CONCEPT: Biological Science – Plant Parts – Leaves

OBJECTIVES: The students will observe and describe leaves

MATERIALS: Leaves- preferably those chosen by the children, magnifying lens

BACKGROUND: The variety to be found among the leaves of plants is enormous. There are large leaves, small leaves, slender leaves, and wide ones. Leaves can be soft, prickly, hairy, and hard.

But leaves all have one thing in common; they change sunlight into energy through photosynthesis. The leaves absorb carbon dioxide from the air and, with water that comes through the roots of the plant, combines these elements and releases oxygen into the air. By this exchange, plants maintain a level of oxygen in the air that benefits all living things.

PROCEDURE:

1. Tell the students to take their special leaf and look at it carefully. Draw the leaf.

2. Use a magnifying lens to look at the veins of the leaf.

3. Measure the length and width of the leaf.

4. Describe the leaf.

5. Take the leaf and trace around it on graph paper.

6. Color the leaf you traced on the paper to look like your special leaf.

EXTENDED ACTIVITIES:

1. Make a collection of as many different kinds of leaves as you can find.

2. Find some way to group the leaves.

3. Use the students’ leaves to make leaf prints or leaf rubbings.

4. Arrange leaves on construction paper or waxed paper and place in a construction paper frame. Display in the window.

5. If this lesson cannot be done when leaves are collected, keep them soft by putting them in a solution of 1 part glycerin to 2 parts water. Layer the leaves in a shallow pan, cover with the glycerin solution,

soak for 24 hours. Remove and press between newspapers for 3 days. The colors will not be as bright as they were when they were collected, but the leaves will be soft and pliable.

TECHNOLOGY: The students can make a PowerPoint presentation using Microsoft Paint program to illustrate the different types of leaves. (Student Sample)

TEKS:

Technology:

(1) Foundations. The student demonstrates knowledge and appropriate use of hardware components, software programs, and their connections.

The student is expected to:

(A) use technology terminology appropriate to the task;

(B) save and delete files, uses menu options and commands, and work with more than one software application;

(10) Communication. The student formats digital information for appropriate and effective communication.

The student is expected to:

(A) use font attributes, color, white space, and graphics to ensure that products are appropriate for the defined audience;

Science:

Scientific processes. The student uses scientific methods during field and laboratory investigations.

(B) collect information by observing and measuring;

Scientific processes. The student knows that information, critical thinking, and scientific problem solving are used in making decisions.

Scientific processes. The student knows how to use a variety of tools and methods to conduct science inquiry.

(A) collect and analyze information using tools including calculators, microscopes, cameras, safety goggles, sound recorders, clocks, computers, thermometers, hand lenses, meter sticks, rulers, balances, magnets, and compasses;

Adapted from 1990 Aims Education Foundation