Trees Through Seasons

Overview

Students will observe a single tree depicted in four images representing different seasons. Through group discussion, recording observations, and a whole-class debrief, students will discover that the tree changes appearance due to seasonal cycles. This lesson aligns with Common Core State Standards emphasizing observation, description, and understanding of changes in the natural world.

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Objective

By the end of this lesson, 1st grade students will be able to:

• Describe observable differences in the tree across images representing various seasons.
• Explain, in simple terms, why the tree looks different in each picture, connecting it to seasonal changes.
• Demonstrate understanding of how plants adapt to their environment.

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Standards Alignment

Next Generation Science Standards Addressed:

• 1-LS1-1: Use observations to describe patterns of what plants and animals need to survive.
• 1-ESS1-1: Use observations of the sun, moon, and stars to describe patterns that can be predicted.

Common Core State Standards (CCSS) Connections:

• CCSS.ELA-LITERACY.SL.1.1: Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups.
• CCSS.ELA-LITERACY.SL.1.4: Describe familiar people, places, things, and events and, with prompting and support, provide additional detail.
• CCSS.ELA-LITERACY.W.1.8: With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.

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Materials

• Printed pictures of the same tree in four different seasonal states (Teacher Printout) (1 per group or projected)
• Dry-erase boards (1 per group)
• Dry-erase markers (1 per group)
• Graphic Organizer template printed or projected for class discussion

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Preparation

• Print or project the tree images showing seasonal changes (spring, summer, fall, winter).
• Prepare the Graphic Organizer to capture student observations and teacher notes during the explanation phase.
• Arrange students into groups of 3-4, with space for each group to write on dry-erase boards.

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Lesson Procedure (25 minutes total)

1. Engage and Explore (5 minutes)

• Display the picture(s) of the tree with seasonal changes visible.
• Ask: "What do you notice about this tree? Are all the trees the same or different? How?"
• Give groups dry-erase boards and assign the writer as the student whose birthday is closest to today (to practice fairness and variety).
• Students discuss in groups and record ideas about what is different in each tree image.

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2. Share and Discuss (7 minutes)

• Have the writers from each group share their group’s observations with the class.
• Teacher records key differences on the Graphic Organizer: leaf color, presence or absence of leaves, fullness of branches, etc.
• Encourage students to use descriptive words (e.g., orange leaves, no leaves, green leaves, many leaves).

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3. Explain (8 minutes)

• Teacher shares that the pictures show the same tree through different seasons.
• Discuss why the tree looks different:
  • Leaves change color in fall to prepare for winter.
  • Tree drops leaves in winter to survive cold weather.
  • Leaves grow back in spring/summer for growth and food making.
• Ask guiding questions:
  • Why do you think the tree loses its leaves?
  • How does this help the tree?
• Add student ideas to the Graphic Organizer, clarifying the scientific reasoning.

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4. Connect to Phenomena (5 minutes)

• Revisit the Investigative Phenomena question: "Why does this tree look different throughout the year?"
• Encourage students to revise their thinking with new information.
• Ask students to explain the seasonal changes in their own words to a partner or the whole class.

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Assessment

• Formative assessment through:
  • Group discussions and the accuracy of observations recorded on dry-erase boards.
  • Participation during sharing and explanation phases.
  • Responses to guiding questions showing conceptual understanding of seasonal changes.
• Informally evaluate student explanations during the connection activity for understanding of plant adaptation to seasonal changes.

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Extensions and Differentiation

• For advanced learners: Offer them a chance to draw the tree themselves for each season and label the changes.
• For English Language Learners (ELLs): Use visual aids and model descriptive vocabulary before group discussion.
• Sensory Extension: If possible, bring in leaves or branches from local trees to observe and compare real-life seasonal changes.

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Teacher Reflection

• Did students actively engage and share observations?
• Were students able to articulate why the tree changes through the seasons?
• How well did students connect observations to scientific explanations?
• What modifications might improve engagement or clarity next time?

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This compact but engaging lesson plan ensures active participation, leverages collaborative learning, and aligns with Common Core for young learners’ developing skills in observation, critical thinking, and scientific explanation.