Ecosystem and Matter Cycle Unit

Strand 1: Matter and Energy in Plants

Standards: Objectives: 1
Content Area: Science - Develop and communicate an evidence-based scientific explanation of
Standard: 2. Life Science the role of structures that are important for survival in plants
Grade Level Expectation: 1. Plants acquire their material from growth - Analyze and interpret data to generate evidence that plants use air and
chiefly from air and water. water for growth
Evidence Outcomes: a. Support an argument that plants get the materials - Create and evaluate models of a plant’s vascular system and process of
they need for growth chiefly from air and water. (5-LS1-1) (Clarification photosynthesis and cellular respiration
Statement: Emphasis is on the idea that plant matter comes mostly from air
and water, not from the soil.)

2
ENGAGE: Pixelated Picture (Day 1) Assessments: 3 Differentiation: 4 Materials:
1. Show students a 50% pixelated picture and have them guess what  Pre-assessment- The KWL  Supply students  Pixelated Images
the picture is displaying. Have students write down their guesses chart will be the strand’s pre- with observation (50%, 40%, 30%,
and share some guesses out loud with the class. assessment that will assess sentence stems and 20%, original)
2. After a minute or two, show the next picture which is a less student prior knowledge of question sentence  Pixelated Images
pixeled version of the same image, pixelated at 40%. Have plant structure and energy in stems Worksheet
students continue guessing the image by writing their thinking plants.
and sharing their guesses with the class.  Observation
3. Continue showing students lower pixelations (30%, 20%) of the Sentence Frame
same image as students write down their thinking and share with Anchor Chart
the class. Continue until student see the final image.  Question
4. Once the image in revealed, ask students to fill out the rest of Sentence Frame
their worksheet based on the original image. Students will use the Anchor Chart
original image to make observations of what they see in the  KWL Chart 5
image. Students may work in groups or individually. After having
time to come up with observations, have students share their
observations with the class. Students may add to their own sheet
if they hear observations being shared that they don’t have.
5. Next have students ask questions about the image or the
wonderings they have about the learning they will conduct in the
unit based on this image. Have students share their questions and
 wonderings with the class.
6. Using the students’ observations, questions, and wonderings
work together as a class to come up with an overarching question
that the students will explore throughout the first part of the unit
in this strand of lessons. (The overarching question should be
along the lines of: How do plants grow bigger?)
7. Using the overarching question, students need to fill out part of a
KWL Chart. They need to fill out the “K” section for what they
already know and the “W” section for what they wonder or want
to learn throughout this strand of lessons.
8. Have students glue their charts into their science journals. At the
end of this strand students will complete the “L” section of the
KWL Chart for what they have learned.

EXPLORE 6: Leaf Sort 7 (Day 1) Assessments: Differentiation: Materials:

1. Hook: Ask the students to close their eyes and picture a leaf in  Pre-assessment- KWL Chart  Supply students  Leaves
their mind. Give students a few minutes to mentally observe their to assess student prior with a formatted  Tape
leaf. Have students open their eyes and ask them what they knowledge of plant structure page for their
observed. Make a list of the student’s observations on the board and energy in plants. Use the  Leaf Sort Student
science notebook
or anchor chart paper. Inform students that they will be using students’ observations of Science Journal
(general or further
these observations and prior knowledge about leaves to complete their imagined leaf to inform Pages
differentiated
this activity. of their prior knowledge of specifically for this  Leaf Types Sorts
2. Help students set up their science journal with the scientific leaves. As students work on experiment) Worksheet
procedure 8: making their hypotheses  Can give students
a. Essential Question: How do scientists make observations wander around the room to suggestion about
of organisms in their environment to learn more about see student’s thinking. categories to sort
them? Students can also share out their leaves
b. Hypothesis: Scientists make observations of organisms in their hypotheses to the class.
their environment by ________________ because  Formative Assessments- As  Before lesson- get
students work in groups to extra leaves of each
_______________.
sort their leaves, listen to kind for students
c. Materials: Leaves, tape, Leaf Type Sort worksheet
student discussions and who were not able
d. Procedure: 1) Collect leaves 2) Sort leaves into categories
thinking. As students discuss to find each kind of
e. Observations: list the categories and differences in the
their conclusion and answers leaf
leaves
3. The class will go outside and collect as many different leaves that to the closing questions,  Provide students
they can find on the playground (instruct students to only look for observe and listen to with vocabulary
leaves on the ground, not to pull leaves off plants) students’ thinking. words and
definitions for the
4. Once back in class, discuss that a category is a group of objects or  Summative Assessment- lessons
 people that have certain characteristics in common. Ask students Student’s conclusion in  Add vocabulary
to think about the students in the class and what categories could science journal words to the word
be used to sort the students in the class. As students volunteer wall
answers, have students sort themselves into the categories by
moving into different groups around the room. This will help
students understand how to make categories and have an example
of how to sort objects or people into selected categories.
(Examples of student categories: number of siblings, number of
pets, types of shoes, favorite season)
5. Then instruct students to sort the leaves into different categories
with their table groups based on what they notice about the leaves
they collected. 9
6. Once students have opportunities to sort their leaves, have them
share out the categories that they have sorted while making a
class list of the categories the students came up with on the board
or in teacher science journal. (Ex: color, size, shape, texture)
7. As a class, have students brainstorm which category scientists use
to sort and learn about the different kinds of plants in their
environment. (Guide students to the answer of shape or kind of
leaves)
8. As class use the “Leaf Types Sort” worksheet to take notes about
the types of leaves and tape examples of leaves onto the sheet.
This will be glued into student’s science journals.
9. In student’s science journals they will finish the scientific method
with their conclusion. Students will write a response that answers
the essential question and discuss whether their hypothesis was
correct or incorrect.
10. Closing and set up for next lesson: Ask and discuss with students:
a. Why do scientists sort and make categories out of leaves
and other organisms they find in their environment?
b. Why would scientists sort leaves based on their type,
which is based on the “veins”?
c. How does sorting the leaves by their types and the shape
of their “veins” help us understand plants and how they
function?

EXPLORE: Celery Experiment: (Day 2 & 3) 10 Assessments: Differentiation: Materials:

1st Day:  Pre-assessment- As students  Supply students  Celery for each
 1. Hook: Ask students what they know about how scientists perform work on making their with a formatted group (some with
experiments. Have small groups of students discuss this answer in hypotheses wander around page for their and some without
a group before opening it up to the class. Have students share the room to see student’s science notebook leaves)
their thinking with the class. Keep track of the students’ thinking. Students can share (general or further  Plastic Vials
responses and connect them to how scientists ask a question, out their hypotheses to the differentiated
 Water
design a procedure of an experiment, and use their observations class. specifically for this
to answer their question.  Formative Assessments- As experiment)  Food Coloring
2. Have students set up their science journal with the scientific students work in groups to  Make sure students  Celery
method for the day: make observations, listen to are grouped in Experiment
a. Essential Question: What structures do plants have that students and make informal mixed ability Science Journal
help them survive? formative assessments about science groups Pages
b. Hypothesis: I think the structures that plants have that student understanding.  Provide students  Diagram of a
help them survive are ________________ because  Summative Assessment- with vocabulary Plant’s Vascular
_______________. Students’ science journals words and System from
c. Materials: celery, plastic vials, water, food coloring with their observations and definitions for the Science A-Z
d. Procedure: conclusion from the lessons
e. Observations: experiment will show new  Add vocabulary
3. Lead the students in their inquiry to help make a procedure for learning and understanding. words to the word
the experiment with the materials that are present. wall
a. Discuss that scientists have to make their own procedures  Comparing the
in order to complete science investigations and answer vascular system to
their questions. the human
b. Brainstorm what you can do with the materials that are circulatory system
available. and showing the
4. Guide students into a similar procedure: model from Science
a. Fill a vial with water (about ½ full) A-Z to help students
b. Add two drops of food coloring to the water conceptualize the
c. Observe the celery out of the water system and how it
d. Put the celery into the vial with the water and food functions
coloring
e. Observe the celery in the water
f. Wait and observe the celery next day
5. Students should work in table groups to complete the procedure
and place their celery in the vial in a safe location in the room
where it can be observed.

2nd Day:
6. The next day, have students observe the celery and make note of
 any changes that they noticed in their observation section of their
science journal.
a. Guide students in breaking the celery in half to observe
the inside
7. Discuss the changes as a class and come up with an answer to the
essential question using their observations and thinking from the
previous day.
8. Guiding questions:
a. What did changes did you observe in the celery from the
first day to the second day?
b. Are there specific places that you notice the food coloring
on or in the celery?
c. How do you think the coloring got from the water to the
top of the celery or to the leaves on the celery?
9. Students will observe that the celery has absorbed the water from
the vial which can be seen in the piece of celery as the color has
traveled up the stalk. When students break the celery, they should
be able to see the “veins” colored form the colored water.
10. Students will formulate a conclusion by answering the essential
questions, answering the questions discussed in class, discussing
whether their hypothesis was correct or incorrect, and going over
new vocabulary from the experiment
a. The celery has “veins” like humans that carry nutrients
and water through the plant.
b. The transport system in plants is called the Vascular
System: Xylem carries water throughout the plant.
Phloem carries sugars and other food throughout the
plant.
11. Give students a copy of the diagram of a plants vascular system
from Science A-Z so that they can have another visual of a
plant’s vascular system. Students can glue this into their science
journal.

ELABORATE: Vascular Plant Reading (Cross Curricular Assessments: Differentiation: Materials:

Content): (Day 2-3) 11  Pre-assessment- DRA’s,  Pre-teach students  Student’s Reading
1. Hook: Show students the “Locked in School at Night” sheet. iReady assessment, and vocabulary words Journals
Have students read over the list of options and come up with the reading diagnostic and definitions for  Locked in School
two or three things that they would do. Have students share their assessments from students vocabulary words at Night
 thinking with the class. Then ask the students why they picked to are used to assess this skill. found in the book Worksheet
do those things instead of the other options. Hopefully students The KWL chart from the  Work with students  Transport System
will talk discuss that they picked the important things to do to beginning of the strand can in guided reading in Plants by
survive and get out rather than the interesting or fun things they be used to guide the groups to provide Science A-Z
could do. Have this conversation lead you into the importance of instruction about science more support for  Transport System
being able to determine importance. during this lesson. reading instruction in Plants Reading
2. With students, come up with a definition of important and a  Formative Assessments- As  For students below Questions
definition of interesting and record the class’ definition students on reading their text grade level, have Worksheet
Sample definitions: independently, conference them read select  Important vs.
a. Important- something of great significance; something with students and give sections of the text Interesting
that effects success or survival students feedback on their and answer select Anchor Chart
b. Interesting- something pleasurable or entertaining; strategy work. Check questions about the  Important vs.
something that catches the attention students work on their text Interesting
3. Using the definitions the class came up with, discuss these worksheet of recording Worksheet
concepts in a nonfiction text. What does it mean to have important information and  Woods of Wonder
important information and what does it mean to have interesting interesting information. by Reading A-Z
information?  Summative Assessment-  Determining
a. Make sure students understand that important information “Transport System in Plants Importance Exit
is information that affects the meaning of something and Questions” worksheet and Ticket
understanding of the main topic of study. Important student exit ticket.
information is usually the main ideas from the text
b. Interesting information are smaller details and facts that
don’t affect understanding of the main topic of study, but
the individual reader finds exciting and grabs their
attention
4. Display the “Important vs. Interesting” anchor chart and give
students individual copies to glue into their reading journal and
go over how readers determine importance as they read
5. With the text Woods of Wonder by Reading A-Z, model how to
find important information compared to interesting information
using the “Important vs. Interesting” graphic organizer
worksheet.
6. Then have students independently or in pairs read Transport
System in Plants by Science A-Z and use their own copies of the
“Important vs. Interesting” graphic organizer worksheet to record
the important information and the interesting information found
in their text.
7. After reading the text, have students use their books to complete
the “Transport System in Plants Questions” worksheet by
 answering questions posed by the text. Have students use
complete sentences and text evidence to create their responses.
8. Closing: As a class discuss how finding important information
and interesting information. helps readers understand the text and
learn more about the topic.
a. Ask students if they used their notes to solve the questions
or if any of the answers to their questions where on their
note sheet. If students had the answers on the note sheet,
was the answer under their important or interesting
information?
9. Exit Ticket- Have students answer the question: How does
determining importance and knowing what is important vs.
interesting help readers comprehend the text?

Optional Extension: Beyond the Book- Activity from Science A-Z:

Use the Internet to research the history of vascular plants on Earth. How
have plants changed over time?
EXPLORE: Plant in a Bag 12 (Adapted from STEMscopes) Assessments: Differentiation: Materials:
(Day 4 Set-up and 2 Week observation)  Pre-assessment- As students  Set up a bag prior to  Plant seeds (bean,
1. Students set up their science journal with the scientific method work on making their the experiment so wheat)
for the day: hypotheses wander around that students have a  Stapler
a. Essential Question: Can plants grow with only water and the room to see student’s model to set up  Water
air? thinking, students can share their bag from  Marker
b. Hypothesis: I think with only water and air, plants out their hypotheses to the  Supply students  Ruler
___________ because _______________. class with a formatted  Plastic zip-lock
c. Materials: plant seeds (bean, wheat), stapler, water,  Formative Assessments- As page for their baggie
marker, ruler, plastic zip-lock baggie, paper towel, tape students work in groups to science notebook  Paper towel
d. Procedure: make observations, listen to (general or further  Tape
1) Place a folded paper towel inside the plastic bag students and make informal differentiated  Plant in a Bag
so that it fits in the bag when zipped close formative assessments about specifically for this Science Journal
2) Staple the bag in a horizontal row dividing the student understanding experiment) Pages
bag in half (close enough together that the seeds  Summative Assessment-  Provide students  Plant in a Bag
don’t fit between the staples) Students’ science journals with vocabulary Observations
3) Add three to five seeds to the bag so that they sit with their observations and words and Worksheet
above the staples conclusion from the definitions for the  Growing Plants
4) Slowly put water in the bag, it should soak into experiment will show new lessons Thinking
the paper towel and pool at the bottom of the bag learning and understanding.  Add vocabulary Worksheet
about 2 cm deep words to the word  Parts of a Tomato
 5) Zip the bag closed wall Plant Worksheet
6) Tape the bag to the window by the zipper on the from Science A-Z
top of the bag
7) Make daily observations for two weeks
e. Observations (Glue in observation sheet)
2. Take students through the procedure and get materials passed out
for students to set up the experiment.
3. For the next two weeks have students make observations in their
journals on the “Plant in a Bag Observations” worksheet.
4. After the two week observation discuss student thinking and
answer the questions on the “Growing Plants Thinking”
worksheet as part of the conclusion to their scientific method:
a. How did the seeds change?
b. What parts of the plants did you observe?
c. What do each part do for the plant? (roots and leaves)
d. Did anything enter or exit the bag during the two weeks?
e. Did the matter in the bag change?
f. How does matter cycle within this system in the bag?
g. What materials did the seeds need in order to grow?
h. Do plants need soil to grow? How do you know?
5. Give students a copy of “Parts of a Tomato Plant” to glue into
science journal, and go over the parts and their purposes with
students. Have students connect what they see in the diagram to
what they saw in their bags.

b. As a class, discuss the concepts and review the process of Assessments: Differentiation: Materials:
photosynthesis and the reactants of carbon. Dioxide,  Pre-assessment- As students  Supply students  Photosynthesis
water, and energy that are needed the create the chemical work on making their with a formatted Science Journal
reaction of photosynthesis. hypotheses wander around page for their Pages
3. Guide students in putting together the 3D diagram of the room to see student’s science notebook  Flocabulary
“Photosynthesis Plant Leaf Model” activity from Chris Kesler. thinking, students can share (general or further Photosynthesis
a. As students are guided through putting together the 3D out their hypotheses to the differentiated Video
model, describe the steps and process of photosynthesis. class specifically for this  Photosynthesis
4. Give students a copy of the “Photosynthesis” Diagram from  Formative Assessments- As experiment) Plant Leaf Model
Science A-Z and have students in groups discuss the process of students work in groups to Activity from
 Provide students
photosynthesis using this model. make observations, listen to Chris Kesler
with vocabulary
5. In groups, have students compare and contrast the two different students and make informal  Photosynthesis
words and
diagrams of photosynthesis in their science journals. After, as a formative assessments about Diagram from
definitions for the
class discuss the two different models and discuss what makes a
 model a good science model to use to understand science student understanding lessons Science A-Z
concepts.  Summative Assessment-  Add vocabulary
a. A good model should be specific, have clear illustrations, Students’ science journals words to the word
have labels, use important vocabulary words, show with their observations and wall
directions and steps if it is a process conclusion from the
6. Students will finish the lesson by writing their conclusion in their experiment will show new
science journals. They should answer the two essential questions learning and understanding.
and discuss if their hypotheses were correct or incorrect.
a. In the process of photosynthesis, the plant uses the energy
from the sun to turn carbon dioxide and water into
glucose. The process takes place in a plant’s chloroplasts
in the plant’s cells.
b. A good scientific model is specific, have clear
illustrations, have labels, use important vocabulary words,
show directions and steps if it is a process.

ELABORATE: Reading (Cross Curricular Content): Assessments: Differentiation: Materials:

Nonfiction Text Features Lesson (Day 3)  Pre-Assessment- DRA’s,  Supply students  Nonfiction Text
1. As a mini lesson use the text The Mighty Saguaro Cactus from iReady assessment, and with Nonfiction Features Charts
Reading A-Z to teach and model nonfiction text features with reading diagnostic Text Features from Teaching
students. assessments Charts from Made Practical
a. Begin by discussing that nonfiction text features are tools  Formative Assessment- As Teaching Made  About Trees book
and visuals that authors use to help readers organize students work independently, Practical in order to from Reading A-
important information in order to help the reader better individually conference with have a reminder of Z
understand the text. students to check for the features students  Why Do Leaves
b. Go over the different nonfiction text features and their understanding. Give students are looking for Change Colors
purposes using the Nonfiction Text Features Charts. Give positive and corrective Have multiple books from Reading A-
students a copy to glue into their reading journals. feedback. Use the Student at different levels so Z
c. Go through the model text and display the nonfiction text Data sheet to take notes on that students are  Strange Plants
features that can be found and their purpose. Model student learning, progress, working with a book from Reading A-
finding the text features by filling out the “Nonfiction and next steps. at their instructional Z
Text Features Scavenger Hunt” graphic organizer with  Summative Assessment- Use reading level  The Mighty
students to display the nonfiction text features and their student graphic organizers to Saguaro Cactus
purpose for the specific text and how they help the reader assess understanding of from Reading A-
better understand the text being read. finding nonfiction text Z
2. Have students work on their own text independently to find the features in a text. Use the  Nonfiction Text
nonfiction text features in their book. While students work they exit ticket to assess student Features
fill out the Nonfiction Text Features graphic organizer. understanding of how readers Scavenger Hunt
 a. Either assign students their text based on their reading use nonfiction text features. Graphic
level so that they are reading a text at their instructional Organizer
reading level or have students choose a text to read based  Student Data
on their interests. Sheet
b. Student texts include: About Trees book from Reading A-  Nonfiction Text
Z, Why Do Leaves Change Colors from Reading A-Z, and Features Exit
Strange Plants from Reading A-Z Ticket
3. Conference with students as they work independently. Ask
students the following questions to determine their understanding
using nonfiction text features:
a. What nonfiction text features did you find?
b. Can you explain how this (pick on the student found) text
feature helps you better understand the text?
4. Have students meet with students who have read the same book
and have students share the nonfiction text features they found
and their purposes.
5. Closing: Come back together as a class and discuss how the
nonfiction text feature scavenger hunt went and how it helped
them better understand the text.
a. If the author didn’t include text features, how do you
think that would change the meaning of the text?
b. Are there any text features the author didn’t include that
you think would have helped you better understand the
text?
c. Why are nonfiction text features important to a reader’s
comprehension of the text?
6. Have students fill out the exit ticket answer the questions: Why
do readers use nonfiction text features when they read a book?
How do they help readers comprehend the text?

ELABORATE: Reading (Cross Curricular Content): Assessments: Differentiation: Materials:

Main Idea and Details Lesson (Day 4-5)  Pre-Assessment- DRA’s,  Have multiple  Nonfiction Text
1. Display the Nonfiction Text Structures Anchor Chart and the iReady assessment, and books at different Structures Anchor
Main Idea and Details anchor chart and discuss with students to reading diagnostic levels so that Chart
authors organize the information in nonfiction text in certain assessments students are  Main Idea and
ways to help readers determine importance and understand the  Formative Assessment- As working with a Details Anchor
information. Tell students that one of these nonfiction text students work book at their Chart
structures is main idea and detail. independently, individually instructional  Main Idea and
 a. Main Ideas are the big ideas that the author is teaching in conference with students to reading level Supporting
the text. The main idea is the most important information check for understanding. Work with students in Details Graphic
from the section. The main idea is often found with help Give students positive and guided reading groups Organizer
from the support details. Section headings also help to corrective feedback. Use the to support individual  About Trees book
give the reader a clue as to what the main idea of the Student Data sheet to take students from Reading A-
section is. notes on student learning, Z
b. Supporting Details are the smaller details that combine to progress, and next steps.  Why Do Leaves
make up the main idea. They support the main idea but Summative Assessment- Use Change Colors
giving less important details. student graphic organizers to from Reading A-
2. Using the text The Mighty Saguaro Cactus from Reading A-Z, assess understanding of finding Z
read through the first two sections of the text and model finding the main ideas and details in a  Strange Plants
the main idea and supporting details with students using the text. from Reading A-
graphic organizer. Z
3. Read through the next two sections of the model text and work  The Mighty
together with the students to guide them as they find the main Saguaro Cactus
idea and supporting details of each section.13 from Reading A-
4. Instruct students to use the same book that they used previously Z
for the nonfiction scavenger hunt to read during this lesson.  Student Data
Students will read through their book and find the main idea and Sheet
supporting details of four sections in the text.
5. Conference with students as they work independently. Ask
students the following questions to determine their understanding
finding the main idea and details:
a. What is the main idea of a section in your text?
b. What details did you find to help support this main idea?
c. Does this main idea explain the big point the author was
trying to make in this section?
6. When students are about halfway through reading the book, have
student get into groups with students who have read the same
text. Have students compare and contrast their main ideas. As
students discuss, walk around to the groups and listen to their
conversations. Have students work together to help each other
modify their main ideas if necessary.
7. Have students go back to reading and finishing finding the main
ideas and details using the suggestions and support from their
peers.
8. Closing: As a class discuss the lesson.
a. What went well finding the main idea and details?
b. What was hard in finding the main idea and details?
 c. How does finding the main idea help you understand the
text?
d. How does this tie into determining importance?
e. What do we need to determine importance to better be
good readers and comprehend what we read?

Optional Extensions: Have students answer the Discussion Questions and

fill out the comprehension strategy worksheets from Reading A-Z
provided for each text. Give students reading quiz from Reading A-Z
provided for each text.

Next Steps: Have students use the main ideas from this section in the text
to create a nonfiction summary of the text.
EXPLORE 14: Cellular Respiration: (Day 6) Assessments: Differentiation: Materials:
1. Hook: Ask students to pinch their nose and hold the other hand in  Pre-assessment- As students  Supply students  Green Leaf (fresh
the air. Students hold their breathes for as long as they can and work on making their with a formatted from plant)
lower their hand when they can’t hold their breathe any longer. hypotheses wander around page for their  Water
a. Afterwards ask students: Why couldn’t you continue the room to see student’s science notebook  Shallow bowl or
holding your breath? (they needed air). What in the air do thinking, students can share (general or further pie tin
you need? (oxygen). out their hypotheses to the differentiated  Sunlight
b. Students will learn where oxygen comes from today class specifically for this  Cellular
2. Students set up their science journal with the scientific method  Formative Assessments- As experiment) Respiration
for the day: students work in groups to  Provide students Science Journal
a. Essential Question: Where does the oxygen we breathe make observations, listen to with vocabulary Pages
come from? students and make informal words and  Photosynthesis &
b. Hypothesis: I think the oxygen we breathe comes from formative assessments about definitions for the Cellular
___________ because _______________. student understanding lessons Respiration
c. Materials: green leaf (fresh from a plant), water, shallow  Summative Assessment-  Add vocabulary Diagram
bowl or pie tin, sunlight Students’ science journals words to the word
d. Procedure: with their observations and wall
1) Fill the bowl with water conclusion from the
2) Submerge the leaf in the water. It may float, but experiment will show new
try to make sure at least part of the plant is learning and understanding.
underwater
3) Make observations about the leaf
4) Place the bowl under the sunlight and wait
5) After an hour, make observations of the leaf in
the water
 e. Observations:
3. Students set up their experiment and make their observations
before placing their leaf in the sunlight with a window or outside
4. After an hour, students make observations of the leaf sitting in the
sunlight and record observations in their science journal
5. Review the concepts of photosynthesis with the class and ask
students these questions to get them thinking about this
experiment:
a. What do plants take in during photosynthesis to make
food?
b. What does photosynthesis produce?
c. What do you think is in the bubbles on the leaf? What
kind of air?
6. After discussing these questions, discuss with students how
photosynthesis and cellular respiration go together. Students
should have an understanding that the two processes form a
system made of the interdependent processes that rely on each
other.15
7. Have students write their conclusion in their science journal
about what cellular respiration is, answer the essential question,
and whether their hypothesis was correct or incorrect
8. In their science journals, have students glue in the
“Photosynthesis & Cellular Respiration” diagram worksheet and
review the processes learned from the last two lessons.
EXPLAIN: Vocabulary Review 16 (Day 7) Assessments: Differentiation: Materials:
1. Hook: Watch the YouTube video “Photosynthesis- Video for  Formative Assessment-  Supply students  Photosynthesis-
Kids” that reviews photosynthesis and cellular respiration Check student work as they with differentiated Video for Kids
concepts and vocabulary. are working on their sheets vocabulary Video
2. Review the vocabulary words students have learned throughout and playing the game worksheets with  Vocabulary
the experiments and activities in this strand. Reference the  Summative Assessment- more information Cards- Words and
vocabulary cards on the word wall. Check student vocabulary on the differentiated Definitions
3. Have students work in small groups to complete the “Matter & worksheets for understanding versions  Matter & Energy
Energy in Plans Vocabulary” worksheet to practice their  Give students a key in Plans
understanding of the definitions of the vocabulary words. with vocabulary Vocabulary
4. Students can use the word wall vocabulary cards and definitions words and Worksheet
to play a matching game with partners or small groups with the definitions
vocabulary words and their definitions from this strand.  Have a word wall
with the vocabulary
 words that students
can reference

ELABORATE: Writing (Cross Curricular Content): (2 Assessments: Differentiation: Materials:

weeks)  Pre-Assessment- Use  Supply students  The Magic School
1. Hook: Read the book The Magic School Bus Gets Planted: A previous writing assignments with a planning Bus Gets Planted:
Book About Photosynthesis as a narrative story model. While and writing diagnostics to sheet to organize A Book About
reading, stop and discuss the science concepts present in the story determine students’ their writing and Photosynthesis
and how the author intertwines narrative concepts with the knowledge in writing. These break the  ____ Gets Planted
science concepts to create an informational narrative. should guide daily writing assignment into Planning
2. Have students create a narrative piece of writing about lessons and individual smaller chunks. Narrative Writing
themselves surviving as a plant. Students need to create a story conferences with students.  Provide daily Planning Sheet
that incorporates writing strategies and science content into their  Formative Assessment- lessons that provide  Daily Writing
narrative writing to show an understanding of both content areas. Conference with students as support to students, Lesson’s Anchor
3. Have students plan their writing using the “____ Gets Planted they work and give positive and offer Charts or Graphic
Planning” narrative writing planning sheet. Students should use feedback and constructive differentiated Organizers
their science notebooks as a resource as they include scientific feedback about the writing support for each  Student Data
information they have learned. and science content. lesson through Sheet (record data
4. Throughout working on this writing piece, instruct students on  Summative Assessment- Use guided writing from conferences)
incorporating writing strategies through daily lessons. students’ published writing  Create a modeled
a. Drafting to assess understanding of writing piece with
b. Introduction (Hook, characters, setting) writing strategies and science the students
c. Dialogue concepts incorporated into  Help students by
d. Character development their writing. creating an outline
e. Transition words of the processes a
f. Paragraph organization plant uses to grow
g. Descriptions and word choice to help students
h. Ending (Sum up the story, clever conclusion) understand how to
i. Editing and revising incorporate the
j. Publishing science content into
5. As students work on each step of the writing process, conference the writing
with students and give them feedback on their work in reference  Give students a list
to writing strategies and science content. of science content
6. Have students publish their writing and share with each other in vocabulary words
small groups or as a whole class in an author’s chair setting they are required to
include in their
writing
EVALUATE: Claim-Evidence-Reasoning 17 (Day 8) Assessments: Differentiation: Materials:
1. Go over how to create a Claim-Evidence-Reasoning statement to  Formative Assessment- As  Claim-evidence-  Student’s KWL
answer a question using the “Claim-Evidence-Reasoning” anchor students work on their reasoning sentence Chart
chart. Give student a copy to glue into their science journals as a response and work with frames  Claim-Evidence-
resource. partners, listen to students’  Model how to Reasoning
2. Remind student about the overarching question that the class discussions and give create a Claim- Anchor Chart
came up with at the beginning of the strand’s lessons. feedback to students and Evidence-  Claim-Evidence-
3. Have students go back to their KWL Chart and fill in the “L” support. Reasoning response Reasoning
section of their chart with what they have learned from the  Summative Assessment-  In guided groups, Sentence Frames
lessons and activities in this strand of lessons. Have students Students will turn in their brainstorm ideas or  Matter and
share out their new learning to help activate knowledge and final response as a evidence that Energy in Plants
remind each other what has been taught throughout the unit so summative assessment for supports the claim Claim-Evidence-
far. This supports students in answering the overarching question. the strand. students are making Reasoning
Students can add ideas onto their own paper as other students Worksheet
share.  Matter and
4. Handout the “Matter and Energy in Plants Claim-Evidence- Energy in Plants
Reasoning” worksheet to students and go over directions. Show Strong & Clearer
students the rubric so that students are aware of the expectations. Worksheets
5. Give students time to silently and independently answer the  Rubric for
overarching question from the strand using the claim-evidence- Claim-Evidence-
reasoning outline. Students need to use their science journal for Reasoning
evidence.
6. Once students have finished their response, have students line up
in two rows facing each other with their response and a copy of
the Matter and Energy in Plants Strong & Clearer worksheet.
7. Students will take part in the Stronger and Clearer activity:18
a. Model the process of this activity with a few students
before having students take part so that they know what to
do.
b. With the peer across from them, students will share their
responses with their partner and listen to their partners
response.
c. As students listen to each other they will take notes about
ideas and vocabulary that they would like to borrow from
their partners in order to make their own response
stronger and clearer.
d. Once all students have finished with their first partner,
have one line of students move to the left and the student
 on the end goes to the front of the line. Now students are
paired up with a different student across from them.
Students will repeat the activity with their new partner
across from them.
e. Students will do this until they have met with three
different partners.
8. Have students use the ideas borrowed from their peers to revise
and edit their initial statement into a final response to turn in as
the summative assessment for the strand. Use the rubric to grade
student responses.

Extension Activities:
 Environment Observations: 19
o Take students on a field trip outside to the playground or the school garden. In small groups, have students pick a tree to make observations
about. In science journals students can create scientific drawings of the tree, make leaf and bark rubbings, and take measurements of the tree
like circumference or height. As students make observations, have them observe distinguishing features of the tree, like the roots and
availability of the sun.
o In connection to the next strand, have students make observations of the animals that are around the tree, on the tree, or in the tree.
 Comparing Plants:
o In groups, have students research two plants with very different structures. Have examples available for students to choose from, yet still
allowing students to choose additional plants not on the example list. Have books and internet sites available for students to use for research.
Groups of students should compare and contrast the structures and needs of the two plants.
o Possible combinations of plants include: Venus fly plants and beans, century plants and oak trees, ivy and pine trees, kudzu and water lily,
duckweed and rose, and small algae and kelp.
o Students can choose how to display their research including using a thinking map, creating a poster, or creating a digital presentation.
1
Tyler, R. W. (2013). Basic principles of curriculum and instruction. University of Chicago press., Purposefully
planning objectives that will guide curriculum and instruction, EDF 781: Perspectives on Curriculum
2
Rodriguez, S., Allen, K., Harron, J., & Qadri, S. A. (2019). Making and the 5E learning cycle. The Science
Teacher, 86(5), 48. doi:10.2505/4/tst18_086_05_48, Using research to support teaching decisions, EDF 610:
Teacher Research; Using the images as a form of art to engage learners, EDF 781: Perspectives on Curriculum
3
A variety of assessment types (pre-assessments, formative assessments, and summative assessments) check
student learning and inform instruction, EDF 664: Current Issues in Instruction and Assessment Practices
4
Adaptations of materials makes the lessons and instruction accessible to all leaders, EDSE: Effective
instruction in Special Education
5
Students have the opportunity to activate their prior knowledge before beginning the lesson, EDF 640:
Psychological Foundations of Education
6
Ireland, J., Watters, J. J., Lunn Brownlee, J., & Lupton, M. (2014). Approaches to inquiry teaching: Elementary
teacher's perspectives. International Journal of Science Education, 36(10), 1733-1750.
doi:10.1080/09500693.2013.877618, Using research to support curricular choices, EDF 662: Foundations of
Curriculum Development and Instruction
7
Getting students outside and learning from the natural world around them, EDF 642: Foundations of
Environmental Education
8
Glen, N. J., & Dotger, S. (2013). Writing like a scientist: Exploring elementary teachers' understandings and
practices of writing in science. Journal of Science Teacher Education, 24(6), 957-976. doi:10.1007/s10972-013-
9348-x, Using research to support curricular choices, EDF 662: Foundations of Curriculum Development and
Instruction
9
Using aesthetic experiences in which students observe objects to learn more about them, EDF 664: Current
Issues in Instruction and Assessment Practices
10
Dewey, J. (1938). Experience and education (2015 ed.). New York, NY: Free Press.; Using personal
experiences to teach students, EDF 662: Foundations of Curriculum Development & Instruction
11
Using academic vocabulary is multiple settings so that students can transfer knowledge, practice with the
vocabulary and content, and engage in a different learning style with the science content, EDF 662: Foundations
of Curriculum Development & Instruction, EDF 664: Current Issues in Instruction and Assessment Practices, and
EDSE 597: Effective Instruction in Special Education
12
Assaraf, O. B., & Orion, N. (2010;2009;). System thinking skills at the elementary school level. Journal of
Research in Science Teaching, 47(5), 540-563. doi:10.1002/tea.20351, Using research to support curricular
choices, EDF 662: Foundations of Curriculum Development and Instruction
13
Using a behaviorist teaching format to model instruction, guide students, and give students independent work
time, EDF 664: Current Issues in Instruction and Assessment Practices, EDF 640: Psychological Foundations of
Education
14
Morrison, J. A. (2013). Exploring exemplary elementary teachers' conceptions and implementation of inquiry
science. Journal of Science Teacher Education: Inquiry-Based Science Teaching, 24(3), 573-588.
doi:10.1007/s10972-012-9302-3, Using your own personal experiences to drive your teaching and instruction,
EDF 662: Foundations of Curriculum Development & Instruction
15
Lee, T. D., Gail Jones, M., & Chesnutt, K. (2019). Teaching systems thinking in the context of the water cycle.
Research in Science Education, 49(1), 137-172. doi:10.1007/s11165-017-9613-7, Using systems thinking to
connect concepts and learn know content, EDF 640: Psychological Foundations of Education
16
Jackson, J. K., & Ash, G. (2012). Science achievement for all: Improving science performance and closing
achievement gaps. Journal of Science Teacher Education, 23(7), 723-744. doi:10.1007/s10972-011-9238-z,
Using research to support curricular choices, EDF 662: Foundations of Curriculum Development and Instruction;
Practicing the repetition of vocabulary to support the learning of concept specific vocabulary, EDF 664: Current
Issues in Instruction and Assessment Practices; Using strategies in instruction that will reach all students, EDF
619: Pluralism in Education
17
Glen, N. J., & Dotger, S. (2013). Writing like a scientist: Exploring elementary teachers' understandings and
practices of writing in science. Journal of Science Teacher Education, 24(6), 957-976. doi:10.1007/s10972-013-
9348-x, Transferring knowledge and applying knowledge to problem-solve and answer a question, EDF 640:
Psychological Foundations of Education
18
Students will have discussions to build upon their ideas and learn from one another, which is reflected in the
social cognitive theory, EDF 640: Phycological Foundations of Education; Strong and Clearer allows students to
discuss with one another and use academic content specific vocabulary in conversation, EDSE 597: Effective
Instruction in Special Education
19
Getting students outside and exploring their natural surroundings with a teacher or role model engages
students in the environment and teaches them to care for the environment, EDF 642: Foundations of
Environmental Education