A worm’s eye view of trees next to buildings in a city

Trees-Mend-Us

Grade 5

This lesson focuses on these main ideas:

Trees improve the environment by cleaning air and water, supporting wildlife, and enhancing quality of life.
Growing trees starts with seed collection and involves teamwork from volunteers and experts.
Planting trees is crucial for reforestation and meeting environmental goals like Maryland’s 5-million-tree initiative.

Procedure

INTRODUCTION (15 minutes)

Ask students the essential question, “Why should communities support the ecosystem services trees provide?” Trees help our communities in many important ways, and these helpful actions are called ecosystem services. Trees don’t think about doing these things, but people benefit from them every day. Ask students to brainstorm ways trees help them and their community. Explain that because trees are so valuable, people work hard to protect them and plant more.

Have students watch the video, “Outdoors Maryland - Episode 3505.” After the video, discuss the essential question and thinking questions aligned to the topic and video.

EXTENSION (15-30 minutes)

Trees provide many ecosystem services and are an integral part of the biosphere, one of Earth’s major systems. The U.S. Department of Agriculture’s Forest Service has created a series of tools to help individuals and communities see the benefits of trees and how to plan more tree plantings. The iTree website is a great source of information.

ASSESSMENT (15 minutes)

After reviewing the video and considering everything trees do to benefit the Earth, what major Earth systems interact with trees to help sustain life?

REFLECTION (10 minutes)

Consider the major environmental problems facing our local and global community. Which of these problems can be solved by planting more trees?

Standards

NGSS Performance Expectation

5-ESS2-1 Earth's Systems
Develop a model using an example to describe ways the geosphere, biosphere, hydrosphere, and/or atmosphere interact.

Science and Engineering Practices
Developing and Using Models
Modeling in 3–5 builds on K–2 experiences and progresses to building and revising simple models and using models to represent events and design solutions.
- Develop a model using an example to describe a scientific principle.
Disciplinary Core Ideas
ESS2.A: Earth Materials and Systems
- Earth’s major systems are the geosphere (solid and molten rock, soil, and sediments), the hydrosphere (water and ice), the atmosphere (air), and the biosphere (living things, including humans). These systems interact in multiple ways to affect Earth’s surface materials and processes. The ocean supports a variety of ecosystems and organisms, shapes landforms, and influences climate. Winds and clouds in the atmosphere interact with the landforms to determine patterns of weather.
Crosscutting Concepts
Crosscutting Concepts
- A system can be described in terms of its components and their interactions.

Maryland Environmental Literacy Standard

Standard 5
Individual and Collective Responses to Environmental Change:
PreK-2 Objective A. Generate examples of individuals or groups that protect the environment.

Summative CER

Option 1:

Construct an explanation of how Earth’s systems work together to sustain life.

Option 2:

After observing the video about the work people do to grow new trees, explain how trees interact with each of Earth’s systems.

Reflection Questions

What do these trees provide for them?
How do trees benefit the environment and our communities?
What role can you or your community play in helping with tree planting and other environmental conservation efforts?

Summative CER Rubric

Scoring Rubric Components	No Response Score Point 0	Not There Yet Score Point 0.5	Beginning To Score Point 0.75	Yes Score Point 1.0
CLAIM	The claim is missing.	The claim is incorrect or irrelevant.	The claim partially takes a position on the topic or issue addressed within the prompt.	The claim takes an appropriate position on the topic or issue addressed within the prompt.
EVIDENCE	There is no type of evidence in the response.	The evidence is irrelevant or does not support the claim.	The evidence partially supports the claim and demonstrates some understanding of the topic or text, using appropriate sources.	The evidence supports the claim and demonstrates a strong understanding of the topic or text, using appropriate sources.
REASONING	There is no use of words, phrases, and/or clauses to create cohesion and to clarify the relationship between the claim and evidence.	The use of words, phrases, and/or clauses fails to show or explain any relationship between the claim and evidence.	Scientific words, phrases, and clauses used lack cohesion but partially clarify the relationship between the claim and evidence.	Appropriate scientific words, phrases, and clauses are used to create cohesion and to clarify the relationship between the claim and evidence.