Introduction: The objectives, materials, essential vocabulary, key concepts, and key questions used in this lesson plan will vary greatly according to the level of the students engaged in the learning. The suggestions here are only representative of the possibilities.
Objectives: Students will identify the visible likenesses and differences of a set of leaves. Students will classify leaves according to size, shape, color, or other characteristic appropriate to the ability of the learners. Students will measure the length and width of leaves in standard and metric units. Students will generate a graph o r chart to record their data and/or observations. Students will use charts and reference materials to identify each of the leaves in their set.
Materials: Sets of leaves for each student, paper, pencils, crayons or markers, rulers or tape measures, leaf identification charts and books.
Essential vocabulary: Similarities, differences, simple, compound, smooth, toothed, and lobed. See SPECIAL TOPICS; LEAF TYPES for other vocabulary suggestions.
Key Concepts: Leaves have specific characteristics that help us identify them. Leaves vary from one species to another.
Key Questions: What differences do you see among the leaves you have collected? What similarities are there? Which of your leaves is the longest? the widest? How are your leaves like those of others in your group? How are they different? Which type of leaf do you (your group, the class) have the most of? How can you record the information you have collected?
Advanced Preparations: Send a letter home to parents one week prior to the l esson asking them to help their child collect one leaf from each of five different trees. If they collect the leaves several days in advance, suggest that they press them between layers of paper towel under a heavy book. If they collect them just a day or two in advance, suggest storing them in the refrigerator in a selfÐsealing plastic bag to which they may add a drop or two of water. Collect leaf identification materials: charts, pamphlets, reference books, etc.
Suggested Grouping: Students will be working together in groups of three or four.
The Lesson: Have students describe the leaves in their set. Older primary students will write their descriptions and leaf measurements along with a sketch in their science journals or log sheets. Younger students will make drawings or trace their leaves and give oral descriptions. The teacher will record the students' descriptive terms on the chalkboard, overhead, or chart paper. Students will then compare their leaves with others in their group. Ask stude nts to sort the leaves of their group into piles that go together. Generate a class list of criteria that they based their decisions on. Introduce the correct terminology to fit their descriptionsÐÐsimple, compound, smooth, tooth, lobed, etc. Have each group create a bar graph to show how many they have of each category. Older learners will use various resources to identify their leaves and then create a bar graph to represent the leaves in their group. Create a whole class bar graph or chart. Younger students may use a large sorting mat on the floor to make their bar graphs with the actual leaves.
Closure: Older students will summarize what they have learned in their science journals or log sheets. Younger children may dictate a class experience story.
Students may make leaf rubbings and compare the vein patterns of their leaves along with other characteristics.
If the leaves are collected during the fall, students may create a collage of colorful leaves within two shee ts of waxed paper for pressing with a warm iron.
Leaves may also be preserved by dipping them in paraffin wax that has been melted in the top of a double boiler.
Students may also create leaf prints using NaturePrint Paper from NaturePrint Paper, P.O. Box 314, Moraga, CA 94556.
LeafÐprint TÐshirts can be made as a culminating activity to leaf and tree studies. See the complete directions found in Lesson Plan for Leaf Collecting, Identifying, and Displaying a Leaf Print on TÐshirt.
For intermediate level students, an activity called "leaf Chromatography" can be found on pp. 31Ð35 of Cooperative Learning Science: Activities, Experiments, and Games by Esther Weiner and published by Scholastic, Inc., 2931 East McCarty Street, Jefferson City, MO 65102.
Many other leafÐrelated activities can be found on pp. 10Ð25 of Life * Earth * Physical DirtÐCheap Science also by Esther Weiner and published by Scholastic, Inc.
Real World Science by Holly Engel, published by Edupress, P.O. Box 883, dane Point, CA 9 e2628, includes some very simple leaf experiments for use with younger children on pp. 58Ð61.