STEM: Doodle-Trees (Trees and the Four Seasons)

Time Required: Two 45-60 minute sessions
Skill Level: Beginner
Recommended Grades: K to 2nd

In this lesson, students will work in pairs using the 3Doodler to doodle 4 tree branches as models of the 4 seasons, i.e., winter, spring, summer, and fall. This is a great activity for introducing a unit on plants, trees, or the climate of the four seasons.

Note: Any links outside of the3doodler.com are optional resources. We can’t ensure their upkeep or accuracy.

Knowledge

Students have
  • explored trees and environmental changes related to the four seasons.

  • had practice using the 3Doodler to draw lines, shapes and fill.

Objectives

Students will
  • doodle 4 tree branches as models of trees during each of the four seasons.

  • discuss the climate and how it affects trees during each of the four seasons.

  • share activities that are relevant to each of the four seasons.

  • identify the 4 seasons as a pattern in nature.

Materials

Students will need

Lesson Plan

Instructions

Step 1 - PREPARATION

Divide students into pairs before taking them outside to find 4 branches for this activity that are relatively the same size.

Take students on a nature walk to collect the branches. Look for branches with bends and twists that split into multiple branches, rather than a straight twig.

Print out 1 copy of the My Tree Throughout the Seasons Poem for each pair.

Step 2

Whole group: Project your tablet or computer screen on the board for students to view the My Tree Throughout the Seasons Poem.

Step 3

Hand out the poem for students to follow along as you read it together.

Ask: Which seasons are mentioned in this poem? Have students circle each season with a pencil.

Ask: What color do the leaves change to in each season? Have students circle each related color.

Ask: What colors do the leaves return to at the end of the poem? Why?

*Note the repeated cycle of the seasons.

Step 4

Share the goal: In this session, students will doodle their tree branches as models of a tree in each of the four seasons.

Step 5

Project the Doodled Season Trees Google Slides for students to view examples of doodled trees.

Step 6

Discuss the change in colors during each season, and which Eco-plastics students may use for each season, e.g., fall (red, yellow, green, and orange), winter (white), spring (red and green) summer (green).

Step 7

Model how to doodle a branch for each of the four seasons. Note that students can lay the branch down on a sheet of paper to doodle. Demonstrate how to create a stencil for the green tuft of the springtime tree.

*Note that students' outcomes may vary and that is okay.

Step 8

Hand out 4 branches, a 3Doodler, Eco-plastics in a variety of colors, pencils, and paper to each pair.

Step 9

Circle to assist and assess as students work together.

Wrap Up

Have the pairs present their doodled-trees with the whole group. Discuss what activities students can do during each season that involve trees, e.g., sit in the shade, pick apples, swing, climb, etc. Discuss the pattern of nature as reflected in the seasons. Discuss the climate and how it affects the trees during each season. Share doodled-trees on Twitter. #3DoodlerEDU @3Doodler

Assessment

The teacher will assess the students by evaluating each pair's doodled-trees. The expectation is not perfection, but rather an understanding of how each season impacts the tree. The colors used are an indicator of the level of understanding.

Possible Extensions

  • Students will write a poem about their favorite season to go with that season's doodled tree.

  • Students will explore the related fruit of springtime and summer.

  • Students will explore the basic needs of plants and trees.

Vocabulary

  • air - the invisible gaseous substance surrounding the earth, a mixture mainly of oxygen and nitrogen.

  • carbon dioxide - a colorless, odorless gas produced by burning carbon and organic compounds and by respiration. It is naturally present in air (about 0.03 percent) and is absorbed by plants in photosynthesis.

  • collaboration - to work jointly with others or together especially in an intellectual endeavor.

  • energy - the strength and vitality required for sustained physical or mental activity.

  • fall - the third season of the year, when crops and fruits are gathered and leaves fall, in the northern hemisphere from September to November and in the southern hemisphere from March to May.

  • food - any nutritious substance that people or animals eat or drink, or that plants absorb, in order to maintain life and growth.

  • grow - (of a living thing) undergo natural development by increasing in size and changing physically; progress to maturity.

  • oxygen - a colorless, odorless reactive gas, the chemical element of atomic number 8 and the life-supporting component of the air. Oxygen forms about 20 percent of the earth's atmosphere, and is the most abundant element in the earth's crust, mainly in the form of oxides, silicates, and carbonates.

  • plant - a living organism of the kind exemplified by trees, shrubs, herbs, grasses, ferns, and mosses, typically growing in a permanent site, absorbing water and inorganic substances through its roots, and synthesizing nutrients in its leaves by photosynthesis using the green pigment chlorophyll.

  • problem-solving - the process or act of finding a solution to a problem.

  • season - each of the four divisions of the year (spring, summer, autumn, and winter) marked by particular weather patterns and daylight hours, resulting from the earth's changing position with regard to the sun.

  • shelter - a place giving temporary protection from bad weather or danger.

  • soil - the upper layer of earth in which plants grow, a black or dark brown material typically consisting of a mixture of organic remains, clay, and rock particles.

  • space - a continuous area or expanse that is free, available, or unoccupied.

  • spring - the season after winter and before summer, in which vegetation begins to appear, in the northern hemisphere from March to May and in the southern hemisphere from September to November.

  • summer - the warmest season of the year, in the northern hemisphere from June to August and in the southern hemisphere from December to February.

  • sunlight - light from the sun.

  • tree - a woody perennial plant having a single usually elongate main stem generally with few or no branches on its lower part.

  • water - a colorless, transparent, odorless, tasteless liquid that forms the seas, lakes, rivers, and rain and is the basis of the fluids of living organisms.

  • winter - the coldest season of the year, in the northern hemisphere from December to February and in the southern hemisphere from June to August.

Educational Standards

Common Core
CCSS.ELA-LITERACY.SL.2.1

Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups.

In This Lesson

Students will discuss the four seasons and their impact on trees.

Common Core
CCSS.ELA-LITERACY.SL.2.1.B

Build on others' talk in conversations by linking their comments to the remarks of others.

In This Lesson

Students will build on the talk of others during whole group and partner work throughout this project.

Next Gen Science
K-LS1-1

Patterns in the natural world can be observed and used as evidence.

In This Lesson

Students will identify the pattern of the seasons, and their understanding will be reflected in their doodled-trees.

Next Gen Science
K-ESS3-1

Use a model to represent relationships in the natural world.

In This Lesson

Students will work in pairs to doodle one tree branch for each season, each one having characteristics of the season it represents.

Next Gen Science
K-ESS3-3

Events have causes the generate observable patterns.

In This Lesson

Students will associate the climate of each season with its impact on trees.

CS Teachers
1A-A-3-5

Decompose (break down) a larger problem into smaller sub-problems with teacher guidance or independently.

In This Lesson

Students will break down the process of investigating trees throughout the seasons by doodling models of trees, and discussing how trees change throughout each season.

ISTE
1C

Use technology to seek feedback that informs and improves their practice and to demonstrate their learning in a variety of ways.

In This Lesson

Students will use a 3Doodler to create 3D models of a tree during each of the four seasons.

ISTE
7A

Use collaborative technologies to work with others, including peers, experts or community members, to examine issues and problems from multiple viewpoints.

In This Lesson

Students will work with a partner and peers throughout all phases of this activity.

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