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Why don't the same trees grow everywhere?

Why don't the same trees grow everywhere?
Lesson narration:
English Spanish
Scroll for prep
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Slide Image
DISCUSS:
What parts are similar to other trees you’ve seen?
What parts are different?
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DISCUSS:
Based on their structure, what do you think these curvy parts do to help this tree survive?
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Step
01/21
In today’s activity, you’ll work with a partner.
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Step
02/21
Get these supplies. (You'll get more supplies later.)
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Step
03/21
Look for similarities and differences among the roots of six types of
trees. Write (and draw) your observations on your Roots worksheet.
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Step
04/21
Discuss.
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Step
05/21
Watch carefully to observe what happens when it rains in
Environment A and Environment B. Answer questions 1a and 1b on
your Evidence worksheet.
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Step
06/21
Discuss.
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Step
07/21
Answer questions 2a and 2b on your worksheet.
Be sure to support your claims with evidence you gathered earlier.
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Step
08/21
Discuss.
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Step
09/21
Get these supplies.
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Step
10/21
Partner 1: Hold both branch models over the side of your desk.
Partner 2: Put a heavy book on top of the ends to hold the branches
in place. Make sure the branches are the same length.
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Step
11/21
Add 1 paper clip to the tip of each branch model.
Discuss. Then, answer question 3 on your Evidence worksheet.
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Step
12/21
Explore what happens as you add even more paper clips to the tips
of your model branches. Discuss what you notice with your partner.
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Step
13/21
Answer question 4 on your Evidence worksheet.
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Step
14/21
Watch what happens when we add a lot of weight to our branches.
Discuss what you notice with your partner.
Then answer question 5 on your Evidence worksheet.
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Step
15/21
Discuss.
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Step
16/21
Watch how two types of real tree branches function under different
weights. Then, discuss:
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Step
17/21
Get your final supplies.
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Step
18/21
Read the Anchortown Forest info sheet. Use your red colored pencil
to underline information about which kind of roots help trees survive
in Anchortown Forest.
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Step
19/21
Review all clues from your Evidence sheet and the Anchortown Info
sheet. Discuss with your partner. Answer question 1 and then draw what you think the roots look like.
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Step
20/21
Read the Anchortown Forest Info sheet again. Use your blue colored
pencil to underline information about which kind of branches help
trees survive in Anchortown Forest.
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Step
21/21
Review all clues from your Evidence sheet and the Anchortown Info
sheet. Discuss with your partner. Answer question 2 and then draw what you think the branches look like.
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DISCUSS:
What else can you notice about this tree?
How would you describe its structures?
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DISCUSS:

What are some parts of your body that work together as a system?

How does that system help you survive?

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DISCUSS:
Based on the evidence, how might this tree’s structures help it stay safe in an environment filled with water?
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DISCUSS:
What pattern do you notice about the places where these types of trees are
found?
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trunk


1 of 14

the thick middle part of a tree
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branch


2 of 14

a part of a tree that grows out from the trunk and usually has leaves
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leaf


3 of 14

a part of a plant that is often flat and green
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root


4 of 14

a part of a plant that is usually under the ground
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structure


5 of 14

the specific form and shape of something

function


6 of 14

what something does
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external


7 of 14

the outside of something, including the outside of living things
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internal


8 of 14

the inside of something, including the inside of living things
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environment


9 of 14

all the living and nonliving things in a particular place
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taiga (boreal forest)


10 of 14

a cold, forest environment where trees often have needle-shaped leaves
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adaptation


11 of 14

a physical trait or behavior that helps a living thing survive in its environment
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system


12 of 14

a group of things that affect each other and function as a whole
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model


13 of 14

a pretend version of something that scientists use when the real thing is too big, small, or complicated to work with

evidence


14 of 14

information that can be used to support or reject an idea
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Lesson narration:
English Spanish

Activity Prep

Print Prep
In this lesson, students make observations of external and internal parts of trees in order to collect evidence that these structures work together as a system to help plants survive in a particular environment. In the activity, Tree Detective, students use models of roots and branches to explore their functions and then construct an argument about how these structures must work together in order to support the survival of trees in the unique environment of the frozen taiga.
Preview activity

I have a Mystery Pack

Anchortown Info worksheet 1 per student
Evidence (Roots & Branches) worksheet 1 per student
Solve The Puzzle worksheet 1 per student
Tree Detective Answer Key teacher-only resource 1 per class
Tree Roots worksheet 1 per student
Colored Pencils
We use red and blue in the activity, but any two colors will work. Crayons will also work.
Details
2 pencils per student
Hardcover Books
Books must be heavy enough to keep a pipe cleaner and coffee stirrer hanging halfway off a table.
Details
1 book per pair
Coffee Stirrers
1 stirrer per pair
Paper Clips
20 paper clips per pair
Pipe Cleaners
Pipe cleaner must be new because students will observe how it bends during the activity.
Details
1 pipe cleaner per pair
Prep Instructions

We suggest students work in pairs. Homeschool students can work on their own.

Organize Materials

Materials for this activity are needed at three different steps, so we suggest organizing them beforehand for easier distribution.

The Tree Roots and Evidence (Roots & Branches) worksheets are distributed in Step 2.

Step2
The pipe cleaners, coffee stirrers, paper clips, and hardcover books are distributed in Step 9.
Step9
The Anchortown Info and Solve the Puzzle worksheets, along with colored pencils are distributed in Step 17.
Step17

Exploration

10 mins

Hands-On Activity

40 mins

Extend this lesson

Vocabulary

Vocabulary

Student slideshow: English | Spanish

Teacher printout: English & Spanish

Unit Reading

Unit Reading

Surfing Sea Otter

In this reading, students learn how scientists figured out why a sea otter in California was stealing people's surfboards by considering the sea otters senses, memories, and instincts.

Mini-lessons

Mini-lessons

You can elaborate student learning and engagement with Mystery Science mini-lessons.

If you are in an NGSS state, these mini-lessons support the DCI LS1.A: Structure and Function

Transcripts

Credits
 
Adaptations Lesson 3: Why don't the same trees grow everywhere?

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