Lesson Planning Form for Differentiating Instruction Calvin College Education Program

Teacher Ms. Hanna Gibson

Date March 8, 2016 Subject/ Topic/ Theme Photosynthesis/Plant Energy (4th Grade Science)
I. Objectives
What is the main focus of this lesson?
Exploring different ways plants obtain energy from their environment
How does this lesson tie in to a unit plan? (If applicable.)
This lesson fits into our plant unit. It will be completed before our field trip to Meijer Gardens, where we will get to observe different
types of plants that use photosynthesis in different climates, through different techniques and adaptations suited for their survival. We
will see these plants throughout the gardens, but will focus mainly on the cactus, carnivorous plant, caterpillar, and butterfly gardens.
What are your objectives for this lesson? (As many as needed.) Indicate connections to applicable national or state standards.
If an objective applies to only certain students write the name(s) of the student(s) to whom it applies.
1) Identify the 3 Main Inputs of Photosynthesis
2) Identify the 3 Main Products of Photosynthesis
3) Understand How Climate Affects Photosynthesis (Rainforests vs. Deserts)

II. Before you start

Prerequisite knowledge and skills.
Assessment
(formative and summative)
Knowledge of Three Major Climate Zones (Rainforest, Desert, Temperate)
Knowledge of Carbon Dioxide and Oxygen as major gases
Knowledge of Plants as Primarily Non-Eating Organisms
Knowledge of Plant Differentiation In Different Climates
Knowledge of Humans Inhaling Oxygen, and Exhaling Carbon Dioxide.
Photosynthesis Map Art Activity/Quiz (Summative)
Class Discussion (Formative)
Class-Wide Matching Terms and Place on Photosynthesis Map (Formative)

YouTube Clips/Computer/Projector
Internet Access for Online Activity
Materials-what materials (books,
Online Activity From pbs.org (http://www-
handouts, etc) do you need for this
tc.pbs.org/wgbh/nova/assets/swf/1/photosynthesis/photosynthesis.swf)
lesson and do you have them?
Prepared PowerPoint Presentation Complete With Slides Covering Photosynthesis
Process, Elements, and Climate Differentiation
Markers, Pens, Crayons, Pencils, and Blank Paper for Photosynthesis Map

Class should be set up so all students can see the projector screen well, so that
Do you need to set up your
discussion and collaboration can occur based on onscreen prompts. It also must be set
classroom in any special way for
up in a way that students have room to create their Photosynthesis Maps and are able
this lesson? If so, describe it.
to collaborate with their peers during this process.

III. The Plan

Time The description of (script for) the lesson, wherein you describe teacher activities and student
Parts activities
About Motivation Show clips from the movie, Little Shop of Horrors (https://www.youtube.com/watch?
2 (Opening/ v=I3qiMfiAH98 From :50-1:30 and 2:00-2:40)
Minutes Introduction/ Give students the following list of options of factors plants need to grow as explained in these
Engagement) clips, and ask students which are true and which are false.
-Sunshine -Dirt -Water -Blood -Singing -Asking Nicely
Identify the correct factors (highlighted). Explain that though the clips were meant to be silly,
today we are going to be learning about what plants actually need to make energy.
About PowerPoint Presentation/Activities (20 minutes):
50 Development Introduce the term photosynthesis. Some students may already know this term, but others
Minutes may not, so be prepared to explain this process.
Show PowerPoint slide with the picture of the photosynthesis process. Explain that sunlight,
water, and carbon dioxide combine through this process.
Next, explain that as a result of photosynthesis, oxygen, sugar, and energy are products.
Ask students how these products explain the relationship between plants and humans?
(Humans need oxygen and release carbon dioxide, while plants do the opposite)
Display the answer to this question through the online PBS activity that shows how a little girl
breathing out, opening a window, and watering her plant actually increases her oxygen intake.
Pull Up a Blank Photosynthesis Map with a flower, the ground, the sun, and 6 blank spaces
to insert the inputs and products of photosynthesis.
As a class go through, and write the correct factors/elements in the correct spaces.
Once inserted, give time for questions on what has been covered so far.
Next, review the three main climate zones discussed previously in class (desert, rainforest
temperate)
Talk about and show examples of plant life in each of the zones (ex: cacti in deserts)
Discuss the adaptations of plants based on their climate that they have formed so that they can
perform photosynthesis.
Discuss carnivorous plants, and how in addition to photosynthesis, they catch bugs to obtain
additional energy.
Give additional time for questions
Introduce Photosynthesis Map/Art Project Assessment
Photosynthesis Map/Art Project Assessment (25 minutes):
Students have now seen an example of a photosynthesis map. They will now create their own,
complete with drawings of a plant, human, the sun, water, oxygen/carbon dioxide exchange,
sugar, and energy, as well as corresponding labels.
Give time and materials to complete this. Walk around to give guidance and answer questions
as students complete this process.
Students turn their map in as a formal (summative) assessment grade at the end of the
designated time.
Clean Up (5 Minutes)
Play the song from the beginning of the lesson again. Students may laugh at this, but tell them
Closure
to think of a specific element that is important in photosynthesis. Their ticket out the door and
to recess is to tell the teacher one of these elements.
Your reflection on the lesson including ideas for improvement for next time: