Fernando'S Gift Lesson Plan Template Page 15

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8. Teacher asks them to identify where they find water and food and discuss with class.
Teacher gives students some paper and asks them to draw a picture of their own house
then label where they sleep, eat, drink, water, etc.
9. On the board, teacher creates a chart to compare wildlife habitats with the children’s.
What do birds need? What do monkeys need? Lizards? Using ideas from students,
Teacher fills out the chart.
10. Teacher reads the section of the story where Fernando discovers that the cristobal tree has
been cut down. Teacher asks students why they think someone has cut down the tree (for
the wood). What happens to the environment when trees are removed? How can we
balance the needs of people and animals for what trees provide us?
Lesson Evaluation
Were students able to make connections between animal habitats and their own living situations
(habitats)?
Extension
Teacher asks students if they know anyone who has planted trees in their area, like Fernando
does in the story. Students can do an interview activity in which they ask these people about why
they have planted the trees.
INTERVIEW WORKSHEET A
1. Who has planted trees in the area?
2. What kinds of trees did they plant?
3. How big/old were the trees when they were planted?
4. How long will it take these trees to reach maturity?
5. What will they provide when they are mature?
If students do not know someone who has planted trees, they can do an interview activity in
which they ask the oldest members of their family to think about changes in the environment
since they were children.
INTERVIEW WORKSHEET B
1. Name of interviewee and role in the family:
2. Were there different kinds of birds and animals then compared with now?
3. Were there more or fewer of them?
4. What changes have happened that affected these animals?
5. Were the trees or plants different in the past?
6. What advice does the interviewee have for helping the environment?

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