Educator instructions

Work through this resource material in the following sequence:

5 minutes - Part A: inspiring curiosity
10 minutes - Part B: leaf hunt
30 minutes - Part C: STEM investigation tables
10 minutes - Reflection

Part A: inspiring curiosity

Step 1.

Begin the session by inviting the children as a whole group to sit on the floor. Once settled on the floor, share a few examples of leaves using either images or examples you may have collected from the environment.

Step 2.

Hold each leaf up and ask these STEM ‘I wonder’ provocation questions:

I wonder...
- ... what is this?
- ... where is this leaf from?
- ... how does a leaf get its food?
- ... how does water get to the end?
- ... why is a leaf green (or red, yellow)?
- ... what are the little lines in a leaf?
- ... how can leaves help nature?

As each question is asked, provide a small amount of time for one or two children to answer. Listen carefully to the children's initial thoughts and wonderings. Thank each child for sharing their thoughts and ideas.

Part B: leaf hunt

Background information: The leaf hunt can be undertaken using examples that have been found in the grounds or with leaves that have been brought in. A great way to introduce interest and intrigue is to have different leaves scattered around outside (especially if the learning centre or school does not have many plants). The main focus is to allow the children to explore an outdoor area and see what they can discover. The independent nature of discovery is important to provide a connection to the nature-based STEM experience.

Step 1.

Invite the children as a whole group to explore and find different leaves. You will need to explain clearly where the area for the leaf investigation is to occur (i.e. in the outdoor area).

Step 2.

Offer some guidelines for the children to follow to make sure that they are careful with the plants when collecting leaves (i.e. collect from the ground or take only one leaf from the plant). These guidelines are important, as they promote empathy and a connection to the leaf as a living thing.

Step 3.

Give the children a 10 minute time limit and make a sound to end the leaf hunt. A small handheld music instrument is fantastic to refocus the children's attention and bring them in for the next part of the session.

Part C: STEM investigation tables

Have the STEM investigation tables already set up, outside if possible.

Extend your nature-based experience by using blankets for the children to sit on in the yard with containers to hold the equipment. Leaf rubbing will need a hard surface - a table or clipboard works great.

Step 1.

Once the children have returned from the leaf hunt with their leaves, bring them into the area where the STEM investigation has been set up.

Step 2.

Invite the children to take part in the STEM investigation. Begin by introducing the different materials (leaves, crayons, paper) and equipment (magnifying glasses and rulers). Explain to the children that they will have time to explore each table or area that has been set up. Each child should visit the different tables and spend 5-10 minutes experiencing each activity. Children can move freely around or, alternatively, you can time the sessions and invite the children to swap over.

Science table: Explore the parts of a leaf, using the collected leaves from the previous exercise. The focus is to closely explore the leaf and investigate using simple science tools. The magnifying glasses are used to help the children look closely at the leaf. If you choose to use rulers, the children can measure the leaf and see which is bigger, wider, longer - or they can measure anything that is on the leaf. It is not important that they get the correct number, but more that they begin to understand how to use science tools to make observations.

Sensory table: Use the leaves that the children collected to create a leaf rubbing. To conduct a leaf rubbing:

Place the leaf on the table
Cover the leaf with paper
Use a crayon (or chalk), laid on its side, to rub gently over the leaf to reveal the veins and shape of the leaf below
Playdough can also be used as an additional sensory experience to imprint the details of the leaf. Set the playdough on the table and gently press the leaf into the playdough to reveal the print.

STEM inquiry questions: As the educator, your role on all of the leaf tables is to assist in ‘side by side’ learning allowing the children to explore the materials. Your focus is to ask a few inquiring questions to promote discussion and critical thinking skills. Use the STEM ‘I wonder’ questions that were previously shared with the children to encourage thinking and connections:

Where is this leaf from?
How does a leaf get its food?
How does water get to the end?
What colour is the leaf? Why?
What are the little lines in a leaf?
How can leaves help nature?

Step 3.

When the children have completed the leaf rubbing or imprinting, the rubbings and imprints can be set aside in an area of the centre to be a part of the ‘leaf gallery’. To create a leaf gallery, make a space where the work can be seen (i.e. on a table, pinned up on a board or hung up on a string). This space will be used at the end of the session as part of the reflection.

Reflection

Gather the children on the floor. Discuss some of the investigations that the children took part in. Take time to ask what the children discovered, allowing them to share their experiences. Observations and communication of their findings are a very important part of the STEM process. It promotes critical thinking and opportunities for further investigations to occur.

As a closing to the STEM Leaf investigation, invite the children to visit the ‘leaf gallery’. This provides an opportunity for the children to see what has been created during the session.

Differentiated Learning

Extension:

The session can be expanded to investigations that the children wish to pursue. Take note of further questions as the session progresses. Provide opportunities for the children to make more discoveries and connections and to ask more leaf-inspired questions.
Older children might like to build their own leaf using a variety of materials such as pipe cleaners and crepe paper.

Provisions for Learning Support:

Learning support may involve the integration of different materials. Playdough is a wonderful addition to the STEM tables and can provide a different sensory experience for children with varying needs and abilities. The playdough can be used to make imprints of the leaf surface and provides a wonderful 3D tactile experience that can be easily included in this STEM session.
Children could also use thin layers of paint on the leaves to stamp a leaf imprint onto paper or fabric.
Encourage children to mindfully touch and smell the leaves. Some leaves, such as eucalyptus leaves, will provide additional sensory stimulus.

STEM - Leaf Investigators

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