Graphing Fall Leaves
Summary
In this biology lab extension, student will have already collected leaves from the playground and surrounding school areas and sorted them into categories according to leaf properties. Students will use the leaf classifications/sorts to graph the properties of the leaves. Students will then find out what type of leaf is most common on their playground and investigate the type of tree from which it comes.
CollapseLearning Goals
Students will graph leaves according to leaf properties.
Students will determine which type of leaf is most common in their school yard.
Students will investigate the type of tree that sheds the most common leaf.
Students will determine which type of leaf is most common in their school yard.
Students will investigate the type of tree that sheds the most common leaf.
Context for Use
This activity will take place in a classroom setting. Students will have already collected and sorted leaves. This activity will take 15-20 minutes if done as a whole group, or 30-35 minutes if done in small groups.
Description and Teaching Materials
1. Look at leaves already collected and sorted. Ask students, "What can you tell me about these leaves? What is the same about these leaves? What is different about some of these leaves? What colors are these leaves? What categories did we sort the leaves into?"
2. Use a tally sheet to have students record the class results for the number of leaves in each category.
3. Then transfer that information to graphing paper. Create the graph on the whiteboard/smartboard or overhead as students fill in their own graph at their desks. (It is assumed that you will have taught graphing skills before this time.)
4. Analyze the data together. "Which type of leaf is most common on our playground? Which type of leaf is least common on our playground? What tree do you think that each of those types of leaves are shed from?"
5. Give the students the assignment to investigate the playground trees to see which type of tree the most common type of leaf comes from. Try to identify the tree- students can do this part of the assignment during break times and before/after school or you can do the investigation as a whole class.
6. Provide closure by allowing students to come up with their own questions about the living things that are in our school yard. Encourage them to continue to investigate.
2. Use a tally sheet to have students record the class results for the number of leaves in each category.
3. Then transfer that information to graphing paper. Create the graph on the whiteboard/smartboard or overhead as students fill in their own graph at their desks. (It is assumed that you will have taught graphing skills before this time.)
4. Analyze the data together. "Which type of leaf is most common on our playground? Which type of leaf is least common on our playground? What tree do you think that each of those types of leaves are shed from?"
5. Give the students the assignment to investigate the playground trees to see which type of tree the most common type of leaf comes from. Try to identify the tree- students can do this part of the assignment during break times and before/after school or you can do the investigation as a whole class.
6. Provide closure by allowing students to come up with their own questions about the living things that are in our school yard. Encourage them to continue to investigate.
Teaching Notes and Tips
Students may need more time for doing the graphs. They will need a lot of direction. It may be helpful to have parent volunteers on hand to help students with leaf sorts and graphing skills.
Assessment
Students will hand in their leaf graph as the assessment of this activity.
Standards
Match adult animals and plants to their offspring.
Know simple ways that living things can be grouped.
Know simple ways that living things can be grouped.