1. Topic-
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2. Content-
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Tree identification by comparing, contrasting, and/ or classifying
familiar organisms (leaves) on the basis of observable physical characteristics.
Key vocabulary:
Blade, stem, node, vein, petiole, flower, bud, foliage, stalk, compound,
shoot, coniferous, cone, needles, deciduous, radiate, whirled, opposite,
lobed, serrated, margin, and evergreen. |
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3. Goals: Aims/Outcomes-
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1. Students will be able to recognize common trees by sight.
2. Students will be able to analyze how parts of living things are
used for identification.
3. Students will be able to explore the differences between trees.
4. Student will gain a familiarity with the resources and procedures
to tree identification for unknown species.
5. Student will understand that the most common identifying trait
of a tree is the leaves.
6. Students will be able to examine the diversity between leaves.
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4. Objectives-
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1. Students will be able to identify various species of leaves by
sight.
2. When given a picture of various trees/ leaves, students will be
able to classify various species.
3. Student will identify a species not covered in class through the
use of other websites or resources.
4. Students will compare and contrast different types of leaves and
match categories of identification (size/ shape, fruit, flowering,
bark, etc.)
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5. Materials and Aids-
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Power Point Presentation, Smart Board, sample leaves, tree magazines,
computers, poster board, tree/ leaf charts, vocabulary worksheet,
leaf collecting binders, plastic bags, and journal worksheet. |
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6. Procedures/Methods-
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A. Introduction-
1. Have students list or identify as many trees/ leaves as they
can possible can in 5 minutes.
2. Class will brainstorm characteristics and types of leaves.
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B. Development-
1. Brief discussion about trees, leaves, and identification.
2. Introduce leaf and tree vocabulary words.
3. Visual presentation of different leaves/ trees that includes categories/
areas of identification.
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C. Practice-
1. Display/pass around leaves of the chosen content trees to focus
on.
2. Reinforce through discussion the ways to identify leaves (lobed,
toothed, shapes, arrangements).
3. Demonstrate methods of research (computer or written information).
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D. Independent Practice-
1. Students will list vocabulary words and define each.
2. Students to collect leaves from different areas around their home
or school (Students will be provided with pictures of different common
trees/ leaves that may be found around their homes).
3. Students will create a leaf collecting binder for collected leaves.
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E. Accommodations (Differentiated Instruction)-
1. Field trip to a local park and the creation of a book with text
and illustrations about the several trees/ leaves to share with class;
for the student(s) who can.
2. A visual presentation of additional non-content cover trees/ leaves;
for the student(s) who can.
3. A comic strip (with facts) about content trees/ leaves; for the
student(s) who can.
4. Leaf word puzzles; for if not, can.
5. Creation of a written story about a leaf; with magazine picture
cutouts; for if not, can.
6. Video about content trees/ leaves; for if not, can.
* Presentation format can also be modified. |
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F. Checking for understanding-
1. Vocabulary quiz.
2. Students are to prepare a visual and oral presentation about trees/
leaves (PowerPoint presentation or poster).
3. A worksheet with the content covered trees and various leaves will
be provided and students must classify trees by leaves.
4. Student will research additional information to other find not
content covered identification (through the Internet or books).
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G. Closure-
Upon completion of all projects, students will write a reflection
of what they have learned in a journal entry. |
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7. Evaluation-
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1. Before: 5 minute timed exercise.
2. During: Identification worksheet and presentation.
3. Upon completion of lesson: journal entry.
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8. Teacher Reflection-
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Additional related inquiry activities will be implemented: readings,
guest speakers, etc. |
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