Project TEAM

Lesson Title: Leaf Man

Teacher: Lisa Story
Date: October 2019
Class Length: 1 Hour
Unit Title: Leaf Observations
Unit Goal(s): Compare and contrast different leaf structures.
Grade/Content Area: Second Grade – Expressive Art/Science

Context: The students have been using pinnate and palmate leaf pictures to see patterns in their calendar work
during Number Corner. I am using this activity to introduce real-life examples of the leaves they have been seeing
on the board for October. This lesson will take place in November after they have become familiar with
identifying whether a leaf is pinnate or palmate based on their theme structure. Students will use their prior
knowledge of how leaves change color and fall from tree branches in their life outside of school. After the deep
dive into leaf color, shape, and vein structure, students will understand that sugar and chlorophyll make the
leaves to stay green, and in the fall, the leaves save their sugar and stop producing chlorophyll in the winter. If I
were to continue this unit, I would discuss capillary action as the next step in the life science activity. The
students would move onto an experiment that would be conducted both in the winter and in the spring to
compare and contrast the different effects of light on plants.

Standards:
NCAS: Synthesize and relate knowledge and personal experience to make art.

CCSS: 2.SL.1c Ask for clarification and further explanation as needed about the topics and texts under
discussion.

ELPS: 8. Determine the meaning of words & phrases in oral presentations & literary & informational
text.

2-LS2-1. Plan and conduct an investigation to determine if plants need sunlight and water to
grow.
Content Objectives: By the end of the lesson, students will be able to demonstrate their understanding of the
purpose of veins by orally communicating about their observations and creating a leaf man utilizing leaves with
different vein structures.

Learning Targets: I can talk about the purpose of veins in leaves.

I can put leaves together, using my imagination to create a character.
Language Objectives: Students will be able to use vocabulary to communicate their observations of leaves by
orally sharing with a partner.

Additional Language Demands.

Academic Vocabulary: Chlorophyll, sugars, vein, pinnate, palmate
Syntax. Students will listen to the model observations of the teacher and be able to communicate
about their observations. I notice ____________. I observe that ___________.
Discourse. Students will participate in listening and speaking. Students will express themselves
through movement and leaf composition.

Student Assessments:
Preassessment: The teacher will ask students what they know about the purpose of veins in leaves. Does anybody
know why leaves change color? Does anybody know why leaves have veins?

Informal assessment:
The teacher will walk around the room to see if students are using the vocabulary as they are in stations and their
partnered observation time.
The teacher will check for understanding by asking for a thumbs up or down to see if we need any clarification.

Learning Materials/Preparation:

Chart paper
Anchor Chart – Leaf Anatomy (Labeled for both pinnate and palmate)
Leaf Man by Lois Ehlert
Variety of leaves with different colors and anatomy.
Contact Paper
Googly eyes
Permanent marker
Proscope
Timer
Basket of Leaves
Chromebook
Crayons
Paper

Set up during the lunch period.

I need to set up the classroom with the pro scope, timer, and basket of leaves in the back of the classroom. On
the other table will be the blank paper and the crayons with the paper taken off.

Precut the contact paper into 9x6 sections (2 per child)

The contact paper will be passed out.
Differentiation Strategies:

Pacing Teacher Actions/Notes

Time: Lesson Introduction/Set/Grabber/Provocation:

10 minutes This afternoon we will be exploring leaves! Think about why the leaves change color.
Can anybody guess why the leaves change color? When you come up with a guess,
put a thumbs up. (Model what that looks like) Wait for the children to think about,
and at least half of the class has a thumbs up. Ask for a few share outs. Write ideas
on chart paper. Does anybody know why leaves have veins? When you come up with
a guess, put a thumbs up. (Model what that looks like) Wait for the children to think
about, and at least half of the class has a thumbs up. Ask for a few share outs. Write
ideas on chart paper.

Those are some great ideas! Today we will be learning about the purpose of veins.
We will listen to a read-aloud called Leaf Man and create our leaf people. During our
work time, I will be calling students back to make observations using a cool tool that
I have brought. You will each get two minutes to work with pro scope.

Time: Communication of Learning Targets, Key Vocabulary, and Objectives:

2 minutes I will write the learning targets out on the board after I tell the class each one. Our
learning targets for this are I can talk about the purpose of veins in leaves. Write
target on board and place visual cue. I can put leaves together, using my
imagination to create a character. Write target on board and put up a visual cue. I
will be listening to your observations to see if you can use the vocabulary that we
have talked about to describe your leaves.

Time: Learning Activities:

40 minutes Leaf Talk
Using the labeled anchor chart, while pointing to the different parts of the leaf,
explain vocabulary, and point out the different veins in each type of leaf. The purpose
of veins is to move food the leaves make to the rest of the tree. During the fall time,
when there is less sun and lower temperatures, the leaves stop producing chlorophyll,
which makes the leaf look green.

Interactive Read-aloud: Read Leaf Man

Does anybody have any predictions about what the book is about based on the title
and the cover? While reading the book, I will walk from side to side of the room, so all
of the children have a close visual of the book. In the story, one sentence is repeated
multiple times throughout the book, and I will ask the children to listen for the repeat
and then ask them to say the line instead of me. When the book is finished, I will
thank them for reading with me. Thank you for helping me read the story! You did
great! Now we will play a little game. Please stand up, push your chair in, and stand
behind your chair. When say, “the Leaf Man goes wherever the wind blows,” you will
sway your body and freeze in a different position. Watch me. Ok, let’s try it.

After they complete the movement sections, have students turn around and face the
back of the classroom. Please face the back of the classroom. Now we will start our
activities. Let me show you how some things work before we get started. This is called
 a pro scope. It is a tool we can use to see things that you would normally not be able
to see. It will be here on the back table; with a partner, you will be able to look at
leaves up close. See if you can focus on the veins. I will give each team 2 minutes to
use the tool. Please flip the timer when you reach the table. When the timer has run
out of sand, please go back to your table, and it is the next two people's turn. Please
move down the line.

Move back to the crayon rubbing station. When you are done with your Leaf Person,
you will have the option to make leaf rubbings, quietly read some books that I have
selected, or play prodigy. Who had made a leaf rubbing before? You will take a leaf
and place it under the paper, and then you will move the crayon on its side back and
forth. The rubbing will make the raised areas or thicker areas, darker on your picture.
Try this technique out with a variety of different leaves.

Leaf Character
The author of this book also made the pictures. How do you think she made them?
Yes, she put different leaves together to create different characters. Flip through the
book and point out what types of leaves were used for various characters on different
pages. You will choose a pile of leaves and create your character. I have contact paper
which is sticky on one side and not sticky on the other. Place contact paper on the
board and model the process of creating a character. Then you will place the piece of
contact paper on the top to make it all stick together. You can come to me and draw a
face with some special permanent markers, which means they will not wipe off. I will
be looking to see if you can find different types of leaves to create your creatures.

Closure:
Thank you for being illustrators today!
Time: We will look at everybody’s pictures to see their excellent artwork.
8 minutes

Self Reflection/Evaluation:

The level of engagement was extremely high for this activity. The students were participating and
eager to investigate with the pro scope, create a leaf man, and do the leaf rubbings. I think each of
the elements was thoughtful; however, when they were all together, they were too complex. The
students were not able to follow the multiple-step directions. I front-loaded the wrong information
instead of front-loading specific skills for each activity and then implementing each of the different
activities. I think this lesson would have worked much better if I was with a smaller ratio of students.
The feedback from my mentor teacher was positive; however, the corrections come from
organizational elements that she said that I would learn over time and with experience. My mindset
is still one of Early Childhood and less of the public-school feel.