Name
Learning outside the classroom: Project day
Topic
Deciduous and evergreen trees
Learning time
3 hours
Designed time
3 hours and 39 minutes
Size of class
15 pupils
Description
Preparatory phase for project day: 1st grade elementary school students (6, 7 years old) somewhere in Croatia learn about tree species in the fall. Autumn is the best time of year to learn when nature begins to languish and prepare for winter. Learning outside the classroom is enrolled in the curriculum at the beginning of the school year. Parental consent is not required for learning outside the classroom that are offered to students free of charge, they are only informed at the parents' meeting at the beginning of the school year where the goal, outcomes, place and time, necessary materials and clothes and shoes are discussed in detail. An escort is not required for up to 15 children in a group.
Mode of delivery
Blended
Aims
Pupils will be able to identify, name and distinguish deciduous and evergreen trees.
Outcomes
Name, Recognise, Illustrate, Apply, Investigate, Show awareness of, Be responsive to, Draw, Evaluate, Give feedback, Reflect
Editor
Asi
Edit
LEARNING IN THE CLASSROOM: preparing the outside part of a lesson in the classroom,
87 minutes)
  • Read Watch Listen
    5
    1
    0
    *MOTIVATION: The wind brought me this interesting task, but I don’t know how to solve it. I need your help! The teacher gives each student a word search puzzle. Since they are 1st grade and not everyone can read and write, the crossword puzzle is designed in capital letters and words that are familiar to them.
  • Practice
    10
    1
    0
    SOLVING THE CROSSWORD: Students find the given words and cross them out. Uncrossed letters circle and print them on the line. They read the term: trees.
  • Read Watch Listen
    1
    15
    0
    ANNOUNCEMENT: Today we will learn about different types of trees.
  • Discuss
    5
    15
    0
    CONNECTING WITH EXPERIENCE: What trees do you know? Students enumerate from experience: apple, pear, plum, apricot, cherry, sour cherry, birch, beech, oak, chestnut ... Maybe someone will mention the evergreen tree as well.
  • Collaborate
    5
    8
    0
    PROCESSING: Students are grouped into two groups. One will be D (deciduous), the other E (evergreen). Each of the groups receives one A4-size photograph that clearly shows the leaves of the tree. Task: Describe what you see in the photo: shape, color, size.
  • Practice
    5
    8
    0
    TASK SOLVING: Students talk to each other and explore the tree. Group D: shape: round; color: green, brown, red, orange; size: high Group E: shape: pyramid; color: dark green; size: high
  • Produce
    10
    8
    0
    PRESENTATION: The groups present their descriptions to each other.
  • Discuss
    10
    15
    0
    CONNECTING WITH EXPERIENCE: Do you have any of these types of trees at home? Which ones? Name them! Students enumerate and talk.
  • Investigate
    30
    1
    0
    The teacher brought different kinds of leaves. He gives to every student. Students feel the leaves and observe, maybe even smell. The conversation concludes that there are two types of leaves: broad and narrow which is always green. The student draws in a notebook the types of leaves. The teacher draws a Venn diagram on the board and writes down the similarities and differences that the students present. Students transcribe into their notebooks.
  • Read Watch Listen
    5
    15
    0
    The teacher explains that deciduous trees have broad leaves. Their leaves fall off in autumn, and in winter the trees are without leaves. He explains to them that there are three types of coniferous trees in our homeland: spruce, fir and pine. They differ from each other.
  • Read Watch Listen
    1
    15
    0
    ANNOUNCEMENT AND WORK AGREEMENT: (SAFETY AND PEDAGOGICAL ROUTINES) ** Let's go to the school yard, What do you think we will do there? Students express their thoughts. It is important to listen to instructions and bring notebooks and pens, seat cushions. We will now divide into groups. You will see and observe the trees live. You have time to walk around the yard to my sign (raising your hand, beeping). Nature should be protected and nothing should be torn. The teacher should give special instructions for students with disabilities!
Notes:
* Preparatory phase: look above ** If the school yard does not have a trees, a walk to the park is recommended. Whether parental consent is required or not depends on regulations and laws. In any case, it is necessary to inform parents at least the day before that classes will take place outside the classroom so that they know how to prepare their children with accessories and clothes and shoes.
Resources linked: 0
OUTDOOR LEARNING: outside part of the lesson at the place
92 minutes)
  • Collaborate
    2
    15
    0
    The students are in the school yard with their materials in the shelter from the wind if there is one. The teacher counts the students. * FOCUSED TASK: Observe the trees and try to determine what is more. Collect fallen leaves.
  • Investigate
    10
    1
    0
    PRACTICAL WORK: Students walk around the school yard in agreed groups. Those who know count deciduous trees. They collect fallen leaves. The teacher observes the students in their work, helps and advises if necessary.
  • Discuss
    15
    15
    0
    The teacher gathers the students, counts them and asks them to decide what is more. How did you come to that conclusion? Students express their thoughts. TASK: Place a deciduous tree leaf under the notebook sheet and draw lightly with a pencil on it. What do you notice? (veins). PROBLEM QUESTION: Why is the leaf full of veins? Students express their thoughts. The teacher explains that the tree feeds on leaves.
  • Investigate
    30
    15
    0
    The teacher leads the students to the evergreen trees. Look at the branches and cones. Let's repeat: How do they differ from deciduous trees? What colors are they? Students observe the branches of different species of evergreen trees. They compare them with each other and draw conclusions. Spruces are branches down. Cones hang and do not fall apart when they fall to the ground. Fir the branches upright. The cones stand upright. They often fall apart when the seeds fall out. The pine has an irregularly shaped crown. The needles are in tufts. Cones can hang or stand upright.
  • Collaborate
    20
    8
    0
    Students have free creative time of 20 minutes of their choice in which they can: a) draw a comic strip with trees b) devise a dramatization with tree characters
  • Produce
    5
    8
    0
    Students present their work to each other.
  • Read Watch Listen
    10
    15
    0
    What was the goal of today's class? What did you do? How are you feeling? Students share their experiences. Let's go back to class now. Try to remember what you saw.
Notes:
*Students in 1st grade need to be given more frequent but very short instructions.
Resources linked: 0
LEARNING IN THE CLASSROOM: following-up the outside part of the lesson conducted back in the classroom
30 minutes)
  • Practice
    15
    1
    0
    Upon returning to the classroom, the teacher sets a task: each student draws a branch of fir, spruce and pine according to memory with an emphasis on cones. Below each drawing is written what he drew.
  • Produce
    5
    2
    0
    A student exchanges his work with another student. He puts an star if he did well, a tick that he has mistakes and a big dot if he wrote incorrectly.
  • Practice
    10
    15
    0
    Students artistically design and decorate a pinboard from collected fallen leaves.
Notes:
Resources linked: 0
EVALUATION PHASE (REFLECTION, EVALUATION, GRADEING)
10 minutes)
  • Discuss
    10
    15
    0
    REFLECTION: Highlight what was easy for you, what was a problem for you and what you would change. EVALUATION: Self-evaluation: the student paints the sentences with the color that represents his opinion. I name, recognize and distinguish deciduous trees from coniferous ones. I name, recognize and distinguish types of coniferous trees. Color explanations: red: I don't know. orange: I know, but I'm not sure. green: I know. GRADEING: The teacher is obliged to write a note about the activity. If the teacher planned to grade this lesson, he or she can give grades as in the example: 5, excellent: He/she actively learns outside the classroom. Independently, without error, names, recognizes and distinguishes deciduous from evergreen trees. 4, very good: He/she mainly names, recognizes and distinguishes deciduous from evergreen trees. 3, good: He/she partially names, recognizes and distinguishes deciduous from evergreen trees. 2, sufficient: With teachers help, names, recognizes and distinguishes deciduous from evergreen trees.
Notes:
Resources linked: 0

Learning Experience

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