1. Unit: Forest FunLesson: Poet- Tree By: Kelly Stumpf

3. Subject(s): Science and Language Arts

4. Brief Summary: In previous lessons the students have learned, read, and composed a variety of different structures of poetry such as haiku, acrostic, diamante, shape, and free verse poetry in Language Arts class. The students have also been studying the importance of trees and forests, and the effects they have on our environment in science class. In this lesson, the students will be combining both language and science skills to create a poem that expresses their point of view and attitudes about the environment using various forms of poetry. This lesson will lead into an “Adopt a Tree” section of the unit where students will be able to deepen their awareness of individual trees over time, and develop a greater understanding and appreciation of their own local environment.Poet- Tree

6. Students will be able to appropriately use online resources to investigate facts and find descriptive words relating to trees and the forest.

7. Students will be able to demonstrate a sound understanding of technology concepts by properly uploading the poems onto the classroom blog.Student Objectives

10. Paper Pencil Clip board (for writing outside) Investigation worksheet Computer Online Classroom Blog Educational web pages (located in technology section) Example poetic forms Chart paper Materials

11. 1) To activate prior knowledge, begin the lesson by viewing a forest and tree slide show found on the Internet. (http://urbanext.illinois.edu/woods/42.html) Go though each slide and read the description located at the bottom. Stop and allow students to ask questions, make observations, or comment on what they see in the pictures. Procedures

12. 2) Next, the class to name some of the benefits they receive from trees and forests. As a group, come up with a list of characteristics and attributes of trees and forests. Lead the discussion with the following questions: - What experiences have you had with trees and forests? - What do you think of when they enter a forest or stand next to a tree? - Do you have any favorite neighborhood trees? - Are there any special wooded places you like to visit? - Do you have any favorite stories about the forest or trees? - Are there any forest issues that concern you? Procedures Cont.

13. 3) Tell the students that they are going to have an opportunity to create poetry expressing their ideas and attitudes about trees, forests, and the environment, as well as posting their finished product on the classroom blog for all to see. 4) Conduct a quick review of the major parts of speech (nouns, verbs, adjectives, participles, etc.) as needed for the poetry forms the students will be using. Write these on the board and have students generate a short list of examples under each category to make sure everyone understands them. 5) Next, present the different poetic forms the students can choose from to complete the assignment. These different forms include: haiku, acrostic, diamante, shape, and free verse poetry. Procedures Cont.

14. 6) Take the class to go visit nearby trees in the schoolyard, park, or forest to gather “tree impressions.” (If it is raining outside, this can also be done indoors through windows, if necessary.) Inform the students that they need to bring a writing utensil, paper, and something to write on. 7) Instruct each student to sit quietly under a tree for ten minutes. (Try to have students select different trees if possible.) Tell the students to write descriptive words about how the tree feels, smells, looks, and sounds. They can report on living things they see on the tree, and any other observations they make while sitting outside. 8) Bring the students back into the classroom. Break the class into four groups, and give each group a piece of chart paper labeled “touch,” “smell,” “sight,” or “sound.” Have groups use their designated sense to generate words or pictures describing the trees. Encourage the students to use an online thesaurus, or other appropriate online learning pages about trees, to expand on their list of words. When each group has completed the list, ask a reporter from each group to share their words to the class. Procedures Cont.

16. While each student is uploading their poem in the Internet, the rest of the class will create a hard copy of their poems to turn in for a grade. It needs to be neat, colorful, and organized. Instruct students to turn in all drafts of their work as well.Procedures Cont.

18. http://www.realtrees4kids.org/threefive.htm

19. http://www.inhs.illinois.edu/resources/tree_kit/student/index.html

20. http://www.dnr.state.wi.us/org/caer/ce/eek/veg/treekey/index.htm- This web page helps students determine what kinds of trees they observed during the activity.

22. Students will also be using the class blog found at: http://kellystumpf.edublogs.org/

23. To upload their poems and share with parents, teachers, and community members what they have been learning about in school.Technology

24. Students will be assessed on their final copy of the poem. A rubric will be used as the assessment tool. (Attached document) Assessment