The Stages Of Photosynthesis

Name: Danielle Bristol & Jillian Lundy

Subject Area: Life Science (Biology)

Grade Level: 5th/6th Grade

Estimated Time:

Date: April 6, 2014

Photosynthesis

1. Brief Overview:

Starting off this lesson, we will ask the students what they had for dinner the night before. We will write down some of the food on the board for the class to see. We will then ask the class if these are foods that a plant could eat. We will then explain that plants cannot eat the same food we eat but they have their own food. After explaining that plants cannot eat the same food we do, we will go over how plants get and create food through the process of photosynthesis. Once the students understand the stages of photosynthesis and all the “ingredients” necessary for plants to photosynthesize, we will then break the students up into groups which they will be responsible for creating a skit which explains in detail the stages of photosynthesis and how the sun, plant, water, carbon dioxide, energy, oxygen, and sugar contribute to the process. The students will have to create a formal write up of how they plan on acting out photosynthesis and explain in detail the stages. The narrator in each group will refer back to this as they explain the process and action of the actors. Each actor will be responsible for making themselves a name tag which will be used to identify themselves throughout the play. After the students get their write up approved they will then start rehearsing their skits. Once all the groups feel confident in their plays they will perform them to ...

... middle of paper ...

...sment:

Students will be measured on their student learning/ assessment by doing the group reenactment activity. Once the class is broken up into groups they will be asked to provide a skit that will properly explain and identify the stages of photosynthesis. The teacher will use the formal write up the students provided prior to acting out the skit along with watching each groups play to determine if the students have an understanding of photosynthesis.

10. Evidence of student learning:

As evidence of student learning students will make a Venn diagram that will compare and contrast how plants get their food and how people get their food. The Venn diagrams should also include other sort of information about the types of food eaten, what the food gets turned into, etc. The Venn diagrams should include at least 7 different similarities and differences combined.