Primary Type: Lesson Plan
Status: Published
This is a resource from CPALMS (www.cpalms.org) where all educators go for bright ideas!
Resource ID#: 157270
It's Just a Leaf
Students will explore the role and function of the leaf and its microscopic structures by using a cross section of a lilac leaf microscope slide.
Subject(s): Science
Grade Level(s): 9, 10, 11, 12
Intended Audience: Educators
Suggested Technology: Computer for Presenter,
Internet Connection
Instructional Time: 2 Hour(s)
Keywords: Leaf, Photosynthesis, Tissues, Cells
Resource Collection: FCR-STEMLearn Cell Biology 2016
ATTACHMENTS
Leaf Anatomy Worksheet Answer Key.rtf
Leaf Anatomy Student Worksheet.rtf
Leaf_Anatomy_Worksheet_Part_B.pdf
Leaf_Anatomy_Lesson_Plan.docx
Response_Rubric.docx
LESSON CONTENT
Lesson Plan Template: General Lesson Plan
Learning Objectives: What should students know and be able to do as a result of this lesson?
Define the role of leaves and their unique structures in plant physiology.
Prior Knowledge: What prior knowledge should students have for this lesson?
Students should be familiar with using compound microscopes.
Students should be familiar with the functions of transpiration, photosynthesis, and cellular respiration.
Guiding Questions: What are the guiding questions for this lesson?
What role do the unique structures in leaves play in plant physiology?
Teaching Phase: How will the teacher present the concept or skill to students?
Lesson opener/attention getter:
Gather a collection of various sizes, colors, and shapes of leaves. Pass the leaves around the classroom and ask them the following questions:
What organ of the plant is this? Students should response that they are leaves.
What is the main role of leaves? Students should respond that the leaves are used for photosynthesis.
page 1 of 4 What similarities and differences in the structures, colors, shapes do you see? Their answers will vary depending on the leaves brought in for demonstration.
Key talking points about the lesson topic:
Organisms that make their own food are called "autotrophs."
Many producers make their own food through a process called photosynthesis – using chlorophyll in their cells to capture energy from the sun – to make glucose.
There are many varying adaptations in the shapes and colors of leaves in order to maximize the collection of sunlight, which is necessary to drive the process of
photosynthesis. Despite these differences, there are many similarities in the structures (tissues and cells) of leaves that allow for the process of photosynthesis.
Guided Practice: What activities or exercises will the students complete with teacher guidance?
Instructions for setting up and leading the activity that the students will complete with teacher guidance:
1. Provide students the Leaf Anatomy Worksheet. Inform them that they will watch the following video: "Structure of the Leaf," uploaded by The Fuse School. Tell
them that we will use this video to introduce the main structures and their functions in leaves. Pause the video as new structures are introduced.
2. Allow students time to define the roles of the structures listed in Part A of their attached Leaf Anatomy Student Worksheet. Also, allow them time to complete Part B
of their Leaf Anatomy Student Worksheet where they will need to color-code the leaves structures. You will need to introduce the following structures separately
from the video:
Air spaces – spaces between the spongy mesophyll cells that allow for movement of O2 and CO2.
Xylem – Vascular cells that specialize in the transport of water through the plant
Phloem – Vascular cells that specialize in the transport of sugars through the plant.
Vein – contains both the xylem and phloem tissue.
How will you check for student understanding? (Formative Assessment):
1. Throughout the lesson the teacher will ask questions to check for understanding before moving forward.
2. During group work, the teacher will move through the classroom, checking each group's progress, and asking questions to ensure students understand the anatomy
of a leaf or the procedures they need to follow and address. Teacher should address any misconceptions by redirecting students to their notes. Example questions
include:
What is the function of the cuticle? The epidermis?
What is the function of the palisade mesophyll? The spongy mesophyll?
What is the function of the xylem/phloem?
What is the function of the stomata? Guard cells?
Common errors/misconceptions to anticipate and how to respond:
Misconception: Plants get their energy from the soil.
Response: Plants use leaves to capture energy from sunlight. Plants use this energy to drive photosynthesis to create food.
Independent Practice: What activities or exercises will students complete to reinforce the concepts and skills developed in the
lesson?
Instructions for facilitating the activity that the students will complete independently or in groups:
1. Inform students that they will now examine a prepared leaf under a microscope. Have students place a prepared slide of a leaf cross section on the stage. Make
sure they center it over the light opening and fasten it in place with the stage clips.
2. Have students focus with the low-power lens and observe the leaf parts.
3. Ask students to make a detailed drawing of the entire leaf cross-section as they see it under the microscope using low power. Have them create their diagram in
part C of their Leaf Anatomy worksheet.
4. Tell them to label all leaf parts listed in Part A of their worksheet on their leaf diagram. (See attached Leaf Anatomy Student Worksheet and Key.)
5. Next, introduce the three following tissues:
Ground tissue – Located between dermal and vascular tissue, ground tissue is often involved in storage and photosynthesis.
Dermal tissue – the outer covering of plants, often covered with a thick waxy layer called a cuticle. Lower dermal tissue contains guard cells, which regulate
water loss and gas exchange.
Vascular tissue – involved in the transport of water and food throughout a plant.
6. Write the tissue functions on the board. Have students use what they know about the roles of the varying types of cells in the leaf to categorize these cells
(epidermis, palisade mesophyll, spongy mesophyll, xylem, phloem, guard cells) into the three tissue types in Part D of their Leaf Anatomy Student Worksheet.
How will you check for student understanding? (Formative Assessment):
1. Throughout the lesson the teacher will ask questions to check for understanding before moving forward.
2. During group work, the teacher will move through the classroom, checking each group's progress, and asking questions to ensure students understand the anatomy
of a leaf or the procedures they need to follow and address. Teacher should address any misconceptions by redirecting students to their notes. Example questions
include: (For the following questions, you can have students locate the structures on their microscopes.)
Where is the cuticle located? The epidermis?
Where is the palisade mesophyll located? The spongy mesophyll?
What two type of cells are located in the center of the lilac leaf cross section?
Where are the stomata located? Guard cells?
Common errors/misconceptions to anticipate and how to respond:
Misconception: Leaves take in water.
Response: Water is drawn up through the roots and delivered to the leaf via the xylem.
Closure: How will the teacher assist students in organizing the knowledge gained in the lesson?
Discuss with students the following prompt:
Leaves are the major organs for photosynthesis in plants. The structure of leaves is designed to maximize access to sunlight, carbon dioxide, and to minimize water
loss. The cuticle prevents water loss during periods of high evaporation. The epidermal cells protect the inner, photosynthetic layer of the leaf. The inner palisade
page 2 of 4 mesophyll cells are loaded with chloroplasts to maximize photosynthetic rates. The spongy mesophyll is surround by air space. Why do you think this air space is
necessary? The lower epidermis is spotted with stomata surrounded by guard cells. Why is it important that stomata are located on the underside of leaves? Why are
the guard cells necessary?
Summative Assessment
Have students write a conclusion, using a Claim-Evidence-Reasoning format to answer the following question: "How does the structure of the leaf designed to
maximize rates of photosynthesis?"
Claim – a conclusion that answers the original question
Evidence – scientific data that supports the claim
Reasoning – a justification that links the claim and the evidence.
Formative Assessment
Specific suggestions for conducting Formative Assessment can be found in the Guided Practice and Independent Practice phases of the lesson where it says, "How
will you check for student understanding?"
Feedback to Students
Specific suggestions for providing Feedback to Students can be found in the Guided Practice and Independent Practice phases of the lesson where it says, "Common
errors/misconceptions to anticipate and how to respond."
ACCOMMODATIONS & RECOMMENDATIONS
Accommodations:
Provide instructions both verbally as well as printed.
Simplify complex directions.
Paraphrase the most important concepts for each process.
Have students work in pairs to enlist help with misconceptions.
Use visual aids such as graphic organizers and videos.
Have oral checks for understanding of key points.
Allow extra time.
For ESE/ELL students:
Pair or group ESE/ELL students with native speakers during lab activities.
Provide a copy of the assignment to the reading coaches, language art teachers or resource teachers so that they may assist students with the summative poem or
essay.
Use closed captioning with the videos.
Provide dictionaries or access to Google Translate.
Have students translate images and text to their native language so they can connect the English words to the printed words in their language.
Extensions:
Culinary: Students can explore the uses of leaves in culinary dishes
Economy: Students can study how leaves play a role in the nations economy. Examples would be tobacco in the United States or tea in India.
History: Students can study how leaves have played in a nation’s history. An example would be tobacco in the United States.
Suggested Technology: Computer for Presenter, Internet Connection
Special Materials Needed:
Cross section of lilac leaf microscope slide from Wards.
Further Recommendations:
Rubric:
4: Has an accurate and complete claim that directly answers the question, uses appropriate and sufficient evidence to support the claim, and evidence is
reasoning sufficient links the evidence to the claim.
3: Has a weakness in claims, evidence, or reasoning.
2: Has weaknesses in two of the three categories: claim, evidence, or reasoning.
1: Has weaknesses in all categories.
SOURCE AND ACCESS INFORMATION
page 3 of 4 Contributed by: Heather Singler
Name of Author/Source: Heather Singler
District/Organization of Contributor(s): Miami-Dade
Access Privileges: Public
License: CPALMS License - no distribution - non commercial
Related Standards
Name
Description
Relate the structure of each of the major plant organs and tissues to physiological processes.
SC.912.L.14.7:
Remarks/Examples:
Annually Assessed on Biology EOC.
page 4 of 4