Unit 3
• Early Learning Standards (three standards)
Standard #1
Domain: Science
Strand: Strand C: Early learning experiences will support children to understand
patterns, process and relationships of living things.
Learning Progression: Unity and Diversity of Life
Indicator: S.60.7 Group and classify living things based upon features, providing
evidence to support groupings
Source: CTELDS
Standard
Domain: Language and Literacy
Strand: Strand B: Early learning experience will support children to use language
(expressive language).
Learning Progression: Vocabulary
Indicator: L.60.4 Use an increasing variety and specificity of accepted words for
object, actions, and attributes encountered in both real and symbolic contexts.
Source: CTELDS
a) Title of the Lesson: Veins in a leaf
b) Number of Children in Group: 10
c) Children’s Age Group: 4-5 years
d) Length of Lesson: 45 minutes
Science Learning Experience Plan (LEP)
CHS250 – STEM in the Early
Childhood Education Classroom
Standard
Domain: Social Studies
Strand: Strand C: Early Learning experiences will support children to develop an
understanding of economic systems and resources.
Learning Progression: Science, Technology and Society
Indicator: SS.60.9 Begin to be aware of technology and how it affects life
Source: CTELDS
• Key Objectives (three objectives)
Objective #1 Children will explain the primary purpose of a vein structure in the leaf. Objective #2 Children will analyze how water travels through leaf veins. Objective #3 Children will create documentation to share with class and family.
• Materials:
• clear jar
• food coloring or anything in your house that would change the color of water For example: carrots, turmeric, coffee grounds, red cabbage, yellow onions
• clothespin or clip
• water
• light green leaf with a stem
• Vocabulary (five words)
• photosynthesis
• evaporate
• stem
• capillary action
• xylem vessel
• Higher Order Thinking (HOT) Questions (six questions) Create questions that are based on all six levels of Bloom’s Taxonomy:
Remembering, Understanding, Applying, Analyzing, Evaluating, Creating
• Why are we coloring the water in the jar?
• Should water be moving upward against the forces of gravity?
• Why does a leaf need energy in the form of photosynthesis?
• We have capillaries in our bodies. Do you see a comparison to the leaf’s capillary system?
• Do you think if the leaf was white it would turn red from the water? Why?
• How can we show the evidence of this experiment?
• Instructional Procedure
A. Introduction video: Structure and Function of Leaves https://youtu.be/eE6TFq1oHeM After viewing the video, the teacher will guide children in discussing concepts that were described in the video pertaining to the vein structure in a leaf.
B. Related Activity: Set up the jars with water and dark red food coloring. Clip the leaves
with the stem in the red water. Over one week, observe and document the water moving through the stem and into the base of the leaf. Discuss what they are observing with the contents of the video.
C. Closing: Document this activity to share with families at home.
• Home-School Connection The teacher will send home an information newsletter describing the investigation activity
their children will perform at school. Each family will be asked to help their child search for leaves in their home community. Each child will select one leaf and bring into class on the assigned day.