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Names: Jaione Arocena, Charlotte De Win, Laura Dubois

OUTDOOR PLAN 2
1. Name or Theme of lesson:
How can leaves be classified?

2. Target group, material, time


- 9-11

(can be adapted by giving more or less information and making the assignment more advanced [giving

more specific vocabulary, )

- paper bags (for collecting the leaves)


- cloth
- images/pictures/
-

About 2hours, but it depends on how interested and motivated the students
are.

3. Aim and learning goal


- Observing nature by looking at similarities and differences among leaves and
plants.
- Working together with other ppls to decide on certain classification methods by
means of discussions.

4. Description with pedagogic method


1

T. asks ppls to form groups of X.


I want you to collect ONE leaf from as many different plants
as you can find in this area. Get leaves from all sizes and
shapes.
Ppls get a paper back to collect the leaves.
Ppls go and look for different leaves.
Ppls come back after 10 minutes and count their leaves.
I want every group to put their leaves on their cloth.
How many did you find?

GROUP 2

Look closely at each leaf.


I want you to organise the leaves by looking at the differences
and similarities.
Ppls decide on a method in their own group so they can
organise the leaves in different categories. They themselves
decide on the criteria. (colour, shape, size, leaf margin,)
Each group has to explain to the other groups what they
looked at to categorise their collection of leaves.
Are there other ways to classify your leaf collections?
Ppls discuss the other methods theyve seen.

Now I want you to reorganise your leaves in even smaller


categories.
Ppls reorganise the leaves by means of the new discoveries.
They count how many categories they have and compare with
other groups.

Scientists organise, or classify, things so they can think about


them more efficiently.
T shows the images with the different classifications.

images 1 and 2

Ppls can see that the leaves are organised by shape and by
their marge.
All the groups get the classification paper.
Can you organise the leaves once again by using this paper
(image 1)?
Do you have more or less categories than before?
Things like colour are not a criteria why?
Leaves change colour throughout the year.
4

T. shows an image of the arrangements of leaves.


Checklist
Now I want you to go in groups of 2 and look for these
structures in nature. If you see the arrangement you put a
checkmark next to the image. Also: Take a look at where you
find these things; are the low to the ground, high up, small
trees,?
Ppls go with the checklist and look for plants with that
arrangement.
Everyone comes back together and share their discoveries
with the groups.
T. explains briefly why plants are arranged a certain way (to
get more sunlight,) and this will be the introduction for the
next lesson. (Photosynthesis).

GROUP 2

T. uses real life material.

5. Connection to curriculum, literature, theories, research, sustainability and health


perspectives
According to the Swedish curriculum, these are the points to work in:

Games and other physical activities in changing natural and outdoor environments
during different seasons of the year.
Rights and obligations in nature as set out in the public right of access to land.
Safety and consideration to others in training, playing, games, sports, nature and
time spent outdoors

Literature:
-

http://www.wilderness-survival.net/plants-1.php

My Life as a Plant, by Alan M. Jones and Jane Ellis

Nature first, by Henderson B. and Vikander N. (2007). Outdoor life the friluftsliv
way.

5. Pictures, sketches, maps,


Location:
-

Woods around Torups rekreationsomrde

GROUP 2

image 1

image 2

checklist

GROUP 2

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