Grade+2+-+Plants+Are+Part+of+Life;+Grade+6+-+Plants+and+Pollution+-+Emily+(White)+Miller

Everything in red is Feedback, which is explained at the bottom.
Also, please note that the sixth grade lesson was changed to Your Carbon Footprint and is NOT Plants and Pollution!

Second Grade Lesson Plan
=Plants Are Part of Life=

Class size – 15 Instructional setting – mid-size, suburban/rural, upper-middle class Student skills – Students in this class generally make passing grades. Most live in a suburban area with a few from more rural, farming backgrounds. They are motivated by hands-on interactive learning. Real world connection – Students will recognize that plants are part of life.
 * Audience**

//21st Century Learner Standards// 1.1.2 Use prior and background knowledge as context for new learning. 1.4.2 Use interaction with and feedback from teachers and peers to guide own inquiry process. 2 Draw conclusions, make informed decisions, apply knowledge to new situations, and create new knowledge. 3 Share knowledge and participate ethically and productively as members of our democratic society.
 * Standards**

//IN DOE Standards// English 2.4 Students write clear sentences and paragraphs that develop a central idea. Students progress through the stages of the writing process, including prewriting, drafting, revising, and editing multiple drafts. 2.4.4 Understand the purposes of various reference materials (such as a dictionary, thesaurus, or atlas). 2.6 Students write using Standard English conventions appropriate to this grade level.

Science 2.1.3 Describe, both in writing and verbally, objects as accurately as possible and compare observations with those of other people. 2.2.5 Draw pictures and write brief descriptions that correctly portray key features of an object. 2.4.1 Observe and identify different external features of plants and animals and describe how these features help them live in different environments. 2.3 Students investigate, describe, and discuss their natural surroundings. They wonder why things move and change. 2.5.6 Explain that sometimes a person can find out a lot (but not everything) about a group of things, such as insects, plants, or rocks, by studying just a few of them. 2.6 Students begin to observe how objects are similar and how they are different. They begin to identify parts of an object and recognize how these parts interact with the whole. They look for what changes and what does not change and make comparisons.

From Callison: Elementary school students should be able to "brainstorm ideas and information about the central question by recalling previous personal experiences” (87). They should also be able to “organize related ideas together to maintain a consistent focus” (93).
 * Information Skill**

The teacher will work with the LMS on plant vocabulary, a video on plant growth, and a book about growing seeds.
 * Collaboration**

In this science unit, students will learn that plants grow from seeds, be able to identify the basic parts of plants, and define plant vocabulary words.
 * Overview**

=The Lesson=

**Day 1**
What do students know about plants? Supplies needed - drawing paper, crayons, colored pencils, markers

- Each student will be given a piece of paper and crayons/colored pencils/markers and be asked to draw a plant. Fifteen minutes will be allotted for this exercise. - At the end of 15 minutes, the teacher will ask students to participate in a class discussion. The teacher will ask questions to facilitate the discussion.

-Questions - What plant did you draw? - Why did you draw that plant?

- After students have finished sharing, they will be asked to turn their paper over to the blank side. The teacher will then show students a picture of a lima bean plant (if possible, the actual plant). The lima bean from which the plant grew will also be shown. The teacher will explain that the plant grew out of the seed. The teacher will ask students to draw a picture depicting how this occurred. The teacher will circulate the room and have students explain drawings to ensure they are grasping the concept of the plant growing from the seed. 20 minutes will be allotted for this exercise.

- At the end of 20 minutes, the teacher will divide students into groups of five. Each group will sit in a circle in different parts of the room. The teacher will ask each student to share his/her drawing with the rest of the group and explain how he/she thinks plants grow. The teacher will monitor each group to learn what students think and know about plant growth.

- Each group will get a piece of paper. Each group will designate a recorder. The group will brainstorm and create a list of everything they can think of that plants need to grow. The teacher will have groups share their lists and create a big list of student ideas on the blackboard/overhead/computer/chart paper/etc. so everyone can see it.

-The teacher will ensure water, sunlight, soil, and warmth make the list.

Day 2
Supplies needed: Notebooks, library computers, //The Tiny Seed//, supplies to grow seeds (as described below)

- Each student will be provided with a notebook to use as a journal.

- **Journal 1**: Students will take a trip to the library to learn about the following plant vocabulary words: Bud, Flower, Fruit, Leaf, Plant, Root, Seed, Soil, Stem, Vegetable. They will use  @http://www.wordcentral.com/to look up words and write definitions in their journals. Here is an example of a vocabulary worksheet:

- Students will be directed to @http://www.youtube.com/watch?v=d26AhcKeEbE&feature=related, a time lapse radish growth video that provides a visual for how seeds become plants.

- The librarian will read Eric Carle’s //The Tiny Seed//. The librarian will facilitate class discussion to review conditions in which seeds can grow.

- Each student will be provided with a lima bean, paper towel, and clear, gallon sized storage bag. Each student will write his/her name on the bag. Students will be instructed to wet their paper towels, wrap the lima bean in the paper towel, place it in the bag, and seal the bag. The bags will be placed in a sunny area in the classroom if possible. (It takes 6 to 18 days for lima beans to germinate!)
 * The teacher will prepare some extra beans just in case some fail to sprout.

- **Journal 2**: Students will begin to use their journals to make the following predictions in complete sentences. - Will the bean start growing without soil? - How many days will it take for the seed to sprout? - How big will the sprout be? - What will happen if the days are cloudy and the seeds do not get sun?
 * Each day, the students will be instructed to check their bags to see how the seed is doing and replace paper towels as they dry out. **Journal 3**: The teacher will explain one section of the journal will be to note changes and provide time for them to note any changes in the plants.

- The teacher will review how plants grow from seeds based on Day 1’s brainstorming session: they need water, sunlight, soil, warmth. - As students wait for the lima beans to germinate, they will learn about different types of seeds. The teacher will create the following seed stations. - Apple - Tomato - Pea pods - Bell pepper - Peach
 * Each station will have a magnifying glass. Paper towels and paper plates will be provided to try and contain any mess.

- The class will observe as the teacher cuts open each fruit or vegetable to reveal the seeds inside. The teacher will then invite the students to observe the seeds up close. Discussion will be encouraged about how seeds grow into plants.

- **Journal 4**: Students will be asked to use their journals to compare the seeds. Students will write a paragraph with complete sentences that answers the following questions: Are seeds soft or hard? Are seeds big or little? Are there many or few seeds in each fruit or vegetable?

Here is an example of a lesson plan outline:

As the Lima Beans Begin to Grow
- A few days after the lima bean sprouts, the teacher will provide each student with a cup of soil. Each cup will be labeled with student names. Students will transfer the lima beans from the plastic bags to the cup of soil. Cups will be placed in a sunny spot if possible and watered daily with ¼ cup water.

- **Journal 5**: Students will use their journals to record observations: - a paragraph about whether or not their predictions came true - draw and label the plant: roots, seed, stem, leaves - if the lima bean did not sprout, they will brainstorm a list of reasons for this based on what they learned about how seeds grow - use rulers to measure and record the height of the plants

Assessment
- Test on plant vocabulary, true/false, short answer, drawing parts of a plant :

- Journal assessment:

Sixth Grade Lesson Plan
=Your Carbon Footprint=

Class size – 18 Instructional Setting – mid-size, suburban/rural, upper-middle class Student skills – Students in this class generally make passing grades. Most live in a suburban area with a few from more rural, farming backgrounds. They are motivated by hands-on interactive learning. Real world connection – Students will learn how their daily activities can affect the environment.
 * Audience**

//21st Century Learning Standards// 1.1.2 Use prior and background knowledge as context for new learning. 1.1.9 Collaborate with others to broaden and deepen understanding. 3.1.1 Conclude an inquiry-based research process by sharing new understandings and reflecting on new learning.
 * Standards**

//IN DOE Standards// Science 6.1.2 Give examples of different ways scientists investigate natural phenomena and identify processes all scientists use, such as collection of relevant evidence, the use of logical reasoning, and the application of imagination in devising hypotheses and explanations, in order to make sense of the evidence. 6.2 Students use computers and other tools to collect information, calculate, and analyze data. They prepare tables and graphs, using these to summarize data and identify relationships 6.7.2 Use models to illustrate processes that happen too slowly, too quickly, or on too small a scale to observe directly, or are too vast to be changed deliberately, or are potentially dangerous.

English 6.2.4 Clarify an understanding of texts by creating outlines, notes, diagrams, summaries, or reports 6.7 Students deliver focused, coherent presentations that convey ideas clearly and relate to the background and interests of the audience. They evaluate the content of oral communication. Students deliver well-organized formal presentations using traditional speech strategies, including narration, exposition, persuasion, and description. Students use the same Standard English conventions for oral speech that they use in their writing.

From Callison: Students should be able to "locate materials to discover what others have found out about a topic" (89). Students should be able to "[brainstorm]ideas and information about the central question by recalling previous personal learning experiences" (89). Students "can present information in a written report, illustration, or oral presentation" (89).
 * Information Skill**

The teacher will work with the library media specialist to identify and present to students books, websites, and videos pertinent to the lesson.
 * Collaboration**

Students will learn how pollution affects the environment. They will be able to explain what a carbon footprint is and steps they can take to reduce their own carbon footprint and help the environment.
 * Overview**

=The Lesson=

Day 1
- Students will be divided into groups of three. Each group will record group observations and brainstorming sessions on a piece of paper. One person in each group will be the recorder. Groups will first be asked to brainstorm a list of things or actions that help the environment.

- Groups will next be asked to brainstorm a list of ways in which the environment can be harmed. Groups will then be invited to share their ideas with the whole class. The teacher will record these ideas and keep a list of them posted where all can see.

Supplies needed: library computers, worksheet, //A River Ran Wild//
 * Day 2**

- Students will be asked to research air pollution on the Environmental Protection Agency’s AIRNow website and a NOAA webpage. They will be given a worksheet and will answer questions based on their research.

- http://airnow.gov/index.cfm?action=student.main videos - [|http://www.airnow.gov] map - http://www.airnow.gov/index.cfm?action=gooduphigh.index ozone - [] greenhouse gas - @http://www.epa.gov/climatechange/emissions/index.html carbon dioxide

- The librarian will read the students //A River Ran Wild// by Lynne Cherry.

- In groups, students will go to @http://www.readwritethink.org/materials/venn/ a nd create a Venn Diagram comparing and contrasting how pollution in the past is different from pollution today. Sample of a ReadWriteThink Venn Diagram:

Supplies needed: Library computers, overhead/chart paper/something to make a list, oral presentation directions
 * Day 3**

- In the library, students will watch this video: @http://www.youtube.com/DiscoveryTV. After watching, the teacher will ask if anyone knows what a carbon footprint is. After hearing ideas, the teacher will read the definition of carbon footprint from the Merriam-Webster online dictionary: “the negative impact that something (as a person or business) has on the environment; specifically : the amount of carbon emitted by something during a given period”

- Students will visit @http://www.zerofootprintkids.com/kids_home.aspx to calculate and record their carbon footprint as compared to the United States average.

- The class will break into groups. Group members will add their carbon footprint scores. They will then be asked to share their added scores with the whole class. The teacher will write the scores where everyone can see and add them. The total will be the carbon footprint of the whole class.

- Each group member will be asked to consider not just the number of people in the class, but the number of people in the whole school. Adding all of those carbon footprints together would probably be a huge number.

- Groups will brainstorm a list of ways to reduce their carbon footprint. The teacher will circulate the room and encourage them to think about how to take care of land, water, and trees where they live now.

- A group project will be assigned. Groups will create an informational presentation on reducing the carbon footprint. Each group will choose a different topic. Presentations will include: - A clear introduction - Background information on the problem that needs to be solved - A minimum of three steps a person can take to reduce the carbon footprint - A current event or evidence from your personal life that steps are being taking somewhere right now - A clear conclusion - Presentations will last 10 minutes

Group Assessment:
 * Assessment**

Lesson Comparison
My class projects focus on the environment. In second grade, students learn how plants grow. At the conclusion of the lesson, they will be able to explain that plants grow from seeds, identify the basic parts of a plant, be familiar with basic plant vocabulary words, and understand that different plants have different seeds. The second grade lesson begins with what students already know about plants. The teacher then explains how plants come from seeds and asks students to depict such a thing in a drawing. She walks the room, asking questions and making sure students are understanding the concept of plants-from-seeds. As the lesson progresses, the teacher and librarian guide students in brainstorming sessions, vocabulary, and questioning how plants grow. According to Indiana Department of Education standards, second graders are expected to know how to use reference materials and to master writing “clear sentences and paragraphs.” At the end of the lesson, “the expert fades from the situation” and the student is expected to know enough about plants to accurately complete an assessment test (Callison 523).

Students in sixth grade learn how people affect the environment. The teacher will begin with a brainstorming session to discover what students already know about pollution. The activities that follow will not require much teacher supervision. The teacher and librarian will, of course, monitor students to make sure they focus on the assignments and be available to answer questions, but will not need to be constantly touring the room to ensure students are grasping important concepts. In sixth grade, I also did not include as much review as I did in second grade. The second graders review plant parts and how plants grow almost daily, but the sixth graders move from task to task with little review. According to Indiana Department of Education Standards, sixth graders must already understand how to “use computers and other tools to collect information.” They must be able to turn information into “focused, coherent presentations.” The final group presentation assignment asks them to collaborate in groups in order to review all they have learned and organize it into practical steps anyone can follow to better care for the environment.

I met with a friend, Mrs. B, who is an elementary school teacher and asked her to look at my lesson plans. She recommended several improvements.
1. RubiStar: http://rubistar.4teachers.org/ According to Mrs. B, Rubistar is a great place to create rubrics. Having never created a rubric before, I found it to be a wonderful source and based all of my rubrics off those found on Rubistar.

2. Second Grade Lesson a. For Day 1, I originally gave students 15 minutes to draw plants growing from seeds. Mrs. B recommended 20 minutes and suggested I circle the room and ask students to explain drawings to ensure they were grasping the concept that plants grow out of seeds. After students get into groups, Mrs. B said that should stay in groups and work together to make a list about how plants grow. This gives students something tangible to take away from the experience. Groups will then share their lists with everyone and the teacher will combine them all for everyone to see. b. Mrs. B suggested giving students an assessment test as a way to "wrap everything up." As the teacher, I will be able to see what students learned.

3. Sixth Grade Lesson a. Mrs. B let me borrow the book //A River Runs Wild//. She suggested it because it will teach students about other types of pollution (apart from air) and includes a history lesson. She also believes sixth graders will enjoy a "return to story time, where they get to sit on the floor and listen as the librarian reads them a book." :) b. A Venn Diagram will allow students to reflect on what they heard in //A River Runs Wild// and see how pollution in the past compares to pollution today. c. Mrs. B recommended a written reflection as a means to tie everything together at the end of the lesson. I changed it to a group presentation.

Wiki Addition:
Beth A. Wade S574 13 November 2009

**9th Grade Inquiry Lesson:**
 * Overview:** Students will examine websites, determine five effects of global warming, and list five ways they can lessen their carbon imprint. After their inquiry, they will create and present a comic view of their findings. (Students may also have the option of creating a floor plan for their house and may use Comic Life, which is an online software program, or a graphic organizer to help. Below is an example of comic created at Comic Life.) The following inquiry can be completed in a classroom with computers or in the school media center. The teacher and media specialist will move about the room during the website viewing portion of the process to recommend various games and articles to examine.)


 * Days 1 and 2:** After reading a science fiction story, such as Ray Bradbury’s short story about a home that is decidedly not eco-friendly, entitled, “There Will Come Soft Rains”, students will examine articles at //National Geographic// websites about the effects of global warming and ways to make their homes ‘green’.

Students will be given the following questions to guide their inquiry: Based upon the readings of the //National Geographic// websites, answer the following questions. Based upon the readings of the //National Geographic// websites, answer the following questions. 1.  What do you already know about global warming? 2.  What questions do you have about global warming? 3.  List five effects of global warming on the Earth. 4.  List five habits you could change that would help lessen your carbon imprint. 5.  List five improvements that can be made to a home to make it more energy efficient. 6.  After reading the information at the websites, what questions still remain?

Day 3: Students will discuss their findings with the class. Students will begin working on their comic strip. Students may upload personal photos or use pictures taken from the internet, if copyright laws are followed. A Comic Life skills lesson, as well as a skills lesson on citing photographs, will be presented by the teacher or media specialist.

Day 4: Students will continue to work on their comic strip.

Day 5: Students will present their products to the class. Comics may be uploaded to a class page. If placed on the internet, permission will be obtained from their parents.

Day 6: Students will reflect on the process and product.

Sample questions for reflection: 1.  Based on your assessment of your prior knowledge, what did you learn most about your carbon imprint? 2.  What website was the most beneficial to you? 3.  What website was the least beneficial? 4.  What can the teacher do to improve this inquiry process? 5.  What can the media specialist do to improve this inquiry process? 6.  What is the most important thing you can do to lessen your carbon imprint? 7.  What will you tell someone else to convince them that global warming is harmful to the environment? Comic Strip Rubric: The following rubric was also created at //Rubistar//, as described on this wiki. []


 * Suggested websites:**

//Environment National Geographic//, [] ; //National Geographic Kids Classroom,// [|htt//p://magma.nationalge//ographic.com/ngexplorer/0501/articles/mainarticle.html] ; //National Geographic Kids// Games, [] ; and //EcoKids// Games, [].

//Interpretation//, 4th step in Pathways to Knowledge, informational skills model (Callison and Preddy 57) //Refine//, 5th step in I-Search, inquiry model (Callison and Preddy 64)
 * Information Skills:**

1.2: Dispositions in Action 1.2.1: Display //initiative// and //engagement// by posing questions and investigating the answers beyond the collection of superficial facts. 2.2.4: Demonstrate personal productivity by completing products to express learning. 1.3: Responsibilities 1.3.1: Respect copyright /intellectual property rights of creators and producers.
 * Literacy Skills:**

9.2.3: Generate relevant questions about readings or topics that can be researched. 9.4.6: Synthesize information from multiple sources, including almanacs, <span style="color: black; font-family: 'Verdana','sans-serif'; font-size: 9pt; line-height: 115%;">microfiche, news sources, in-depth field studies, speeches, journals, technical documents, and Internet sources.
 * Indiana Academic Standards, 9th Grade English:**


 * Indiana Academic Standards, 9th Grade Science:**

Principles of Earth, Space Science: [Students] understand that Earth operates as a collection of interconnected systems that may be changing or may be in equilibrium. <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;"> Work Cited: <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;"> Callison, Daniel, and Leslie Preddy. //The Blue Book on Information Age Inquiry,

Instruction, and Literacy//. Westport, Connecticut: Libraries Unlimited, 2006. //Ecokids.com// n.d. 11 November 2009//[| http://www.ecokids.ca/pub/eco_info/topics/energy/energy_efficient/index.cfm]//.

//Environmentnationalgeographic.com//. 2009. 11 November 2009

< [] >. <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;"> Indiana Department of Education. //Indiana’s Academic Standards and Resources//. 12 November <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;"> 2009 < []>.

//Kidsnationalgeographic.com//. 2009. 12 November 2009 <<span style="font-family: 'Calibri','sans-serif'; font-size: 11pt; line-height: 115%;">[]>.

//Magmanationalgeographic.com//. 2005. 2005. 12 November 2009 <

[|htt//p://magma.nationalge//ographic.com/ngexplorer/0501/articles/mainarticle.html] >.

//Standards for the 21st-Century Learner in Action//. Chicago, Illinois: American Association of

School Librarians, 2009. <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;"> =**Wiki Addition**= =**Melissa Elkins**= =**Plants are Part of Life: Kindergarten Edition**=

===<span style="font-family: 'Comic Sans MS',cursive;">**Overview:** Students will participate in various activities and experiences in order to learn more about trees and the changes they go through during the fall season. We will explore different picture books, take a field trip, and discuss what happens to leaves before winter approaches. Students will create products, such as collages, in order to demonstrate their understanding of the change from summer to fall. === = =   ** Lesson Plan ** **Plants are Part of Life: Kindergarten Edition** Ages 4-5 Grade: Kindergarten Characteristics: This lesson plan will focus on children who have just started their voyage with a classroom setting. Students may or may not have had preschool before, so this lesson will be directed towards new learners. Implications: The assignments must be simple and easily understood.
 * Learners **

**Standard 1:** Inquire, think critically, and gain knowledge— Following this AASL standard, students who participate in this lesson should, after its completion, be able to begin follow an inquiry-based process. This unit will focus primarily on observation skills. After this lesson, students should be able to: This two-day lesson will incorporate the Science: Grade K content area standard from Indiana Standards & Resources core standard 1: The Nature of Science. Core standard one focuses on asking questions and making observations. The standard involves asking open-ended questions about events and processes in the natural world and making careful observations in an effort to answer these questions.
 * Expected Outcomes and Purpose **
 * <span style="font-family: 'Comic Sans MS',cursive;">Demonstrate an understanding of the autumn season
 * <span style="font-family: 'Comic Sans MS',cursive;">Participate in group discussions about trees and their changing colors
 * <span style="font-family: 'Comic Sans MS',cursive;">Produce a simple project to further their understanding of this lesson

**Student Performance:** Students describe things in terms of what they know using their five senses such as touching and classifying objects. They use common tools in the classroom to make observations and collect information. Students make a drawing, collage, or other project to develop questions about the changes they have observed. The first part of this lesson will involve a pre-planned and approved field trip to a park or other wooded area near the school. Students will be given the chance to explore the various leaves and trees found in the park while discussing the autumn season. Each student will be asked to collect different types of leaves in order to discuss the changing seasons during the second day of this lesson.
 * Exploring the Woods on a Fall Day **

**Collaboration:** You will need assistance, from parents or other teachers, on day 1 in order to plan and implement a short outing to a park or other location where trees are plentiful. Day 2 will also require volunteer help as you will be working with electric objects (iron) and making craft projects.

**Teacher resources:** Planning ahead, you will need to gain permission from parents and administration in order to take a short field trip to a local park. Permission slips will need to be distributed at least a week in advance. If there are enough trees near the school, a field trip may not be necessary. Collect enough small containers, such as shoe boxes, for the purpose of leaf collection by each student. You will also need wax paper, an iron, a towel, construction paper, crayons, scissors, and possibly glue. You will also need the following books: Summary: Three friends go on a hike searching for fall leaves.
 * // [[image:leaf_hunt.jpg]]We're Going on a Leaf Hunt //**

<span style="font-family: 'Comic Sans MS',cursive;">Metzger, Steve, and Miki Sakamoto. __We're Going on a Leaf Hunt__. New York: Cartwheel Books, 2008.
<span style="font-family: 'Comic Sans MS',cursive;">Summary: When fall comes, two brothers enjoy catching the falling leaves, stomping on them, kicking them, jumping in piles of them, and using them to make pictures. Includes a description of how leaves change through the year.
 * //<span style="font-family: 'Comic Sans MS',cursive;">[[image:fall_leaves.jpg]]Fall Leaves Fall! //**<span style="font-family: 'Comic Sans MS',cursive;">

<span style="font-family: 'Comic Sans MS',cursive;">Hall, Zoe, and Shari Halpern. __Fall Leaves Fall!__ New York: Scholastic Press, 2000.
**Student resources:** Day 1--Each student will be given a container, such as a shoe box, to use for the collection of various colors, sizes, and types of leaves on the field trip. **Activities:** Before leaving for the outing, read the two picture books out loud to the students and discuss the changing seasons. **Student resources:** Day 2--Students will need crayons, wax paper, safety scissors, glue, and construction paper. They will be given a chance to make 2 different projects to assist in their understanding of the changing seasons. **Activities:** Instruct each student to pick out three or four of the leaves they collected the day before and tell them that they will get a chance to preserve them. For this activity, you will need to follow the directions listed below: <span style="font-family: 'Comic Sans MS',cursive;">Wax paper leaf directions found at About.com <span style="font-family: 'Comic Sans MS',cursive;"> <span style="font-family: 'Comic Sans MS',cursive;">After the leaves have been preserved, ask the students to draw their own interpretations of different trees going through the changing seasons using construction paper and crayons. They may also make a "leaf collage" using construction paper scraps. Ask them about their drawings, collages, and/or preserved leaves. Give each student a chance to explain what they have created and why. Lesson length: The lesson will take two 30-minute class sessions. Lesson setting: Kindergarten classroom.
 * 1) Find a leaf on a tree you either know or would like to identify. Collect the leaf or several leaves that most represent an average looking leaf of the tree species.
 * 2) Place the collected leaves between two layers of wax paper with plenty of room to trim and preserve the wax "seal".
 * 3) Cover the wax paper with a towel. The towel should not be a thick bath type but preferably a thin dish towel. Some people actually use paper towels.
 * 4) Turn the iron on medium dry heat and evenly iron over the towel which separates the iron from the wax paper. This heat actually seals the leaf between the wax paper sheets.
 * 5) (Optional) Trim the wax paper specimen to fit a standard weight, three-ring sheet protector and insert it with a label. Keep your collection in a three-ring notebook binder.
 * Learning Environment **