1. Photosynthesis
Jill Turner

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

3. The School

4. The Classroom

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

6. 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.

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

8. 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 % accuracy.

9. Essential Question
How do plants live and grow?

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

11. 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?

12. Student Task 1
Diagram: Each student will label a diagram showing how plants get air, water, and energy from the Sun.

13. 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.

14. Student Task 3
Photosynthesis Description: Students will write a paragraph explaining what a plant needs
for photosynthesis to occur.

15. Specific Modification
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

16. Assessment Tool
A 3 element, 20 point rubric was used to assess the students Photosynthesis description.

17. 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.

18. Student Work: Distinguished

19. Photosynthesis Description Rubric
Distinguished Rubric
Photosynthesis Description Rubric
Content 9
Neatness 4
Paragraph
Comments: Great job Brian! Could be better if you included how the plant absorbs what they need.
Carbon Dioxide goes in leaves
Sun energy goes in leaves
Water goes in roots
Score: 17/20

20. Student Work: Proficient

21. Photosynthesis Description Rubric
Proficient Rubric
Photosynthesis Description Rubric
Content 6
Neatness 4
Paragraph
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

22. Student Work: Developing

23. Photosynthesis Description Rubric
Developing Rubric
Photosynthesis Description Rubric
Content 3
Neatness 4
Paragraph
Comments: Good beginning, but could use a little more detail.
Score: 11/20

24. 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.