Photosynthesis Lesson Plan
Ariel Brisman
Grade: 4th/5th
Subject Area: Science
Type of Setting: 4th/5th grade self-contained (Special education class)
Date of Lesson: November 1st 2012
PURPOSE:
VOCABULARY & KEY TERMS:
SKILLS:
OBJECTIVES:
NEW YORK STATE LEARNING STANDARDS:
GRADE 5:
UNIT 4 – Exploring Ecosystems
LE 5.1d/LE 6.2a – Observe and describe how plants use air, water, and energy from the sun to produce their own food.
LE 5.1e/LE 5.2a – Describe how food supplies the energy and materials necessary for growth and repair of living organisms.
PRE-ASSESSMENT:
LESSON PRESENTATION:
A. Set-Induction (3-5 minutes):
· The teacher will explain that because the unit on animals and major systems of the body is over the class will now begin a unit all about plants.
· The teacher will tell the students that before they open their books and begin reading the first chapter, she/he would like the class to briefly discuss what they already know about plants and to give some examples.
· The teacher can expect students to say anything they might have learned in fourth grade about plants or anything they might already know from experience (Examples of statements: Leaves change color in the fall, some plants have flowers, some plants have stems, plants grow outside, we can keep plants inside, etc/Examples of plants: flowers, trees, bushes, etc). If the students don’t come up with anything the teacher can prompt them towards statements or examples similar to those mentioned.
· The teacher will then ask students if they can make a prediction about why leaves are so important to plants. The teacher can expect many different answers some might be right or wrong, but the because these are just predictions the teacher will not comment either way but only allow a few ideas.
· By asking students to discuss what they already know about plants and asking them to make predictions about the chapter they are about to read will get them thinking in the right direction. They will have activated prior knowledge about plants and will be ready to read a chapter about leaves and photosynthesis.
B. Procedure (30-35 minutes):
· The students will be asked to open their books to the correct page and the teacher will start off by reading the “You Are There” portion of the text and start off the chapter.
· The teacher will randomly call on students to pick up where they left off and will ask questions periodically throughout the reading. The teacher will call on students to randomly answer these questions as well. If a student cannot answer a question the teacher will redirect the question to another student to “help out.” The questions asked will be as follows (some may be eliminated or added as the reading requires):
-Why are leaves an important organ of a plant?
-What is cellular respiration?
-What is photosynthesis?
-What does a plant need to start the process of photosynthesis?
-Why are the results of photosynthesis important for our environment?
-Why do some plant cells not use sugar immediately?
-What are two important uses of sugar for plants?
· The teacher will also restate important information from each paragraph if it is necessary for it to be rephrased for student understanding.
· The teacher will also have to support the students while reading. If a student attempts to sound out a word the teacher should give them a few seconds to try to say it. If the teacher realizes the student is not on the right track or they stop trying altogether the teacher will give the student the word so that the reading continues smoothly and the other students don’t lose focus or become frustrated.
· After the lesson is read the teacher will explain that the students are going to make a diagram for photosynthesis instead of copying notes and once the diagrams are complete they will be taped into their notebooks to use for studying for tests or quizzes.
· The teacher will show the students a finished product of a diagram that the teacher has already made. (The diagram will be a large drawing of a leaf with “Photosynthesis” at the top and it’s definition. The equation that represents photosynthesis will be underneath the definition. On one side of the leaf there will be an image of chloroplasts and a label with their definition underneath it. There will also be three arrows pointing towards the leaf with sunlight, water, and carbon dioxide next to each arrow. There will be one or two sentences under each word to explain its significance. There will be two arrows coming out of the leaf that will have sugar and oxygen written next to them. They will also have a few sentences explaining their significance.)
· The teacher will tell the students they are going to make this diagram and the pre-made diagram will be passed around for students to take a look at while they work on their own diagram.
· The students will be reminded to leave space at the top of the page and the sides when they draw the leaf so that all the words can fit on the page. The students will also be reminded to write small so that everything can fit without having to add an additional page or go on the back.
· To help the students out the diagram will also be on the board with all the correct words and sentences for the students to use as a model.
· With the use of the pre-made diagram and the model on the board the students should be able to complete their diagram.
· Those that finish early can color their diagrams while the other students finish up.
C. Closure (5-8 minutes):
· When most students have finished their diagram, the teacher will have the students go over what is on the diagram to reinforce the objectives of the lesson once more.
· The teacher will randomly call on students to remind the class what photosynthesis is, what are the three things that a plant needs for photosynthesis to take place, what are the importance of each of these three things, what are chloroplasts, what are the results of photosynthesis, and finally how this is different from the way animals find and use food to help tie this in to the previous unit. Making this connection will help students understand the importance of learning about different living things.
MATERIALS:
· Textbook (Scott Foresman Science Diamond Edition - Enough for each student in the class)
· A pre-made diagram to show the students
· A blank sheet of paper for each student (extra just in case there are a few mess ups)
· Colored pencils, crayons, and/or markers for students to use on their diagram
· White-erase easel (or chalkboard) to make another diagram for the students to use as a model
· Markers or chalk (for white board or chalkboard)
FOLLOW-UP ACTIVITY/ASSIGNMENT:
In addition to completing the photosynthesis diagram and going over the items on the diagram once it is complete, the students usually receive a follow-up assignment or discussion with the science push-in teacher. The students see this teacher at least once a week, sometimes twice, and the points made from each chapter are usually emphasized. The push-in teacher sometimes requires the students to produce diagrams or projects for her as well, so there is a possibility they might be creating a similar diagram. When I move on to chapter 2 of this unit with the students, I will ask them to remind me of what we talked about in chapter 1. It is always a good way to activate prior knowledge and check once again to see if they remember the information from the pervious lesson.
EVALUATION/ASSESSMENT:
When observing the students during discussion with the push-in science teacher I will be able to determine who understood the lesson based on those who volunteer and their answers. In addition, the students will most likely be asked questions about leaves, photosynthesis, and its process on their next science test. While the test will be assessing the students for the entire unit, a major portion of the exam will evaluate whether the students understood the first chapter on photosynthesis.
DIFFERENTIATED:
While the assignment has not been tiered, this lesson was differentiated for the specific students in this self-contained classroom. While the textbook was written on a fifth grade reading level, none of the students in this classroom are reading fluently at that level. For this reason, the portion of this lesson involving the textbook becomes a shared reading experience. While doing this, the teacher can help students read the words correctly and ask questions periodically to check for comprehension. In addition, passing the pre-made diagram around and having one available on the easel for the students to use as a model while creating their own ensures that each student, no matter what level or understanding they have, is able to create a diagram with all the correct information. Finally, the students the teacher chooses to answer questions will be carefully selected. It will be obvious to the teacher who fully grasped the lesson and who usually has a strong understanding for science. Based on this information the teacher will be able to select the students who might be having trouble to check their understanding and make sure they know the correct response if they are unable to produce it themselves. This lesson has also been differentiated for several different styles of learning.
Learning styles:
*Visual learner – The visual learner will benefit greatly from the photos in the textbook and the diagram they make. Both the reading and the activity involve a lot of visual aids to ensure that the visual learner stays focused throughout the entire lesson.
*Auditory learner – The auditory learner will benefit greatly from the shared reading experience. Instead of being asked to read silently and independently the shared reading means the text is read aloud. The auditory learners will benefit both from the shared reading and the questioning during the lesson and the closure.
*Intrapersonal learner – The intrapersonal learner will benefit from completing the diagram independently. In addition, having their own textbook and following along silently with the reader is a very intrapersonal activity that will benefit these learners during the reading portion of the lesson.
*Interpersonal learner – The interpersonal learner will benefit from having the opportunity to read aloud to the class and answer periodic questions asked by the teacher. While the activity is independent, this class usually engages in accountable talk while completing such assignments. They will not be reprimanded for doing so. These learners will also enjoy volunteering to answer questions again during the closure.
*Kinesthetic learner – The kinesthetic learner will benefit from being able to complete a hands-on assignment after the shared reading. While there is not much room for movement during reading, the students will really enjoy being able to break off independently and be allowed to draw their own diagram. Allowing the students to be in control of drawing the diagram on their own will give these learners more freedom instead of asking them to simply fill in the blanks.
RESOURCES:
Grade: 4th/5th
Subject Area: Science
Type of Setting: 4th/5th grade self-contained (Special education class)
Date of Lesson: November 1st 2012
PURPOSE:
- Why are leaves important to plants?
- What is photosynthesis?
- What is the process of photosynthesis?
VOCABULARY & KEY TERMS:
- Photosynthesis – Process that plants and some other organisms use to make sugar for food.
- Chloroplasts – Part of a cell where photosynthesis takes place.
- Chlorophyll – Found inside of chloroplasts and is needed for photosynthesis. Gives leaves their green color.
- Starch – A chemical made up of many sugars and found within a plant. Starches can be stored long-term and are used for energy in both plants and animals that eat them.
- Cellular Respiration – When a cell uses oxygen with food to get the energy they need for growth, repairs, and reproduction.
SKILLS:
- Determine the main reason why leaves are important to plants
- Define photosynthesis
- Identify the major components that make up the process of photosynthesis
OBJECTIVES:
- Students will be able to determine the main reason why leaves are important to plants
- Students will be able to define photosynthesis
- Students will be able to identify the major components that make up the process of photosynthesis
NEW YORK STATE LEARNING STANDARDS:
GRADE 5:
UNIT 4 – Exploring Ecosystems
LE 5.1d/LE 6.2a – Observe and describe how plants use air, water, and energy from the sun to produce their own food.
LE 5.1e/LE 5.2a – Describe how food supplies the energy and materials necessary for growth and repair of living organisms.
PRE-ASSESSMENT:
- Students recently completed a unit on the major systems of the human body. In this unit the students learned all about animals cells and how animals eat, digest, and use the energy found in food.
- The background and understanding the students have on humans, their organs, and their eating habit, will make it easier for students to understand why it is important to study plants, their organs, and their eating habits.
- Students should have a small background on plants and photosynthesis based on their fourth grade curriculum. In addition, students have been surrounded by plants in their environment their whole lives. Because of this, students will be very familiar with leaves and might even have a lot of knowledge of how they function for a plant.
- Plants and animals do not find and use food in the same way. This will help the students become aware of the differences between certain living things.
- After this lesson the students will have a strong understanding of why leaves are so important for plants and the process of photosynthesis.
LESSON PRESENTATION:
A. Set-Induction (3-5 minutes):
· The teacher will explain that because the unit on animals and major systems of the body is over the class will now begin a unit all about plants.
· The teacher will tell the students that before they open their books and begin reading the first chapter, she/he would like the class to briefly discuss what they already know about plants and to give some examples.
· The teacher can expect students to say anything they might have learned in fourth grade about plants or anything they might already know from experience (Examples of statements: Leaves change color in the fall, some plants have flowers, some plants have stems, plants grow outside, we can keep plants inside, etc/Examples of plants: flowers, trees, bushes, etc). If the students don’t come up with anything the teacher can prompt them towards statements or examples similar to those mentioned.
· The teacher will then ask students if they can make a prediction about why leaves are so important to plants. The teacher can expect many different answers some might be right or wrong, but the because these are just predictions the teacher will not comment either way but only allow a few ideas.
· By asking students to discuss what they already know about plants and asking them to make predictions about the chapter they are about to read will get them thinking in the right direction. They will have activated prior knowledge about plants and will be ready to read a chapter about leaves and photosynthesis.
B. Procedure (30-35 minutes):
· The students will be asked to open their books to the correct page and the teacher will start off by reading the “You Are There” portion of the text and start off the chapter.
· The teacher will randomly call on students to pick up where they left off and will ask questions periodically throughout the reading. The teacher will call on students to randomly answer these questions as well. If a student cannot answer a question the teacher will redirect the question to another student to “help out.” The questions asked will be as follows (some may be eliminated or added as the reading requires):
-Why are leaves an important organ of a plant?
-What is cellular respiration?
-What is photosynthesis?
-What does a plant need to start the process of photosynthesis?
-Why are the results of photosynthesis important for our environment?
-Why do some plant cells not use sugar immediately?
-What are two important uses of sugar for plants?
· The teacher will also restate important information from each paragraph if it is necessary for it to be rephrased for student understanding.
· The teacher will also have to support the students while reading. If a student attempts to sound out a word the teacher should give them a few seconds to try to say it. If the teacher realizes the student is not on the right track or they stop trying altogether the teacher will give the student the word so that the reading continues smoothly and the other students don’t lose focus or become frustrated.
· After the lesson is read the teacher will explain that the students are going to make a diagram for photosynthesis instead of copying notes and once the diagrams are complete they will be taped into their notebooks to use for studying for tests or quizzes.
· The teacher will show the students a finished product of a diagram that the teacher has already made. (The diagram will be a large drawing of a leaf with “Photosynthesis” at the top and it’s definition. The equation that represents photosynthesis will be underneath the definition. On one side of the leaf there will be an image of chloroplasts and a label with their definition underneath it. There will also be three arrows pointing towards the leaf with sunlight, water, and carbon dioxide next to each arrow. There will be one or two sentences under each word to explain its significance. There will be two arrows coming out of the leaf that will have sugar and oxygen written next to them. They will also have a few sentences explaining their significance.)
· The teacher will tell the students they are going to make this diagram and the pre-made diagram will be passed around for students to take a look at while they work on their own diagram.
· The students will be reminded to leave space at the top of the page and the sides when they draw the leaf so that all the words can fit on the page. The students will also be reminded to write small so that everything can fit without having to add an additional page or go on the back.
· To help the students out the diagram will also be on the board with all the correct words and sentences for the students to use as a model.
· With the use of the pre-made diagram and the model on the board the students should be able to complete their diagram.
· Those that finish early can color their diagrams while the other students finish up.
C. Closure (5-8 minutes):
· When most students have finished their diagram, the teacher will have the students go over what is on the diagram to reinforce the objectives of the lesson once more.
· The teacher will randomly call on students to remind the class what photosynthesis is, what are the three things that a plant needs for photosynthesis to take place, what are the importance of each of these three things, what are chloroplasts, what are the results of photosynthesis, and finally how this is different from the way animals find and use food to help tie this in to the previous unit. Making this connection will help students understand the importance of learning about different living things.
MATERIALS:
· Textbook (Scott Foresman Science Diamond Edition - Enough for each student in the class)
· A pre-made diagram to show the students
· A blank sheet of paper for each student (extra just in case there are a few mess ups)
· Colored pencils, crayons, and/or markers for students to use on their diagram
· White-erase easel (or chalkboard) to make another diagram for the students to use as a model
· Markers or chalk (for white board or chalkboard)
FOLLOW-UP ACTIVITY/ASSIGNMENT:
In addition to completing the photosynthesis diagram and going over the items on the diagram once it is complete, the students usually receive a follow-up assignment or discussion with the science push-in teacher. The students see this teacher at least once a week, sometimes twice, and the points made from each chapter are usually emphasized. The push-in teacher sometimes requires the students to produce diagrams or projects for her as well, so there is a possibility they might be creating a similar diagram. When I move on to chapter 2 of this unit with the students, I will ask them to remind me of what we talked about in chapter 1. It is always a good way to activate prior knowledge and check once again to see if they remember the information from the pervious lesson.
EVALUATION/ASSESSMENT:
When observing the students during discussion with the push-in science teacher I will be able to determine who understood the lesson based on those who volunteer and their answers. In addition, the students will most likely be asked questions about leaves, photosynthesis, and its process on their next science test. While the test will be assessing the students for the entire unit, a major portion of the exam will evaluate whether the students understood the first chapter on photosynthesis.
DIFFERENTIATED:
While the assignment has not been tiered, this lesson was differentiated for the specific students in this self-contained classroom. While the textbook was written on a fifth grade reading level, none of the students in this classroom are reading fluently at that level. For this reason, the portion of this lesson involving the textbook becomes a shared reading experience. While doing this, the teacher can help students read the words correctly and ask questions periodically to check for comprehension. In addition, passing the pre-made diagram around and having one available on the easel for the students to use as a model while creating their own ensures that each student, no matter what level or understanding they have, is able to create a diagram with all the correct information. Finally, the students the teacher chooses to answer questions will be carefully selected. It will be obvious to the teacher who fully grasped the lesson and who usually has a strong understanding for science. Based on this information the teacher will be able to select the students who might be having trouble to check their understanding and make sure they know the correct response if they are unable to produce it themselves. This lesson has also been differentiated for several different styles of learning.
Learning styles:
*Visual learner – The visual learner will benefit greatly from the photos in the textbook and the diagram they make. Both the reading and the activity involve a lot of visual aids to ensure that the visual learner stays focused throughout the entire lesson.
*Auditory learner – The auditory learner will benefit greatly from the shared reading experience. Instead of being asked to read silently and independently the shared reading means the text is read aloud. The auditory learners will benefit both from the shared reading and the questioning during the lesson and the closure.
*Intrapersonal learner – The intrapersonal learner will benefit from completing the diagram independently. In addition, having their own textbook and following along silently with the reader is a very intrapersonal activity that will benefit these learners during the reading portion of the lesson.
*Interpersonal learner – The interpersonal learner will benefit from having the opportunity to read aloud to the class and answer periodic questions asked by the teacher. While the activity is independent, this class usually engages in accountable talk while completing such assignments. They will not be reprimanded for doing so. These learners will also enjoy volunteering to answer questions again during the closure.
*Kinesthetic learner – The kinesthetic learner will benefit from being able to complete a hands-on assignment after the shared reading. While there is not much room for movement during reading, the students will really enjoy being able to break off independently and be allowed to draw their own diagram. Allowing the students to be in control of drawing the diagram on their own will give these learners more freedom instead of asking them to simply fill in the blanks.
RESOURCES:
- Scott Foresman’s Science textbook
- www.pearsonschool.com
- www.schools.nyc.gov