Name: Elizabeth McGreal and Shelby Johnson Date: 11-8-13 Unit Name: Structure and Functions of Plants Lesson

Topic: Leaf Printing Grade level: First grade Lesson length: 15 minutes

LESSON MATERIALS:

Part I: Autumn Leaves poem

Part II: Different kinds of leaves for rubbing News Print Paper Crayons Part III: Completed leaf prints

BIG IDEAS: From Molecules to Organisms: Structures and Processes LS1:A: Structure and Function LS1.C: Organization For Matter and Energy Flow in Organisms

STAGE ONE: DESIRED RESULTS

ESTABILISHED GOALS: Next Generation Standards 1-LS1-1. Use materials to design a solution to a human problem by mimicking how plants and/or animals use their external parts to help them survive, grow, and meet their needs. LS1.D: Information Processing Animals have body parts that capture and convey different kinds of information needed for growth and survival. Animals respond to these inputs with behaviors that help them survive. Plants also respond to some external inputs. (1-LS1-1)

Illinois Learning Standards 12.A.1a Identify and describe the component parts of living things (e.g., birds have feathers; people have bones, blood, hair, skin) and their major functions. 12.A.1b Categorize living organisms using a variety of observable features (e.g., size, color, shape, backbone).

ESSENTIAL QUESTIONS: How do the structures of organisms enable lifes functions? How do organisms obtain and use the matter and energy they need to live and grow? ENDURING UNDERSTANDINGS: Plants have different parts that help them survive, grow, and produce more plants. Plants need water, light, and minerals to live and grow.

CORE KNOWLEDGE Leaves receive nutrients and water from veins. Leaves are a major sight for food production in plant. Structures within a leaf convert energy from sunlight to food.

SCIENCE PROCESS SKILLS Observations Create leaf prints HABITS OF MIND Values and Attitudes Curiosity Introducing and showing the purpose of veins through leaf prints. This engaging activity raises student curiosity. Openness Students will have opportunities to question their ideas about plants and leaves. Responsibility Students will begin to respect the differences among leaves. Manipulation and Observation By creating leaf prints, students will increase knowledge on the importance of veins. . Communication Students will be able to discuss their findings and compare leaves.

ESSENTIAL VOCABULARY Veins Stem

Prerequisite Knowledge Students know there are many types of leaves with unique characteristics. Not all leaves come from the same plant.

APPLICATIONS OF LEARNING Communicating- Express and interpret information and ideas. Making Connections- Student s will connect what they learn from experiences in their own life and environment.

STAGE TWO: DETERMINE ACCEPTABLE EVIDENCE Evidence Part I- Ask comprehension questions from the poem to see what the students already know. Part II- Students should be able to identify the parts of the actual leaf and notice similarities in their leaf prints. Part III- Students will have conversations about what they learned from this activity. They will be able to describe the functions of veins in leaves.

Reflection Students will share their leaf prints with the class and summarize the information learned.

STAGE THREE: LEARNING PLAN

Part I (3 minutes): To introduce the lesson, the teacher will read the poem Autumn Leaves. (see below)

Autumn Leaves Down down down Redyellowbrown Autumn leaves tumble down, Autumn leaves crumble down, Autumn leaves bumble down, Flaking and shaking, Tumbledown leaves. Skittery Flittery Rustle by Hustle by Crackle and crunch In a snappety bunch. Run and catch Run and catch Butterfly leaves

Sailboat leaves Windstorm leaves. Can you catch them? Swoop, Scoop, Pile them up In a stompy pile and Jump Jump JUMP! Eve Merriam

After reading the poem, the teacher will ask students what they already know about leaves. (i.e. their purpose, similarities/differences, parts of a leaf, etc.)

Part II (8-10 minutes): - Teachers will demonstrate the activity of rubbing a crayon over the leaf and paper to create a leaf print. - Students will be given one news print paper and a crayon. - Students will choose two leaves out of the container to use for their prints. - To make the prints, have students place leaves underside up under the news print paper. - With the sides of crayons that have paper covering removes, students will rub over the leaves. - Pose questions to get students to see differences in leaves and see the veins. (veins, stems, etc.) - Ask things such as: What do you notice as you shade over the leaf? What do you think the purposes of veins are? - Have students turn over their wrists to study veins in own arms. - Explain to students that the veins transfer water and nutrients to the tree. Part III (3 minutes): Students will display the leaf prints they created. Teacher will have students share one thing they learned from the lesson activity.

STAGE FOUR: Post Lesson Reflection

Student Interest The students were engaged in the lesson and were ready to participate in the leaf print activity. They were excited to have a hands-on experience with the variety of leaves. They were curious to see the results of the shading on the paper. They liked identifying the veins of the leaf on the paper. Student Motivation The students were motivated to choose different types of leaves and colors to see the details on the news print. In addition, students really wanted to fill their paper and complete as many leaf prints as they had time for. In the end, they were excited to display their work to the other classmates. Teacher Knowledge We were able to guide students in understanding ideas about leaves, which includes knowledge on leaves, veins, stems, growth, changes, etc. We answered any questions on these topics that arose from this activity. We helped students discover their own ideas on leaves based on our knowledge and their previous experiences. Teacher Organization We gathered enough leaves to allow a greater variety of choice for students. We introduced the lesson by having students discuss their previous experiences and background knowledge of leaves. This was a good hook to prepare students for our activity. Next, we used a relatable poem to extend our ideas on leaf growth. This led into the print-making activity. After we modeled for the students, they were able to create their own leaf prints. We assisted students in shading the leaves and answered questions throughout. We planned on using an analogy of our own veins in our bodies, to help students understand the concept of veins. Teacher Articulation We were able to use a variety of teaching strategies to articulate our concepts. This was done through the poem, discussion, and the human body analogy. We used appropriate language for our grade level to assure student understanding. We described and reviewed any vocabulary words we would be using.

Student Understanding We were able to assess student understanding through constant monitoring of the activities. In addition, when the students displayed their leaf prints they used their knowledge of key concepts while sharing. At the end, we reviewed any information that was learned throughout the lesson. We think students were able to meet the objectives through our assessment. Other

Overall, we think our lesson went very well. We took an engaging activity of leaf prints and incorporated key leaf concepts. This deepened their thinking and understanding of the purpose of veins. The students were excited to share their work with others.