Page extends this learning to the community by inviting parents to facilitate home observations and discussion related to seasonal plant adaptations. Note: This inquiry will require a minimal classroom time commitment and will therefore be implemented in the midst of other classroom science activities.

Week 1, Day 1: Introduction / Begin Home Inquiry (45 min.)

Ready...

Copy a class set of the Thinksheet, Data Sheet, and Family Page. (See Ready to Print.)
Select a tree at school as a model for the home inquiry.
Gather masking tape to model tree labelling. (future photo)
Review Related Resources and select resources.

Get Set...

Introduce Spring Awakenings to your students. This activity challenges you to:
- hypothesize about the factors which contribute to buds sprouting to leaves in the spring
- record observations of buds as they sprout to leaves (i.e., color, moisture, length, etc.)
- understand that trees adapt to changes in temperature, light, and moisture by sprouting leaves.
Tell students what behaviors you expect of them before, during, and after the lesson.
- scientific thinking
- respectful listening
- speaking in appropriate voices
- participating
Explain how this activity is grouped:
- introduction
- home inquiry
- class discussion
Introduce the term deciduous (a tree/plant that sheds its leaves annually).

Go!!!

Take students to a tree near the classroom that sheds its leaves each fall. Ask students to brainstorm reasons why this tree loses its leaves in the fall. (future photo)
Share information on Chlorophyll from the Background page.
Distribute the Thinksheet and give students a moment to complete the "Think It Through" section.
Demonstrate how to tag a bud using masking tape. (future photo)
Remind each student to tag and observe her/his bud prior to making a first hypothesis.
Distribute the Data Sheet and discuss. Have students use this sheet to complete a practice observation on the selected school tree. (future photo)
Distribute a second Spring Awakenings Data Sheet and assign the first home observation (including a "First Hypothesis").
Distribute the Family Page.

Note: Allow two or more evenings for students to complete each home observation.

Week 1, Day 3: Check Home Observations (20 min.)

Share information on Water from the Background page.
Check first observations. Share examples of high quality observations with the class.
Distribute a new Spring Awakenings Data Sheet.
Assign second home observation.

Week 2: Check Home Observations (20 min.)

Share information on Sunlight from the Background page.
Check second home observation. Share examples of high quality observations with the class.
Distribute two Spring Awakenings Data Sheets for the week.
Remind students to make a revised hypothesis.
Complete third and fourth home observations. (future photo)

Week 3: Check Home Observations (20 min.)
Note: Another week of observations may not be needed depending on the progress of students' leaves.

Share information on Temperature from the Background page.
Check Week 2 observations. Share examples of high quality observations with the class.
Distribute two Spring Awakenings Data Sheets for the week.
Remind students to make a revised hypothesis.
Complete fifth and sixth home observations. (future photo)

Week 4, Day 1: Check Home Observations and Final Project (45 min.)

Share information on Adaptation from the Background page.
Check Week 3 observations.
Create flipbooks or sequence posters for sharing and display (future photo)

Hint: When making a flipbook, fan out the pages slightly before stapling. This will make it easier to flip through.

Week 4, Day 2: PutItAllTogether (45 min.)

Read The Grandad Tree (or a similar picture book about seasonal change) and discuss.
Summarize the Main Points
- Changes in light and temperature signal trees to sprout new leaves.
- Trees lose their leaves to save water over the colder months.
- It is difficult to predict exactly when a bud will sprout to a leaf, but in Ohio most trees sprout new leaves between mid-April and mid-May.
Complete the "Make Some Sense of It" section of the Thinksheet.
Compliment students for appropriate behaviors during the lesson.
Evaluation

Formative: anecdotal notes of teams in progress, incidental questioning of students' rationale for what they are doing (during activity), observation of teamwork, status of the class (end of each unfinished activity day)
Summative: Proficiency Assessment

Want Something More???

Check out Related Resources.
Give students the choice of drawing or photographing their leaves as they change each week.