Study Leaves: Lesson 2 - How does a leaf function?

Tilia leaf

      With  regard  to  the  distribution  of  the  strands  which  traverse  the  green blades  we  distinguish  between  blades  with  a  single  main  strand  and  blades with  several.  Blades  with  a  single  main  strand  are  distinguished  as  feather-like  (pinnate)  and  radiating.  In  the  former  the  lateral  strands  rise  successively  from  the'  main  strand  or  midrib  at  almost  equal  intervals,  and  they take,  at  first  at  least,  a  parallel  course.  In  radiating  leaves  the  later  strands spring  directly  from  the  main  strand  at  the  base  of  the  blade  and  run  like rays  towards  its  edge.  Leaf  blades  with  several  main  strands  are  not nearly  so  varied  in  form  and  structure  as  those  with  only  one,  as  a  rule  they are  long-shaped  with  unbroken  margin,  and  the  most  remarkable  variations among  them  are  in  the  number  of  strands,  their  thickness  and  their  direction.

• This is the second lesson; the first lesson about leaf vocabulary and identification is here.

Require for Observation: Sample clip art drawings for teachers to share with students below. Teachers should also have a few real leafs to show the class the: veins, stalk, stem and tips. 

Method of Student Observation:

• A  suitable  leaf  should  be  tom  in order  to  show  the  tough  and  fibrous character  of  the  veins,  and  the  softer nature  of  the  intermediate  parts  of the  leaf. The arrangement  of  the  veins should  next  be  studied,  holding  the leaf  up  to  the  light  and  looking through  it,  when  necessary,  to  render the  smaller  veins  visible. Finally,  the  leaves  should  be  classified  according  to  their  venation.
• As  much  as  possible  of  this  information  should  be  obtained  from the  class.
• A  plant  may  often  be  killed  by cutting  off  all  its  leaves.  Why  is this?
  

How to Grade Study Notes For Student Journals: Every student will need a journal to write in weekly for this online nature study series. Teacher will assign the weekly content in advance.

• Make sure the facts are: written in complete sentences, the first word of each sentence capitalized, and a period should be included at the end of each sentence.
• Spell check your vocabulary and write the words correctly.
• Dress up your journal entries with student clip art, drawings of your own in color or in black and white.
• Student may also include photographs of their own taking for extra credit.

Look for the following facts about leaf anatomy inside of student journals. Assign a point value to the quality of the content.

• The  veins  (like  the  stalk  and  the midrib)  contain  fibers,  and  are,  therefore,  tough; while  the  other  portions of  the  leaf  are  soft  and  cellular.  The  fibres  are  the  vessels  by  which the  sap  circulates. The  veins  generally  form  a  network,  but  sometimes  they  are  parallel.
• Uses  of  Leaves for The Plant - Leaves  are  the  breathing  organs of  the  plant. They  take  in  gaseous  plantfood  from  the  atmosphere. Leaves have  microscopic  holes  ( stomata )  to  enable them  to  perform  these  functions.) 
• In  the  leaves,  the  sap  of  the plant  is  exposed  to  light  and air.  This  causes  the  formation  of  starch,  sugar,  gum,  and other  substances  required  by the  plant.
• To humans many leaves  are  used  as  food (cabbage,  lettuce,  cress),  some for  making  beverages  (tea), and  many  for  the  preparation of  drugs.
  

Video at Youtube for Students to Watch:

1. Structure of the leaf by FuseSchool
2. Venation of leaf by 7activestudio
3. Travel Deep Inside a Leaf by California Academy of Sciences

Draw the anatomy of a leaf and label it's parts. There is clip art below given as the teachers diagram examples. Students should either bring a leaf from home to draw and label it's parts or gather a leaf from the school playground on a walk with his or her classmates to do the same with. After drawing their own example of the leaf they may color it in with pencils or crayons.

Review What should be illustrate by the students:

• The stalk joins the leaf to the stem of the plant.
• The little branch-looking lines on the leaf are called veins.
• The stalk joins the leaf to the stem of the plant and runs up the middle of the leaf to the tip.
• There are two kinds of leaves called simple and compound. Identify the type you will draw.

Free Student Clip Art: Clip art may be printed from a home computer, a classroom computer or from a computer at a library and/or a local printing service provider. This may be done from multiple locations as needed because our education blog is online and available to the general public.

Illustration of midrib, stalk, blade for the Lime tree.
Illustration of Leaf of Wallflower and Leaf of Rose.

Illustrated lily leaf with veins running side by side.
Illustrated lime leaf with a network of veins.
Illustrated small piece of leaf much enlarged showing
cells and breathing holes.

Study Leaves: Lesson 1 - Identify Leaf Types

Leaf varieties by Marco Almbauer.

       Leaves  show  an  almost  infinite  variety  both  of  structure  and  of  shape. They  are  the  breathing  organs  of  the  plant,  and  by  their  aid  the  plant  makes organic  material  from  its inorganic  food.  When  all  the  parts  are  present  a leaf  consists  of  a  blade,  a  leaf-stalk,  and  a sheath  with  stipules.  In  outline  the  blade  shows  every  imaginable  geometric  form  and  is described accordingly.  Those  with  a  notched  instead  of  a  narrow  base  are  described  as heart shaped  (cordate),  kidney-shaped  (reniform),  eared  (auriculate),  arrow-shaped  ( sagittate ),  and spear-shaped  (hastate).  When  the  leaf  is  joined  to the  stalk  by  some  portion  of  its  under surface,  and  not  by  its  bottom  edge,  it is  said  to  be  shield-shaped  (peltate).  Leaves  are  also described  according to  the  character  of  their  top  (apex)  and  of  their  bottom  (base).  If  the blade is  undivided  it  is  said  to  be  entire ;  if  there  be  slight  indentations  on  the margin  the blade is  said  to  be  crenate,  serrate,  or  dentate ;  if  the  indentations  are  considerable  it  is  called incised,  and  if  the  indentations  go  more deeply  still  into  the  green  surface  so  that  the  blade  is divided  into  several parts  it  is  said  to  be  lobed  or  partite.

• This is the first lesson; the second lesson about how leaves function is here. 

Required for Observation: A  number  of  leaves,  of  different  forms - some simple  and  some  compound.  The  leaves  selected  should  also exhibit  different  kinds  of  surface  (rough,  smooth,  hairy,  bright, &c.),  and  a  variety  of  edges  (toothed,  saw-like,  crenate,  spiny,  &c.). The  following  common  leaves  would  make  a  good  selection to collect and show in the classroom: laurel,  nasturtium,  oak,  lilac,  elm,  cuckoo-pint,  dandelion,  horse-chestnut,  rose,  primrose,  wallflower,  iris,  willow,  ground -ivy, ivy,  fir.

Method of Student Observation: 

•  A  typical  leaf,  such  as  that  of  the elm,  lime,  or  beech,  should  be  given to  each  child,  who  should  be  encouraged  to  observe  and  describe  it.
• The  wallflower  leaf  may  be  chosen to  illustrate  the  sessile  leaves,  and  a rose  leaf  to  illustrate  the  compound.
• For  the  observation  a  great  variety  of  leaves should  be  used;  and  each  leaf  should be  examined  and  described  separately  by  the  children.
  

How to Grade Study Notes For Student Journals: Every student will need a journal to write in weekly for this online nature study series. Teacher will assign the weekly content in advance.

• Make sure the facts are: written in complete sentences, the first word of each sentence capitalized, and a period should be included at the end of each sentence.
• Spell check your vocabulary and write the words correctly.
• Dress up your journal entries with student clip art, drawings of your own in color or in black and white.
• Student may also include photographs of their own taking for extra credit.

Look for the following facts about leaves inside of student journals. Assign a point value to the quality of the content.

• General  Description  of  a  Leaf - A  leaf  generally  consists  of  a  stalk ( petiole )  and  a  blade.  The  midrib, running  through  the  center  of  the leaf,  is  usually  continuous  with  the stalk;  and  veins  branch  out  from  it.  Some  leaves  have  no  stalk,  but  sit on  the  stem.  They  are  termed  sessile  leaves. When  a  leaf  is  divided  into  two or  more  parts,  each  of  which  has  its own  stalk,  it  is  called  a  compound leaf. 
• Form  and  Surface  of  Leaves. -Leaves  exhibit  a  great  variety  of form  and  surface. The  principal  forms  are: circular (orbicular),  oval,  ovate,  heart-shaped (cordate),  arrow-shaped  (sagittate), lance-like  (lanceolate),  oblong,  rhomboid,  linear  (long  and  narrow),  angular,  hand-shaped  (palmate),  fingerlike  (digitate). The  edges  may  be  plain,  toothed,
  saw-like  (serrate),  scalloped  (crenate), spiny,  or  deeply  and  irregularly notched. The tip  of  the  leaf  may  be  sharp (acute)  or  blunt  (obtuse).  The  surfaoe,  rough,  smooth,  hairy,  shiny.  

Video at Youtube for Students to Watch:

1. Differences between simple and compound leafs by Kids Cloud - Leaf identified as Palmate versus Pinnate
2. Leaf identified as Phyllotaxy: 5 forms: Alternate, Opposite, Decussate, Whorled and Spiral by sci-ology
3. Learn to recognize different types of leaf shapes by Nature Clearly - basic shapes: elliptic, oval, ovate, oblong, lanceolate, obvovate, linear, reniform, lunate, fiabellate, fan-shaped, subulate, pandurate, pelfate, spathulate, hastate, sagitate, needle shape
4. How are leaf Edges different, Margins: entire, toothed, lobed, ciliate, crenate, dentate, denticulate, doubly serrate, serrate, serrulate, sinuate, spiny, undulate by Compredend & Converse
5. The Longer Tree Identified Lesson Video by Christian Libdan
6. Angie Patterson discusses the identification of trees by looking at leaves by Black Rock Forest
7. Adaxial Surface verses Abaxial Leaf Surface - distinguish the surfaces by Bio Hub

Graphic Organizers To Make: For  the  illustration  of  this  part  of the  lesson  a  great  variety  of  leaves should be used; and  each  leaf  should be  examined  and  described  separately  by  the children.
        Drawings should  also  be  made  of  all  the  principal  forms. After  the  leaves  have  all  been described separately and labeled, they  may  be classified additionally by any of the five following attributes. Choose just one from the five categories for a graphic organizer.

1. according to Palmate or Pinnate - simple and compound
2. according to form or Basic Shapes
3. according to their Edges or Margins
4. Adaxial versus Abaxial according to their surfaces
5. according to Phyllotaxy - growing point of a shoot
   

The leaf art lessons located on my blog here that may be completed for this assignment:

• Create Fall Leaf Patterns - 4th -6th Grade
• Tear and Paste Falling Leaves - preschool
• Craft a Fall Landscape Using Leaf Rubbings - 1rst, 2nd, and 3rd Grade
• Paint, cut and paste a leafy river scene - 1rst, 2nd and 3rd Grade
  

Extended Learning Content: 

• Why Leaves Change Color - article, one of many recommend during seasonal/camp learning at my doll blog
  
• Poison ivy leaves on Looking Glass Lake - part of the story adventures of a nurse paper doll
  

Free Student Clip Art: Clip art may be printed from a home computer, a classroom computer or from a computer at a library and/or a local printing service provider. This may be done from multiple locations as needed because our education blog is online and available to the general public.

Kinds of leaves in the clip art: ground ivy, ivy, dandelion, fir, iris, oak, horse chestnut, elm,
 lilac, laurel, nasturtium, and cuckoo-pint.

Study The Spider's Web

Argiope aurantia

       Spiders  are  distinguished  from  all  other  animals  by  their  habit  of  spinning webs.  Many  insects  spin  for  themselves  cocoons,  in  which  they  pass  from  the larval  to  the  complete  (winged)  stage ;  and  some  mites  spin  webs  or  cocoons for  their  eggs ;  but  the  spinning  organs  of  the  spider  are  much  more  complete and  are  used  for  a  much  greater  variety  of  purposes.  They  are  used  to  form the  silken  bag  in  which  the  female  spider  places  her  eggs ;  for  producing  the silk  with  which  she  lines  her  nest ;  and  more  especially  for  forming  the  webs by  means  of  which  she  catches  her  prey.  The  thread  of  the  spider  differs  from that  of  insects  in  being  composed  of  an  immense  number  of  very  fine  threads brought  together  while  soft  enough  to  unite  into  one.  They  use  their  threads also  to  form  bridges,  by  which  they  may  pass  from  one  elevated  position  to another;  to  prevent  themselves  from  falling  when  prowling  about,  and  even as  a  means  of  transporting  themselves  through  the  air. 

Required for Web Observation: Diagram  of  a  garden  spider's  web,  and  an illustration  showing  the  nature  of  the  spinnerets.  Bird-lime. The  children  should  examine  the  web  of  the  garden  spider;  and, if  possible,  watch  the  spider  while  in  the  act  of  constructing  it.

Method of Student Web Observation:

• Call  attention  to  the  regular  geometric  pattern  of  the  web,  noting that  the  outer  threads,  which  form the  foundation  of  the  web,  are  necessarily  irregular,  on  account  of  the disposition  of  the  convenient  points of  support.
• Exhibit  a  diagram  of  the  spinnerets  of  the  garden  spider,  showing the  manner  in  which  the  fibers  unite to  form  a  single  thread.  Give  examples  of  other  sticky  substances, such  as  bird-lime  and  thick  molasses. Show  that  bird-lime  can  be  drawn out  into  very  fine  fibres,  and  that these  fibers  may  be  made  to  unite into  one.  
• The  children  should  watch  the construction  of  the  web  if  possible. If  this  cannot  be  done,  the  teacher should  build  up  a  diagram  of  the  web on  a  black-board,  making  the  various threads  in  their  proper  order.
• The  sticky  nature  of  the  spiral thread  should  be  demonstrated.
  

 How to Grade Study Notes For Student Journals: Every student will need a journal to write in weekly for this online nature study series. Teacher will assign the weekly content in advance.

• Make sure the facts are: written in complete sentences, the first word of each sentence capitalized, and a period should be included at the end of each sentence.
• Spell check your vocabulary and write the words correctly.
• Dress up your journal entries with student clip art, drawings of your own in color or in black and white.
• Student may also include photographs of their own taking for extra credit.

Look for the following three facts about webs inside of student journals. Assign a point value to the quality of the content:

• The  Web. - The  web  is  attached  to bushes,  palings,  or  other  objects  by several  outer  threads  more  or  less  irregularly  disposed.  Radiating  threads pass  from  the  center  of  the  web  to the  above.  Lastly,  a  spiral  thread connects  all  the  radiating  ones.
• The  Spinning  Organs. - The  spinning  organs  of  the  garden  spider  are termed  spinnerets.  They  are  situated  at  the  tip  of  the  abdomen,  and are  six  in  number.  Each  consists  of a  little  cell  of  sticky  fluid,  and  the under  surface  of  the  cell  is  perforated with  numerous  small  holes.  When the  spider  applies  its  spinnerets  to any  object  the  sticky  fluid  adheres
  to  that  object ;  and,  as  the  abdomen is  withdrawn,  a  very  thin  semi-fluid fiber  is  produced  from  each  perforation  of  the  spinneret.  All  the  fibers formed  by  each  spinneret  unite,  while still  fluid,  to  form  one.  Thus  six threads  are  formed,  one  for  each spinneret,  and  these  again  unite  into one.  The  sticky  fluid  then  hardens, forming  a  single  thread  of  silk.
• Building  the  Web. - Various  foundation  threads  are  first  made.  These connect  the  convenient  points  of  support.  The  radiating  threads  are  next formed.  The  spiral  thread  is  next formed,  beginning  at  the  center.  The spider  makes  use  of  its  comb-like hind-claws  in  adjusting  and  uniting the  various  threads.  Both  the  outer and  the  radiating  threads  are  for
  support  only  ;  and  the  spiral  thread, which  has  numerous  little  globules  of a  sticky  fluid  that  does  not  readily solidify  on  exposure  to  air,  forms  the snare  proper.

Video at Youtube for Students to Watch:

1. Animal for Kids: the spider by All Things Animal
2. Is a spider's web a part of its mind? by Deep Look
3. Why spider silk is stronger than steel
4. Spider web research yields...a new musical instrument by Oregon Public Broadcasting
5. 15 cool spider webs by Top Fives
   

Hold a group discussion after viewing a film or on the second day of study. Prompt the students to mention/remember the following information about webs.

•  The  Web. - The  outer  threads  support  the  web. Other  threads  meet  in  the  center  and  are  joined  by  a  spiral  thread. 
• Spinnerets. - The  spinnerets  are  cells  containing  a  sticky  fluid. This  fluid  passes  out  through  small  holes. All  the  fibers  unite  into  one  thread. 
• Building  the  Web. -  The  outer  threads  are  spun  first. Then  those  which  meet  at  the  center. The  spiral  thread  is  formed  last. The  spiral  thread  has  sticky  drops  on  it. 
  

The student art assignments available on this blog for webs: 1rst-6th Grades

• Draw a shaded white spider web design - 5th and 6th grades
• Draw a design from a spider's web using glue and pastels - 3rd and 4th grade
• Craft a Ruote pasta web - 1rst and 2nd grade
• Weave a spider's web for a spooky Fall craft... - 3rd and 4th grade
  

Extended Learning Content:

• How to cut paper spider webs...
• Craft a ''Boo'' spider web wreath for your dollhouse 
• Decorate a fall pumpkin with a spider web vine
• The Cobweb Poem 
  

Free Student Clip Art: Clip art may be printed from a home computer, a classroom computer or from a computer at a library and/or a local printing service provider. This may be done from multiple locations as needed because our education blog is online and available to the general public.

Above are illustrations of: spinnerets, spider's web, end of spider's foot,
comb-like claws, thread covered with sticky drops, attached end of thread.

The Gnu

 The Gnu
by Hilakre Belloc

G. stands for Gnu, whose weapons of defense
Are long, sharp, curling horns, and common sense.
To these he adds a name so short and strong,
That even hardy Boers pronounce it wrong.
How often on a bright autumnal day
The pious people of Pretoria say
"Come, let us hunt the'' - then no more is heard,
But sounds of strong men struggling with a word;
Meanwhile the distant Gnu with grateful eyes
Observes his opportunity and flies.

The Yak

 The Yak
by Hilaire Belloc

As a friend to the children commend me the Yak.
You will find it exactly the thing:
It will carry and fetch, you can ride on its back,
Or lead it about with a string.

The Tartar who dwells on the plains of Thibet
(A desolate region of snow)
Has for centuries made it a nursery pet,
And surely the Tartar should know!

Then tell your papa where the Yak can be got,
And if he is awfully rich
He will buy you the creature - or else he will not.
(I cannot be positive which.)

The Frog

 The Frog
by Hilaire Belloc

Be kind and tender to the Frog,
And do not call him names,
As "Slimy-skin," or "Pollywog,"
Or likewise "Uncle James,"
Or "Gape'a'grin," or "Toad'gone'wrong,"
Or "Billy -Bandy Knees":
The frog is justly sensitive
To epithets like these.
No animal will more repay
A treatment kind and fair,
At least so lonely people say
Who keep a frog (and by the way,
They are extremely rare) .

Squid

 Squid

The ''Squid'' is just a cuttlefish. Ten arms that squirm and fuss
Instead of eight make him a squid and not an octopus.
To hide himself from enemies, he turns the water black
By giving forth an ink stain out of a special sac.
'Tis said that ancient mariners in their simplicity
Mistook this squirming creature for a ''Serpent of the Sea.''
His tail was taken for a head, his inky track for smoke;
So those ''sea serpent'' tales were not entirely a joke.

Danny Duck

 Danny Duck

Danny Duck, the dandy duck
Went walking down the lane.
Then Danny Duck got tired, so
He walked right home again.

Brenda's Easter Visit

        ''Her name is Brenda,'' said daddy, ''and when I saw her yesterday she told me that every year at Easter time she went to the head nurse of the big hospital and found out the names of all the children. Then she went shopping, and it took her a long time to pick out things for little sick children. She picked out for each child a big round chocolate egg which rattled, for inside it there were little sugar candies; also a chocolate chicken and a chocolate bunny. She always picked out ones that had lots of expression too. Around the egg she tied a big red ribbon, around the chocolate chicken's neck she tied a bright green ribbon, around the bunny's neck she tied a bright purple ribbon. Then she put them in a little box and wrote on the box the child's name.

       ''Last year Brenda went to the hospital the day before Easter. It was far from being a pleasant day. There was a cold wind in the air and no sun.

       ''She arrived at the hospital just as all the little children had had their wounds dressed. They were lying in their little white cots trying to keep back the tears that wanted to come.

       ''Brenda asked the nurse if she could go inside with the gifts.

        The child's name in the first cot,' continued the nurse very softly, is Elsa. She has hurt her back, and no one knows how long she will have to lie there.'

       '' 'Elsa,' said Brenda, 'happy Easter. A little chocolate bunny, a little chocolate chicken and a big chocolate egg all said they wanted to wish you a happy Easter.'

       ''Elsa opened her half shut eyes and clutched the box. She opened it eagerly. There they all were! And the chocolate bunny did have the funniest expression! He would have made any one laugh, and his purple ribbon bow was sticking way up on one side with such a saucy expression. Elsa burst out laughing. Afterward the nurse told Brenda it was the first time she's seen Elsa laugh since she'd been brought to the hospital.

       ''Then Brenda took the rest of her boxes around to all the other little sick children. And such happiness as there was in the ward!''

A Wag or Two More for You

 A Wag or Two More for You

The world is glad to-day--
All of the world --let's play!

Along the juicy grass
The good smells pass.

The little leaves all make
New noises as they shake
And twinkle in the sun.
Smooth shadows slide and run.

The buzzing bugs whiz by;
The trees play with the sky;
Oh, you, let's run!
Let's scratch and sniff and dig
Where holes are dark and big!
Come, come let's run!
Oh, Boy, what fun!

That's how I feel to-day.
Oh, Children mine, come play!

Your Dog Friend

Winter Trees

        ''All the winter things,'' said daddy, ''such as the cold Winds, the Snow and the Ice told the Pine Trees and the Fir Treesand the Spruce Trees how much they liked them.

       ''I will tell you a secret,'' said the Pine Tree.

       '' 'Yes,'' said the Snow, as it nestled closer to the branches of the big tree.

       ''Years and years and years ago, I talked to my family about dropping off in the Winter-time. We never got any further than talking about it, for just as I had said, ''Well, and what do you think of the scheme?'' some of the Snow Flakes came and rested on our branches.

       '' 'Oh,'' they said, ''you're so much nicer than the branches without any leaves. There we have to fill up the corners, but with you we can nestle down.''

       '' 'The North Wind told us,' continued the Pine Tree, 'that it was such a joy to have a good strong tree around that wouldn't feel hurt if he played about and had a good time. And so we discovered how much the North Wind liked us.

       '' 'Then,' said the Pine Tree, 'we heard the Grown-Ups. They said what a comfort it was to have some green trees in the Winter and they said how horrible it would be if every tree were quite bare and ugly. And then came the Children. They walked through the woods one snowy day and they stopped to look up at us. 'Ah, how tall those trees are. And how warm it is in these woods. Our favorite trees are the Winter Trees - the Spruce Trees, the Fir Trees, the Pine Trees.''

       '' 'Now do you understand how we have to be as fine looking in the Winter as in the Spring?' And the Snow understood.''

Appetites

Appetites by John Martin

Appetites are ready;
Paws and whiskers clean.
Frocks and panties tidy,
As is plainly seen.
Cricket is a-chirping,
Silver is the moon.
Very, very hungry,
Muff and Fluffy Coon.

Supper's nearly ready;
We are ready, too.
Smell the most delicious
Most delightful stew.
Hear the tinkle, tinkle
Of the stirring spoon.
Just a bit impatient--
Muff and Fluffy Coon.

Now look at the picture,
See if you don't see
Two wee tots as hungry
As wee tots can be.
Keep on looking closely;
Very, very soon
You will see a happy
Muff and Fluffy Coon.