Title of Lesson: Leaves, Leaves, How are they Different? 
by: Lauren M. Kohn       
Grade Level: Early Childhood

Goal: to observe 4 different leaves from 4 different trees and identify the shape, edge type, vein pattern, and the name of each leaf.

Learning Objectives: Students will:
explore and analyze the leaves in cooperative groups
observe and describe the similarities and differences of the leaves, their edges, and their veins
identify the 4 different leaves and name the trees they came from
construct a group and individual leaf press.

NJ State Science Standards: The Core Content Standards that address this topic are 5.2.2; Develop strategies and skills for information- gathering and problem-solving, using appropriate tools and technologies. Another standard is 5.2.5; Learn what constitutes evidence and evaluate the data and information used to make explanations. The students will gather information about the leaves and their characteristics and then apply them to the activity. They will have to tell which leaf belongs to which tree and explain how know. Standard 5.7 states “All students will investigate the diversity of life” #1 Recognize the diversity of plants and animals on earth, and #2 Develop a simple classification scheme for grouping organisms.

Materials: 
50 leaves total - Divide students into 6 groups, with 2 of each leaf in the group
12 Maple Leaves
12 Oak Leaves
12 Dogwood Leaves
12 Elm Leaves
1 pack of 16 crayons (broken in half with the paper peeled off)
6 poster boards
24 white sheets of paper (no lines)
30 handouts with the information on leaves
30 leaf press handouts
tape, scissors, glue, computer, projector 

Procedure: 
Exploration: The students will be given a bag of leaves. They will have 10 minutes of free exploration with them. Encourage them to list ways that leaves are different in their journals. The students will be in groups while doing this so they will be able to talk about their leaves and their discoveries. They will then separate the leaves they into 4 piles. The piles will be Dogwood, Elm, Oak, and Maple. I will then ask them questions and explain to them why each leaf is different from the rest. We will create a class experience chart of characteristics from their journals and talk.

Introduction: I will ask the students to hold up a certain leaf (for example Maple).  Then I will ask them why they chose the leaf they are holding.  I will ask them to describe the vein patterns in leaves.  I will also ask them to describe the edges and shapes of the leaves.  I will tell them that the Elm leaves have toothed edges like a comb or a shark’s tooth, and that the Maple leaf has 5 veins like our 5 fingers. The Oak leaf has points that looks like pointy fingers. This is a good time to show the 2 websites on leaf characteristics for students to view and discuss in relation to the leaves they have.

http://www.fw.vt.edu/dendro/forsite/leaf3.htm

http://www.oplin.lib.oh.us/products/tree/index.html

They will understand what the differences are between leaves and they will know that is how we identify trees and leaves. At this point, I will give the instructions on how to perform a leaf press to the students. 

Student Product: The students will put the leaf under the blank sheet of paper vein side up.  I will come around and tape the leaf to the paper so it does not move. This is a group project so there will be 1 of each leaf pressed to make a total of 4 leaves in each group pressed.  Then the students will take the side of the broken crayon and rub the paper until the whole leaf outline has been pressed onto the paper.  They may use a few colors if desired. They will then take the leaf off the back of the paper and cut it out.  They will glue it onto the poster board.  Now a member of the group will write the name of the leaf next to the glued on picture on the poster board.  All the names of the members of the group will be on the poster board. Then I will hand out a blank sheet of paper that each student can do their own leaf press and take it home. They will do the same as they did in the group press except they will not cut it out and glue it; they will take it home.

Assessment: On the poster board the students will have to identify the name of 4 leaves. Leaves are identified by their shape, size, veins, and edges. Students will describe their “take home leaf pressing” in few sentences depicting those characteristics at the bottom of their paper.

Reflection: This lesson went well.  I had the opportunity to teach it to 2 different classes of 2^nd graders. The students understood the material that was presented to them. They really liked the free exploration time because it gave them time to talk things over and actually touch and play with the leaves. I felt uncomfortable with class control at this time because students were in-groups and were loud. 

A few students knew a lot about leaves already, so they helped their groups out. Once the lesson was started I felt the students calmed down and really got into it. They listened and answered questions. Each student had a job in their groups such as the reader, writer, and materials manager, and they really took their jobs seriously. The students were amazed to see how the leaves looked after being pressed. They were excited to see the veins and the different edges of the leaves. They also liked that at the end of the lesson they could say “Look at my red Maple leaf,“or “Look at how good the veins came out on my Oak leaf”. They were very impressed with their own work. 

Another thing I learned was that the first time I taught the lesson the glue and scissors were not handy and it caused a little commotion.  I had to get them out and it caused the students to get restless and loud again. I had the supplies ready the next time and it worked out much better. I was very prepared for this lesson, and that is why it was a success.