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Delete the italicized text and enter your own.

Your Name: Jennifer Nelson

Title of the Experience or Activity: Life Cycle of a Tree, Creative Movement Activity
Where did you find this idea? (Include the book, article, person, or URL)
Age of Children: 3-4

Number of Children: Large Group- 10-12

Curriculum Areas Addressed:

Brief Description of the Experience You

Are Planning:
Children will use creative movement in a
guided movement activity to demonstrate the
life cycle of a tree.

Gross Motor
Fine Motor
The Arts
Visual Arts
Creative Movement
Social Studies
Type of Learning Experience:
Interest Area or Learning Center
Routine or Ritual
Small Group (4-5 children)
Large or Whole Group
Read Aloud
Family Engagement

This activity is primarily:

o Child-led
o Adult-led
o Both

Describe Your Rationale for Choosing This Experience:

In our study of trees, we are beginning to study the life cycle of a tree. Expressing these
ideas through movement should be a fun way to reinforce these concepts and build our
creative movement and gross motor skills.
Learning Outcomes: Remember to delete the italicized text and enter your own.


List the dispositions, knowledge, and skills that you

want children to achieve as a result of this

What assessment method will you use to document

outcomes for children?

Concepts/Knowledge Emphasized:
Trees, like all living things, go through a life
We can use movement to recreate this life cycle
and express our ideas.

Teacher will observe and make anecdotal

records. Noting any particularly creative
choices or any children that have difficulty
with the movements.

Children will express ideas (life cycle of a tree)
through the use of movement.
Children will move at different speeds and levels.
Children will follow along during the guided
movement activity, and use appropriate
movement to illustrate the ideas.

Teacher will take photos and video for


Standards Addressed:
Colorado ELDG Creative Arts Expression 2.3- Use
creative movement to express concepts, ideas, or
Colorado ELDG Creative Arts Expression 2.4Demonstrate simple phrases of movement in time
and space.
Colorado ELDG Physical Development and Health
3.1- Develop motor control and balance for a range
of physical activities, such as walking, propelling a
wheelchair or mobility device, skipping, running,
climbing, and hopping.

Vocabulary: life, cycle, seed, sprout, branches,

leaves, grow, roots,

Environmental Set-Up
Materials and Equipment List:
- Large space with flat, solid ground.
- Copy of the procedure steps/movements (for teacher, if needed.)
- Camera/video camera
- Clipboard with paper for observations.
Setting: Clear a large area of the classroom, push some furniture away from large
group meeting area if needed. (This activity may also be done outside, weather and
space permitting.) Set up camera or video camera to document childrens
movements- may set it up on a tripod or on a nearby shelf.
Learning Experience Outline
Introduction: Discuss the life cycle of a tree at circle time. From seed, to sprout, to
tree. Discuss some things that happen to trees; get blown in the wind, hold nests for
birds, get struck by lightning, etc. Explain that later in the day, everyone is going to
see what it feels like to be a little seed that grows into a tree!
Step-by-Step Procedure:
1. Have the children spread out in the space. Encourage them to remain in their
spots. (Like a tree!)
2. *Teacher will do all the movements with the children.* Ask the children: How are
seeds born? A seed! Have everyone crouch down and make themselves as small
as they can- this is the seed!
3. Ask the children: What happens next? What does the seed do? It sprouts! Have
everyone slowly uncurl and stand up on their knees.
4. Ask the children: What holds up the leaves? The branches! Grow some
branches by sticking your arms out to the side, keep your hands in a fist.
5. Next, tell the children: We need to grow taller! and stand up.
6. Prompt the children to Grow leaves! and spread your fingers out.
7. Prompt the children to Spread your roots! spread your feet apart and wiggle your
8. Prompt the children to Sway in the breeze and soak up the sun. move back and
forth in a gentle swaying motion.
9. Prompt the children to Hold a bird nest. Cup your hands and pretend youre
holding a bird nest above your head.
10. Prompt the children Oh no! A big storm! sway harder and make windy sounds.
11. Prompt the children Uh oh, a big lightning strike hits one of our branches- BANG!
Everyone puts one arm down.
12. Prompt the children The wind is getting stronger! CREEAAK! Everyone makes a
creaking sound and falls down.
13. Finally, a new seed sprouts. Prompt the children to slowly raise an arm for the new

Questions You Might Ask During the Experience:

Can you think of any more things that can happen to our tree?
What are some of the things your tree needs to grow tall and strong?
Do you remember what comes next for our new little sprouts?
Closure: Thank everyone for pretending to be trees with you. Ask the children which
part of the activity they liked, and challenge everyone to walk like a tree (stiffly?) to the
next activity.
Simplify: Teacher might include fewer steps in the activity and provide direct
instruction for the motions. Ex: Make a little ball for the seedstand up tall and put
your arms out like thisetc. Could just do the seed, sprout, branches, tall tree
Challenge: Add more steps to the activity. Ex: A woodpecker pecks you, bugs attack
you, your leaves fall down then grow again. Could use this activity to incorporate the
seasons. Teacher could also challenge the children to repeat the cycle by
themselves, fast or slow, or to music.