Science Lesson Plan
Science Lesson
Plan
Identify Trees
Grades 3-6
Background
Objectives
Recently we have been studying in great depth Plant
Science. We have covered many aspects and have just
recently celebrated Arbor Day. To continue the study of
trees students will be able to identify trees by learning and
observing the different leaf arrangements and leaf shapes.
For students to be able to identify, and organize various
types of trees through observation of a tree’s physical
characteristics.
3.1.2 Participate in different types of guided scientific
investigations, such as observing objects and events
and collecting specimens for analysis.
3.1.3 Keep and report records of investigations and
observations* using tools, such as journals, charts,
graphs, and computers.
3.1.4 Discuss the results of investigations and consider the
explanations of others.
3.1.5 Demonstrate the ability to work cooperatively while
Duration
respecting the ideas of others and communicating
one’s own conclusions about findings.
It will take two, back to back, days to complete this lesson.
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Science Lesson Plan
Materials
25 different kinds of tree leafs, leaf clue sheet, pencils, area
that has a variety of trees, 10 internet accessible
computers, and an ELMO or overhead projector.
Procedures
Day One
Grabber:
Have 5 leafs hanging on the chalkboard. Ask the students,
what differences can you see by looking at these leafs?
What similarities? Each of these leaves represent a
different kind of tree, (write name of tree under leaf) but
how can I know what leaf goes with each tree? There are
certain characteristics we must observe to be able to
correctly match a leaf with a tree.
We must first see how the leaf is attached to the branch.
Does it alternate leafs (show an example under ELMO) or
are they opposite of each other (show example compared
to alternating example). Then we must decide if it’s a
simple, compound, or doubly-compound leaf (show
examples of each). Finally, we need to look at the leaf
shape: Entire, Singly-toothed, Doubly-toothed, Lobed, and
if it has a Leaf Clasp (show examples as you say each one).
Procedure:
Now, this does sound like a lot to remember and consider
but when we are actually looking at trees in their habitat it
is not so hard, which is what we will be doing. We are
going to go to the Tree Park behind the school and you
will have a leaf clue sheet that will help you organize and
remind you of every characteristic you need to observe.
Now, each tree will be numbered and you will write down
what characteristics that it has. (Day two we will have a
chart that we will look at to figure out what kind of tree it
is by applying the characteristics we found out about it.)
Once outside help children by asking questions such as,
Does this tree have alternating arrangement of leaves?
What does an entire leaf look like?
When back in the room go over what characteristics were
recorded for each tree, compare answers to ensure that
everyone has the correct identification. Also, help clarify if
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Science Lesson Plan
there are mistakes in the recordings.
End the lesson by reviewing the different characteristics by
asking questions like, how can we tell if it is a lobed leaf?
Or can someone come to the board and point to a doublycompound leaf?
Day Two
Procedure:
Review what was covered the day before. Use the Chart to
identify what kind of tree goes with each leaf, this work
should be done individually. After this, split the room into
four groups and have them compare answers and reason
with each other on how they concluded their decision.
Next, explain that each of the 9 computers is labeled for
what information will be entered in each (alternate,
opposite, entire, singly-toothed, doubly-toothed, lobed,
leaf clasp, compound, and doubly-compound [each
computer should be clearly and boldly labeled].) On each
computer a project page will be opened on Vitalist and the
title of the page will be one of the 9 characteristics. For
every characteristic a tree fits under, a group
representative will type the name of the tree in a list
format (each group will have 5 different trees to be in
charge of correctly categorizing on the site). Once all trees
are entered, the group representative will save and send it
to the teacher’s e-mail (the e-mail should already be filled
in). The teacher will combine the list, through Vitalist, and
then open it up through the ELMO, viewing the
information in a clear way.
Go over the findings and understand what it means.
Review again the different characteristics and have a short
quiz to assess the students understanding.
Assessment
Quiz the children on the different characteristics by having
them draw the 5 different shapes of leaves, write down the
different possibilities for leaf arrangement-alternate and
opposite, simple, compound, and doubly-compound.
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