A family building a house decides to save a tree that is in the way. Dubbed "Steve" by the youngest member of the family, the tree becomes a central part of the family's life for many years. The book is written in letter form from the father to the children to break the news that Steve has been destroyed in a storm.
Educator notes:
Book's short format and vivid illustrations will be inviting to early elementary students and reluctant readers
Story may be meaningful to those that have experienced loss
Author: Alan ZweibelIllustrator: David CatrowPublication year: 2007Publisher: Puffin Books ISBN: 978-0142407431Number of pages: 32 NAAEE: Strand 2: Knowledge of Environmental Processes and Systems Find At Your Library
Informational
Be a Friend to Trees (Let's-Read-and-Find-Out)
This book gives an overview of how humans and animals depend on trees, from food to shelter, as well as discusses other other tree products such as paper and maple syrup. Information about photosynthesis is also provided, making the connection that trees provide us with oxygen needed to survive. The book concludes with suggestions about how kids can help protect trees.
Educator notes:
Labeled, full-color illustrations are present throughout this book
Readers who enjoy this may be interested in other volumes from the Let's-Read-and-Find-Out Science series, such as How do Birds Find Their Way? and Who Eats What? Food Chains and Food Webs
Author: Patricia LauberIllustrator: Holly KellerPublication year: 1994Publisher: HarperCollins ISBN: 978-0064451208Number of pages: 32 NAAEE: Strand 2: Knowledge of Environmental Processes and Systems Find At Your Library
Topic: trees, shelter, food, air Age: Primary (K-3) Active Learning Strategy: Nature Walk/Hike
Type: Individual/whole group exercise
Title: We Need Trees!
Learning Objectives: The student will:
Draw a personal connection to trees
Identify ways that trees are beneficial to humans in general
Description:
In this activity, students will find a tree outdoors that they appreciate, and create a web connecting how trees are personally important to them. The class will then regroup and summarize ideas of how trees are important to all humans.
Materials:
Copies of Our Tree Named Steve and Be a Friend to Trees
Whiteboard
Clipboards, printer paper, and pencils for each student
Outdoor space including trees; preferably many, but one or two will suffice
Preparation:
As a class, students will read Our Tree Named Steve and Be a Friend to Trees
Direct Instruction
Our Tree Named Steve and Be a Friend to Trees are all about how people are connected to trees for things we like, as well as things we need. Also, the family in Our Tree Named Steve had a personal connection to Steve. Sometimes this happens with trees--do any of you have a favorite tree?
Today we will be heading outside to each find a tree that we like or are drawn to, and we will be making a web graphic organizer to keep track of the ways we are connected to trees in general.
Guided Practice
Librarian/educator will model the web on the whiteboard. The center node will read "Trees." The outer nodes will be the ways we are connected. Ask the class: "What are some ways you are connected to trees?" Answers may range from aesthetic ("I think they are beautiful") to practical ("I like to read books, and paper is made from trees"). These connections will be written around the center node and connected via lines. Have students copy the first few suggestions made and added to the web on the whiteboard.
Independent Practice
Now it's time to head outside with our clipboards and pencils. Circle up the group outside and give them instructions for the activity:
Set boundaries for where they can go
Each student is to choose a tree that they are drawn to. This may be a huge tree, a baby tree, an ugly tree--it's entirely personal. More than one student can select the same tree.
When they find the tree, they will sit or stand under it and work on their webs to show the ways they are connected to all trees (not just this one, but they can make a special note about it if they like).
Sharing/Reflection/Closing
When all students have selected a tree and are done with their webs, the class will regroup, and students will share their connections from their webs. The librarian/educator will lead a follow-up discussion. Questions may include:
What are some common themes here?
Were there things that other students mentioned that you didn't think of?
What do you think life would be like without trees?
How can we protect trees?
Why did you choose the tree that you did? Do you think it was easier to brainstorm connections about trees when you were under one?
Notes about this strategy:
This strategy is a great way for students to combine information learned from both a literary text and informational text with their own reflections. Additionally, the opportunity to choose their own tree outside makes the connections discussed concrete and personal.
