Teacher Candidate: Mary Beth Driver Grade: 6th

Subject/EEDA/SSCA: Science Date and Time of Lesson: 2/14/13

Learning Objective: Students will correctly illustrate the process of photosynthesis. I expect
90% of students to correctly illustrate photosynthesis as a result of the lab observations.

Alignment with Standards:

Standard 6-2: The student will demonstrate an understanding of structures, processes, and responses of plants that allow them to survive and reproduce. (Life Science)
6-2.7 Summarize the processes required for plant survival (including photosynthesis, respiration, and transpiration).
Math Common Core 6.SP.5 Statistics and Probability Summarize numerical data sets in relation to their context, such as by: 1. Reporting the number of observations.

Visual Arts: Standard 1: The student will demonstrate competence in the use of ideas, materials, techniques, and processes in the creation of works of visual art. VA6-1.3 Select and apply the most effective materials, techniques, and processes to communicate his or her experiences and ideas through artworks.

Developmental Appropriateness: Students began learning about how organisms survive in the third and fourth grade. Students touched on photosynthesis in the fourth grade, but did not go into details. Socially, students are able to work in lab groups with a group of people. Students are able to communicate ideas as well as think critically to expand their conversations. Cognitively, students are able to connect what is happening to the plants to photosynthesis. Students are able to think critically to really understand the process of photosynthesis.

Emotionally, students are able to critique and be critical of other conversations. Physically, students are able to move about the lab. Students are able to use and move the materials in the lab. Students are able to write to communicate their ideas.

Assessment(s) of the Objectives:

Students will be assessed as I walk from group to group. I will ask the students leading questions to see if they will use the vocabulary and connect what they are doing with photosynthesis. Pre assessment: Students will be asked to reflect on the process of respiration and photosynthesis by turning and talking to their partner. Students will then share their ideas with the class. During: During the lab, I will be walking around from table to table asking questions about what they are observing and what they predict will happen. I will be looking for the students to use the appropriate vocabulary. Post: Students will do an Exit slip. I will ask them to draw the process of photosynthesis.

Accommodations: Two of my students have IEPs and require some accommodations. After
working with both of them, most of their needs are met as long as they are in a group setting and they are working with their hands. They need to use the materials to model the topic given. I will also spend more time in their group, so that I can ask them more questions, in hope that they are using any of the vocabulary and they are expanding their ideas. Students will also be given extra time in lab or on the assessments.

Materials: Students will need their pencils, notebooks, paper. I will provide elodea, phenol red,
water, test tubes, scissors, and aluminum foil. Use of Technology: Technology will not be used a lot in this lesson. Upon entering the classroom students will work on their science starter, which is on the Promethean board. We will solve the problems on it.

Procedures:
Introduction: Yesterday, we talked about going outside and really sweating after we played football, soccer, basketball, and other things. When we come inside, what do we need? Take a minute and let students share their answers with the class. Hopefully, students will say we need water and food. After that, reinforce the fact that we have to find food for ourselves. I know after I go out and play football or basketball I need something to eat and drink. You know

what though, I have to go find something and normally, my parents dont have anything that I like. It would be nice if my body would just make its own food. Is there anything that does this? What makes food on its own? They will say plants. Yes, they do!

Turn and talk to your partner about the processes of photosynthesis and respiration. Use your notes if you need to. How are the processes alike? How are they different? After you talk with your partner, be ready to share with the class. Today, we are going into the lab to see plants and how they use carbon dioxide, water, and light. Before we go, we need to talk about the lab procedures again. There will be graduated cylinders, so what will we be wearing? They will respond with goggles. As you know, I give you one warning. If I have to tell you to put on your goggles for a second time, you will lose five points off of your lab grade. If I have to tell you a third time, I will excuse you from my lab. No running in the lab and no roaming from group to group. If you need me, raise your hand and of course I will come assist you. I will dismiss you by rows into the lab. I will direct you to which lab table I would like you to go. Row 1 go to the table in the very back to the right. Tell each row to go to a table. The lab procedures are attached. Now, I have lab reports and goggles on each of the tables. You also have all of the materials that you will need. First thing that I want you to do is read your procedures. After you feel comfortable with what you are doing, begin your experiment. Let the students go through the experiment. I will be walking around talking to the groups to see if they can make the connections and predictions using the science vocabulary. I want to hear the words photosynthesis, carbon dioxide, oxygen, water, and reaction. After you finish your lab write up, I want you to clean your tables and push your chairs under the table. Leave the lab tables exactly as you found them. Leave your lab reports on the center of the lab table. I will dismiss by rows to go back to the front of the room. Go back to your desk and get out a sheet of paper. We are having a short quiz so I can see if you understand the process of photosynthesis. On your paper, I want you to illustrate the process of photosynthesis. I want to know everything. What goes in so plants can perform the process and what comes out? As you are finishing raise your hand and I will collect your paper. Make sure you have the homework copied. If there is extra time in the class, I will show this short video clip about Photosynthesis. This also links back to vascular and nonvascular plants when it talks about the xylem and phloem.

http://www.youtube.com/watch?v=1gLa5EWn9OI I will dismiss the class by rows.

References: http://www.biologycorner.com/worksheets/photosynthesis_BTB.html Activity Analysis: The lab itself is an activity. The objective of my lesson is for students to understand photosynthesis. This lab forces students to see that photosynthesis happens when plants receive water, carbon dioxide and light. As a result, they see that the phenol red changes colors to reveal that some reaction has happened. The room that we are in is the perfect place for labs. I have a whole lab room with plenty of resources to use. My students love the hands on experiments. Most of them are kinesthetic/tactile learners. They were able to communicate this with me and with some experience I found this to be true. All of the materials are supplied for the students. They will need elodea, test tubes, a graduated cylinder, phenol red, water, and colored markers or pencils. For this particular activity, no technology is needed.