GEMS project

To gather information on my Tree Homes GEMS guide, I interviewed second-grader Ben from a local elementary school. Ben is seven and a half years old and answered approximately 15 questions regarding the GEMS guide. I began the interview explaining to Ben the purpose and object of my assignment, explaining to him the correctness of his answers was not important, just that he tell me what he knows.

The opening questions I used were broad and meant to inquire about Ben’s prior knowledge or general experience with trees, tree homes, and his backyard. He listed tree houses, homes for owls and squirrels, water supply for animals and paper all as uses for trees, demonstrating a relatively in depth knowledge of tree utilization. He also explained that he had around 15 trees in his backyard that he had explored, climbed and also offered guesses what kind of trees they were. When asked what could live in trees, Ben listed owls, termites, squirrels, and birds showing that second graders have an adequate knowledge regarding trees and their uses. Ben demonstrated that he can think beyond his personal experience, such as climbing trees or building tree houses, and possesses general knowledge about trees necessary for the tree homes lessons.

The next questions targeted the main idea within the Tree Homes lesson, focusing on animals living in trees and if trees go through changes throughout the year. When asked why animals might live in trees Ben answered thoroughly by describing how animals can catch food in and from trees, get water, and could be found easily for shelter. This will play an important part in several of the GEMS Tree Homes lessons as students continually discuss the important roles trees play in the environment. To further assess Ben’s knowledge of trees natural habitat and environment, I had Ben describe why trees change throughout the year. He responded that trees change in all the seasons but in fall they lose their leaves so in winter the tree will remain warm. This suggests some aspect of prior knowledge that may need to be addressed and corrected when introducing the Tree Homes unit. When constructing the classroom tree, teachers could discuss with students the different parts of the tree and how and why these undergo changes throughout the year. To visually demonstrate this, the teacher could change the leaves throughout the year on the classroom tree reflecting tree changes and contrast this with the outside environment. To specifically gauge Ben’s knowledge on owls since the fourth lesson focuses on owl and owl babies, I asked about bird nests and laying eggs. Ben replied that nests are used for a safe place to lay eggs so they won’t fall off. In addition, Ben added that baby birds can land on a soft surface but he did not know about why birds may lay eggs. Again, this may need to be discussed when introducing the Owl lesson since the owl puppets “lay eggs” in the students’ constructed nests.

Other specific questions were used to assess Ben’s knowledge of tree parts, their uses and what foods tree animals eat. Ben identified roots, bark, water, leaves as parts of a tree. The teacher for the tree homes unit may decide how in depth he/she wants to go with teaching students the parts of a tree. This does offer a good opportunity to expound further into science and the anatomy of plants or a tree if time allows. Ben also identified the purpose of the named parts correctly. For the tree homes unit, students will need to know the purposes of specific tree parts and how these relate to how animals use trees for homes, in addition to how these benefit the tree and humans as well.

I concluded the interview with several follow up questions to further question Ben on his knowledge of particular animals within the tree homes unit, such as raccoons, opossums, and birds. Ben described an experience he had with a raccoon found in an outside trashcan at his house but didn’t know where raccoons live. He also gave a similar response with opossums, suggesting that teachers can discuss students’ stories and previous experience with these animals before beginning the owl and raccoon lessons, then give students an opportunity to collect correct information or research facts on these animals. Teachers may also chart out what students know, what they want to find out, the discrepancies between what students think, then after researching, what they now know.

The interview overall gave the impression that second graders possess an adequate knowledge to begin the tree homes unit but teachers may first want to assess students’ knowledge before beginning each lesson. This can preempt misconceptions and straighten out misinformation before proceeding with further information and activities.

Tree Homes Interview Analysis with 1st Grade student Thomas:

Below is the conversation I had with a first grade student about trees, tree homes, and animals discussed in the Tree Homes GEMS Guide. The bulleted bold words are what the interviewer said/asked and the plain text is the transcribed responses made by the student interviewed. The interview was informal and completed at the child’s home in the living room. He was assured that the interview was to help me learn and he was also reassured that he would not be graded or judged by his answers. The student told me that his mother has already explained everything to him and he was ready to start the interview.

Trees

What can you tell me about trees?

Trees are a plant that grow outside.

They have leaves and seeds and stems and limbs.

Sometimes trees have holes in them.

Do all trees have leaves?

Yup. All trees have to have leaves.

Why is that?

I don’t know. That is just how the come.

What happens to the trees when it gets cold out?

The leaves fall off.

Tree homes

Ok, let’s talk about tree homes now.

What do you think tree home means?

A tree that is a home for an animal. Like where they live.

Where in the trees do these animals live?

In the holes that are in some trees.

How do the holes get there?

Animals make the holes. Like by pecking and picking at it and stuff.

What animals live in trees?

Birds, squirrels, owls, chipmunks, bugs like ladybugs and grass hoppers.

Do the animals stay in the trees all the time?

No, not all the time. Only when they need to sleep and stuff. Like people. People live in homes, but they aren’t there all the time. Like squirrels, they live in the holes of tress, but they leave to gather nuts to save for the winter so they can stay in the tree and not turn into squirrelsicles. Guinea pigs do the same thing.

Owls

· You said that owls are a type of animal that live in trees. What can you tell me about owls?

I know a lot about owls because we just learned all about them in school.

What does an owl look like?

You can draw me a picture of an owl if you rather draw it than tell me. (Provide paper and pencil)

[See attached drawing with labeled parts that he described]

Where do you think owls live?

Up in trees.

What part of the trees?

In the holes that are in trees.

You told me that animals are not always in the trees, when so you think owls go into the trees?

They’re in the trees during the day because that’s when they sleep. They hunt at night.

What do you think owls eat?

Mice, rodents and other owls.

What else can you tell me?

[Student shrugged his shoulders.]

How do you think owls keep warm when it gets cold out?

Well the mother wraps its wings around its babies to keep them warm so if it doesn’t have babies to worry about I guess it just wraps its wings around itself when they get cold.

Do you know what a baby owl is called?

Nope. What? [Owlet answer provided.]

Raccoons

Ok, great! Lets’s move on to raccoons. What can you tell me about raccoons?

[Student squirming in chair and hesitating.]

Can you draw me a raccoon? Or maybe you rather tell me what you think one looks like.

[See attached picture with labels from discussion]

Do you know why it has a mask around the eyes?

What do you mean a mask?

Raccoons fur is colored so they look like they are wearing a mask around their eyes.

[Student adds a mask to his picture and asks “Like this?”] Yes.

Why do you think they have that mask?

Probably so they can see better or something.

Where do you think raccoons live?

In trees and in the forest or woods.

What part of the trees?

Ummmm, sometimes in the holes of trees, but just anywhere in the woods or in the forest. On the ground sometimes I think.

What part of the world do raccoons live in?

Here in the United States and probably in Africa too.

If they are not in the trees all the time, when do you think they are in the holes?

I think they are the same as owls and that is why I haven’t ever seen one. They are awake and doing stuff at night when I’m sleeping.

What do you think raccoons eat when they are out and about at night?

Mice, lizards, grasshoppers, and maybe leaves too.

How do you think raccoons keep warm when it gets cold out?

They don’t have to keep warm. They’re warm because they have fur.

Is there anything else you want to share with me about raccoons?

Nope.

Mother bear and her cubs

Ok then, lets move on to bears.
What do you think a bear looks like?}

Hold on. [Student leaves the table and runs off.] Here! Like this. [Shows me a book with pictures of bears]

Where do you think bears live?

In caves or near water or in caves that are near water incase they get thirsty or need food.

What else can you tell me about bears?

I think that they sleep and hunt anytime. Not like owls and raccoons. Bears get-up and are awake whenever. Not just in the day or at night. I also think bears are mean.

Why do you say that?

Because they eat meat and we are meat. Bears would eat us I think.

What else do you think bears eat?

Salmon

How do you think bears keep warm when it gets cold out?

They have fur and if it’s windy or something they go and cuddle up in a cave.

Wrap-Up

I don’t think I have any more questions for you. Is there anything else you would like to share with me about trees, tree homes, or animals?

Nope. I’m all done. Thanks for the pencil Marta. [I gave him a pencil as a thank you for helping me.]

This interview is a valuable resource for use of the Tree Homes GEMS guide in a first grade classroom. The information obtained from this interview allows the teacher to understand what a first grade student may already know, be confused about, or have little to no information relating to lessons in the Tree Homes GEMS Guide. Knowing the students background knowledge is vital to preparing an effective lesson or unit. When preparing to teach the Tree Homes unit, the teacher should consider what is familiar and what information is unfamiliar as to allocate an appropriate amount of time to each lesson and/or project accordingly. As an example, if I were to teach this GEMS to the class that this student is part of, I would adjust my calendar as to allow more time for the lessons on raccoons and bears since the students already had learned about owls.

This interview also aids in developing appropriate additional lessons, assessments, modifications, and adaptations to lessons and projects. Interviewing a child, or all students, to gather information about their background knowledge proves to be extremely useful when preparing a lesson or unit.