ELL Lesson Plan ­ Photosynthesis and Respiration

Name: Leah Chaldares, Sydney Cooke, Sarah Deel, Matthew Libuit Date: November 1, 2013

Purpose:Students will understand the reactions of photosynthesis and respiration including the moleculesinvolved.Students will have a basic understanding of what organisms conduct photosynthesis andrespiration

Virginia SOLs:LS.5 The student will investigate and understand the basic physical and chemicalprocesses of photosynthesis and its importance to plant and animal life. Key conceptsincludeb) transformation of water and carbon dioxide into sugar and oxygen; and

WIDA Language ObjectivesdThe following WIDA language objectives will be targeted in this lessonLevel 1:Listening:

Follow one­step oral commands/instructions Match social language to visual/graphic displays

Writing: Draw content­related pictures Label pictures and graphs

Level 2:Listening:

Classify/sort content­related visuals per oral descriptions Follow multi­step oral commands/instructions.

Speaking: Convey content through high frequency words/ phrases State big/main ideas of classroom conversation. Describe situations from modeled sentences.

Level 3Listening:

Categorize content based examples from oral directions Match main ideas of familiar text read aloud to visuals

Speaking: State big/main ideas with some supporting details

Writing:

Produce short paragraphs with main ideas and some details

Materials and Resources: Activity SheetBottle of waterSugarCut out of a sun, oxygen, and carbon dioxide

Science Safety:General Safety: Students should follow all instructions from the teacher.

Links to Student Experience and Learning: Students will be asked to think deeper about where plants, animals and humans get

energy Students will be shown pictures of plants and animals they will recognize to identify

whether they conduct photosynthesis or respiration or both

Key Vocabulary: Photosynthesis Cellular Respiration Chemical Reactions (including reactants, products) Energy

SIOP Features (Check all that apply)

Preparation: Scaffolding: Group Options:_X__Adaptation of content _X_Modeling __Whole class_X_Links to background _X_Guided practice _X__Small groups_X_Links to past learning _X_Independent practice _X_Partners___Strategies incorporated ___Comprehensible input___Independent

Integration of Process: Application: Assessment:__Reading _X_Hands­on _X__Individual_X__Writing _X_Meaningful _X_Group_X__Speaking _X_Linked to objectives _X_Written_X_Listening _X_Promotes engagement_X_Oral

Procedure (number each step)Engage: Time: 5 minutes

1. Evoking questions to bring out prior knowledge­What is energy? Why do we need energy? How do plants get energy? How do humans andanimals get energy?­Pictoral representations of subjects (energy, plants, humans) and commands (write it down)included in powerpoint.

Explore: Time: 10 minutes2. Students will watch a short video showing the reactants entering a leaf and the products leaving

the leaf (teacher explanations of what the reactants and products are will accompany thevideo)..http://www.youtube.com/watch?v=prFaSe3s9e0

3. Call up volunteers to represent each reactant, product, and a plant. Each student will have apicture of the reactant/product and one student will represent the plant. “Reactant” students willtake their pictures to the plant and the will hand off the products to the “Product” students. Havestudents run through the whole reaction.

Explain: Time: 10 minutes4. Complete a white­board drawing of the chemical reactions explaining each step along the way.

Make sure to explain the details of the reaction including the key vocabulary: reactants, products,sun energy.­Briefly assess if any students do not understand the basic concepts of:

Chemical Reactions (including reactants, products, equilibrium, etc) Reactants go into the reaction, products come out. Reaction continues toward equilibrium (the same amount of products and

reactants) Energy

all living things need energy to survive, grow, and reproduce

Energy is in everything. We use energy for everything we do, from making a jump

shot to baking cookies to sending astronauts into space.

There are two types of energy: Stored (potential) energy and Working (kinetic)

energy

For example, the food you eat contains chemical energy, and your body stores

this energy until you use it when you work or play.

energy info from: http://www.eia.gov/kids/energy.cfm?page=about_home­basics

Elaborate: Time: 10 minutes5. What does what PowerPoint: Think Pair Share

Evaluate: Time: 5 minutes6. Students will be tasked to draw one organism that does photosynthesis and one organism that

does cellular respiration.Name:____________________________ Date: _______________

Photosynthesis and Cellular Respiration

1. Why do we need energy? Write or draw how you use energy.

2. How do plants get energy? Write or draw where plants get their energy.

3. How do humans and animals get energy? Write or draw where humans get their energy.

Think. Pair. Share.

Pair up. Talk about your answer with your partner.

Share your answers using:

A __________ does___________.

Example: A pig does cellular respiration.

Do the following organisms do photosynthesis, respiration or both?

Why?

1. A _______________________ does _______________________.2. A _______________________ does _______________________.3. A _______________________ does _______________________.

Title of this

Draw and label something that does both photosynthesis and cellular respiration.

Draw and label an something that does cellular respiration.

Name:____________________________ Date: _______________

Photosynthesis and Cellular Respiration (Modified Activity Sheet)

1. Why do we need energy? Draw a picture of how you use energy.

2. How do plants get energy? Draw a picture of where plants get energy.

3. How do humans and animals get energy? Draw where humans get energy.

Think. Pair. Share.

Pair up. Talk about your answer with your partner.

Share your answers using:

A __________ does___________.

Example: A pig does cellular respiration.

Do these do photosynthesis, respiration or both?

Why?

Circle the right answers:

4. A penguin does photosynthesis respiration both5. A mushroom does photosynthesis respiration both6. A plant does photosynthesis respiration both

Title of this

Draw and label something that does both photosynthesis and cellular respiration.

Draw and label something that does cellular respiration.