Nicole Neutzling EDUC 506 Assignment 2 Grade 6 Trees and Forests Unit Plan University of Calgary

Sessi on

Outcomes

Teaching and Learning Activities

Resources

Planning for Diversity

Science Specic Outcome: 1, 2,5 L.A.

student journals, pens, Journal writing maybe be done in native A Walk in the Woods coloring pencils,a walk in language, bilingual dictionary, group the woods video semantic web, word wall, language learning in context

Science Specic Outcome: 4,5,6 L.A., Art

Identication student journals, pens, identication booklet, Booklet

camera

ELL students partnered with students who are strong in both languages, word wall, bilingual dictionaries, visual picture aids

Science Specic Outcome: 1, 3,8,9,10 Math statistics ,L.A., Art

Deforestatio computers, magazines, poster paper n Poster

use of both German and English sites, visual aids, graphic organizer and modeling to support research genre writing

Science Specic Outcome: 1, 9 L.A., Art

The Giving Tree (hand out readers theater scripts) Recycled Paper

The Giving Tree book/ video, Readers Theater scripts

video as visual support to book, group discussion,

Science Specic Outcome: 8,9 L.A., Art Science Specic Outcome: 7 Math: estimation, L.A. Science Specic Outcome: 2

scrap paper, dried leaves, modeling process screen, water, tubs,white glue visual aid through website exploration, pre teach vocabulary, word wall

Tree Cookies Tree cookies interactive website, tree cookies, student journals

Interconnecte ball of string, index cards graphic organizer to help lead research, d Web with organisms names, art direct teaching of vocabulary, visual aids, supplies hands on activity carbon cycle diagram, smart-board, crossword puzzle, carbon footprint board game, die, board markers visual aid, direct taught vocabulary, lexical activity = crossword, think, pair, share

Science Specic The Carbon Outcome: 1, 3,9,10 Cycle L.A.

Science Specic Outcome: 1 L.A. Art

Tree Poetry/ example poems, student Readers journals, readers theater Theater script

Assign script parts with easier vocabulary, pair with strong English speakers for support, time to practice

10

Science Specic Trip to the Outcome: 1,2,3,10 Zoo

consent forms, student journals, pens, coloring pencils

partnered with strong bilingual students, encourage the use of bilingual dictionary, visual aids, language learning in context

Title: Trees and Forests (Interdisciplinary Plan) Specific outcomes

Time line: 4-6 weeks Learning strategies and activities

Lesson 1: Free writing, semantic map, teaching Science:Students will: specific vocabulary, word wall, learning in context 1. Identify reasons why trees and forests are valued. Students meeting this expectation should be aware that and connecting to background information forests serve as habitat for a variety of living things and Lesson 2: Identification booklets, support learning with visual aides, graphic organizer to help with are important to human needs for recreation, for raw research, teaching specific vocabulary, word wall materials and for a life-supporting environment. Lesson 3: Deforestation Poster, group work, 2. Describe kinds of plants and animals found living on, bringing together information from different sources under and among trees; and identify how trees affect and and countries, reading and comprehending different are affected by those living things. modals of literacy (internet, books, videos), word 3. Describe the role of trees in nutrient cycles and in the wall, students add to vocabulary base by adding new words they find through their research production of oxygen. 4. Identify general characteristics that distinguish trees from Lesson 4:The Giving Tree, teacher modeling good other plants, and characteristics that distinguish deciduous reading strategies, group discussion, looking at different perspectives, connecting to background from coniferous trees. 5. Identify characteristics of at least four trees found in the knowledge Lesson 5:Recycle Paper, kinesthetic learning, local environment. Students should be familiar with at learning in context, group work least two deciduous trees and two coniferous trees. Lesson 6:Tree Cookies- visual interactive aids, Examples should include native species, such as spruce, learning in context, direct teaching of vocabulary, birch, poplar, and pine and cultivated species, such as elm word wall, graphic organizer and crab apple. Lesson 7:Interconnected web, experiential learning, individual research, group work to build web, 6. Describe and classify leaf shapes, leaf arrangements, kinesthetic learning branching patterns and the overall form of a tree. Lesson 8: Direct taught vocabulary, visual diagram 7. Interpret the growth pattern of a young tree, distinguishing this year's growth from that of the previous aids, crossword lexical activity, think, pair, share. 9: Tree Poetry/Readers Theater- reading for year and from the year before that. Students meeting this Lesson fluency, selected text to present based on level, expectation should recognize differences in colouration group work, recycling vocabulary and texture of new growth and old growth, and locate Lesson 10:Zoo trip- celebration of learning, bring all scars that separate old and new growth. information together, learning in context, shared 8. Identify human uses of forests, and compare modern and experience 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.

See below for specific and general outcomes from cross curricular connections.

Getting ready activities

(Strategies for activating and assessing prior knowledge, and creating interest in new unit) Walk in the Woods Group Semantic Web on What do Trees mean to me?

Assessment Strategies and activities Formative assessment - student journal writing and sketching, class posters, readers theater Summative assessment - Student Journals evaluated with a rubric. Each class contains opportunities to formatively assess knowledge. Students also produce work in each class which can be complied into their journal or portfolio and summatively assessed at the end of the unit.

Enrichment strategies

Encourage the use of bilingual dictionaries and German/First language also side English in the classroom. Pairing ELL students with students who are strong in both languages, parent volunteers, direct teaching of vocabulary and recycling vocabulary

Resources
A Walk in the Woods (interactive video that could substitute or add to lesson 1) http://urbanext.illinois.edu/woods/index.html Calgary Zoo Forests eld trip http://www.calgaryzoo.org/content/view/586/701/ The Giving Tree Video http://www.youtube.com/watch?v=1TZCP6OqRlE http://www.youtube.com/watch?v=9PaDSZfZFZc&feature=fvwrel (slightly newer version) Plant identication (city wide) http://www2.bg.org/bg2/custom/resources_ftp/client_ftp/ks2/science/plants_pt2/plants2/ plant_identication.htm Wonderville Tree Cookies Game http://www.wonderville.ca/asset/forest-resource-management-specialist

Home/school/community connections

Community walk in the woods connecting classroom to community park Extension activity- ask your parents what trees mean to them Parent volunteers for field trip Zoo field trip, exploring the community What does deforestation look like for Albertans, what does it look like for other people Focus on local tree species

Cross-curricular connections Art Language Arts Social Math P.E. ELL

Elementary Unit: Trees and Forests Interdisciplinary Unit Nicole Neutzling Subject(s): Science theme with a focus on ELL Cross Curricular Connections: L.A., Math, Art Theme(s): Trees and Forests, environmental issues, global citizenship Rationale: This unit is designed as an interdisciplinary approach to the topic of trees and forests found in the Alberta Programs of Study for grade 6. It predominately focuses on general outcome 6-10 which aims to have the students be able to describe characteristics of trees and the interaction of trees with other living things in the local environment. Through the exploration of this general outcome the unit provides links to the curriculum content for grade 6 language arts, math, and art. Trees and forests are an important component of the environment. By developing the individual connection, community connection, and global connection to trees students will discover the value and importance of this part of the environment. The unit stems from the larger question of What do trees mean to me? Real world and life connections to the topic are provided through group experiences and exploring the topic from a variety of perspectives. This unit is sequenced to provide an introduction that connects to background knowledge and then moves towards a more scientific look at trees. Once a individual connection and basic understanding of the topic has occurred the unit proceeds by expanding on the scientific knowledge through creative activities. A celebration of learning through readers theater, presentations, and a field trip wrap up the unit by allowing students the opportunity to share what they have learned and connect all of their knowledge. The unit was designed to provide students with multi-modals of literacy, allowing them to experience different genres of text. From scientific research articles and online news publications to stories that relate the subject to human experience the students are exposed to different angles pertaining to the same theme. Many of the activities included in this plan have opportunities for expansion. The time line for this unit is 10 sessions but in reality many of the individual lessons may take more than one session to properly complete. From a KSA perspective this unit attempts to build up the knowledge surrounding trees and forests, develop reading and writing skills in utilizing a variety of genres, and create an attitude of global connection and citizenship.

ELL Adaptations and Rationale: The design of an interdisciplinary unit creates links between curriculum components. This type of planning is beneficial to ELL students in that it provides optimal opportunity to recycle vocabulary and concepts. This recycling provides the repetition needed to absorb new words and ideas. Linking subjects also creates more opportunities for students to connect their background knowledge to what is being taught. The subject is looked at from a variety of perspectives which creates an environment of cross connections. This unit provides many adaptations intended to

help scaffold the ELL students in the class through their zones of proximal development and onto the next level of the ESL Benchmarks. The direct teaching of vocabulary is used throughout lessons to help provide comprehensible input and build up the necessary CALP vocabulary (Coelho, 2007). The vocabulary that is directly taught are words of either high frequency or concepts that the will help ELL students gain access to the academic readings involved (Coelho, 2007). This unit also involves the encouragement and use of native languages in the classroom. ELL students are allowed to brainstorm and express ideas initially in their home language before attempting the same concepts in English. This specific unit is designed for a German bilingual program in which the use of both languages is important in the classroom and therefore fosters access to knowledge and reduces the affective filter, as describe by Krashen, that can emerge with ELL students blocking their LAD (Coelho,2007). Following Cummins ideas to encourage the development of the first language alongside the second language, bilingual dictionaries and a word wall in which both German and English words are placed, is another way native language use is encouraged (Gibbons, 2009). Specific lexical tools have also been used to increase vocabulary and the structural understanding of different types of writing. Graphic organizers, schematic mapping, crosswords, as well as the re writing of text to provide more accessibility have been utilized (Gibbons,2009). This unit also contains many instances where teacher modeling and partner activity have been put in place to assist ELLs in understanding content and language structure. A variety of genres of text are included to provide an range and contrast of writing styles. The teacher may point out and directly compare the narrative vs research based writing pieces in order to further reinforce language structure and flow. With a focus on classroom experiences this unit attempts to create language learning in context. Visuals, field trips, videos, interactive games and hands on art activities provide a direct link to the language being taught (Coelho, 2007). Lastly, activities such as readers theater and the design of a short story using voice recordings provide opportunities for ELLs to practice developing fluency. Many of the considerations that have been made for the ELL students in the class are also very beneficial for the other students and therefore these scaffolds have not simply been added onto the already planned lessons but embedded within them. ELL Language Levels: Alberta ESL Benchmarks for grades 4-6 The two German students are likely at the advanced end of level 2 and moving further into level 3. This unit is designed with the focus of creating the opportunity for the students to practice more advanced level 3 reading and writing skills. It aims to work on improving linguistic vocabulary by practicing and increasing descriptive words and subject specific worlds while the students relate to the topic using visual support. It provides the student with the opportunity to expand their ability to use a range of grammar structures and work on their linguistic syntax by creating more complex sentences and simple paragraphs. Each lesson allows for the use of a bilingual dictionary which encourages the development of strategies to spell familiar words, write ideas, and use punctuations accurately. Finally, the range of reading and writing of different genres provides the opportunity to expand in level three of the socio linguistic aspect of writing of the Alberta ESL Benchmarks (Alberta Education, 2010).

Assessment: The unit is set up so that there are opportunities for formative assessment embedded within each lesson. A checklist may be created by the teacher in order to monitor understanding through these formative assessments. Each lesson also requires that the students produce written or visually expressive work. The intention of this is to provide components that can be added into a student journal or portfolio that can be sumatively assessed using a rubric at the end of the unit. The free writing, identification cards, deforestation poster, recycled paper, The Giving Tree narrative, and poem can all be used to asses understanding. Context: B is a school situated in the North West of Calgary. It is a unique school in that it not only operates as a regular public school but also contains the German bilingual program. Although the surrounding neighborhood could be described as a mid to low socio economic due to its specialized language program it draws students from across Calgary. It is a very warm and welcoming school; the staff all get along well despite there being a good class stigma associated with the German program and a difficult class stigma that attaches itself to the regular English stream. Due to its location and the transient nature of the neighbourhood the teachers in the mainstream regular public classes tend to have classrooms with a larger variety of students. Not all of the teachers in the school are fluent in the two languages. The two programs exist on separate floors in the building creating a bit of a gap between the students in each program. The class focused on for this activity is the grade 5/6 class of the German bilingual program. The class consists of 19 students, 10 girls and 9 boys. Only 3 of the students are in grade 5 and therefore the majority of the classes are catered towards the grade 6 curriculum. The grade 5 students are taught math separately. 2 of the students were born in Germany and moved to Canada the following year. Both have taken basic English classes in Germany but with a focus on writing and grammar skills have not had much practice using English orally. One of these two students is very interested in improving his English language skills. He often chooses English books for silent reading and has requested that the teacher speaks to him only in English for extra practice. He shows strong BICS language skills but does require some extra work on improving his CALP vocabulary. The second German student has more recently arrived and shows less of an interest in English. Part of her dis interest may be due being in a bit of a low from culture shock. She can construct simple sentences in English but continues to make a lot of spelling and punctuation mistakes ( capitalizing nouns in the middle of sentences and using k instead of c which tend to be common English mistakes that native German speakers initially make). Her grades are being negatively affected due to her inability to fully read and comprehend tests given to her in English. When samples of her German writing are also viewed they too show a lower level then to be expected for a grade 6. Previously, she attended a Wardolf school while in Germany. The contrasts in teaching styles could also be affecting her performance in class. Both students could be considered level 2 and developing in the regards to the Alberta ESL benchmarks. They are both likely on the higher end of level 2 and working into level 3. The rest of the 17 students in the class were all born in Canada. 6 students come from families where both parents are of German origin and speak predominantly German at home. 1 student also speaks Arabic. The remaining students come from families where English is spoken at home and they may or may not have family members with German backgrounds. The students

range in ages from 11 to 13. There is one gifted student and one with Aspbergers syndrome. The subject of focus for this particular activity is Science; the forrest and trees unit. The teacher of this class strongly believes that making connections across curriculum is important for learning, particularly aiding in making links for the ELL learners in the class. Science is taught in English and therefore English writing skills can also be inserted into the same sessions. The students participate in Science classes for 45 minutes 3 times a week. This particular activity is being used by the teacher as an introduction into the new Science unit of forrest and trees while at the same time intended to provide practice in writing and vocabulary improvement in English. This is part of the introductory class aimed at connecting the unit to the students background knowledge and motivating their interest in the topic. It is close to the beginning of the year and therefore the students have not had a chance to completely dive into the grade 6 curriculum. Being a 5/6 split and a small program the students have been in the same class for a few years with each other and the teacher has worked hard to build a community of learners. Experiential Goal: Students will come to a full understanding of the topic of trees and forests and their value to the global environment through personal, group, and cross cultural exploration of the topic. The students will be presented with different perspectives and viewpoints on trees and the environmental issues surrounding their use locally and abroad. Through exposure to a diverse range of information sources and activities the students will develop the ability to critically analyze what trees mean in relation to their lives and on a global scale. Lessons: See below for lesson plans and outlines Interdisciplinary Unit Goals: The following general outcomes and specific outcomes from the Alberta Programs of Studies are touched on and used through out this unit plan. The unit is thematically planned around the topic of Trees and Forests found in the Science portion of the curriculum and therefor focuses predominately on these outcomes. The importance of cross curricular connections, especially when teaching ELLs, has encouraged me to bring in outcomes from other disciplines. These outcomes are interspersed throughout the lessons providing language, math, and art learning to occur with science. Science: Understandings - Topic E: Trees & Forests Students learn about trees as individual plants and as part of a forest ecosystem. By examining local species, they learn to recognize the characteristics of different trees and develop skill in describing and interpreting the structural features of trees. As part of their studies, students learn about a broad range of living things found on, under and around trees and study the complex interaction between trees and the larger environment. In examining human use of forests, they become aware of a broad range of environmental issues and develop an awareness of the need for responsible use. General Learner Expectations Students will:

6-10 Describe characteristics of trees and the interaction of trees with other living things in the local environment. Specific Learner Expectations Students will: 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 year's growth from that of the previous year and from the year before that. Students meeting this expectation should recognize differences in colouration and texture of new growth and old growth, and locate scars that separate old and new growth. 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. Math: Mental Mathematics and Estimation 1 Students will demonstrate fluency with mental mathematics and estimation Language Arts: General Outcome 1 Students will listen, speak, read, write, view and represent to explore thoughts, ideas, feelings and experiences. 1.1 Discover and Explore Express ideas and develop understanding read, write, represent and talk to explore and explain connections between prior knowledge and new information in oral, print and other media texts 1.

engage in exploratory communication to share personal responses and develop own interpretations experiment with a variety of forms of oral, print and other media texts to discover those best suited for exploring, organizing and sharing ideas, information and experiences

1.2 Clarify and Extend Consider the ideas of others select from the ideas and observations of others to expand personal understanding use talk, notes, personal writing and representing, together with texts and the ideas of others, to clarify and shape understanding

General Outcome 2 Students will listen, speak, read, write, view and represent to comprehend and respond personally and critically to oral, print and other media texts. 2.1 Use Strategies and Cues Use prior knowledge combine personal experiences and the knowledge and skills gained through previous experiences with oral, print and other media texts to understand new ideas and information

Use comprehension strategies identify, and explain in own words, the interrelationship of the main ideas and supporting details use definitions provided in context to identify the meanings of unfamiliar words

Use textual cues use text features, such as charts, graphs and dictionaries, to enhance understanding of ideas and informati

Use references choose the most appropriate reference to confirm the spellings or locate the meanings of unfamiliar words in oral, print and other media texts 2.2 Respond to Texts Experience various texts

experience oral, print and other media texts from a variety of cultural traditions and genres, such as autobiographies, travelogues, comics, short films, myths, legends and dramatic performances explain own point of view about oral, print and other media texts make connections between own life and characters and ideas in oral, print and other media texts discuss common topics or themes in a variety of oral, print and other media texts discuss common topics or themes in a variety of oral, print and other media texts Construct meaning from texts observe and discuss aspects of human nature revealed in oral, print and other media texts, and relate them to those encountered in the community summarize oral, print or other media texts, indicating the connections among events, characters and settings identify or infer reasons for a character's actions or feelings make judgements and inferences related to events, characters, setting and main ideas of oral, print and other media texts comment on the credibility of characters and events in oral, print and other media texts, using evidence from personal experiences and the text

2.4 Create Original Text Generate ideas choose life themes encountered in reading, listening and viewing activities, and in own experiences, for creating oral, print and other media texts different forms and genres; compare and explain the effectiveness of each for audience and purpose

3.3 Organize, Record and Evaluate Organize information organize ideas and information using a variety of strategies and techniques, such as comparing and contrasting, and classifying and sorting according to subtopics and sequence organize and develop ideas and information into oral, print or other media texts with introductions that interest audiences and state the topic, sections that develop the topic and conclusions Record information, make notes on a topic, combining information from more than one source; use reference sources appropriately use outlines, thought webs and summaries to show the relationships among ideas and information and to clarify meaning

3.4 Share and Review Share ideas and information communicate ideas and information in a variety of oral, print and other media texts, such as multi-paragraph reports, question and answer formats and graphs select appropriate visuals, print and/or other media to inform and engage the audience

Present information use various styles and forms of presentations, depending on content, audience and purpose

5.2 Work within a Group Cooperate with others assume a variety of roles, and share responsibilities as a group member identify and participate in situations and projects in which group work enhances learning and results Work in groups contribute to group knowledge of topics to identify and focus information needs, sources and purposes for research or investigations address specific problems in a group by specifying goals, devising alternative solutions and choosing the best alternative

Art:EXPRESSION - Grades 5 & 6 Component 10 (i) - PURPOSE 1: Students will record or document activities, people and discoveries. Concepts 1 2 3 A. Everyday activities can be documented visually. B. Special events, such as field trips, visits and festive occasions can be recorded visually. \ D. Knowledge gained from study or experimentation can be recorded visually.

Component 10 (i) - PURPOSE 2: Students will illustrate or tell a story. Concepts 1 2 3 A. A narrative can be retold or interpreted visually. B. An original story can be created visually. C. Material from any subject discipline can be illustrated visually.

Component 10 (ii) - SUBJECT MATTER: Students will develop themes, with an emphasis on global awareness, based on: 1 2 A. Plants and animals B. Environments and places

Lesson Title: Lesson 1: What do Trees mean to you?

Number of Students: 18 Time length of session: 45 min Outcomes Addressed: Science Outcomes: Topic E: Trees and Forests Specific Outcomes 1, 2, 5 Cross Curricular Connections: Language Arts, Art Objective: Students will use their background knowledge to express their thoughts and experiences while observing a tree. Materials Required: a park or forrest (Bowness Park is the closest location for this school), student journals, pens, blank paper, white/smart board, graphic organizers for essay writing, bilingual dictionaries, outdoor clothes depending on weather conditions, camera if students want to take pictures to add to their writings. Teaching and Learning Activities: Warm Up (5 min): Teacher explains the directions and the idea behind free writing. Free writing is intended to get your thoughts and ideas flowing. You do not edit during free writing, instead you simply continuously write anything that comes to your mind for the entire time period. There is no right or wrong. A good place to start is by looking at your surroundings and asking yourself what you feel, see, hear, and smell. Feel free to add illustrations to your writing help further expression. Task 1(5 min): Students select a tree or trees Task 2 (10 - 15 min): Students free write about the tree in their student journals or on blank paper. Students are not to worry about editing their work, the idea is simply to write what you feel and get your ideas out onto paper. Writing can be in either German or English. Students can sketch as well if it helps them in connecting to the subject. Task 3 (10 min): Class semantic web of trees and forests in German and English The teacher conducts a group discussion and draws a semantic web on the white board starting with trees in the center. All students are expected to contribute to the map. Students are to copy the map into their student journals, they may add extra ideas and concepts that they wish to explore or are interested in onto their individual maps. Key vocabulary words that come up during the discussion are highlighted and defined by the teacher. These words can be added to the word wall or even be used for an extension activity ( having the students define them and bring pictures in). The teacher should bring up specific words that will be recycled later on in the unit (deciduous, coniferous, spruce, pine, aspen, etc).

Task 4 (5 min....wrap up activity): Review of the new vocabulary words and placement on the word wall. Visuals may be used to help re enforce and define the new words. Task 5 (10 min....take home): Short essay What trees mean to me either started as a class where the teacher models the structure involved in writing a good essay or as a take home with a graphic organizer to aid in structure. The essay is to be written in English but ideas written in German can be incorporated by translating. Follow up: Ask your family members what trees mean to them or what do trees mean to different cultures. ELL Ideas and Adaptions: ELL learners are encouraged to free write and get their thoughts flowing in their native language first. The two ELL students in this specific classroom are both German speaking; being a German bilingual room the teacher may also choose when creating a semantic web of knowledge for the class in using both languages. ELL students are encouraged to use bilingual dictionaries to aid with translation and expression of self. The activity aims to access background knowledge and make connections to the topic providing a good base for English language learning. The use of group work and a semantic web also help to make connections to the topic and assess background knowledge that all of the students bring to the table. The semantic web may also help to flush out the vocabulary that is needs to be pre taught and re enforced within the unit. Opportunity for Assessment: The teacher can look at the free writing to access the background knowledge of the students in relation to the topic of trees and forests. Participation in the semantic map. Essay. Reflection:

Lesson Title: Lesson 2: Identification Booklets

Class Size: 18 Time: 45 min Outcomes Addressed:Science Specific Outcome: 4,5,6
Cross Curricular Connections: Language Arts, Art

Objective: Students will develop an understanding of what to look for in order to identify different species of trees. They will be able to distinguish the difference between deciduous and coniferous. Materials Required: Student journals, pens, coloring pencils or felts, identification books or website, cameras (optional), graphic organizers, computers, graph paper, log sheets New Vocabulary: Aspen Spruce Pine Birch Deciduous Coniferous Teaching and Learning Activities: Warm up (5 minutes): Have students collect leave and flowers from the surrounding neighborhood on their way to school. Gather all the leaves and as a class see how many you can identify. The teacher should introduce the concept of deciduous and coniferous trees and then have students sort the leaves (and hopefully needles) into the two categories. Having the actual leaves and needles present adds a visual reference for ELL students and allows for new vocabulary pertaining to the topic to be learned in context. Task 1 (15 min): Place students into groups of 3/4. Each group must sketch and describe four different plants/trees in the school yard. The teacher may provide a graphic organizer to help the students with what information is important to collect ( bark colour and texture, approximate height, shape of leaves or needles, colour of leaves, needles etc.). Once the sketches are complete and the data is collected the team returns to the classroom and uses the computer or identification book to identify the species of tree. Task 2 (10): The same group then works together to record a log sheet on the types of vegetation and the numbers found in the school yard. An example of the log sheet may be found below; it may need to be adapted based on your area. The teacher should explain that the students are surveying the land and the importance of making accurate observations for usable data.

Identification books may be taken outside in order to help students properly count the species present. Task 3 (15 min): The data collected from all the students is then recorded and compared as a class. Averages are taken and written on the board. Students then individually create bar graphs in their journals detailing the types and number of trees in the school yard. ELL Ideas and Adaptions: ELL students partnered with students who are strong in both languages, word wall, bilingual dictionaries, visual picture aids Opportunity for Assessment: Rubric to evaluate identification cards Resources: Plant Identification website http://www2.bgfl.org/bgfl2/custom/resources_ftp/client_ftp/ks2/science/plants_pt2/plants2/ plant_identification.htm Example of a log sheet that could be used in class. Adaptations may have to be made based on the species of trees and plants present in your area.

Log sheet for trees and shrubs

School Name: ________________________ District: _____________ Year: ______
Name of Tree or shrub Alder Beech Blackberry Blackthorn Crab Apple English Elm Hornbeam Whitebeam Wild Privet Holly Buckthorn Dogwood Aspen Number

Goat Willow Hazel Wayfaring Tree Common Lime Lombardy Poplar Silver Birch Oak Field Maple Guelder-rose Hawthorn Ivy London Plane Sycamore Horse Chestnut Ash Dog Rose Elder Rowan Almond Crack Willow Evergreen Oak Spindle Sweet Chestnut Wild Cherry European Larch Scots Pine Yew

Guide to Common Trees and Shrubs of Alberta http://www.insideeducation.ca/Tree_and_Shrub_Guide

Lesson Title: Lesson 3: Deforestation Poster

Class Size: 18 Time: 45 min Outcomes Addressed: Science Specific Outcomes: 1,3,8,9,10 Cross Curricular Connections: Math Outcomes: Statistics & Probability - Data Analysis General Outcome: Collect, display and analyze data to solve problems. Language Arts, Art. Objective: Students will develop an understanding of deforestation and its global impact on the environment. Students will develop their collaborative and research skills in designing a poster. Materials Required: l arge sheets of construction paper, scissors, glue, nature related magazines, computers, printer, New Vocabulary: Deforestation Climate Change Clear cutting Erosion Oil Sands Teaching and Learning Activities: Warm up ( 5 min ): Teacher shows a few deforestation video clips that express the issue from different perspectives and different countries. New vocabulary is defined and put on word wall. Task 1 (15 min): Teacher splits students into groups of 4. Each group is designated a country to represent on the issue of deforestation (Brazil, Canada, China, and Malawi). The teacher hands out a sheet with questions directing the students research. What is deforestation? What is causing it in our groups country? How important are the products harvested for the economy of our country? What problems could occur if we continue cutting trees down? What are the problems that could occur if stop all operations? Tell students they must research and consider these questions from the position of the President/Prime Minister/Leader, a factory worker, and a student living in the selected countries. Students may use the internet, magazine, and library resources to find answers and perspectives on their countries. Task 2 (15 min): Students compile their information into a poster on their country that they can present to the class. The idea is that they are to take a position on deforestation and the pros and cons for the country they are studying. Task 3 (10 min): World Meeting- as a class each group has a few minutes to educate the rest of the world on the issues of deforestation in their country. If time permits the class may have a debate upon the importance of saving the forests vs. the need for economic growth.

ELL ideas and adaptions: Groups are set by the teacher, ELL students are to be paired up with stronger students who can model effective researching skills for them. The teacher provides research questions to help guide the process. Research can be completed in both German or first language and English. Opportunity for Assessment: Rubric can be developed for the group posters. Reflection: Resources: Deforestation - What is the real impact? video http://www.youtube.com/watch?v=m8nXltMZYtM&feature=fvwrel Deforestation in Canada- What are the facts? http://cfs.nrcan.gc.ca/pubwarehouse/pdfs/28159.pdf

Lesson Title: Lesson 4: The Giving Tree

Class Size: 18 Time: 45 min Outcomes Addressed: Science Specic Outcomes 1, 9 Cross Curricular Connections: Language Arts, art, technology Objective: Students will develop reading comprehension skills using the narrative genre. Students will create their own narratives relating concepts to their lives. Materials Required: The Giving Tree by Shel Silverstein, The Giving Tree video by Shel Silverstein, Graphic Organizers, Computers, iMovie Teaching and Learning Activities: Warm Up (5 min): Teacher reads the giving tree, watch the giving tree video Task 1 (10 min): As a class create a web of the important concepts of the book. Highlight what the tree provides to the boy and what a tree could provide for you/what you could provide to the tree if the story was reversed? Task 2 (10 min): Graphic Organizer, Plan your own Giving Tree story Task 3 (20 min): Using iMovie choose pictures for your story and record yourself reading the story. Teacher should stress the importance of reading for impact and encourage students to play with the intonation and expression in their recordings. Extension Activity: Share your stories with the class ELL Adaptations: ELL can chose to brainstorm and get their ideas out in their native language first before translating the concepts to English. If a German version of the story is available both could be read to start off the class. A graphic organizer is provided to help with the structure of narrative writing. Recordings are used to encourage the development of fluency in reading. Opportunity for Assessment: The final story can be assessed as well as the initially planning in the graphic organizer. Reflection:

Lesson Title: Lesson 5: Recycled Paper

Number of Students: 18 Time: 45 min Outcomes Addressed:
Science Specific Outcomes: 8, 9

Cross Curricular Connections: Language Arts, art Objectives: Students will come to understand and appreciate the variety of forest products that we use in our everyday lives. They will learn to appreciate wood as one of earths renewable, recyclable and biodegradable resources. Students will learn how paper is made and create paper themselves. Materials Required: large square pan about 3 inches deep, 3 cups of water, a whole section of newspaper, a rolling pin (or any cylinder to roll with), large bowl New Vocabulary: Natural Resource - material we use from our environment. Renewable Resource-has the capability of replenishing itself in a human lifetime. Non- renewable Resource-exists in a limited amount that takes thousands of years to replenish Recyclable- being able to be utilized again Biodegradable-being able to to be broken down or decomposed by natural means Cellulose-the material that makes up plant cell walls Fiber-thin threads that bind plant cells together Lignin-the sticky substance that binds plant cells together Pulp- the mash that forms when wood chips are cooked.

Teaching and Learning Activities: Warm up (5 min): How is paper made? Think, Pair, Share. Get students to brainstorm individually about how paper is made today. Have them write their thoughts down in either their first language or English in their journals. Pair students in groups of two and have them share their thoughts on how paper is made. Ask the pairings to think of other items made from wood.

As a class make a list of all the items that utilize wood. Have students add this list to their journals. Task 1 (5 min): Add key vocabulary words from the lesson to the word wall. The teacher should briefly review each one. Task 2 (10 min): Have students individually read the story Natures Treasure Chest (included below). The teacher should pre write the story at the appropriate level for the second language learners in the class (take care to not lose the content but simply make it more accessible). ELL students may find it helpful to use bilingual dictionaries to aid with comprehension. After they have read the story get the students to circle all the products they can find made out of wood. The teacher should review with the class the correct answers and the vast array of products derived from wood. Task 3 (25- 30 min): Making Recycled Paper. Set students up into groups of 3. Hand out the following instructions for making paper (pictures can be added to the instructions to assist ELL students in following them). 1) Tear 1-2 pages of newspaper into small pieces of 1 inch or less. 2) Put the paper pieces into a large bowl and add 3 cups of water to it. Keep adding paper, tearing and squeezing it until the mixture looks like thick oatmeal. 3) With the pan turned upside down, place about 1 cup of blended pulp over the bottom of the pan. Spread with your fingers evenly across the entire area. 4) Lay several sheets of newspaper over the pulp, then carefully turn the pan over. Remove the pan. Your pulp square is now sitting on the newspaper. 5) Close the newspaper over the pulp. Using the rolling pin roll over the newspaper to blot out the extra water. 6) Uncover and let the new paper dry completely. When it is dry, peel your new recycled paper away from the newspaper. It can now be cut to any size and used to make many things. Extension activity: Once the paper has been made students may use it in future projects, such as the tree poetry lesson, making use of the paper they have created.

Resources: Natures Treasure Chest Name_____________

Read the story below then circle the items in it that you think are made from a tree. When you finish, check your answers with the key that starts on the next page.

"Hurry, Randy, or youll be late for school, Mrs. Carter called out from the kitchen. Randys hand slid over the smooth handrail as he raced down the stairs. He skipped the last three steps and landed with a thud. Coming, Mom, he mumbled through the thick sweatshirt that he put on over his new rayon shirt. He walked down the corridor, his shoelaces tapping on the shiny wood floor. Whats for breakfast? Im starved, he said. Randy slid across the bench to his place next to his fathers chair at the head of the table. The smell of vanilla coming from the stack of steaming pancakes made his mouth water. The aroma of the spicy sausage on his plate made his stomach grumble. Pass me the maple syrup, please. Randy reached for the carton of icy cold milk. And good morning to you, too, Mr. Carter said, folding the newspaper and setting it down beside him. Did you finish that report you were working on last night? Ive got two tickets to the basketball game this evening and lots of film in the camera. Id hate to go by myself. No problem, Dad. Its done. Randy drank the last drop of milk then wiped his mouth with his napkin and slid off the bench. See you tonight. Mrs. Carter opened the cabinet door and pulled out a box of apple juice and a box of chocolate chip cookies. She added them to the cellophane wrapped sandwich and orange already in the brown lunch sack. Brush your teeth before you leave, Randy, she said. No time. Besides, I cant find my toothbrush, and Im out of toothpaste, Randy answered. He picked up his books and pencils, his football helmet, and his lunch sack then headed for the front door. Bye, Mom.

As Randy closed the door, he saw the school bus round the corner, its shiny, black tires gleaming in the morning sun. He hopped over his moms planter boxes and ran across the lawn. Down the street he racedpast four houses, three picket fences, two signs, and a telephone pole. He reached the corner just as the bus came to a halt in front of the bus-stop bench. All of his friends were already lined up to get on. Beth Parker, the funniest girl in his class, was the last in line. Beth wore lavender glasses, bright yellow polish on her nails, and always smelled like hairspray, strawberry lipgloss, and peppermint candy. She turned around and smiled at Randy. You were lucky today, Beth said. That wasnt luck. That was perfect timing. Well, someday youre not going to make it to the bus in time, she said. Never, he answered, as he stuck a piece of gum in his mouth. Randy climbed the steps, then walked along the black rubber matting to the wide seat at the back of the bus. The doors closed with a hiss as the bus rumbled down Hudson Street. ~ The End ~ Lexical Profile of above story without ELL adaptations

Families K1 Words (1-1000): 137 Function: ... Content: ... > Anglo-Sax ...
=Not Greco-Lat/Fr Cog:

Types 163 ... ... ... 50 ... ... ... 57 270

Tokens 376 -236 -140 -97 59 -35 ... () 73 508

Percent 74.02% (46.46%) (27.56%) (19.09%) 11.61% (6.89%) (85.63%) 0.00% (0.00%) 14.37% 100%

K2 Words (1001-2000): 48 > Anglo-Sax: ... 1k+2k AWL Words (academic): > Anglo-Sax: ... Off-List Words: ? 185+?
http://conc.lextutor.ca

ANSWER KEY Natures Treasure Chest "Hurry, Randy, or youll be late for school, Mrs. Carter called out from the kitchen.

Randys hand slid over the smooth handrail as he raced down the stairs. He skipped the last three steps and landed with a thud. Coming, Mom, he mumbled through the thick sweatshirt that he put on over his new rayon shirt. He walked down the corridor, his shoelaces tapping on the shiny wood floor. Whats for breakfast? Im starved, he said. Randy slid across the bench to his place next to his fathers chair at the head of the table. The smell of vanilla coming from the stack of steaming pancakes made his mouth water. The aroma of the spicy sausage on his plate made his stomach grumble. Pass me the maple syrup, please. Randy reached for the carton of icy cold milk. And good morning to you, too, Mr. Carter said, folding the newspaper and setting it down beside him. Did you finish that report you were working on last night? Ive got two tickets to the basketball game this evening and lots of film in the camera. Id hate to go by myself. No problem, Dad. Its done. Randy drank the last drop of milk then wiped his mouth with his napkin and slid off the bench. See you tonight. Mrs. Carter opened the cabinet door and pulled out a box of apple juice and a box of chocolate chip cookies. She added them to the cellophane wrapped sandwich and orange already in the brown lunch sack. you leave, Randy, she said. No time. Besides, I cant find my toothbrush, and Im out of toothpaste, Randy answered. He picked up his books and pencils, his football helmet, and his lunch sack then headed for the front door. Bye, Mom. As Randy closed the door, he saw the school bus round the corner, its shiny, black tires gleaming in the morning sun. He hopped over his moms planter boxes and ran across the lawn. Down the street he racedpast four houses, three picket fences, two signs, and a telephone pole. He reached the corner just as the bus came to a halt in front of the bus-stop bench. All of his friends were already lined up to get on. Beth Parker, the funniest girl in his class, was the last in line. Beth wore lavender glasses, bright yellow polish on her nails, and always smelled like hairspray, strawberry lipgloss, and peppermint candy. She turned around and smiled at Randy. You were lucky today, Beth said. That wasnt luck. That was perfect timing. Well, someday youre not going to make it to the bus in time, she said. Never, he answered, as he stuck a piece of gum in his mouth. Randy climbed the steps, then walked along the black rubber matting to the wide seat at the back of the bus. The doors closed with a hiss as the bus rumbled down Hudson Street. ~ The End ~

ANSWER KEY Natures Treasure Chest

Many people know that furniture, lumber for building houses, paper, and books are wood products. But did you know that over 5,000 different products come from trees? Some of them are pretty surprising. Through the magic of modern science, man has learned how to take the fiber from trees and create wonderful items that make our everyday lives better and more enjoyable. How do they do it? A tree is like any other plant, only bigger. It is built of plant CELLS made of CELLULOSE that are held together by LIGNIN. The lignin acts as a type of glue holding all the cells together in bundles of fibers. If the wood is cut into chips and then cooked into PULP, the lignin dissolves. The cellulose can now be separated out and cooked again. Soon it is a stew of fibers and a liquid called CELLULOSE ACETATE. Some wood products come directly from the tree. Some come from the cellulose pulp, the lignin, or the cellulose acetate. Many medicines, clothing, foods, cosmetics, paints, even some plastics are wood products. So the next time you use a bowling ball, put on your new rayon dress, rinse with mouthwash, eat a cookie, or play your drums THANK A TREEand thank Californias foresters who keep our forests healthy and growing for all of us to enjoy. Below are the items made from trees that were included in the story you read about Randy. How many of them did you find? If you got them all, you are... TREE-RRRR-FIC! HANDRAIL, STAIRS, STEPS, FLOOR, DOOR, CUPBOARDS: Many homes have stair parts and floors made of oak, pine, or fir because these woods are sturdy and attractive. Do you have a staircase in your home? What kind of wood was used to make it? Sometimes maple is used for a highly polished wood floor. Doors are most often made of pine and fir, but sometimes they are made of oak or even redwood. Many kitchen cabinets are made of pine or oak. Some are made of cherry. Make a tour of your house. Do you have a wood floor, or does carpet cover it? What kind of front door do you have? Are your cupboards wood? Are they painted or are they natural colored? RAYON: This fabric is very popular because it is light and comfortable and can be made into clothes used for fancy occasions or clothes made for fun. Rayon is produced from cellulose acetate. Check the closets and drawers in your house. How many things do you and your family use that are made from rayon? BENCH, CHAIR, TABLE: Furniture comes in all shapes and sizes and is made from many different materials. Today, it is often made from pine, oak, and teak. Makers of fine wood furniture like using walnut, cherry, and mahogany. These woods do not splinter easily and look beautiful when they are sanded smooth and polished. VANILLA: Artificial vanilla is used in many baked goods that are found in the stores or are baked at home and is sometimes called vanillin. It is made from lignin. Lignin is used in some baby foods, pet foods, and deodorants to help hold the ingredients of these products together. Some medicines that help with high blood pressure and Parkinsons disease also come from lignin. PANCAKES, COOKIES: Baked goods sometimes contain an ingredient called torula yeast. It comes from the wood sugars that are produced when pulp is made. Torula contains lots of protein. It has five times more iron in

it than Popeyes spinach or good old California raisins. Torula yeast is also found in baby foods, cereals, imitation bacon, beverages, and many diet foods. Torula even seems to make bees and lobsters grow faster! What products in your kitchen have torula yeast or artificial vanilla in them? SAUSAGES: No. meat inside the sausage is not made from wood! But the casings that hold the meat in links usually are cellulose, a wood product. Cellulose is tasteless and comes in several varieties. Sausage casings are made from ethyl cellulose. So are hard hats, combs, brushes, luggage, and fishing floats. MAPLE SYRUP: The ingredient that soaks into our hot pancakes and shines on top of our puddings is the forest product we call maple syrup. It is the sap that flows through the cells of the sugar maple tree. This wonderful treat is tapped from the tree in early spring when the sap begins to move through the tree again after a winter rest. CARTON, NEWSPAPER, REPORT, TICKETS, NAPKIN, BOX, BOOKS, SACK: Ordinary paper is most often made from softwoods such as pine and fir. In paper mills, wood chips are cooked in order to break down and soften the fibers. Next, they are washed clean and put into a beater. Beating makes the fibers fluffy so that they will hold together better. The mixture is now called wood pulp. At this point, dyes are often added to the pulp to give it color. Then it is spread out very thinly on a wide, wire screen. The pulp moves along a conveyor belt where most of the water drains out through the mesh. The rest is squeezed out by a series of rollers. As the fibers dry, they bind themselves together and become paper. Many paper products that are manufactured today are made from recycled paper. What does recycled mean? The next time you buy greeting cards, toilet paper, paper towels, facial tissues, cereal and other grocery boxes, check to see if they are made from recycled paper. What is printed on your paper grocery store bags? Does it show how much of the paper used to produce these bags is recycled? Making recycled paper is easy and fun. A recipe for making it is included in this lesson. APPLE JUICE, ORANGES: Most of the fruit we eat comes from a tree. We squeeze fruits into juice, cook them to make jams, jellies, and syrups, use them to help flavor other foods such as pies, and eat them fresh. What is your favorite way to enjoy fruit? What job does the fruit do for the tree? Here is a hint: What do we find hidden inside the fruit? FOOTBALL HELMETS: Though they dont look like it, plastics are sometimes made by using wood. Wood flour is mixed together with other ingredients to form the plastic parts to many household appliances, like coffee makers, and sports equipment, like hockey helmets and baseball hard hats. Scientists believe that using wood fiber strengthens the plastic. into the bark of the tree and set a cup beneath it to catch the sap called latex. The latex is then made into rubber. What other items can you think of that are made from latex rubber? Can you think of another wood product that comes from tapping into the bark of the tree to catch its sap? PHOTOGRAPHIC FILM, CELLOPHANE, TOOTHBRUSH, EYEGLASSES: These everyday items are made from cellulose. VCR tapes, sponges, and cellophane tape are also made from cellulose. Look at the knives and tools in your kitchen and workshop. Many of the handles are made from regular wood or from the wood product, cellulose.

NAIL POLISH, HAIRSPRAY, LIPSTICK, PEPPERMINT CANDY, GUM: The cosmetic and food industries make use of wood oils to give their products scent and flavor. Sandalwood is used in many perfumes and incense sticks. Eucalyptus is the smell we recognize in ointments, cough drops and syrups. Chewing gum uses both of these oils for fragrance along with chicle, an ingredient that is found in the forests of Central America. The drops of chicle that ooze out of the tree are what we find so much fun to chew! PLANTER BOXES, HOUSES, FENCES, SIGNS, TELEPHONE POLES, BUS STOP BENCHES: The strong smelling oils in the wood are what makes redwood and cedar ideal for outdoor furniture, decks, planter boxes, and fences. These oils help protect redwood and cedar products from insects and also from damage by the rain, sun, and wet soil. Carpenters love to build with redwood and cedar because they have no knots in them. Their grain is straight and smooth. Some houses are made entirely out of wood. In other houses, the framework, the outside covering, and the shingles on the roof are made of wood. Douglas fir, white fir, and ponderosa pine are most often used to build houses. Douglas fir is also used to make telephone poles and bus-stop benches, while ponderosa pine is used to make most wood signs. Does your house have wood siding? Do you have shutters on your windows or decks around your house? Is there a gazebo or a birdhouse in your backyard? Does one of your neighbors have a wooden mailbox or a FOR SALE sign in his front yard? Take a walk in your neighborhood. How many things do you see made from a tree? TIRES, RUBBER MATS: Rubber trees originally came from South America, but now large rubber tree plantations are also found in the tropical areas of Africa and Asia. Workers make a cut ELL ideas and adaptions: Natures Treasure Chest may need to be written at a slightly more simplified level in order to grant better access. The teacher may choose to pre teach more of the vocabulary words found in the text or supply visual references for them by placing clipart visuals beside the words. The use of bilingual dictionaries should be encouraged. A class discussion in which the key ideas used in the story are discussed provide an extra repetition of the important information orally which is used to help add comprehension. Visuals added to the instructions for making paper may also be used to help ELL students follow along. Making paper as a group also provides learning in context which helps create a good environment for language learning. Opportunity for Assessment: Formative assessment, teacher can check for comprehension and understanding by asking the students specific questions about the text. Production of recycled paper can also be used as an indicator that understanding has taken place Reflection:

Lesson 6: Tree Cookies Outcomes: Science specific outcome 7 Objective: Students will practice their math estimation and measuring skills (diameter and circumference).Students will develop an understanding of what impacts tree and forest growth and how this can be observed using tree cookies. New Vocabulary: tree cookie, Warm Up: What is a tree cookie? View the tree cookie interactive video Task 1: Examine and record observations of tree cookies Task 2: Estimate the diameter and circumference of the tree cookies and then compare to actual measurements. How close were you? What threw you off? ELL Adaptation: Visuals provided to help understanding through interactive video, charts to help organize and indicate the information that you require to collect. Assessment: Students record their observations,estimations and measurements in their journals which can later be looked at by the teacher to confirm understanding. Resources: Wonderville http://www.wonderville.ca/asset/forest-resource-management-specialist Lesson 7: Interconnected Web Outcomes: Science specific outcome 2. Objective: Understanding the interconnectedness of the ecological community of a forest New Vocabulary: Producer, Consumer, Herbivore, Carnivore, Omnivore, Decomposer Warm Up: Teacher gives specific examples of types of communities. New vocabulary is directly taught with visual aids and added to word wall. Task 1: Class brainstorm of the different types of ecological communities. Identify members of these communities and the commonalities between all of them in order to help build an understanding of the concept of interdependence and feedback. Task 2: Class Food Web: Each student is assigned one member of the forest community. Index cards with the organisms are handed out. Specific research questions are given (Where do they live in the forest? What do they eat? Who eats them? How does it interact with other animals/ plants in the community?). Students fill out answers on the back of their cards. Task 3: Build the web. Class forms a large circle and a ball of yarn is passed from one organism to another influences it in the web. Students provide information about their organisms to other students as they pass the yarn around. A large web is formed between all of the students. The teacher asks what would happen if one of the species is removed or if one species tugs to hard on the web? Follow Up/Extension: Build a food web model. Using the organisms on the index cards the students build a food web using art supplies ( could be hung from a coat hanger creating a displayable mobile) ELL Adaptation: Direct taught vocabulary, visuals aids, class discussion and brainstorming to help connect background knowledge to concept, use of bilingual dictionaries and websites for research.

Assessment: Index cards (did the students fully answer all the questions about their organism), Teacher questions for understanding during web activity. Lesson 8: Carbon Footprint....how big are your shoes Outcomes: Science specific outcome 1,3,9,10 Objectives: Build students awareness of their connection to the forest system via the carbon cycle and to develop an understanding of what they can do to reduce their carbon footprint. Warm Up: Teacher explains the carbon cycle using a visual carbon cycle diagram ( this could be added to a smart-board and turned into an interactive activity if the technology is available). The new vocabulary is explained and directly taught through the explanation of the Carbon Cycle. Task 1:Think, Pair, Share - What human activities affect the carbon cycle? Task 2: Carbon Cycle Crossword Task 3: Carbon footprint board game Follow up/ Extension activity: record the ways you try to reduce your carbon footprint for a week. ELL Adaptation:Direct taught vocabulary, visual diagram aids, crossword lexical activity, think, pair, share. Assessment: Formative assessment through observing participation in the think, pair, share activity, completion of the crossword puzzle, participation in the board game. Resources: The National Forest Foundation Carbon Footprint calculator http://www.nationalforests.org/conserve/carbon Carbon Footprint Game and carbon cycle diagram http://www.calforestfoundation.org/pdf/Forests+and+the+Carbon+Cycle.pdf Lesson 9: Tree Poetry/ Readers Theater presentation Outcomes: Science specific outcome 1 Objective: Create a poem about trees, present and read for fluency a part of a readers theater script. Warm Up: Teacher reads a tree poem and explains the rhyming scheme. Task 1: Brainstorm by individually writing down 10 words that first come to your mind about trees and forests Task 2: Using the rhyming template provided create a short poem about trees Task 3: Groups all present their readers theater dialogue ELL Adaptation: Graphic organizers and modeling of structure of a poem. Use of bilingual dictionaries, teacher may chose to directly teach and provide examples of rhyming words depending on ELLs level, readers theater script will be catered to what the ELL is able to do promoting reading for fluency and success. Assessment: Poem, participation in readers theater

Lesson 10: Field Trip Calgary Zoo Trees and Forest Program http://www.calgaryzoo.org/content/view/586/701/

References Alberta Education (2010).Alberta ESL Benchmarks. Retrieved from:http://www.learnalberta.ca/ content/eslapb/documents/Grades%204-6%20Tracking%20Sheets.pdf Alberta Education (2010 ).Alberta Education Program of Studies. Retrieved from: http:// education.alberta.ca/media/654825/elemsci.pdf Anderson, N. (1999). Exploring second language reading:Issues and strategies. Boston: Heinle and Heinle Birmingham City (2012). The Life Cycle of Plants: plant identification. Retrieved from: http://www2.bgfl.org/bgfl2/custom/resources_ftp/client_ftp/ks2/science/plants_pt2/ plants2/plant_identification.htm Calgary Zoo (2012) Forests Field Trip. Retrieved from: http://www.calgaryzoo.org/content/view/586/701/ Coelho,E. (2004). Adding English: A guide to teaching in multilingual classrooms. Toronto, ON: Pippin Publishing Co. Edmonds, L.M. (2009). Challenges and solutions for ELLS:teaching strategies for English language learners success in science. The Science TEacher 76.3. Academic ONfile. Retrieved from: http://go.galegroup.com.ezproxy.lib.ucalgary.ca/ps/i.do? action=interpret&id=GALE %7CA197489018&v=2.1&u=ucalgary&it=r&p=AONE&sw=w&authCount=1 Gibbons, P. (2009). English learners academic literacy and thinking. Portsmouth, NH: Heinemann Murphy, C. (2012). Grade 6 WebQuest East Elementary School. Retrieved from: http://content.blackgold.ca/ict/Divison2/Forestry/index.htm Science Alberta Foundation. (2012).Wonderville Tree Cookies Game. Retrieved from: http://www.wonderville.ca/asset/forest-resource-management-specialist ScienceMans Blog (2012). Trees and forests resources. Retrieved from: http://sciencemanspeaks.blogspot.ca/2012/02/elementary-trees-and-forestsUniversity of Illinois (2012) A Walk in the Woods. Retrieved from: http://urbanext.illinois.edu/woods/index.html

Universite du Quebec a Montreal (2012). Compleat Lexical Tutor. Retrieved from: http://www.lextutor.ca/