Pe Lesson Plan Final Copy

Leaf Identification Lesson Packet

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Above: from left to right: poplar, birch, and willow identification pages. Below: from left to right: poplar, birch, and willow visuals

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Leaf identification information and terms:

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Tree Descriptions: Aspen or Poplar: Populus tremuloides is a deciduous tree native to cooler areas of North America, one of several species referred to by the common name aspen. It is commonly called quaking aspen, trembling aspen, American aspen, Quakies, mountain or golden aspen, trembling poplar, white poplar, popple, and even more names. The trees have tall trunks, up to 25 meters (82 feet) tall, with smooth pale bark, scarred with black. The glossy green leaves, dull beneath, become golden to yellow, rarely red, in autumn. The species often propagates through its roots to form large groves originating from a shared system of rhizomes. Populus tremuloides is the most widely distributed tree in North America, being found from Canada to central Mexico. It is the defining species of the aspen parkland biome in the Prairie Provinces of Canada and extreme northwest Minnesota.

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Birch: Betula neoalaskana or Alaska Birch, also known as Alaska Paper Birch or Resin Birch, is a species of birch native to Alaska and northern Canada. Its range covers most of interior Alaska, and extends from the southern Brooks Range to the Chugach Range in Alaska, including the Turnagain Arm and northern half of the Kenai Peninsula, easterward from Norton Sound into western Ontario, and north to Northwest Territories and southern Nunavut. This tree typically grows to 15–20 m (49–66 ft) tall, occasionally up to 25 m (82 ft), and achieves a trunk diameter of 30–50 cm (12–20 in), and sometimes to more than 60 cm (24 in). It grows in a variety of habitats, from wetlands to ridge-tops at altitudes of 100– 1,200 m (330–3,940 ft). The mature bark ranges widely in color, from pure white to red, yellowish, pinkish, or gray. Bark of twigs, seedlings, and saplings is dark, from reddish to almost black, and covered with resin glands. The leaves are triangular-ovate, 3–8 cm (1.2–3.1 in) long and 2–6 cm (0.79–2.36 in) broad, with a truncate base and an acuminate apex, and a double-serrated margin. The fruiting catkins are 2–4 cm (0.79–

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1.57 in) long and about 1 cm (0.39 in) broad. It is able to tolerate extreme cold, as low as −48 °C (−55 °F).

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Willow: Salix alaxensis is a species of flowering plant in the willow family known by the common names Alaska willow and feltleaf willow. It is native to northern North America, where it occurs throughout northern Canada and Alaska. This plant is a shrub or tree up to 9 m (30 ft) tall. The stem diameter is up to 18 cm (7.1 in). In harsher climates, it remains much smaller. The smooth, gray bark becomes furrowed and scaly with age. The leaves are up to 11 cm long and have woolly undersides

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Lesson Plan Alaska Physical Education Standard C: Participate regularly in physical activity Topic: Nature Walk Learning Objectives: (1)Students will identify birch, poplar, and willow tree leaves, (2) students will walk for one hour, (3) students will collect a variety of leaves and use the plant identification handout provided by the teacher (attached to the front of this lesson plan) 4) students will correctly identify leaves and label them appropriately on a display of their own creation, and 5) students will write a one page reflection on this lesson. Materials: Outdoor clothes appropriate for the season, a wheel-chair accessible walking trail (paved), leaves (this lesson must be taught in spring or fall), construction paper, at least one copy of Alaska Trees and Shrubs by Les Viereck, and leaf identification handouts (between 20-30 copies, depending on class size, attached to this lesson) detailing the description of poplar, birch, and willow trees and including images. Introduction and “Hook”: The teacher will bring in a variety of poplar, birch, and willow leaves and branches and will create a make-shift “forest” by standing up branches in the center of each desk grouping. Students will be encouraged to physically explore the leaves and branches and to discuss what trees they think they come from with their group mates. The teacher will discuss plant identification techniques such as leaf shape, size, texture, and color with the class. The teacher will explain the elements of a leaf, using the Leaf identification information terms diagram included on page 2 of the Leaf Identification Lesson Packet, and will talk to the students about ways to enjoy nature and walking outside by incorporating elements like plant identification and the uses of plant identification, like berry picking or harvesting edible plants. Teaching Plan: The teacher will hand out the plant identification packet, leaf description image, and rubric to the students and will explain the assignment to the students. The students will be instructed that the lesson will take place outside on a paved nature trail and will consist of a one hour walk. During the walk, students will be expected to collect and identify examples of the three leaves discussed above (poplar, birch, and willow). The students will bring their plant identification packets to help them identify the leaves they encounter. The teacher will bring a copy of Alaska Trees and Shrubs by Les Viereck to help students identify any other plants students may encounter. Before leaving the classroom, the teacher will help the students prepare for the walk (properly dress etc.), then the teacher will lead the class along a one hour walk through the woods. The teacher will help and encourage students to collect leaves (every student should collect at least one birch, one poplar, and one willow leaf) and will help students identify leaves from their informational packet. When the class returns to the classroom, students will paste three leaves (one of each of the trees) onto a piece of construction paper. They will be instructed to write descriptions of each of the leaves (in 5

their own words) and to label the leaves with their correct identification, including scientific names. Students will then write a one page (3-4 paragraph) journal about their experience, including what they liked or did not like about the lesson, what they learned, and how they might use the information from this lesson in the future. Extra credit will be given for students who collect, correctly identify, and include on their display other kinds of plant leaves from the nature walk. Student Assessment: The teacher will observe the students and discuss the various leaves students collect. The teacher will call on students and ask them to identify leaves from birch, willow, and poplar trees during the walk. Students are expected to participate in discussion during the walk. The teacher will assess the students’ leaf displays and journal. The rubric on the last page of this lesson plan will determine the students overall achievement. Accommodations: Students with mobility issues will be able to participate in their normal mode of transport (i.e. wheelchairs will be able to be accommodated on the paved trail). If children with mobility issues are present in the class, an aide will be needed to help the student collect leaves on the walk and to assist the student if necessary in their locomotion. Other students with special needs will be able to participate as well without accommodations, given that their needs can be met by the assistance of aides. Students who move more quickly or who exceed the expectations of the assignment will be instructed to collect a wider variety of leaf samples. Students will be expected to cooperate to make the nature walk pleasant for and inclusive of all students, regardless of physical or mental ability level. Students who are unable to finish their journal and display during class will be given extra time and allowed to take the projects home to finish. Closure: The teacher will discuss the lesson with the students after the students have completed their display and journal. The teacher will ask the students to discuss what they liked or disliked about the lesson, what they learned, and how they might apply the information they learned in the future. The teacher will provide the students with feedback to questions and share his or her personal answers to the above questions. The teacher will assess the students’ work using the rubric below and will communicate how expectations were (or were not) met with students after grading has taken place. Student displays will be posted in the hallway outside of the classroom.

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Rubric:

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Exceptional

Satisfactory

Room for Improvement

Walk

Student participated in discussion during walk, collected at least one leaf of each kind (birch, poplar and willow), and used identification handout to identify leaves while in the field. Students will be expected to cooperate to make the nature walk as pleasant and inclusive of all students, regardless of physical or mental ability level.

Student collected at least one leaf of each kind (birch, poplar and willow), and used identification handout to identify leaves while in the field. Students will be expected to cooperate to make the nature walk as pleasant and inclusive of all students, regardless of physical or mental ability level.

Student collected at least one leaf of each kind (birch, poplar and willow), but did not identify leaves in the field or participate in discussion. Students will be expected to cooperate to make the nature walk as pleasant and inclusive of all students, regardless of physical or mental ability level.

Display

Student created a clean, attractive and orderly display containing three or more leaves (including birch, poplar, and willow varieties). Leaves are correctly labeled and clear descriptions of leaves in the student’s own word are provided. Display includes scientific names.

Student created a display containing three or more leaves (including birch, poplar, and willow varieties). Leaves are correctly labeled and clear descriptions of leaves in the student’s own word are provided.

Student created a display containing three or more leaves (including birch, poplar, and willow varieties), but did not provide labels or clear descriptions in his or her own words.

Journal

The student has provided information about what he or she liked or did not like about the walk and lesson. Student lists what he or she learned. Student provides synopsis of future use of information from this lesson.

The student has provided information about what he or she liked or did not like about the walk and lesson. Student lists what he or she learned.

The student has not provided information about what he or she liked or did not like about the walk and lesson. Student does not list what he or she learned or how this information might be used in the future.

Sources: Alaska Trees and Shrubs. Viereck, Les. University of Alaska Press. 2007. https://en.wikipedia.org/wiki/Salix_alaxensis https://en.wikipedia.org/wiki/Populus_tremuloides https://en.wikipedia.org/wiki/Betula_neoalaskana Image Sources (in order): http://www.pfaf.org/Admin/PlantImages/PopulusBalsamifera.jpg (poplar leaf identification drawing - image 1) https://www.for.gov.bc.ca/hfd/library/documents/treebook/alaskabirch_leaf.jpg (birch leaf drawing - image 2) https://upload.wikimedia.org/wikipedia/commons/thumb/e/ec/Salix_alaxensis__summer.jpg/225px-Salix_alaxensis_-_summer.jpg (willow identification drawings - image 3) http://www.ankn.uaf.edu/Curriculum/Books/Viereck/images/poplar.jpg (poplar leaf drawing - image 4) www.delappphotography.com/images/BirchLeafMedley500.jpg (birch leaves, various colors, photograph - image 5) http://www.echospace.org/asset_images/0001/3705/uq_leaf_large.jpg (willow leaf, photograph - image 6) https://s-media-cache-ak0.pinimg.com/736x/9c/aa/ 94/9caa94334c95ed677856ca59e73c4af3.jpg (leaf terms and diagrams drawing - image 7) https://www.naturespressed.com/assets/images/products/large/ aspen_leaves_green_m_1003.gif (poplar leaves, photograph - image 8) https://tomwhelan.wordpress.com/2012/05/09/aspen-leaves/ (poplar leaves on branch, photograph - image 9) http://www.alaskawildflowers.us/Site_images/Indices_Images/Magnoliopsida_Images/ Apiaceae_Boraginaceae/C0806061136-B.-Leaves-Lg.jpg (birch leaves with penny, photograph - image 10) 8

http://i2.wp.com/willowhavenoutdoor.com/wp-content/uploads/2013/09/birch-leaf.jpg? resize=576%2C381 (birch leaves on branch, photograph - image 11) http://www.sticksite.com/making_sticks/willow-leaves.jpg (willow leaves, photograph - image 12) http://www.flora.dempstercountry.org/V.A.2.Salicaceae/Salix.luci/Salix.luci.pic1sm.jpg (willow leaves, with pussywillow buds, photograph - image 13)

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