Developmental Lesson Plan

Common Core/PA Standard(s):

Standard- 4.1.2.D Identify differences in living things (color, shape, size, etc.) and
describe how adaptations are important for survival.

Learning Targets/Objectives:

Students will be able to write how leaves change color by doing the leaf experiment.

Students will be able to write a prediction if the coffee filters change color by filling out the
recording worksheet.

Assessment Approaches: Evidence:

1. Exit Slip 1. Correct responses on exit slip
2. Debriefing 2. Discuss key terms after each activity
3. Recording worksheet 3. Completed worksheet
Assessment Scale:
The scale will be out of 5 for Assessment 3.

5- exceptional (The student has a prediction and all of the observations recorded on the
recording worksheet.)
4- acceptable (The student has a prediction and completed two of the observations on the
recording sheet.)
<3- needs work (The student is missing the prediction and only completed two or less of the
observations on the recording sheet.)

____/5 points.

Subject Matter/Content:
Prerequisites:
● Knowing what leaves are.
● The parts of flowers and their functions from a previous lesson.
● Information on seasons from the lesson the day before.
● How trees are in the fall.
● Autumn is another word for fall.
Key Vocabulary:
● Autumn​- the third season of the year, when crops and fruits are gathered and leaves
fall.
● Fall (season)​- the season of the year between summer and winter, during which the
weather becomes cooler and many plants become dormant.
● Chlorophyll​- a green pigment, present in all green plants and in cyanobacteria,
responsible for the absorption of light to provide energy for photosynthesis.
● Pigment​- a natural coloring matter of animal and plant tissue.

Content/Facts:
● Due to changes in the length of daylight and changes in temperature, the leaves stop
their food-making process.
● The chlorophyll breaks down, the green color disappears, and the yellow to orange
colors become visible.
● Chlorophyll is what makes leaves green.
Introduction/Activating/Launch Strategies:
● Introduction​ -
○ “Hello students! Does anyone remember what we talked about yesterday in
science class?” (The seasons)
○ “Good! Now does anyone remember or think they know what season causes
leaves to change colors?” (Fall)
○ “Great job! Today we are going to learn why and how leaves change colors
during the fall.”
○ “First, we are going to read a book to learn more!” (Read ​Why Do Leaves
Change Color?​ By Betsy Maestro.)
○ While reading the book, ask the students:
■ Cover page:​ “Why do you think the leaves change colors?” (Can be a
variety of answers.)
■ First page:​ “It says the word autumn, what is another word for
autumn?” (Fall)
■ Page with the picture of inside a leaf:​ “This is the inside of a leaf and
these are the chlorophyll (pointing to picture). If chlorophyll is what
makes leaves green then how do you think the leaves will change
color?” (Can be a variety of answers.)
■ Page that starts saying now, other colors can be seen in the leaves:
“From this page, what did you learn about where the colors of the leaves
come from?” (They come from inside the leaves but get hidden from the
chlorophyll.)
■ End of the book:​ What is one thing you learned about leaves changing
colors?” (Can be a variety of answers.)
○ “Now we are going to do a fun experiment to show leaves changing colors!”
Development/Teaching Approaches
● Before working on the inquiry, the teacher will put the changing colors anchor chart on
the board. The teacher should go through everything that is on the anchor chart. You
should start by reading the first part of the anchor chart and how weather plays a minor
 role in fall foliage. Then talk about how the picture represents a maple tree and its
leaves changing colors. Lastly, one at a time, the teacher should talk and point to each
three parts that are shown on the anchor chart. (1st= green, 2nd= yellow, and 3rd=red
leaf) (Picture of the anchor chart is down below.)
● After going over the anchor chart, the teacher will show an image of chlorophyll in
leaves so they can see a representation of it.
● Next, we will have to set up our experiment. The teacher will pass out the worksheet to
record information on what color the coffee filters are at different times.
● The teacher will give each table a jar, 3 leaves from the same tree, rubbing alcohol,
paper coffee filters, scissors, and a wooden spoon.
● Before doing the experiment, the teacher will show a completed experiment to show
what it should look like in the end but not showing the color of the coffee filter.
● In the front of the class, the teacher will instruct and set up their own experiment to
show the students how they will be setting up the experiment. While the teacher is
doing and explaining each step, the students will be doing the same thing. The teacher
will instruct each table to label their jar so we know which jar belongs to which table.
● They will start by cutting the leaves into smaller pieces and putting them into the jars.
After the leaves are in the jars, we will cover them with rubbing alcohol. Using the
wooden spoon, we will smash up the leaves more and mix the rubbing alcohol. Next,
we will form the coffee filters into a cone shape and place the tip into the mixture.
● The students will then be instructed to write their prediction on the worksheet that was
passed out before setting up the experiment. In addition, the students will be told to
write the color of the coffee filter so far. At each table, the students will discuss with
each other what they think will happen to the coffee filter. After giving the students
time to discuss, the teacher will ask some students to share what their prediction is.
● After some students share their predictions, the teacher will tell students to put a
thumbs up if they think their coffee filter will turn a color other than green or to put a
thumbs down if they think their coffee filter will only be green.
● Next, the students will need to clean off their desk from the experiment to do another
short experiment. But first we will have a short discussion.
● The teacher will ask if anyone remembers from the book and anchor chart how leaves
change color. The teacher will wait until someone says from chlorophyll.
● The teacher will ask the students if the leaves in the jars are still getting glucose for
chlorophyll. The students will put a thumbs up if they think the leaves are still getting
glucose for chlorophyll and a thumbs down if they don’t think the leaves are still
getting glucose for chlorophyll.
● The teacher will confirm saying the leaves are no longer absorbing sunlight and water
to get glucose for the chlorophyll.
● Next, the teacher will ask if anyone remembers when trees stop producing their
chlorophyll. (Reminding the students to think of the anchor chart.) The teacher should
wait until someone says when the days are shorter.
● The teacher will confirm then ask what color pigments get exposed at this stage. The
teacher should wait until students say yellow and orange then say, “with that being
said, do you think we will see yellow and orange on our coffee filters?” (Let the
students say their thoughts.)
 ● The teacher will ask, “Thinking back to the anchor chart, does anybody remember what
happens during the third stage after the tree stops producing chlorophyll?” The teacher
will wait until someone says how veins connecting to the trees start to close.
● Lastly, the teacher will ask what color this can lead to. The teacher will wait until
someone says red.
● The teacher will put the anchor chart on the projector telling the students that we are
going to check how well they remember the process. With the anchor chart on the
board, the teacher will quickly go over it showing how well the students did.
● Before going into our next experiment, I will have the students check the color of their
coffee filter and record the color(s) they see.
● Next, the teacher will pass out paper towels to each student in the classroom. Along
with the paper towels, each student will need a non-permanent black marker. In
addition, each table will need water and droppers for the students.
● The teacher will explain that the students will draw anything they want in the black
marker on the paper towels. After they create their drawing, they will use the dropper
to place water on the marker to see what happens.
● Before starting the experiment, the teacher should ask what they think will happen
when water touches the water. The students at each table should discuss together what
they think will happen. After giving them time to discuss, the teacher will ask some
students to share.
● After some students share their predictions, the teacher will ask the students to put a
thumbs up if they think the marker will change color and put a thumbs down if they
think the marker will remain black.
● Now the students will do the experiment to see what happens and discuss with their
table partners about it.
● The teacher will hand out a worksheet where the students have to answer two
questions. The teacher will tell the students this is their exit slip for the day. For the
first question they have to explain how the paper towel experiment relates to the leaves
changing colors experiment. For the second question they have to answer how leaves
change colors. (They will be turning this in before they leave as an exit slip.)
● The students will record what colors are on the coffee filter to complete the recording
worksheet. Then they will be told to clean up by putting everything away from the
experiments.
● Once everyone is cleaned up, the students should turn in both their exit slips and
recording worksheets.
Closure/Summarizing Strategies:
● “You guys did an excellent job today! Thank you for listening and following directions
for the experiments we did.”
● “Raise your hand if you have ever read or watched the Lorax.”
● “Great! We will be starting science by reading the Lorax tomorrow in class and how it
can be related to real life.”
Accommodations/Differentiation:
● Accommodations (Our student that we are accommodating for is a female ESL student
who is fluent in Spanish.)
 ○ I could have the worksheet directions in spanish and english so she is able to
follow along and know what is expected out of her.
○ When showing how to do the experiments, the teacher will be very clear and
show each part clearly so that she is able to understand what to do.
○ I can print out instructions in spanish for the experiments so she is able to
follow along and do the experiments without feeling embarrassed for not
understanding what is expected from her.
○ I can create a Spanish version of the changing colors anchor chart to give to the
student in order for her to get a better understanding of what was being said.
● Differentiation
○ For students who are struggling- The teacher could work one on one with the
student.
○ For students who are accelerated learners- The teacher could have them write a
summary on the back of the worksheet saying why leaves change color during
the fall time.
Materials/Resources:
● Book: Maestro, B., & Krupinski, L. (2015). ​Why do leaves change color?​ New York,
NY: HarperCollins Children's Books.
● Smart board/projector
● Computer
● Picture of chlorophyll in leaves
● Glass jars
● Paper coffee filters
● Leaves
● Rubbing alcohol
● Scissors
● Wooden spoons
● Paper towels
● Black markers (not permanent)
● Water
● Dropper
● Changing Colors Anchor Chart
● Recording Worksheet
● Pencils
● Exit slip
Recording Worksheet for Color Changing Experiment:
Changing Colors Anchor Chart:
Changing Colors Exit Slip:

Reflective Response:
Report of Student Learning Target/Objectives Proficiency Levels
 Remediation Plan (if applicable)

Personal Reflection Questions

● How was my pacing?
● Are there things that should have been added?
● Are there things that could have been taken out?

Additional reflection/thoughts