Subject: Science
Topic/Period: Collecting leaves
Frameworks
NS.1.K.7 Use age appropriate equipment and tools in scientific investigations (e.g., balances and hand lenses)
LS.2.K.2 Differentiate between plants and animals
SL.K.4 Describe familiar people, places, and things with prompting and support
PS.S.K.1 List and classify objects according to the single properties of
Size
Color
shape
NS.1.K.3 Conduct scientific investigations as a class and in teams:
Lab activities
Field activities
Objectives(TESS - 1c)
After completing this lesson,
1. The students will be able to observe trees in their environment
2. The students will be able to use magnifying glasses to examine leaves
3. The students will be able to ask and answer questions about living and non-living things
Essential Question(s) (TESS 1a)
1. Why do scientists collect objects to examine?
2. How can we learn about the different plants in our environment? 3. What are different ways we can collect items?
4. Why do the season change?
5. How do leaves change color?
Grouping (circle only those that apply)
X Whole class
X Small groups
X Pairs
X Independent
Differentiation for diverse learners (TESS – 1b)
Materials (TESS – 1d)
1
Woodberry, Tammy
5 Day Lesson Plan
Naturalist (collect leaves in the environment)
Interpersonal (work in pairs to collect leaves)
Intrapersonal (examine leaves)
Kinesthetic (leaf hunt, Raking leaves in the dramatic play center)
Verbal (group discussion)
Visual (leaf collage)
Musical (song)
2
1. Pails
2. Fall items (pumpkin, leaf, acorn, blanket, jacket)
3. Real and plastic leaves
4. Magnifying glasses
5. Art Supplies
6. Metzger Steve. We’re Going on a Leaf Hunt. New York: Cartwheel
Books, 2008. Print.
7. http://youtu.be/uu4ojfxOFXQ
Pre-assessment (TESS – 1f)
The students completed a MI inventory two days ago. I used the results for this lesson plan. I noticed that most of the students scored high on kinesthetic, interpersonal, and naturalist. By going on a leaf hunt, it will give the students the opportunity to explore their environment.
Instruction (TESS – 1e)
Introduction (prior knowledge, motivate learners)
During circle time, I will introduce different objects to the students, such as a pumpkin, leaf, acorn, blanket, stuffed squirrel, and a jacket. I will ask the students how are all of the items related. This will open up a discussion about fall and the changes and events that happen during this time. (Interpersonal, Visual)
Content Exploration
Before going outside, I will read, We’re Going on a Leaf Hunt to the students and listen to the song All the Leaves are Falling Down. I will encourage them to observe their outdoors environment and recall how the students went on the leaf hunt, where did they go, how did they get there, and what did they find. (verbal, musical)
Guided Practice
We will prepare to go on our leaf hunt in the park near our school. The students will be in pairs. During our walk, the students will be encouraged to listen to the different sounds around them, look at the different colors in the environment, smell the different aromas in the air, and feel the different leaves. (naturalist, kinesthetic)
The students will be encouraged to collect leaves from different trees in the environment.
After we return from our walk, we will sit around the table and I will hold up the book,
Formative Assessments (TESS – 1f)
The students will be observed asking and answering questions. I will be looking for words such as season, fall, and changes.
During the reading of the book, I will be looking for spatial words, questions pertaining to the leaves, and what they see in the pictures.
During the walk, I will use anecdotal notes to refer back to what the students were saying during the walk. I will also write down the reaction of the students.
