Trees and Leaves

By Megan Grable

ECED 304

What interesting discoveries
did you make investigating a
tree as an adult learner?
I learned about the different parts of the
trees, the roots to the very tops, I
learned about the different attributes
each tree has compared to other plants
around it. While looking at the different
trees I was able to observe that some
had leaves while others did not have
leaves and were only bare branches. I
could see the sap, and spiderwebs on
the trees where spider lived. I saw a
birds nests at the top of a tree.
What discoveries did you make about math and
art while engaging in activities with leaves?
While looking at the different types of leaves on each tree I was comparing the attributes. Even when I could
sort items into two groups, evergreens and deciduous, there was differences between the cedar bough with
the flat leaves and the needles of the other evergreens. While doing the rubbings I found that the leaves of
the rhododendron plant where far easier to do rubbings on, with the ridges and veins showing up well under
the crayon rubbing, but the fern leaves were challenging. I found I had to use a variety of colors for each leaf
while doing the art, mixing the greens, yellows, and brown to make the right shades. While making the
mosaic, I wanted to do a one to one correspondence with the leaves I collected but I did not pay attention to
how many I was collecting. I had far more bamboo leaves than any other and had to use them in a different
way than planned as I did not estimate how many of each I would need.
What are the opportunities for supporting other developmental
domains such as language and literacy, visual and performing
arts, social/emotional development? Include at least one other
domain.
I would like to focus on gross motor development and problem solving skills in relation to tree climbing. While doing this activity
my sons found a tree that they wished to climb. Allowing them to climb the tree, gave them opportunity to learn not only about
the scientific aspects of how a tree is strong, how a tree can support their weight, but how to move their bodies in a way that will
cause them to move up across branches. They learned how to assess how far their bodies could safely carry them through the trees
by taking a risk. This kind of play can be very beneficial according to the paper Benefits and risks of tree climbing on child
development and resiliency, they talk of the importance of taking these risks. “Risky-taking play has an important role in the well
being and satisfaction of children and in the development of their academic and life skills. Risky play involves “a situation
whereby a child can recognize and evaluate a challenge and decide on a course of action.” (Gull, et.al. 2018) By allowing my
children to navigate the branches above the ground they learned not only information about their bodies and how they moved but
how to challenge themselves to go higher.
 Looking back, which three foundations did you
explore in your investigations?
● Math: Number Sense 1.3 Identify, without counting, the number number of
objects in a collection up to four objects (i.e., subitize).

● Life Science: Properties and Characteristics of Living Things 1.3 Recognize

that living things have habitats in different environments suited to their unique
needs.

● Art: Develop skills in visual arts, 2.2 Begin to create representative paintings
or drawings that approximate or depict people, animals, and objects.
 Using clay as a material build a 3-D model
of trees. Providing lots of pictures are

What other kinds of guidance on how the children can make

these “trees” but allowing them to make the

science, math and art trees however they would like with the
materials.

inquiry-based and Creating a sorting game about where in the

tree different animals live whether it be the
constructivist activities rabbits that would burrow near the roots, or
the birds who make their nests high in the
can you think of to branches.

engage children do Having leaves, bark, branches, and

pinecones in the sensory table for the
with leaves and trees? children to manipulate when they would like
to.
 Referring to Science Frameworks and an articles on trees,
make some suggestions about 3 different trees investigations or
integrated experiences you could try with young children.

The labeling of the different parts of the tree. Looking at the root system, the branches, the leaves and
the fruit and seeds of the tree. Looking at books such as Tree by David Burnie with real photographs of
trees and their different components.

The measuring of the trees, looking at how many kids can wrap their arms around the tree, how tall it is,
how long are the branches, how many pinecones can fit in a person’s hand.

Document the changes in trees through the season. This is best done from late summer to fall, as the
deciduous trees have their leaves change colors and then lose their leaves. Have the child compare the
leaves of evergreens and deciduous trees as the project progresses.
Wood Uses: Cedar in Salish Tribal Communities
In many tribal communities, the trees around their homes are considered sacred.
They are used for many things from modes of transportation, to baskets, to hats, to
clothing. The Suquamish Tribe and many other Coast Salish Tribes in Western
Washington use cedar for many things, their canoes and paddles are made from
cedar, their hats are woven cedar, and the salmon they eat is cooked over cedar
wood. From an early age the children of this area are taught these teachings. I have
been lucky enough to work for the Suquamish Early Learning Center for years and
had an opportunity to learn more about the traditions and the tribes connection with
the cedar tree.
Photos from Suquamish Tribe
● Bellous, K. (2004). Looking at the Trees around Us. Early Childhood Research & Practice,
6(1).
● Charlesworth (2016). Chapter 3-3 and 3-4. pp. 74-94.
● CDE (2005) California Preschool Learning Foundations (vol. 1) Mathematics pp. 148-152
● CDE (2010) California Preschool Learning Foundations (vol.2) Visual Arts -pp. 5-10
● CDE (2013) California Preschool Learning Foundations (Vol. 3) -Sciences-Life Science- pp. 73-
78
● CDE (2013). California preschool curriculum framework (vol. 3). Life Sciences- pp. 196-214
● Gull, C., Goldenstein, S. L., & Rosengarten, T. (2018). Benefits and Risks of Tree Climbing on
Child Development and Resiliency. International Journal of Early Childhood Environmental
Education, 5(2), 10–29.
● People of the Clear Salt Water. (n.d.). Retrieved from https://suquamish.nsn.us/home/about-
us/.

Works Cited