MNLA Curriculum Unit A, Lesson 2...characteristics. 5. Invite the students to sit on the floor in...

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MNLA Curriculum Unit A, Lesson 2

UNIT TITLE: HOOKED ON HORTICULTURE: USING GARDEN CENTERS TO

DISCOVER THE WONDERS OF PLANTS

LESSON 2: Identifying Plants at the Garden Center and in the Landscape; 30-40 minutes

MINNESOTA ACADEMIC STANDARDS IN SCIENCE:

3.1.1.2.3 -- Maintain a record of observations, procedures and explanations, being careful to

distinguish between actual observations and ideas about what was observed.

For example: Make a chart comparing observations about the structures of plants

and animals.

3.4.1.1.2 -- Identify common groups of plants and animals using observable physical

characteristics, structures and behaviors. For example: Sort and identify common

Minnesota trees based on leaf/needle characteristics.

AUTHORS: Terry Ferriss and Kelly Holt

GRADE LEVEL/SUBJECT: 3 Science

OVERVIEW: The Garden Center provides a unique opportunity to discover the diversity of

the plant world. This activity was designed to teach children how to identify and compare leaf

characteristics as a tool for plant identification. Tree identification is the focus, however, other

plants could also be used.

OBJECTIVES:

As a result of this activity, students will be able to:

1. Identify selected plant species based on leaf characteristics.

2. Describe vein patterns, leaf arrangements, leaf shapes and leaf edges.

MATERIALS:

• A Tree Is Nice by Janice May Udry

• 1 live branch sample of 4-6 different broad leafed plant species (trees, shrubs,

tropicals, annuals, perennials) representing different leaf shapes and leaf

characteristics for each group of 4 students

ALTERNATIVE: If live plants are not available, print copies of the attached

picture samples of common trees and shrubs as a substitute.

• Masking tape label with the common name on each branch

• Leaf information handout

• Tree Identification Activity Worksheet (see attached)

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ACTIVITIES AND PROCEDURES:

1. Read A Tree Is Nice.

2. Ask students to name a tree they have seen growing in their yard or community.

3. Tell students that one way you can tell plants apart is by their leaves. Explain to

students that garden center professionals need to be able to tell the plants apart in order

to help the customers buy the right plant for the right place.

4. Using the attached handout, describe the basic leaf parts, arrangements, shapes, edge

characteristics.

5. Invite the students to sit on the floor in front of you.

6. Hold up a large branch sample. Point to and say petiole and have the students repeat the

word petiole in unison. Do the same with leaf blade, axillary bud , node and internode.

7. Identify and explain to students why the sample plant has opposite or alternate leaf

arrangement. Ask students to name the shape of the leaf. Point out to students the leaf

edge characteristics of the sample and relate it back to the leaf edge key on the handout.

8. With the assistance of the teacher, divide students into groups with a maximum of 4 per

group. Provide each group with one or more labeled branch samples of a single species

and an activity worksheet.

9. Guide the students on how to fill out the worksheet using the first sample. Instruct

them to write the name of the plant in the space provided. Ask them to work as a

group and use the keys on the handout to identify what the characteristics of the sample

are and fill in the information in the appropriate boxes on the worksheet.

10. Distribute the next branch species and allow the students time to fill out the boxes for

"Sample 2" on their activity worksheets. Continue this process until all samples have

been distributed. Be sure students have completed their activity worksheets.

11. Invite students to return to the floor in front of you with their activity worksheets.

Discuss the answers for all species. Encourage students to check their own work and

praise students for working hard.

12. Encourage students to find these same plants in their community.

ASSESSMENT: Observation of students’ ability to complete the worksheet using the keys

provided.

ADDITIONAL ACTIVITY: Have students use the leaves from the branch samples to

create leaf rubbings. Encourage students to write the name

of the plant next to its rubbing.

HANDOUTS AND WORKSHEETS: • Plant Identification Handouts ( includes definitions and examples of leaf

characteristics used in identification and several leaf pictures of trees/shrubs

to use when no live samples are available)

• Tree Identification Worksheet

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MNLA Hosted Curriculum

for

Third and Fourth Grades

Plant ID Handouts

for Lesson A2:

Identifying Plants at the Garden Center and in the

Landscape

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Simple and Compound Leaves

Notice the location of the axillary buds

Leaf Shape

MNLA Handout for Lesson A2

Simple Leaf : One

leaf blade per node Compound Leaf: More than one leaf blade

per node (axillary buds are at the node)

Linear Oval Round Triangular

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LEAF VEIN

Patterns

Leaf Edges


Parallel Pinnate

(like fish bones) Palmate

(like your hand)

Smooth (Entire)

Wavy (Undulating

)

Sharp

Teeth (Serrated)

)

Lobes with

Sharp Teeth

Round Lobes

without Teeth

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Leaf Type

_____

Leaf Arrangement


Opposite Alternate

Needle - like Broad and Flat

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Picture Samples of MN Trees and Shrubs for

Identification

These can be used for Lesson A.2 at times of the year when the actual

leaves are not available

(Fold under the answers)

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SUMAC

Sumac: broad -flat leaf; linear shape; compound leaf, sharp leaf edges; pinnate veins


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Aspen (Populus tremuloides)

Aspen: broad-leaf; alternate; triangular shape, wavy leaf edges, pinnate vein pattern


10

Honeysuckle (Lonicera sp.)

Honeysuckle: broad-leaf, opposite, oval, smooth, pinnate vein pattern


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Bridal Wreath Spirea (Spirea vanhoutii)

Spirea: Broadleaf, opposite, oval shape, sharp edges, pinnate vein pattern


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Red Pine - State Tree of MN Colorado Blue Spruce

_____________________________________________________________________________________

Red Oak White Oak


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Sugar Maple

Sugar Maple: Broadleaf, opposite, triangular to round, palmately veined, lobes with a few points


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Boxelder

Boxelder: Broadleaf, opposite, compound (one leaf has 3 leaflets as seen above), oval shape, a few teeth on

outer third of leaflets, pinnately veined


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Tree Identification Worksheet

Directions: Look at the leaves of the plant samples provided. Write down the name of the tree. Check the

most appropriate box for each leaf characteristic. Draw a picture of the leaf .

Sample 1 Name of Tree: __________________________________________

1. Leaf type: needle-like broad and flat

2. Leaf arrangement: opposite alternate

3. Leaf shape : linear oval round triangular

4. Leaf edges: smooth wavy sharp teeth

lobes with sharp teeth round lobes without sharp teeth

5. Vein pattern: parallel pinnate palmate

(like fish bones) (like your hand)

Draw a leaf of this tree:










MNLA Worksheet for Lesson A2

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1. Leaf type: needle-like OR broad and flat

2. Leaf arrangement: opposite OR alternate

3. Leaf shape : linear OR oval OR round OR triangular

4. Leaf edges: smooth OR wavy OR sharp teeth OR

lobes with sharp teeth OR round lobes without sharp teeth

5. Vein pattern: parallel OR pinnate OR palmate



MNLA Worksheet for Lesson A2

MNLA Curriculum Unit A, Lesson 2...characteristics. 5. Invite the students to sit on the floor in...

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