All About Trees

An Environmental Study Unit

for Kindergarten – 2nd Graders
 Table of Contents

What Makes a Tree

Goal . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . p.1

Materials. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . p.1

Advance Preparation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . p.1

Procedures . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . p.2

Extensions. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . p.4

Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . p.5

Correlation with PA Standards for Environment & Ecology . . . . . p.5

Resources: Books for the Teacher and Student . . . . . . . . . . . . . . . p.7

Resources: Web Sites for the Teacher . . . . . . . . . . . . . . . . . . . . . . . . p.7

Lesson Appendix – . . . . . . . . . . . . . . . . . . . . . . . . . . . . . p. 8
Plant Parts Chart

Plant Parts Answer Key

Venn Diagram

Notes from the Forest Journal/Log Book Copy Masters

Cover page
This is my tree
Here are some leaves from my tree
Parts of a twig
This is the bark on my tree
Here are some different kinds of flowers and seeds
These are the animals around my tree
My tree is nice because
Things that come from trees
The end
Assessment Worksheets:
Color the parts of a tree

What do plants and people have in common?

Trees as habitats
 Table of Contents continued . . .

Leaf shapes word match

Leaf shapes word match answer key

Tree word search

Tree word search answer key

 What Makes A Tree

Author: Laurie Rosenberg, Muhlenberg A “Life Box” consisting of a shoebox

College covered with pictures of living things, and
Grade Level: K-2nd holding inside a small clear container of
Lesson Time: One 30 minute time block and 2 dirt and another small clear container of
hour-long time blocks. (Optional craft and water.
snack ideas included as extensions.) Tree parts: leaves, a large branch section or
Suggested Class Structure: Guided small log, bark, seeds, needles, etc.
discussion, short field study outside on school Plant parts: lettuce, carrot, celery, broccoli,
grounds, group role play, hands on activities apple, cinnamon stick.
Subject Areas: Science and Language Arts Plant parts chart, (see copy master in the
Lesson Appendix).
Venn diagram, (optional, for students who
GOALS can read and write--copy master in the
Lesson Appendix).
Students will gain an
Leaves traced on construction paper and
understanding of how
cut out. Select leaves from your
and why a tree is
neighborhood and school grounds.
classified as a living
(Optional—you can use real leaves
thing and a plant. They will explore the ways
collected just before the activity.)
in which the parts of a tree contribute to the
Grab bag of items, some of which come
life and survival of the tree, and discover that
from plants and trees: pencil, magazine,
all plants have similar needs and structures
wooden spoon, aluminum foil, cork, plastic
that meet those needs. At the end of the lesson
comb, walnuts, Kleenex, glass bottle, etc.
they will review the contribution of the parts
Potted plant
of a tree to the way a tree lives and grows.
Rock
Egg cartons—one for every 4 students
As they begin to be able to identify the parts of
Log books for each student
a tree, students will observe and notice
Crayons and pencils
characteristics these parts have, such as rough
Bug boxes and/or small jars with holes in
and smooth bark, lobed leaves, different kinds
the lids, or special plastic collection boxes
of seeds, etc.
Clip boards
Through literature, discussion and observation
of trees in their natural surroundings and
ADVANCE PREPARATION
products that come from trees, students will
gain an appreciation for the value of trees to Gather materials for tree parts, plant parts
humans and their role in the environment. and grab bag. Most you can find around
the house and yard, but you will have to
MATERIALS buy the vegetables and fruits.
Create a grab bag of things that come from
The book Red Leaf, Yellow Leaf by Lois
trees and things that don’t. A canvas tote
Ehlert, and other optional books listed in
bag will work, or an old drawstring bag or
the Resources section on page 7.
small duffle bag.

1
 Make a “Life Box” (A shoebox decorated might have trouble realizing there is air in the
on the outside and containing two small box, and they will definitely need to be made
clear containers—one for water and one aware that light entered the box when they
for soil. You can use a ziplock bag for the opened it. You can blow up a balloon to show
soil and a small soda bottle with the label that air takes up space even though you can’t
removed for the water.) see it.
Buy the book Red Leaf, Yellow Leaf, or get
it from the library. How Do Trees Meet Their Life Needs – 15
Run off “Plant Parts” chart and Venn min.
diagram, if needed.
Collect leaves from trees on the school The next activity explores how plants get what
grounds. Optional: trace them on they need to survive. Pose the question, “How
construction paper and cut them out. do plants get what they need to survive?”
Laminate or cover with contact paper. Show them the cover of the storybook Red
Make copies of the tree book/journal for Leaf, Yellow Leaf, and ask them to make
each student. predictions of the answer to the question.
Then read the book. Afterwards, discuss how
PROCEDURES – Outline and Narrative the tree in the story got air, water, sun and
minerals from the soil. Go over the reasons
Introduction – Trees Are the tree was a living thing—it grew, it
Living Things - 15 min. reproduced, it made food in its leaves.

Use the potted plant to initiate Show the students the leaves and the log
a discussion about what makes section you have collected beforehand. Ask
a plant a living thing. Review them to look at the leaves closely—point out
with the students what it is the veins that carry the sap.
about the plant that makes it a
living thing—it grows, it Look at the layers on the log cross section.
reproduces, it moves, and it has needs—food, Note the contrast between the protective bark
water, air. Contrast this with the rock. layer and the inside of the tree. If you look
closely between the layers of inner bark, you
Note: It is difficult for students to realize that may even be able to see the holes where the
plants move, but this can easily be xylem and phloem tubes were.
demonstrated by leaving the potted plant
facing a light coming from one direction, (such Discuss the parts of a tree and how they help it
as a classroom window), for a week or so, and to survive. The roots take in water and
then noting how the plant orients itself dissolved minerals; the trunk is full of tubes
towards the light. Turn the plant around and taking the water
wait a few days to see it move again! and minerals up
to the leaves,
Show the class the “Life Box”. See if they can which are the
guess what is in the box—the things that plants food factory for
need to survive. After they have guessed, the tree. These
show them what is in the box. Have every tubes are called xylem. The leaves have pores
child take a look. Then review what was in for taking in and releasing air. They have a
the box—soil, water, air and the surprise— special green pigment that can take energy
light when they opened the box. See if the from the sun, water, minerals and carbon
children can list all of these things. They dioxide from the air and turn it into sugar

2
molecules—the food for the tree. There are Naturescope Trees Are Terrific curriculum can be
tubes in the trunk that take the food down to found under “Books for the teacher” on page 7.)
other parts of the tree, in the form of sap.
These tubes are called phloem. Tree Observation Hike – 50 minutes
Note: Students use the “Notes from the Forest”
The bark on the tree, which is dead, protects journal to organize their observations for the
the living part of the tree from drying out and following part of the lesson. Copy masters for the
getting eaten by insects. Below the dead outer journals are in the Lesson Appendix.
bark is the inner bark, which is where new
trunk cells grow. In the center of the tree is While you are outside, observe the trees in the
the heartwood, which is also dead. It supports schoolyard—compare their bark, shape, size
the tree. and other features. Have the students pick out
a tree to draw in their journals. Encourage
Next, pass out the vegetable plant parts— them to observe and draw as many details as
celery, lettuce, carrots, etc. Pass out the “Plant possible—branching patterns, animals around
Parts” chart. See if the students can identify the tree, moss or lichens growing on the trunk,
what part of the plant corresponds with the leaf shape, flowers or seeds, etc.
picture of the plant parts. For example:
apple=seed, lettuce=leaves, celery=stem=tree Gather a collection of different leaves from the
trunk, etc. It may be hard for students to think school grounds. Do not take leaves off of the
of how to draw a tree flower when it comes to trees. You can trace the leaves and make bark
filling in that part of the chart, but you can rubbings from the trunks of the trees.
refer to the Red Leaf, Yellow Leaf book for
example pictures of tree flowers, as well as See if you can find any tree seeds. Collect and
other books listed in the “Resources” section. sort these using an egg carton—some seed
Common tree flowers students may have seen types are nuts, berries, cones, winged seeds,
include apple, cherry, dogwood and magnolia pods, and fuzzy or flying seeds. Students
trees. should draw example in their journals and
match the seeds with the journal examples.
Older students can make a Venn Diagram
comparing the similarities and differences
between vegetables and trees. The key
characteristic that is unique to trees is that they
are woody.

Tree Role Play - 10 Look for signs of wildlife around and on the
min. (On school trees. You might see birds, insects, spiders,
grounds or at Graver snails or slugs, centipedes, millipedes,
Arboretum) squirrels or chipmunks and perhaps a toad or
snake if you are lucky! If you don’t see the
Go outside and follow animals first hand, you can observe signs they
the Naturescope Trees left behind such as half eaten seeds, droppings,
Are Terrific “Build a tracks, homes and tunnels, etc. A small jar
Tree” lesson and role- with holes or a mini aquarium can be used for
play how the parts of the housing small critters while everyone looks at
tree work together to help the tree survive. them. Bug boxes are good for looking at even
(Information on how to obtain a copy of the smaller things. When finished, return the
creatures to the place where you found them.

3
Back in the Classroom - Looking At Leaves Ask the students to list the animals or animal
– 15 min. signs they observed while outside looking at
trees. Decide where these animals spend most
Gather students together to look at the leaves of their time—under the ground in the
they brought in. If you have a shortage of “basement,” on the surface of the ground
different kinds of leaves on the school around the tree, on the trunk, up in the
grounds, you can make cutouts of leaves branches, or in the “penthouse” suite where the
traced on construction paper. Encourage leaves are.
students to observe the characteristics of
leaves by asking the following questions: Students then can draw and cut out small
pictures of the animals they observed and place
1. Do all trees have the same kind of them in the appropriate spot on the tree mural.
leaves?
2. How are the leaves alike and how are The Importance of Trees – 15 min.
they different?
3. Are there any characteristics that all Begin this lesson by reading the book, A Tree Is
leaves have in common? Nice by Janice May Udry.
4. Do any of the leaves have lobes? Afterwards, talk about all
5. Do any of the leaves have one stem and the ways people and
several leaflets? wildlife use trees.
6. What are the edges of the leaves like?
7. Do some trees have needles? Show the students the
8. Do all trees loose their leaves? tree items grab bag. Have the students take
turns pulling an item out of the bag. Older
A book to read before or after this experience is students can work in teams to decide if the
Have You Seen Trees, by Joanne Oppenheim. If item comes from a tree or not, and if it comes
the leaves came from the schoolyard, or their own from a tree, what part of the tree? After they
yard, students can press their leaves between have decided, they can create a list of the items
newspapers and stack heavy books on them for a and where they came from. For pre-reading
few days to preserve them. The pressed leaves students this can be done as a group
can then be glued onto paper and/or covered with discussion.
contact paper.
Extensions
Trees as Habitats – 30
min. Use a follow-up activity from Naturescope
Trees Are Terrific, “From Paper to Plastic.”
An excellent book to read This lesson has a copy master of an illustration
following this activity is of the inside of a house. Students look at the
The Apartment House Tree picture of the house and circle all the items
by Bette Killion. that come from trees. A similar copy master
with pictures of tree and non-tree items, is on
On white newsprint or the back page of the Notes from the Forest
poster board, draw a large journal copy masters. An alternative to this
outline of one of the trees activity is to set up a table in the classroom
in the school-yard. This and ask students to bring in items from home
will be used as the background for creating a that come from trees. This is a good way to
mural depicting all the animals that depend on involve parents in their child’s learning.
the trees.

4
Your class can make recycled paper from Show students pictures of items and ask them
ground up newspapers mixed with some plant to identify if they come from trees.
pulp and water. If you intend to do this on a
regular basis, an old heavy-duty blender makes Ask students the question, “What do all plants
it much easier to get the paper ground up very have in common?” They should know they
fine. Note: this blender can never again be grow, they reproduce, they make their own
used for food! You will need to cut out pieces food, and they need soil, water, sunlight and
of window screening to scoop up the paper air. Also, most plants have leaves, stems or
pulp. Then roll it out (tin coffee cans work trunks, and roots.
well for this), and let it dry for several days.
For more advanced students, show them
Students can make pictures of leaves and see if they can identify
models of trees using needles, broadleaves, compound leaves, leaves
string for the roots, half with lobes, leaves with smooth and toothed
of a cardboard tube, edges.
(such as used for paper
towels or toilet paper),
for the trunk, small twigs PA Academic Standards
for the branches, and for Environment and
leaves cut out of Ecology Covered by the
construction paper. Glue the string roots onto Unit:
the bottom of a flat piece of white paper. Next
add the trunk by gluing the tube section to the
paper above the roots, cut side down. Use
small twigs glued under the top of the tube for 4.2.4 Renewable and Nonrenewable
Resources
branches and then glue cut pieces of green
construction paper around the branches for A. Identify needs of people.
leaves. Rub a little glue around the roots and • Identify plants, animals, water, air, and minerals
sprinkle on some sand or dirt, and then make as natural resources. (Trees are living things with
needs similar to people. People need trees.)
sure to draw in the sun!
• Explain air, water and nutrient cycles. (Trees
take in carbon dioxide and give off oxygen as
Celebrate the end of the unit by having a feast part of their food-making process. Dead trees
of foods that come from trees—apples, maple decompose and add “nutrients” to the soil.
syrup, walnuts, cinnamon, etc. Research Then new plants take in these nutrients in order
where the trees grow, what part of the tree is to grow. Trees need water and take it in through
their roots. Trees absorb water from the soil
used for food, and how the food is gathered
through their roots, and return water to the air
and taken to market. You could also visit a through pores in their leaves.)
grocery store or farm market and see how • Identify how the environment provides for the
many products come from trees. needs of people. (People use trees to get
products they need such as food, raw materials,
Assessment etc.)

B. Identify products derived from natural resources.

Note: Copy masters for assessments are in the • Identify products made from trees.
back of the Lesson Appendix. • Identify by-products of plants and animals.
• Identify the sources of manmade products (e.g.,
Show students a picture of a tree. Ask them to plastics, metal, aluminum, fabrics, paper,
label the parts—leaves, trunk, roots, etc. cardboard).

5
 PA Academic Standards
4.3.4 Environmental Health
for Science and
A. Know that plants, animals and humans are Technology Covered by
dependent on air and water. the Unit
• Know that all living things need air and water to
survive.
3.1.4 Unifying Themes
C. Understand that the elements of natural systems are
interdependent. A. Know that natural and human-made objects are made
• Identify some of the organisms that live up of parts.
together in an ecosystem. • Identify and describe what parts make up a
system. (The parts of a tree contribute to the
4.4.4 Agriculture and Society (If the systems of the tree--a living organism. These
extension is done) systems include water transport, food making and
distribution, protection, growth and support,
A. Know that food and fiber originate from plants and reproduction, etc.)
animals.
• Define and identify food and fiber. C. Illustrate patterns that regularly occur and reoccur in
• Identify what plants and animals need to grow. nature.
• Identify agricultural products that are local and • Identify observable patterns (e.g., growth patterns
regional. in plants).
• Identify an agricultural product based on its • Use knowledge of natural patterns to predict next
origin. occurrences (e.g., seasons, leaf patterns).
• Describe several products and tell their origins.
3.2.4 Inquiry and Design
4.6.4 Ecosystems and Their Interactions A. Identify and use the nature of scientific and
technological knowledge.
A. Understand that living things are dependent on • Provide clear explanations that account for
nonliving things in the environment for survival. observations and results. (Make observations of
• Identify and categorize living and nonliving trees size and shape, leaf shapes and branching
things. patterns, bark textures, animals living near trees,
• Describe the basic needs of an organism. animal signs, etc.)
• Identify basic needs of a plant and an animal and • Relate how new information can change existing
explain how their needs are met. perceptions. (Discuss how student’s ideas about
• Identify plants and animals with their habitat and trees changed after they closely observed the
food sources. trees and organized and recorded their
• Describe how animals interact with plants to observations.)
meet their needs for shelter.
• Identify animals that live underground. B. Describe objects in the world using the five senses.
• Recognize observational descriptors from each of
B. Understand the concept of cycles. the five senses (e.g., see-blue, feel-rough).
• Explain the carbon dioxide/oxygen cycle. • Use observations to develop a descriptive
vocabulary.
4.8.4 Humans and the Environment
3.3.4 Biological Sciences
A. Identify the biological requirements of humans.
• Identify several ways that people use natural A. Know the similarities and differences of living
resources. things.
• Identify life processes of living things (e.g.,
D. Know the importance of natural resources in daily growth, digestion, react to environment).
life. • Know that some organisms have similar external
• Identify items used in daily life that come from characteristics (e.g., anatomical characteristics;
natural resources. appendages, type of covering, body segments)

6
 and that similarities and differences are related Halpern, Shari. The Apple Pie Tree. New York:
to environmental habitat. Blue Sky Press. 1996.
• Describe basic needs of plants and animals.

B. Know that living things are made up of parts that have Killion, Bette. The Apartment House Tree.
specific functions. United States: Harper & Row, Publishers. 1989.
• Identify examples of unicellular and multicellular
organisms. (Trees are multicellular organisms) Lauber, Patricia. Be a Friend to Trees, Stage 2.
• Determine how different parts of a living thing New York: Harper Collins Publishers. 1994.
work together to make the organism function.
Manson, Christopher. The Tree in the Wood.
RESOURCES New York: North/South Books. 1993.
Books for the teacher:
Oppenheim, Joanne. Have You Seen Trees? New
York: Scholastic Inc. 1995.
Bowden, Marcia. Nature for the
Very Young. New York: John
Udry, Janice May. A Tree is Nice. United States:
Wiley & Sons, Inc. 1989.
Harper & Row, Publishers. 1956.
Braus, Judy, ed. Ranger Rick’s NatureScope:
Trees Are Terrific!. Washington, DC: The Web sites: Since the Web is
National Wildlife Federation. 1992. constantly changing, check
Muhlenberg’s Outreach Web site
Rockewell, Robert E., et. al. Hug a Tree And for updated listings.
Other Things To Do Outdoors With Young [http://www.muhlenberg.
edu/cultural/graver/index.html]
Children. Beltsville, MD: Gryphon House, Inc.
1990.
Web sites for the teacher
Russo, Monica. The Tree Almanac. New York:
Sterling Publishing Co., Inc. 1993. DCNR Bureau of Forestry, Common Trees of
Pennsylvania.
Skelsey, Alice and Gloria Huckaby. Growing Up [http://www.dcnr.state.pa.us/forestry/
Green. New York: Workman Publishing commontr/common.htm] You can see online
Company. 1973. ordering information for a hardcopy of the
booklet at [http://www.dcnr.state.pa.us/
Books for the students: forestry/publications.htm]

Bulla, Clyde Robert. A Tree is a Plant. New Ohio Public Library Information Network,
York: Harper Collins Publishers, Inc. 2001. What tree is it?
[http://www.oplin.lib.oh.us/products/tree/
Ehlert, Lois. Red Leaf, Yellow Leaf. New York: index.html]
Harcourt Brace Jovanovich, Publishers. 1991.
Forest Biology and Dendrology at Virginia
Fowler, Allan. It Could Still Be A Tree. Chicago: Tech.
Childrens Press. 1990.
[http://www.cnr.vt.edu/dendro/wwwmain.
html]
Gibbons, Gail. Tell Me, Tree: All About Trees
for Kids. New York: Little Brown and Company.
2002.

7
 Lesson Appendix

Copy Masters for:

Plant Parts Chart

Plant Parts Answer Key
Venn Diagram
Notes from the Forest Journal/Log Book Copy Masters
• Cover page
• This is my tree
• Here are some leaves from my tree
• Parts of a twig
• This is the bark on my tree
• Here are some different kinds of flowers and seeds
• These are the animals around my tree
• My tree is nice because
• Things that come from trees
• The end
Assessment Worksheets:
• Color the parts of a tree
• What do plants and people have in common
• Trees as habitats
• Leaf shapes word match
• Leaf shapes word match Answer Key
• Tree word search
• Tree word search Answer Key

8
 Plant Parts Chart

Plant Part What Part Do We Eat What Does This Part

Look Like on a Tree?
 Answer Key for Plant Parts Chart
Plant Part What Part Do We Eat What Does This Part
Look Like on a Tree?

Flower buds Examples may vary

Stem and leaves Tree trunk

Answers will vary, some

Root trees have a large
taproot, some have many
surface roots

Leaves Answers will vary

Seed Answers will vary

Answers will vary, some

Bark of cinnamon tree bark is smooth and some
bark is rough
 Venn Diagram
Trees Vegetables
and Fruits
Both
 Notes
From the
Forest
This is my tree.

1
 Here are some leaves
from my tree . . .

How are they alike?

How are they different?

2
Parts of a
Twig
End Bud -
New Growth

Bud Last Year’s

Growth
Leaf Stem
Scars

Scar From
Last Year’s
End Bud

Here is a picture of a twig from my tree.

3
This is the bark on my tree .

What Kind of Bark Does Your Tree Have?

Furrowed Scaly Shaggy Smooth Warty

4
Here are some different kinds of tree flowers and seeds.

These are the flowers and seeds of my tree . . .

5
 These are the animals
and signs of animals around my tree.

6
My tree is nice because . . .

7
 Things That Come From Trees

Name:____________________ Date:_______________

Directions: Circle things that come from trees and put an ‘X’ through things
that do not come from a tree.

8
The End
 Color the Parts of a Tree
Name:_____________________ Date:_____________

Directions: Color in the different parts of the tree.

Color the roots black.
Color the bark on the trunk brown.
Color the branches light brown. or tan
Color the leaves of the tree green.
 What Do Plants And People Have In Common?
Name:_____________________ Date:_______________________

Directions:
Look at the picture and read the questions.
Write the answers in the circles.

What does just the tree need to grow?

What does just the child need to grow?
What do both the child and the tree need to grow?

: : :
Tree Child
Needs Needs
Both
Need
 Trees As Habitats
Name:__________________________ Date:___________________

Draw an animal in the picture that would use this tree as a house or live around the
tree.
 Leaf Shapes Word Match

Name:_____________________ Date:________________

Directions: Use the word bank to describe each leaf. In some cases more
than one word may be correct.

Word Bank

Simple Leaf Needles

Compound Leaf Lobed
Smooth edges Toothed edges
 Leaf Shapes Word Match Answer Key

Name:_____________________ Date:________________

Directions: Use the word bank to describe each leaf. In some cases more
than one word may be correct.

Word Bank

Simple Leaf Needles

Compound Leaf Lobed
Smooth edges Toothed edges

Simple leaf
Smooth edges Simple leaves

Simple leaf
Lobed leaf
Toothed Smooth edges
Edges

Compound leaf Needles

Name _____________________________ Date ___________________

Tree Word Search

Find each of the following words.

SUN SOIL WATER TRUNK

AIR APPLE BIRD LEAF
BARK TREE ROOTS

O E L W A T E R T B T R R A A A
R E I U R D T L U A P P L E I A
S T A B T I E N E R P F T O R R
R R R P T T I A O E A B T B R A
L E E R E T S O I L N T O L K O
F A B R I T A B N R N D S I S A
R W B D K R O O T S U R S N B T
B R A K R E A B D I R T B S R S
L U R B I E A A T S S A D L E B
S S K T L B W T R L U N T E T W
R P K W T I N O A L N L R R R E
L B R L O B U R L P R T R S U E
W I W I N R B R E T O A I R N E
L R E O W T D E A U A E E R K L
R D A E L R T R F L T S R B L A
K A A R L I W N K U E R R R D R
 Answer Key
SUN AIR BARK SOIL
APPLE TREE WATER BIRD
ROOTS TRUNK LEAF

W A T E R A
A P P L E I
R

S O I L
T
B R O O T S
A E
R E S
K U T
N R
B L U
I E N
R A K
D F