24 the structure of leaves · 2019. 4. 25. · identify and describe the basic structure of a...

Background Information • Most leaves have two main parts: the blade and the petiole, or leafstalk. • The Blade is the broad, flat part of the leaf where photosynthesis occurs. The main vein running in the centre of the blade is called the midrib. Leaf blades differ from one another in several ways: the types of edges, the patterns of the veins, and the number of blades per leaf. • The Petiole is the stemlike part of the leaf that joins the blade to the stem. Within a petiole are tiny tubes that connect with the veins in the blade. Some of the tubes carry water into the leaf. Others carry away food that the leaf has made. In many trees and shrubs, the petioles can bend and move so that the blades receive the most sunlight possible. This also prevents leaves of a tree being shaded by other leaves. The petiole is very flexible which allows the blade to twist in the wind and so avoid damage. The Structure of Leaves Curriculum Links EYFS UW: Makes observations of plants M: Explores characteristics of everyday objects and uses mathematical language to describe them. National Curriculum Science: (Y1) Identify and name a variety of common wild and garden plants, including deciduous and evergreen trees; Identify and describe the basic structure of a variety of common flowering plants, including trees. (Y2) Find out and describe how plants need water, light and a suitable temperature to grow and stay healthy; Identify and name a variety of plants and animals in their habitats, including micro-habitats. (KS1 SE) Identifying and classifying. (Y3) Explore the requirements of plants for life and growth and how they vary from plant to plant; Investigate the way in which water is transported within plants. (Y4) Recognise that living things can be grouped in a variety of ways; Explore and use classification keys to help group, identify and name a variety of living things in their local and wider environment. (LKS2 SE) Gathering, recording, classifying and presenting data in a variety of ways to help in answering questions. (Y6) Describe how living things are classified into broad groups according to common observable characteristics and based on similarities and differences, including micro-organisms, plants and animals; Give reasons for classifying plants and animals based on specific characteristics. (UKS2 SE) Recording data and results of increasing complexity using scientific diagrams and labels, classification keys, tables, scatter graphs, bar and line graphs. www.outdoorlearningmadeeasy.co.uk © OUTDOOR SKILLS EXTENDED LEARNING ACTIVITIES Ideas for activities • Identifying and sorting leaves • leaf rubbings and prints • dissecting leaves • searching for patterns and symmetry • Analysing the health of tress by their leaves • Carrying out leaf experiments

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Page 1: 24 the structure of leaves · 2019. 4. 25. · Identify and describe the basic structure of a variety of common ﬂowering plants, including trees. (Y2) Find out and describe how

Background Information • Most leaves have two main parts: the blade and the petiole, or leafstalk.

• The Blade is the broad, flat part of the leaf where photosynthesis occurs. The main vein running in the centre of the blade is called the midrib. Leaf blades differ from one another in several ways: the types of edges, the patterns of the veins, and the number of blades per leaf.

• The Petiole is the stemlike part of the leaf that joins the blade to the stem. Within a petiole are tiny tubes that connect with the veins in the blade. Some of the tubes carry water into the leaf. Others carry away food that the leaf has made. In many trees and shrubs, the petioles can bend and move so that the blades receive the most sunlight possible. This also prevents leaves of a tree being shaded by other leaves. The petiole is very flexible which allows the blade to twist in the wind and so avoid damage.

The Structure of Leaves

Curriculum Links EYFS UW: Makes observations of plants M: Explores characteristics of everyday objects and uses mathematical language to describe them.

National Curriculum Science: (Y1) Identify and name a variety of common wild and garden plants, including deciduous and evergreen trees; Identify and describe the basic structure of a variety of common flowering plants, including trees. (Y2) Find out and describe how plants need water, light and a suitable temperature to grow and stay healthy; Identify and name a variety of plants and animals in their habitats, including micro-habitats. (KS1 SE) Identifying and classifying. (Y3) Explore the requirements of plants for life and growth and how they vary from plant to plant; Investigate the way in which water is transported within plants. (Y4) Recognise that living things can be grouped in a variety of ways; Explore and use classification keys to help group, identify and name a variety of living things in their local and wider environment. (LKS2 SE) Gathering, recording, classifying and presenting data in a variety of ways to help in answering questions. (Y6) Describe how living things are classified into broad groups according to common observable characteristics and based on similarities and differences, including micro-organisms, plants and animals; Give reasons for classifying plants and animals based on specific characteristics. (UKS2 SE) Recording data and results of increasing complexity using scientific diagrams and labels, classification keys, tables, scatter graphs, bar and line graphs.

www.outdoorlearningmadeeasy.co.uk ©

OUTDOOR SKILLSEXTENDED LEARNING

ACTIVITIES

Ideas for activities • Identifying and sorting leaves • leaf rubbings and prints • dissecting leaves • searching for patterns and symmetry • Analysing the health of tress by their

leaves • Carrying out leaf experiments

http://www.outdoorlearningmadeeasy.co.uk