Parts of a Tree

Learning Goals

At the end of the lesson, students will be able to identify which part of the tree different objects come from using appropriate vocabulary (such as roots, bark, leaves, etc.).

Success Criteria

• I will be able to name the different parts of a tree.
• I will be able to describe where different tree parts belong on a tree.
• I will be able to treat living and natural things with care and respect.

Materials Needed

• Paper bags
• Assorted tree parts (bark, leaves, sticks, pinecones, roots, needles, acorns, fruit, sap, flowers, buds, etc.)
• Large board or chart paper and markers
• Drawn or printed outline of a tree
• Tape
• White printer paper and colouring/drawing supplies

Minds On (Activating Prior Knowledge)

Take students on a nature walk, or a walk around the school grounds. First, remind students that trees are living things and they should not remove anything from the tree. Point out different trees along the walk and ask students to identify different parts of the tree or anything they notice.

Note: if a nature walk is not possible, show students a picture of a tree and ask students to think about what they may see if they were looking at a real tree.

Activity (Teacher or Volunteer Lead)

Ahead of time, prepare multiple paper bags, each containing a different part of the tree (for example, pinecones, bark, leaves, etc.). First, inform students that everyone will have a turn to participate. Then, tell students that there are parts of a tree within the bags and remind them to treat natural things with care and respect. Have several students come up, reach into the bag, and touch the object without taking it out of the bag or looking at it.  Students must describe how the object feels without naming the object.

Record student descriptions on a list (on chart paper, the board, etc.). After sufficient students have had a turn, have students attempt to name the object. Take it out of the bag and discuss as a class where it belongs on a tree. Add any descriptive words to the list that students may have missed. Do this again with other objects/paper bags and give different students opportunities to participate in the game.

Connection + Consolidation

Draw or display a large picture of an outline of a tree on the board or on a piece of chart paper. Show student each tree part again, one at a time. Have students identify where each tree part belongs on the tree. Lay or tape the parts in their appropriate spot.

Assessment

Have students draw their own picture of a tree, ensuring that they include each of the tree parts discussed in the activity. Instruct students to use appropriate colours for each tree part. Depending on the age and abilities of the students, consider having students label the parts. Display the tree parts in the classroom so that they are visible for students to reference when doing their drawing. Or take students outside to reference real trees for their drawing.

Modifications for Online Learning

For online learning, first tell students to look at a tree outside (or show them a picture of a tree) and discuss the parts that they see. Then, have prepared tree parts available. Hide the part in a paper bag. Reach your hand in and describe how it feels to students. Have students try to guess the object you are describing. Once a student guesses the object, have students identify where on the tree it belongs. Tape the object where it belongs on a picture of a tree that is visible to students (perhaps displayed on a wall behind you). For assessment, have students draw their trees, take a picture of the work, and submit it to you.

Extension Actvities

Use the tree parts to teach functions/ purposes of the different tree parts (for example, the roots take in water and hold tree in place, the bark protects the tree, etc.). Bring students outside to examine these parts in a live tree and challenge them to determine why each part is important to the tree.

Use the tree parts to learn about the different types of trees found in Canada. When you show the tree parts, have students identify which type of tree they came from. Have pictures of different types of trees available and attach the tree part to the corresponding tree. For example, attach the needles and pinecones to a picture of a pine tree, attach the acorn and a piece of bark to a picture of an oak tree, and attach a maple leaf and a piece of sap to a picture of a maple tree. Take students on a nature scavenger hunt. Challenge students to find and identify each type of tree they learned about by paying attention to certain parts.