photosynthesis jill turner. general placement information school: hamilton elementary teacher:...

PHOTOSYNTHESIS

Jill Turner

General Placement Information School: Hamilton Elementary Teacher: Rozlynn Cowell Grade: fourth/fifth Class Size: 6 students

The School

The Classroom

Time Frame

This lesson will take place in the morning during the science period that lasts for 1 hour and 10 minutes.

NYS Learning Standard

Content Standard 4: Students will understand and apply scientific concepts, principles, and theories pertaining to the physical setting and living environment and recognize the historical development of ideas in science.

Area of Study: Living Environment Key Idea: (6) Plants and animals depend on

each other and their physical environment. Performance Indicator: (6.2) Describe the

relationship of the Sun as an energy source for living and nonliving cycles.

Major Understanding

(6.2a) Plants manufacture food by utilizing air, water, and energy from the Sun.

Objectives

1.0 The learner will be able to orally identify the

three items a plant needs to make its own food.

2.0 The learner will be able to identify in writing how

plants get what they need for photosynthesis to

occur with 90-100% accuracy.

Essential Question

How do plants live and grow?

Enduring Understanding

Plants use energy from the sun to make their own food.

Guiding Question

Do plants eat the same food as humans?

What do plants need to be able to make their own food?

How do plants obtain food?

Student Task 1

Diagram: Each student will label a diagram showing how plants get air, water, and energy from the Sun.

Student Task 2

Photosynthesis Equation Activity: Students will organize five cards to show that plants use air, water, and energy to make food. They will glue these cards onto a sheet of paper.

Student Task 3

Photosynthesis Description: Students will write a paragraph explaining what a plant needs for photosynthesis to occur.

Modifications

Modification Type Specific Modification

Environmental/Management

Preferential Seating

Instructional Whole group and individual instruction

Content/Material The use of the Photosynthesis Diagram

Task Time

Assessment Tool

A 3 element, 20point rubric was

usedto assess the

studentsPhotosynthesisdescription.

Teacher Exemplar

Plants make their own food through a process called photosynthesis. For this process to occur the plant needs water, carbon dioxide, and light energy. The plant will absorb water through its roots and the leaves will absorb carbon dioxide from the air. The plants leaves will also take in light energy from the sun. A plant will use the light energy to change the water and carbon dioxide into food. This food is called sugar.

Student Work: Distinguished

Photosynthesis Description Rubric

Content 9

Neatness 4

Paragraph 4

Comments: Great job Brian! Could be better if you included how the plant absorbs what they need. 1.Carbon Dioxide goes in leaves2.Sun energy goes in leaves3.Water goes in roots

Distinguished Rubric

Score: 17/20

Student Work: Proficient

Proficient Rubric

Photosynthesis Description Rubric

Content 6

Neatness 4

Paragraph 4

Comments: Mike, this is a good start. You could have also included where the sun energy, water, and carbon dioxide come from.

Score: 14/20

Student Work: Developing

Developing Rubric

Photosynthesis Description Rubric

Content 3

Neatness 4

Paragraph 4

Comments: Good beginning, but could use a little more detail.

Score: 11/20

Thank You!

Thank you to my peer review group: Kylie, Danielle, Max, Melanie, and Catherine for all of the warm and cool comments that helped me make the positive changes to my learning experience.