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Kyleigh Pharris

F14/Humphries

October 27, 2014


Curriculum Project

Leaf Representations
1) Summary and Overarching Goal:
The main concept of this learning encounter is to further childrens interest in natural materials
and understanding of art. The learning encounter is to bring childrens detailed study of
identifying characteristics of leaves to a place in which they can create a art representation. This
learning encounter is intended for children in a small group during center choice time.
Learning Objectives:
1. Children will be able to identify the leaves from maple, oak, and pine trees.
2. Children will be able to use leaves to create a representational model. Children will further
their understanding that natural materials can be used to express ideas and understandings
with natural materials. This learning encounter is developed to reinforce the childrens
experiences of materials found in nature to create an image with a greater meaning.
3. Children will be able to use magnifying glasses to examine the details of the leaves, while
using descriptive language to describe what they see.
4. This learning encounter is intended for children to freely explore and create representations
without teacher directed instruction. This lesson is open ended to the children, as they may
use their representations to further their play.
New Hampshire Curriculum Frameworks:
Curriculum Standard 1: Apply appropriate media, techniques, and processes; use various
materials, techniques, and processes to communicate and express ideas, experiences, and
stories.
Curriculum Standard 6: Students will make connections among the visual arts, other
disciplines, and daily life.
S:LS5:2:2.1 Recognize that some tools, such as magnifiers, balances and thermometers, have
special uses and can help gather information and extend the senses.
S:PS1:2:2.1 Identify the observable properties of different objects, such as color, size, shape,
weight and texture.
Context and Rationale:
The kindergarten children have been exposed to natural materials and their artistic value.
Children have previously extensively explored the characteristics and features of different
kinds of leaves. As children observed the details of leaves, they documented their findings
through drawings. The children have been interested in bringing nature into their artwork,
and this lesson seems like a next step for children in developing a better understanding of
how leaves can be used to create art and represent their creativity.
Age/Grade:
The children in the kindergarten classroom range from the ages of five to six years old. At this
point in the school year there is a fair mix of five and six year olds as members of the
kindergarten community.

Materials:

- Light Table

- Basket of Leaves Children Collected

- Scissors
-

- Clipboard with Paper

- Glue
Black Poster

- Pencils

board

- Look What I Did with a Leaf!

Space:
The space that children will be working on their leaf representations will be at the light table on
the large circle rug in the classroom. The circle rug is a place for meetings and gatherings,
however, during center time it transforms into a center choice space. The light table is positioned
in the middle of the rug with leaves on top with light shining through them. Three children are
able to work on the light table or on the floor while creating their leaf representations. They each
have clipboards and are able to work within this space in which ever way is comfortable for their
bodies.
Invitation, Provocation and Anticipated Procedure:
1. During the literacy center children have been reading Look What I Did with a Leaf! by
Morteza E. Sohi. The book teaches children how to create artistic representations from
leaves. The book will be introduced to children as they come to the light table.
2. Children will be invited to look at the book and explore the many ways in which leaves can
be transformed to represent an artistic creation.
3. Once children have explored the details of the book, I will then encourage children to think
of something they would like to create out of the leaves. Now that we have looked at these
leaf representations, I wonder what you will decide to create? At this time it could be
helpful for children to explore what they see in books or even take a walk or look outside.
How can children connect the leaves to the trees in which they see outside?
4. As children have chosen a creation to represent with leaves, I then will ask the children to
carefully think about which leaves will help them create their image the best. Before we
begin creating our leaf representations we have to carefully think about the leaves we want to
use. We need to look at the edges, colors, and shapes of the leaves and how they will help us
create our leaf representations. As children carefully observe their leaves this will be a time
for the children to use a magnifying glass to take a closer look.
5. As children are gathering leaves that would be helpful in creating their representations, I will
then encourage children to draw their idea first on paper with the shapes of their leaves. This
will be a time that I help children move and manipulate their leaves to create the
representation they have in their mind. Thinking about how the leaves will piece together. If
children are stuck at this part we can read some of the artist notes from the book. This could
be helpful for children.
6. Once children have created their sketch of their representations, it will then be time for
children to explore the ways in which the leaves can fit together to create their
representational image.
7. Children will be encouraged to cut the leaves into different shapes they need. They will
however, not be able to glue just yet. Gluing will remain at the very end of the lesson, so
children can change and manipulate their leaves. During this process children can be
documented as a way to illustrate their story of creating a leaf representation. This could then
be helpful for children to reflect upon their experience, while also adding in a story telling
piece.
8. Now that the children have their representations on their drawing paper and made out of their
leaves. The children will be given a black square or rectangle of poster board, this will be
used as a background to glue their representation. They will be invited to glue the leaves

together. The children have an understanding of how much glue is needed from their previous
collage work, so they will be reminded that they do not need a great deal of glue.
9. Once the children have glued their leaves together to create their representations, they will be
asked to place their black poster board and leaves on the dry table near the window.
10. When children come back from placing their representations to dry, they will then be asked
to place their scraps of leaves into the basket so they can be brought outside. Children will be
expected to clean and tidy their working space to ensure it is ready for the next child.
Accommodations/UDL:
If a child is struggling with thinking of an image I will encourage them to take a look through
books of animals, insects, sport objects, etc. This can be helpful for children who are struggling
to find an object to create a representation of.
If a child finds this task simple, I will encourage them to add finer detail to their piece. I will
ask questions relating to their previous exploration of leaves and ask them to find smaller parts
of leaves to add detail to their representation.
A way that this lesson can be adapted for UDL is to have a light table that has legs like a table.
Children can work around the table standing up, and this can help a child in a wheelchair roll
up to the table and find a space to work. The open area in which the light table is placed on the
rug allows for the child with a wheelchair room to move freely and have their own working
space within the designated area.
Another UDL that could be useful for the children at this center choice, would be the use of
loop scissors. These scissors can help children further develop their fine motor skills.
An FM system can be worn by the teacher to help children with a hearing impairment. This
system can help children understand the learning encounter while children are playing at other
center choices.
Extensions:
To further extend this lesson, I will share the childrens creations with families. While sharing
the representations with the families, I will illustrate the processes and discoveries that lead the
children to creating these works of art. Then I will encourage families to bring other natural
materials into the classroom for children to utilize to create more representations. Perhaps this
could lead into an exploration that allows families and children to work closely together on
creating representations out of natural materials.
A way this lesson can be further extended is through the use of pictures of trees and leaves
found in the childrens environment, and the children can match the leaves to the correct trees.
What does a maple trees leaves look like?
Children can use an iPad story telling app to take photos of their leaf representations and begin
the process of storytelling. Children can record and edit their stories as they go!
Projected Outcomes/Processes:
I believe that the children will be able to effectively use an adequate amount of glue, since in
our collage investigation we learned how much glue is needed to stick two objects together.
Children have been very mindful about not being wasteful with materials.
I can picture the children having an exciting time creating their representations! I feel that after
reading through the book and looking at the pictures, children will have an idea of what they
would like to represent.

Evaluation:
1. Children can be evaluated upon their knowledge of trees by their ability to use language to
identify the name of the maple, oak, and pine tree leaves and needles.
2. To evaluate the second objective, photographs and written language samples can illustrate
how children describe and understand the leaves. While thinking about how the qualities of
different leaves can add meaning to their leaf representations.
3. Children can be evaluated upon the third objective by language samples and photograph of
the children magnifying glass work to examine details of leaves.

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