source :

innkeeper

Trees

around

from school

Leaf,

What is that ?

A herbarium

leaves

a great diversity :

single leaves

compound leaves

softwoods

hardwoods

How to know the name of a tree?

observation-scientific rigor-use of a guide

What's a plant ?

the living beings

neighborhood relations

food relationships

continuous observation autumn winter spring

The four seasons of the forest

extensions

fruits of linden, maple

harvest of sprouted acorns

The awakening of the buds

What happens to the flowers?

(Cherry tree)

A tree, what is it?

Initial representations

Oral language in groups - Let the students express themselves -A tree, what is it?

"a plant...a plant that lives in the ground...a tree has a trunk, branches, leaves...a plant that grows over the years..."

Draw a tree

(to be kept to compare with the one that will be requested at the end of the apprenticeship)

Pooling(select some designs)

What characterizes a tree?

Lexical acquisitions on the theme of the tree and search for elements common to trees of different species

Material: various photographs of trees very different from each other

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Allow time for observation

Are some trees easily recognizable? If so, from what characteristics?

Point out that, although very different, trees havein common: roots

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How do you recognize trees of the same species? -> mainly by the leaves

What if there were no leaves? -> the bark, the fruits when there are any, the shape of the tree (its general appearance)

Organize an outingif possible (forest, arboretum, wooded park,...)

to discover the environment, to harvest, to take photos, to make bark prints

An outing in the forest

At least twice in the school year (in autumn and at the end of spring) to collect as much information as possible

Introduce students to this very rich natural environment and encourage them to bring back the most varied plant elements possible

Before leaving:

Make representations emerge

In small groups:For you what is a forest? What do we see there? What do you find there? Is it alive?

take notes to come back to after the outing

draw a forest (keep to compare with the one you will ask for at the end of learning)

Present students with color photographs of forests, including aerial views

List with them the clothes they will have to wear (explain why it is necessary) as well as the equipment to take (bags, boxes for harvesting, magnifying glasses, camera...). Compose the teams.

During the outing:observe and describe (take pictures)

Plusieurs pistes :

In the forest, are all the plants trees? How many different trees are there? Where in the forest are there the most animals?

The forest is a complex plant association comprising trees, shrubs, grasses, mushrooms,...

which is subject to many factors: the soil and the subsoil, the climate, the fauna and the action of man

During the outing, show the students these different elements.

-trees :general shape, height, name the different parts, describe them, draw them on the spot.

Among the trees, distinguish between those that appear young and older, even dead trees.

How to recognize them?

_cc781905-5cde-3194 -bb3b-136bad5cf58d_-engage the senses:the smells, the shade, the softness of the moss, the rough bark, the prickly bug, the colors, the sounds of the forest (the silence, the birds, the rustling of the leaves, the stream, extraneous noises: plane , car...)

-Get the children to observe thatthere are not only trees in the forest, that other plants grow there: shrubs or copses,

herbs, mushrooms, ferns, moss, heather, brambles, strawberries, lily of the valley, holly...

We can take some samples if it is allowed: different types of leaves and bark (or prints)

-To point out that the forest develops on a ground and thatanimals also live there(look for traces, take pictures)

It is very difficult to approach or photograph the animals. It will be necessary to complete with documentation (fox, squirrel, woodpecker, jay, stags, hinds, wild boars, rabbits, field mice, wood pigeons, owls...)

-Highlighthuman presenceby forest roads, paths, paths, signs of exploitation (traces of

skidding, pile of firewood, stacking of trunks (logs) stumps)

After leaving: language evocation, compare, classify, identify

Session 1:

Overall report of the outing. Where did we go? When ? How ? With whom ? What have we done ?

Chronological order of the stages of the outing thanks to the photos taken

Make an inventory of the reported items, sort, classify, identify.

Do research in the documentary books of the class or the library.

Waste was certainly seen (and photographed) to evoke the notions of pollution and nature protection.

Same question as before the release:

For you what is a forest? What do we see there? What do you find there? Is it alive?

Session 2:

What are the different parts of the tree?

Draw a forest again, check the place of leaves, branches, trunk and roots.

(compare the drawings before and after the release)

fix the vocabulary:

forest massif,

tree, shrub, names of some trees encountered,

root, trunk, branch, foliage,

stem, leaf, names of some fruits (walnut, hazelnut, acorn, bean, chestnut, pine cone, etc.)

the animals encountered, the mushrooms,...

path, clearing, edge, undergrowth, forest

For each term present the photo or the collection: create a dictionary or repository

For the knowledge binder, create a sheet.

Game of questions and answers to reinvest the vocabulary:

Tell me where the leaves fall? vary the answers - enrich the students' proposals - encourage the construction of sentences

Where ?The leaves fall to the ground. They fall on the moss. They fall under the tree.
From where ?The leaves are falling from the top of the tree. They fall from the branches.
When ?They fall when there is wind. They fall in autumn.
How ?They fall whirling. They fall while flying.
Why ?They fall because it is autumn. They fall because they are dead.

In the forest, what do I see when I look down?moss, fern... it's the undergrowth

and when I look up?branches, leaves, birds,... it's the forest.

Extension :

Exit in a park, a public garden, carry out the same observations there, bring out the differences between domesticated nature, cultivated by man in the city and "wild" nature

The tree through the seasons

What changes and what remains unchanged over the seasons

Reinforce the notion of life: the tree is alive even in winter

Reuse vocabulary related to the tree (root, bark, leaf, foliage, crown, branch, trunk)

Identify the seasons according to the states of the tree

Know the names of the seasons and their sequence

Follow-up of the observation of a tree throughout the year

This approach requires 5 or 6 outings from September

the children are divided into groups. Each group will choose a tree that they will follow throughout the year.

During the outings, the children take photos and collect samples (leaves, fruits, twigs, fragments of bark, various inhabitants, moss, etc.), make drawings, make posters to present their tree to the class.

what are the clues to know what the season is?
what are the elements found in each season?
which ones do we see in one season and not in another?

"Animals and plants change their rhythm and sometimes their way of life according to the seasons (flowering, diet, reproduction, etc.)

Each season differs from the others by a set of characters."

Another approach: from the observation of photos

Are the trees always the same depending on the different months of the year or are they different?

let the children express themselves. what often comes up: growth, leaf fall

Observation of photos taken at different seasons.

When were these photos taken? name the seasons, the changes on the tree and the surrounding nature

put the pictures in the order of the seasons

Do all trees lose their leaves in the fall?

Trees, called hardwoods, lose their leaves.

Conifers (except larch) do not shed their leaves. They are narrow and are called needles.

The tree in winter

The tree has lost all its leaves, sometimes the leaves have taken on a brown tint but have not fallen yet.

Some trees, softwoods and some evergreens (laurel, privet, holm oak, etc.), have remained green.

Winter outing:

Draw the silhouette of the leafless tree.

On a twig, look for where the leaves were attached.

Search the animals (not all have disappeared)

Life is slowed down but not absent. From the beginning of winter, buds can be observed.

Bring a twig with a bud back to class, put it in water and observe its development.

Bark castings

During a nature outing, make bark prints

with modeling clay

apply modeling clay to the trunk if possible lightly brushed beforehand (you can also apply a little talc to the trunk) - choose very distinct trunks - smooth, rough, with drawings

with a white sheet and a grease pencil

apply the sheet against the trunk well and rub with a pencil or crayon.

after smoothing the sheet, we see the details.

The leaves of the trees... a way to determine the name of a tree

Concept of simple leaf and compound leaf

The leaf and its arrangement on the stem

If you do not find enough diversity during a nature outing, you must plan:

compound leaves (chestnut, mountain ash, walnut, holly, etc.)
simple leaves (lilac, beech, oak, birch, hornbeam, hazel...)
a sprig of conifer with needle leaves (spruce, cedar, pine)
a twig of scale-leaved conifer (thuya, cypress)

leaf observation

simple leaves have different shapes, pointed or rounded, the edge of the blade can be toothed (birch, hazel) or not, lobed (oak). Note the more or less pronounced veins and the presence of the petiole. If you have a branch, you can observe the arrangement of alternate or opposite leaves. The lamina of a simple leaf is in one piece.
the compound leaves have a blade cut into several parts (the leaflets) - They can be toothed or not, spiny (holly) - webbed venation (chestnut tree)

The forest... Beware fragile!

Management of the environment, people's living environment, common good for all

Show that the forest is useful (timber production, leisure, etc.) but that it is fragile and must be protected.

The role of the forest:

resting place(calm serenity to oppose urban stress)

evoke memories of walks and identify the reasons: search for clean air, silence, picking, seeing animals, birds

wood supply:

observe the loggers at work (photo documents or film)

Find out what the wood is used for (heating, furniture, paper, carpentry, etc.)

ecosystem regulation
gas exchange (oxygen co2)

The action of man on the forest: observe newspaper clippings - initiate a debate on the protection of the forest

Negative:

pollution (release of chemicals into the air, waste, etc.)
fire
non-respect of young shoots
damage to the trees (broken branches, inscriptions on the trunks, etc.)

Positive:

maintenance (reforestation)
layout (play areas, picnic tables, trails, etc.)
protected areas (natural reserves)

Make a list of do's and don'ts for the knowledge binder or life notebook

Reflect on the place of trees in the city

Identify streets with trees, squares, squares, gardens planted with trees.

In the elementary classes, this can be done using a plan.

How are trees born?

During a nature outing, collect fruits or seeds (chestnuts, acorns, chestnuts, etc.)

~ each tree has its own seed~

Back in class, plant some seeds in pots and others in cotton.

We will first observe the development of the roots, then the stem and the leaves.

(we can make the same observation as with the core of the avocado)

Highlight the presence of the germ and the two cotyledons which serve as a food reserve.

(the same observation can be made with the bean seed - see gardening project at school)

Link to the gardening project - the seed

Plants travel...

How do seeds travel?

they hitchhike (cling to animal hair or are eaten and deposited elsewhere)
they are gliding (are carried away by the wind)
they roll near their tree

Cohabitation on a tree...

The tree serves as shelter and feeds certain animals. it also has parasitic plants.

Observation during the nature outing:

on the trunk grows lichens, mosses, ivy - some leaves are eaten (try to find the insects) - there is also a green powder on the trunk of some trees (green algae), galls

What is the relationship between the tree and these plants?

Mosses, lichens and algae are simply laid on the bark of the tree and do not harm it. The small roots of the ivy do not penetrate the tree (it is to hang on, the foot is in the ground)
Leaf spots are usually fungi that grow in the leaf. These plants take their food from the tree, they are parasites.
What is a gall? it usually contains an insect larva

animals in the forest

Some live in trees: aphids, spiders, caterpillars, snails,...

Some animals eat the leaves, they are said to be vegetarians.

Vegetarians are eaten by carnivores

Food chain concept

_cc781905-5cde-3194 -bb3b-136bad5cf58d_ _cc781905 -5cde-3194-bb3b-136bad5cf58d_ _cc781905-5cde-3194- bb3b-136bad5cf58d_ une chaîne alimentaire : feuille > chenille_cc781905-5cde-3194-bb3b-136 bad5cf58d_ > oiseau

All animals, even carnivores, depend on green plants for their food.

Theme: The tree