First Grade Collecting Leaves with the book Leaf Man
Initial Publication Date: August 3, 2009
Summary
In this environmental science activity, students will go on a leaf walk and collect different types of leaves. They will bring the leaves back to the classroom and brainstorm characteristics of their leaves then classify them. The following day, students listen to the story "Leaf Man" and complete their own picture out of the leaves that have been collected. On the third day, students write about their picture.
CollapseLearning Goals
Students will use science words in short story to describe their leaf creature
Students will use various leaves to create their own leaf creature as in the book Leaf Man
Students will use various leaves to create their own leaf creature as in the book Leaf Man
Context for Use
First or Second grade. The lesson is three days for about 30-45 minutes. The leaf walk/leaf hunt could take longer, depending on the number of students in the class.
Classroom Arrangement:
Students will work in small groups of 2 as they collect and sort leaves.
Students will work individually to create their leaf creature and write their sentences about their picture.
Classroom Arrangement:
Students will work in small groups of 2 as they collect and sort leaves.
Students will work individually to create their leaf creature and write their sentences about their picture.
Description and Teaching Materials
Procedure:
Day 1 Introduction:
Students will warm up with a song about the seasons that incorporates fall leaves.
Students will discuss how to take a leaf-collecting walk, correct procedures and rules for safety and consideration of plants and property.
Body:
Students will choose a partner to walk next to, line up and go leaf collecting. They are to choose 5 leaves that seem interesting per pair of students. As the students are collecting leaves, the teacher needs to collect a wide assortment of "extra" leaves for the project on day two.
Students return to the room and sit down on the floor with their partners. They are to talk about the leaves and think of words to describe their leaves using only the naked eye. The group will share their word ideas and the teacher will write them on the board or a place that can be left up for a few days; until the end of the lessons.
Once all students have had the opportunity to share what they observed about their leaves, the teacher brings out a magnifying glass/lens. As a group, discuss what the lens is and what it does. Ask students what they know about it? How do we use one? What is it used for? What is it NOT used for? Tell students that each group is going to receive a magnifying glass and that their job is to look at/observe the leaves that they have collected. Students use the magnifying glass to observe their leaves and talk with their partner about what they see. Bring the students back together as a large group. The teacher asks students if they observed anything different about their leaves with the magnifying glass? With a different colored white board marker, the teacher adds the new observations to the list already generated on the board. After the group-share time, the class will vote on 6 words to describe the groups of leaves they will be sorting.
Six large sheets of construction paper will be placed around the room to be used as sorting-mats with the designated student-generated label by each.
Students will sort their leaves onto the mats according to their descriptive properties.
The mats will be stored carefully until the following day. It is preferable that the mats be hung up in the room with the leaves taped on them or with sticky tac.
Class will end with students sharing one thing they observed or enjoyed from/during the lesson.
Day 2:
Introduction: Students will review the leaves and description words they generated the previous day. Once students have shared, go through the science describing words on the large pieces of tag board from yesterday.
Body:
The sorting mats should be placed in areas around the room where students can easily see them; perhaps around the group meeting area or in the front of the room.
Tell the students that we are going to read a book today about leaves. Don't tell them the title. Instead, do a picture walk through the book having students look at the illustrations in the book. What do they see? What do they think the page(s) is about? Do this throughout the book. If students do not notice it; bring their attention to the shape of the pages; are these like the pages in our reading book? Or math book? (the edges are shaped like those of a leaf and each page is different) Ask students if they found any leaves with edges like that page yesterday.
When finished with the picture walk, read the story to the students. As you read the story, you can stop and review the pictures in the book and what the leaves are "making" in the book.
After reading the book, explain to students that on our walk yesterday while they were collecting leaves, you were too and that today they are going to be the "Leaf Man" or "Girl" and create a picture out of leaves. Brainstorm some of the items that were made from the book and write them on the board. Explain to students that they might want to make one of those items or something else that the class came up with. Explain to students that you will put a pile of leaves at each group for them to share and use to make their picture. Remind students about the glue rule: a dab will do! Tell students to lay out their leaves first before gluing them down.
Conclusion:
Students turn in their leaf picture to teacher to store for the following day. Students put away materials and return to seats.
Day 3:
Introduction: Students review their previous work.
Body:
Students will receive their leave picture from the previous day. Students are to write three sentences about their picture trying to use words that were generated from our brainstorming on the first day of the observations. Allow students work time. When students have finished writing, the teacher can attach their writing sample to their leaf picture and display for others to enjoy.
Assessment:
Assessment Rubrics:
4.
Student is able to participate in the sorting of leaves into appropriate groups.
Student is able to participate in the selection of a science word to describe their leaves.
Student is able to play listen and participate in book walk and reading of book.
Student writes three sentences to describe their leaf picture.
3.
Student meets three of the four requirements listed above.
2.
Student attempts to meet at least three of the above requirements.
1.
Student needs constant encouragement and/or assistance in order to participate.
Resources:
Leaf Man by Lois Ehlert
Day 1 Introduction:
Students will warm up with a song about the seasons that incorporates fall leaves.
Students will discuss how to take a leaf-collecting walk, correct procedures and rules for safety and consideration of plants and property.
Body:
Students will choose a partner to walk next to, line up and go leaf collecting. They are to choose 5 leaves that seem interesting per pair of students. As the students are collecting leaves, the teacher needs to collect a wide assortment of "extra" leaves for the project on day two.
Students return to the room and sit down on the floor with their partners. They are to talk about the leaves and think of words to describe their leaves using only the naked eye. The group will share their word ideas and the teacher will write them on the board or a place that can be left up for a few days; until the end of the lessons.
Once all students have had the opportunity to share what they observed about their leaves, the teacher brings out a magnifying glass/lens. As a group, discuss what the lens is and what it does. Ask students what they know about it? How do we use one? What is it used for? What is it NOT used for? Tell students that each group is going to receive a magnifying glass and that their job is to look at/observe the leaves that they have collected. Students use the magnifying glass to observe their leaves and talk with their partner about what they see. Bring the students back together as a large group. The teacher asks students if they observed anything different about their leaves with the magnifying glass? With a different colored white board marker, the teacher adds the new observations to the list already generated on the board. After the group-share time, the class will vote on 6 words to describe the groups of leaves they will be sorting.
Six large sheets of construction paper will be placed around the room to be used as sorting-mats with the designated student-generated label by each.
Students will sort their leaves onto the mats according to their descriptive properties.
The mats will be stored carefully until the following day. It is preferable that the mats be hung up in the room with the leaves taped on them or with sticky tac.
Class will end with students sharing one thing they observed or enjoyed from/during the lesson.
Day 2:
Introduction: Students will review the leaves and description words they generated the previous day. Once students have shared, go through the science describing words on the large pieces of tag board from yesterday.
Body:
The sorting mats should be placed in areas around the room where students can easily see them; perhaps around the group meeting area or in the front of the room.
Tell the students that we are going to read a book today about leaves. Don't tell them the title. Instead, do a picture walk through the book having students look at the illustrations in the book. What do they see? What do they think the page(s) is about? Do this throughout the book. If students do not notice it; bring their attention to the shape of the pages; are these like the pages in our reading book? Or math book? (the edges are shaped like those of a leaf and each page is different) Ask students if they found any leaves with edges like that page yesterday.
When finished with the picture walk, read the story to the students. As you read the story, you can stop and review the pictures in the book and what the leaves are "making" in the book.
After reading the book, explain to students that on our walk yesterday while they were collecting leaves, you were too and that today they are going to be the "Leaf Man" or "Girl" and create a picture out of leaves. Brainstorm some of the items that were made from the book and write them on the board. Explain to students that they might want to make one of those items or something else that the class came up with. Explain to students that you will put a pile of leaves at each group for them to share and use to make their picture. Remind students about the glue rule: a dab will do! Tell students to lay out their leaves first before gluing them down.
Conclusion:
Students turn in their leaf picture to teacher to store for the following day. Students put away materials and return to seats.
Day 3:
Introduction: Students review their previous work.
Body:
Students will receive their leave picture from the previous day. Students are to write three sentences about their picture trying to use words that were generated from our brainstorming on the first day of the observations. Allow students work time. When students have finished writing, the teacher can attach their writing sample to their leaf picture and display for others to enjoy.
Assessment:
Assessment Rubrics:
4.
Student is able to participate in the sorting of leaves into appropriate groups.
Student is able to participate in the selection of a science word to describe their leaves.
Student is able to play listen and participate in book walk and reading of book.
Student writes three sentences to describe their leaf picture.
3.
Student meets three of the four requirements listed above.
2.
Student attempts to meet at least three of the above requirements.
1.
Student needs constant encouragement and/or assistance in order to participate.
Resources:
Leaf Man by Lois Ehlert
Teaching Notes and Tips
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Assessment
Standards
Discipline: Science: Nature of Science and Engineering
A. Substrand: Practice of Science
1. Benchmark: Know that describing things as accurately as possible is important in science because it enables people to compare their observations with those of others..
A. Substrand: Practice of Science
1. Benchmark: Know that describing things as accurately as possible is important in science because it enables people to compare their observations with those of others..