Leaf Man (Elhert) Science Center

Curriculum Expectation: Patterning: identify and describe informally the repeating nature of patterns in everyday contexts (e.g., the patterns in nature), using oral expressions and gestures

Learning Opportunity: At this center children will have the opportunity to explore and discuss the various patterns they discover in objects found in nature (e.g., flowers, leaves, animals)

At whole group learning time the teacher will read the story Leaf Man (Ehlert, 2005) in order to introduce the concept of autumn objects (e.g., leaves, acorns, seeds) and evoke a sense of wonder and excitement in students. During the read aloud the teacher can be thinking aloud and pointing out the various aspects of the illustrations, in particular the patterns that can be found in the pictures of natural objects such as leaves and seeds (Ontario Ministry of Education, 2003). After the story the teacher can display various pictures of animals (e.g., zebras, peacocks) and encourage children to find patterns in their appearances. The teacher can point out to students that everything explored (e.g., leaves, seeds, fruit like apples, animals) are objects found in nature.

At the science/exploration/tactile center children can be encouraged to become “nature detectives” and invited to continue investigating patterns at the science/exploration/tactile center during center time. Tweezers and magnifying glasses can be used to explore the materials in depth. Children can be invited to dissect materials for further exploration (e.g., the inside of a seed or apple). Sorting plates can be provided so students can group materials. A top-secret ‘science observation journal’ (since students are pretending to be investigators) can be placed at the center along with writing materials so students can record their observations of the materials.

Props:

Circle Time – Leaf Man (Ehlert, 2005), pictures of natural objects and animals (e.g., flowers, seeds, birds and animals, close-ups of snowflakes)

Science/Exploration/Tactile Center – numerous natural objects including rocks, shells, seeds, leaves, real or dried flowers, various nature pictures, faux animal fabric (e.g., zebra print, snakeskin), magnifying glasses, tweezers, sorting plates, blank journal, writing and drawing materials including crayons and pencils

Play: At this center children can role-play that they are detectives on a mission to discover and discuss the patterns they find ‘hiding’ in everyday objects. Using the materials provided they can explore various natural materials, make connections by sorting and classifying the objects, and discussing and recording their observations in a ‘top secret’ observation journal. An adult can help scaffold the learning by participating as the ‘top secret spy’ at the center and using science and math language to help children find challenging and abstract patterns (e.g., not only are there patterns on leaves, but trees also follow a pattern in how they grow, colour, and drop their leaves with each season).

What might children say or do: I believe that children will readily buy into the idea that this center is meant for ‘science investigators’ on a mission who are using top-secret materials. The possibilities of this center allow them to group and classify materials in numerous ways. Kid talk might include: “Look at what I found!” “There are lots of patterns here” “I put these materials together because…” “I wonder why…”

Assessment: This experience can be assessed in a number of ways including: a teacher recording anecdotal notes on what children are saying and doing; using a checklist and recording which students were able to find one or more patterns or who used mathematical language (e.g., word ‘repeats’ when describing the pattern) while engaged in play; analyzing the observation journal to see what children discovered and recorded; asking students in an informal interview to describe what they did at the center and recording it verbatim; asking children to draw and discuss a picture of one pattern they discovered while at the center

Ehlert, L. (2005). Leaf man. New York: Harcourt, Inc.

Ontario Ministry of Education. (2003). A guide to effective instruction in reading: Kindergarten to Grade 3. Toronto: Queen’s Printer for Ontario.

Ontario Ministry of Education. (2006). The kindergarten program (revised). Toronto: Queen’s Printer for Ontario.