The Man Who Planted Trees Resources And Activities
ABOUT THE AUTHOR AND THE COMPANYThe performance of The ManWho Planted Trees that you willexperience was adapted from ashort French novel by writer JeanGiono. The company that createdthe stage adaptation is PuppetState Theatre from Scotland.Read on to learn more about theauthor and the creators of thestage performance.THE AUTHORJean Giono, the only son of acobbler and a laundress, was oneof France’s greatest writers. Hewrote stories, essays, poetry,plays, filmscripts, translations andover thirty novels, many of whichhave been translated into English.Giono was a pacifist, meaning hedid not believe that conflict shouldbe resolved through violence. Hewas twice imprisoned in Francefor speaking out at the outset andconclusion of World War II.He was born in 1895 in the littlecity of Provence, and died there,too, in 1970.Jean Giono, the author of The Man WhoPlanted Trees. Image courtesy of mots.extraits.free.fr.AWARDS: Prix Bretano Prix de Monaco (for the mostoutstanding collected work bya French writer) Légion d’Honneur Member of AcademieGoncourt“I wrote this story to make peoplelove trees, or more precisely tomake people love planting trees.”-Jean GionoDes Moines Performing ArtsThe Man Who Planted Trees Curriculum GuideABOVE: The narrator sets the scene at thebeginning of the performance. What canyou tell about the setting based on whatyou see in the photo?THE SHOW’SCREATORSPuppet State Theatre wasfounded in Edinburgh, Scotland in2003 by Richard Medrington, aprofessional puppeteer since1984. In 2006 he teamed up withRick Conte and Ailie Cohen todevelop an adaptation of JeanGiono's The Man Who PlantedTrees, which has travelled to allcorners of the United Kingdom,Ireland, Bermuda, Malaysia, andthe United States of America.AWARDS: Eco Prize for Creativity 2007 Total Theatre Award for StoryTheatre 2008 Best Children's Show:Brighton Festival 2009 Victor Award for best show:2009 International PerformingArts for Youth showcase
ABOUT SCOTLANDThe Man Who Planted Trees iscoming to Des Moines from theinternational company PuppetState Theatre, which is fromScotland. Learn more aboutScotland prior to seeing theshow.GEOGRAPHYScotland is in north-west Europeand is part of the United Kingdom.It shares a land border to thesouth with England and issurrounded by the North Sea onthe east and the Atlantic Ocean onthe west.Scotland is a mountainouscountry that is famous for its freshwater lochs (lakes). There areover 600 square miles of them.(One of the most famous is LochNess, where a mysteriousmonster is said to live.)EDINBURGHScotland’s capital is Edinburgh(which is also the city wherePuppet State Theatre is based).Theater lovers from around theworld come to Edinburgh for itsfamous theater festival.Other major cities are Aberdeen,Dundee, and Glasgow.Des Moines Performing ArtsThe Man Who Planted Trees Curriculum GuideKNOWN FORScotland is also famous for itsclans, kilts, medieval castles, andpoetry.Well-known people from Scotlandinclude: Walter Scott Robert Louis Stevenson Arthur Conan Doyle David Hume The actor Sean ConneryABOVE: Scotland’s largest lake, LochLomond, surrounded by mountains.Image courtesy of loch-lomond.net.OTHER FACTSCurrency: Pound Sterling ( )Official Language: EnglishLargest lake: Loch Lomond(24 miles long)National Animal: Unicorn
ABOUT TREES, pg. 1Author Jean Giono once said thathe wrote The Man Who PlantedTrees because he wanted to “tomake people love trees, or moreprecisely to make people loveplanting trees.”Read on to learn more abouttrees and the many amazingthings that trees do for us andour world.WHAT IS A TREE?A tree is a woody perennial plant.A tree usually has a single stemor trunk from which limbs orbranches sprout some distancefrom the ground. Limbs andbranches carry a spreading crownof leaves. A tree is a living thingwith its own natural life cyclethrough which it germinates,grows and dies. Stages include:1.2.3.4.5.6.SeedSproutSaplingMature TreeSnag (Dead Tree)Rotting LogTREES AS HISTORIANSTrees keep track of history. Asthey grow, trees record weather,physical events and the passageof time. Some species, such asthe bristlecone pine, can live to bethousands of years old.A tree records “memories” withinthe structure of its trunk.Everything that impacts the treethroughout its life – from insects,wounds and disease to floods andfire – leaves its mark.GROWTH RINGS A narrow ring indicates aseason in which the tree grewvery little, during a drought,for example. A wider growth ring indicatesa season in which the treegrew a great deal. Trees growing in regions withno distinct seasonal change,such as tropical rainforests,do not have annual growthrings because their growth isfairly constant.Sometimes the impact will resultin rapid or slower growth, which isshown by different ring sizes inthe cross-section of a tree.Trees growing in regions wherethere are marked seasonalchanges record their growth inrings. In these regions trees havedistinct period of growth anddormancy. A growth ring usuallyappears each year in dry or coldweather with the outer rings themost recent.Image courtesy of idahoforests.org.ABOUT TREES, cont. pg. 12Which of the stages of a tree’s lifecycle are depicted in theillustration, above?Des Moines Performing ArtsThe Man Who Planted Trees Curriculum Guide
ABOUT TREES, pg. 2BENEFITS OF TREESTrees are amazing and providemany important benefits to theearth and all living things:CLEAN WATERTrees’ hair-like root fibers helpfilter groundwater. They trapnutrients and pollutants that arepotential contaminants. Tree rootsfilter pollutants out of soil,producing clean water.CLEAN AIRTrees produce oxygen and absorbcarbon dioxide. They also captureparticulates (dust, pollen,pollutants).SOIL PROTECTION ANDNUTRIENTSTree roots hold soil in place so itcannot be easily blown away bywind or washed away by water.Without trees, heavy rains canwash soil into streams and rivers,creating avenues for nutrientpollution and habitat destruction,and increasing the likelihood offlooding.MINERAL AND NUTRIENTRECYCLINGThroughout their lives, trees cycleand utilize minerals and nutrientsfrom the air, water, and soil.HABITAT FOR WILDLIFETrees and forests provide homesfor many different species ofanimals.RECREATION AND HEALTHForests are great places foractivities such as hiking,backpacking, skiing, hunting, andbird watching. Looking at treesmakes people feel better. Studieshave shown that hospital patientswho can see trees outside theirwindows tend to recover morequickly than those who look outon pavement and buildings.ABOVE: Hikers walks through an oldgrowth forest.MEDICINESTrees provide substances withmedicinal value. For example,taxol, a drug extracted from thebark of the yew, is used in treatingcancer.ECONOMYMaking room for trees in our citiesprovides job opportunities and ahealthier environment. The forestindustry also provides jobs formany people, from cabinetmakersto homebuilders. Trees planted forenergy conservation helpconsumers save money.ENERGYTrees are used to shade homesand businesses, keeping themcool and conserving energy. Insome parts of the world, trees arethe main source of fuel forcooking food, warming houses,and running small businesses.The decaying of dead tree partsreturns nutrients to the soil.LEFT: Tree roots below the ground holdsoil in place.Des Moines Performing ArtsThe Man Who Planted Trees Curriculum Guide
VOCABULARYPUPPETRY & THEATERmouth puppet: apuppet that hasan open-able andmoving mouth.“Dog” is anexample of amouth puppet.multisensory:appealing tomultiplesenses; maydraw on aImage courtesy of stephaniebeeby.com.combinationof sight,hearing, smell, touch and taste.object manipulation: the art oftaking normal, everyday objects,turning them into found puppets,and operating them onstage.table-top puppetry: puppetryperformed on top of a table. Thecharacter of the Member ofParliament, pictured above, is anexample of a table-top puppet inThe Man Who Planted Trees.Des Moines Performing ArtsThe Man Who Planted Trees Curriculum GuideFROM THE SHOW:charcoal: afuel made byhumans fromwood that hasbeen slowlyburned to“carbonize” it.After the wood Image courtesy of glogster.com.has burned,the resulting black ashy materialcan be burned at temperatures of2000 degrees Fahrenheit or more.Unchecked use of charcoal hasled to deforestation.Charcoalburners were responsiblefor the ruins and desolation inElzéard’s world.lavender:a hardy andfragrant wildflowering plantthat thrives inplaces with littlewater andImage courtesy ofshade. Lavender thisoldhouse.com.was the onlything that grew in Eleazard’s landbefore he started planting trees.linden tree: atype of tree thatgrows abundantbright greenleaves, andproduces nectar-bearing flowersthat smell likehoney insummer. TheA linden tree growslinden is known near a fountain at thecenter of Vergons,as a “healing”Elzéard’s prosperoustree, for it’sand happy town,heart-shapedwhen the narratorvisits it at the end ofleaves, sweetthe story. Image courtesy ofsmell, anddreamstime.com.because theshiny sides of the leaves facedown, for poets to dreamunderneath.World Wars I and II: World War Iwas a major war centered inEurope from 1914 to 1918. WorldWar II was a global war thatbegan in 1939 and ended in 1945.Elzéard continues to plant treesand care for his growing forestdespite hardships as a result ofthe fighting in Europe during bothof the World Wars.
PRE-SHOW EXPLORATION ACTIVITIES, pg. 11) THE WOMAN WHO PLANTEDTREES: WANGARI MAATHAIExplanation: In this activity, students will researchWangari Maathai, who won a Nobel Peace Prize forher work in Kenya re-planting trees.Goal: To develop students’ understanding thatenvironmental protection promotes peace and qualityof life.When: Before the performanceMaterials: Computers with internet access or books on the“Green Belt Movement” List of research questionsActivity:1. Share with students background information onWangari Maathai and how her story relates to thefictional story of The Man Who Planted Trees(provided in right-hand column).2. Ask students to conduct research to learn moreabout Wangari Maathai’s work. Students should striveto answer the following questions: Why was it so important that trees be planted inKenya 35 years ago? What is the Green Belt Movement doing today? What were the results 5 years after themovement began? 10? 35? What about thefuture? In 50 years? 100?Follow-up Questions:1. What surprised you about Wangari Maathai andthe Green Belt Movement?2. How did working to improve the environment leadto Wangari Maathai winning an international award forPeace?3. Does America have a need for a person likeWangari Maathai? Why or why not?4. Where should trees be planted? In cities? In yourneighborhood?5. What do you need to do if you want to plant a tree?What steps should you follow?Des Moines Performing ArtsThe Man Who Planted Trees Curriculum GuideAdditional background information:The Man Who Planted Trees is a made-up story,called fiction. Wangari Maathai was a real womanwho lived in Kenya and planted trees. Ms. Maathaireally loved the story of The Man Who Planted Trees,and wrote the forward for the twentieth anniversaryedition of Jean Giono’s book. In the forward, she tellsthis story:‘I first became aware of theimportance of trees as a little girl,when my grandmother told methat I should not collect woodfrom a nearby fig tree because itwas a gift from God.Even though I didn’t know thenwhy fig trees were special, I laterunderstood that the fig trees deep roots tappedinto underground streams and brought water tothe surface, replenishing the land and bringing itlife.”Source: The Man Who Planted Trees by Jean Giono, p vii. ChelseaGreen Publishing Company.Ms. Maathai began the “Green Belt Movement” whenshe started to plant trees in Kenya in 1977, and nowover 40 million trees have been planted due to herdedication. Wangari Maathai was awarded the NobelPeace Prize for her efforts in 2005. She was the firstAfrican woman to receive that prize, a source ofenormous pride for women everywhere.
PRE-SHOW EXPLORATION ACTIVITIES, pg. 22) WHAT DOES A PLANT EAT?3) CAN A PLANT BLEED?Best for: Grades 3-5Best for: Grades 6-8Explanation: Students will plant and observe limabeans in four different conditions to test what plantsneed to grow.Explanation: Sudents will explore how sugar, waterand minerals are transported in a vascular plant.Goal: To understand that all organisms need energyand matter to live and grow.Materials: 4 lima bean seeds Soil Water 4 clear plastic cupsActivity:1. Plant a lima bean in four different cups.2. Label each cup and place it in a location so thefollowing conditions are met:Cup 1:Provide the bean seed with soil,water and sunlightCup 2:Provide the bean seed with soil andsunlight but no waterCup 3:Provide the bean seed with waterand sunlight but no soilCup 4:Provide the bean seed with soil andwater but no sunlight3. Water the seeds each day (except for Cup # 2).Ask students to predict the growth of the seeds.Which will grow the best? Fastest? Slowest?4. After a week, ask the students to check theprogress of each bean seed. Were their predictionscorrect? Continue caring for each bean seed at leastuntil the seed in cup #1 has outgrown its cup.5. Discuss the difference in the growth observed bythe beans in each cup. What elements are needed forplants to grow? What happened to the bean in cup#4? (Note: the stems and leaves will likely grow, butnot as green as the plant did not receive sunlight andcould not produce chlorophyll.)To extend this activity, ask students to select onekind of plant to study. Research the food chainassociated with your plant. How is your plant aprimary source of energy and matter for otherorganisms?Des Moines Performing ArtsGoal: To understand how water and nutrients aretransported within a plant.Materials: Celery Red food coloring Cup WaterActivity:1. Fill a cup with water and add a few drops of redfood coloring.2. Place a stalk of celery (with the leaves pointingtoward the ceiling) in the water. Leave it overnight.3. The next day, ask students to look at the celery.What do they see? (Overnight, the red water will havetraveled up the tubes of the celery. The celery leaveswill have turned red or pink as water reaches themthrough the xylem, or the path the water takes fromthe roots of the leaves, to the top of the plant.)Follow-Up Questions1. What conducts red food color up into the stalk?The leaves? How does it fight gravity?2. Are xylem and phloem like human arteries andveins? Why or why not?3. What if we tried a lettuce leaf? Or a tree branch?Would the experiment work then? Why or why not?4. Can stems absorb pollutants or dangerousmaterials?5. What if we water a planted seed exclusivelywith food colored-water? Will that affect the seed? Orthe plant?Image courtesy of ocw.openhighschool.org.
POST-SHOW ASSESSMENT AND DISCUSSION, pg. 23) CREATE A PUPPET AND SHOWBest for: Grades 3-5Explanation: In this cross-curricular activity, studentswill create a puppet and then write a short skit aroundtheir puppet.Goal: To better understand the art form of puppetryand to practice creative writing and performanceskills.Materials: Clean socks Buttons Needle and thread Fur fabric or yarn Fabric glue Scissors Felt Felt-tip pen or permanent marker Shoebox or cardboard box to “carry” the puppetActivity Part I:1. Place the sock on your hand and mark with a penwhere you would like the eyes.2. Take two buttons and glue or sew them to the sockto make eyes.3. Use a felt tip pen to draw the nose.4. Glue or sew fur fabric or yarn to the sock’s head forhair.5. Cut out ears, arms, legs, and a tail from felt andsew or glue to the sock to finish your dog.6. Use a box as the base for the sock puppet. Youcan decorate a basket and cut a hole in the bottomand manipulate the puppet through the basket.7. Encourage students to be creative and find newways to manipulate their puppets.Examples of simple hand puppets. Images courtesy of life123.com;ordinary-gentlemen.com; and pixox.bizDes Moines Performing ArtsThe Man Who Planted Trees Curriculum GuideActivity Part II:1. Using their new puppet as inspiration, ask studentsto write a short skit.2. Students should first develop their puppet’scharacter: What is their puppet’s name? What is their voice like? Do they have any distinctive mannerisms?3. Students should next establish a plot, setting, andconflict.4. Encourage students to try showing the events ofthe story rather than using dialogue, like in The ManWho Planted Trees performance.5. Students should also think of ways to build tensionor suspense in the plot.6. If they would like, students may pair together tocombine characters and create new skits. They mayalso gather additional props from home or make setsto prepare to perform their skits in front of the class.Follow-up Questions:1. What was challenging about this activity?2. What did you notice about the ways that puppetswere used in The Man Who Planted Trees? What didyou notice about the puppeteers?3. Was it helpful to create the character for yourpuppet first before creating your plot? Why or whynot?
POST-SHOW ASSESSMENT AND DISCUSSION, pg. 34) NATURE STORY SHOW5) DESIGN A TREEHOUSE!Best for: Grades 6-8Best for: Grades 3-8Goal: To reflect upon meaningful interactions withnature in writing.Goal: To imagine and design a tree home.Explanation: In this two-part activity, students willbegin by writing a first draft in response to a promptabout a nature. They may also create a revision oftheir writing that they will perform as an actor/puppet.Materials: Pen/pencil Paper “Object” puppets that students bring inActivity Part I:1. Brainstorm as a class a list of things we encounterin nature: rocks, trees, mountains, rivers, lakes,clouds, sky, grass, flowers, feathers, birds, eyeballs.Allow the students to name anything in nature, butpoint out man-made objects and put them in aseparate list if students name them.2. Ask the students to choose one or two of the“things in nature”.3. Ask the students to write about an experience withtheir chosen object/creature: Describe what it was; how you felt; what made you remember that moment.4. Have students share their writing with a partner.Activity Part II:1. Invite students to revise their written pieces so thatthey will be able to perform them.2. Have students create or find a puppet that canrepresent the “thing in nature” that they chose to writeabout.3. Like in The Man Who Planted Trees, eachperformer will stand behind the puppet when makingit talk. When delivering their piece, students shouldremember to keep their eyes focused on the puppetso the audience knows where to watch.Follow-Up Questions:1. What makes a moment in nature memorable?2. What was challenging about the puppet activity?3. How did “being” your nature object as a puppetchange your thoughts about your nature object?Why?Explanation: Students will design and draw atree house that benefits its residents and localecosystem while not harming the tree.Materials: Pencils/Markers/crayons/paint Drawing or construction paper Reference drawings of different ecosystems andtree types (or internet access)Activity:1. Introduce activity by asking students what theirfavorite place in their home is, and why. They maywrite their answers or discuss them.2. Then ask students if they ever feel the urge to “getaway” from home. What are the basic things theywould need to be comfortable?3. Ask students to define what a home is. From theclass definitions, create a list of “requirements” for ahome (a roof, a floor, walls, windows?).4. Students begin independent work by choosingwhat type of environment they want their tree home in(a residential neighborhood, a rainforest, a desert.)and who the home is for (a person, a raccoon, a bat,a bird). They will choose building materials, and drawtheir tree house. (Add grade appropriaterequirements, such as a crayon drawing including thetree for younger students, and a scale-model drawingfor older students.)5. Finally, students present their drawings to the classor a small group.Follow-Up Questions:1. How does your home benefit its residents? Itsecosystem?2. What considerations did you make so that yourhome’s construction does not harm the tree?Ever want to live in atree? Somearchitects at MIT(MassachusettsInstitute ofTechnology) aredeveloping a plan forliving trees to be partof a home!Image courtesy of archinode.com.Des Moines Performing ArtsThe Man Who Planted Trees Curriculum Guide
RESOURCES AND SOURCESBOOKSCLASSROOM RESOURCESThe Man Who Planted Treesby Jean GionoVideo:“Forest Man.”16-minute documentary about an Indian man who has been plantinghundreds of trees on an Indian island threatened by erosion.https://www.youtube.com/watch?v HkZDSqyE1doBark: An Intimate Look at theWorld’s Trees, Photographyby Cédric PolletFor grades 3-5:The Curious Gardenby Peter BrownHow the Ladies Stopped the Windby Bruce McMillanPlanting the Trees of Kenyaby Claire NivolaThe Man Who Lived in a HollowTree by Anne ShelbyHope is an Open Heartby Lauren ThompsonWangari’s Trees of Peaceby Jeanette WinterJohnny Appleseed: the Legendand the Truth by Jane YolenWebsites:American Forests. www.americanforests.orgAlliance for Community Trees. www.actrees.orgThe National Arbor Day Foundation. www.arborday.orgKids’ Gardening Projects. www.kids-outdoor-activities.suite101.comProject Learning Tree. http://www.plt.org/Trees Are Good. http://www.treesaregood.com/STUDY GUIDE SOURCES“Facts about Scotland.” Project Britain: British Life and stoms/questions/britain/scotland.htm“The Man Who Planted Trees.” Holden and Arts Associates Website.For grades 6-8:Forest Bornby Shannon HaleToby Aloneby Timothee de FombelleThe Unfinished Angelby Sharon CreechDes Moines Performing ArtsThe Man Who Planted Trees Curriculum Guide“The Man Who Planted Trees Study Guide.” Orange County PerformingArts Center. http://www.scfta.org/home/Media/education bus ins/Man Who Planted Trees Teacher Guide.pdfPuppet State Theatre. Official Website. http://www.puppetstate.comSchool of Puppetry. http://www.schoolofpuppetry.com.au/home.php
The Man Who Planted Trees Curriculum Guide ABOUT TREES, pg. 1 ABOUT TREES, cont. pg. 12 Author Jean Giono once said that he wrote The Man Who Planted Trees because he wanted to “to make people love trees, or more precisely to make people love planting trees.” Read on to learn more about trees and the many
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All because of the Man Who Planted Trees. Suggested questions to reinforce the message of the story: What was the land like before the shepherd planted trees? 1. Why was the lack of trees a bad thing? 2. How did the shepherd plant trees? 3. What did the acorns grow into? 4. What h
All because of the Man Who Planted Trees. Suggested questions to reinforce the message of the story: What was the land like before the shepherd planted trees? 1. Why was the lack of trees a bad thing? 2. How did the shepherd plant trees? 3. What did the acorns grow into? 4. What happened to the vi
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