Title:  But What Makes a Plant Grow? – Photosynthesis

Date Taught:  September 14, 2006

Teacher:  Kelley Haney

Subject:  Science

Grade:  3

Timeline:  1 Days (45 minutes)

SCOS Objectives for Science

Goal 1:  The learner will conduct investigations and build an understanding of plant growth and adaptations.

1.01 Observe and measure how the quantities and qualities of nutrients, light, and water in the environment affect plant growth.

1.03 Investigate and describe how plants pass through distinct stages in their life cycle

including.

°         Growth.

°         Survival.

°         Reproduction.

SCOS Objectives for Computer/Technology

Goal 3:  The learner will use a variety of technologies to access, analyze, interpret, synthesize, apply, and communicate information.

3.04 Identify, discuss, and use multimedia to present ideas/concepts/information in a variety of ways as a class.

Objectives

• Students will describe how water, light, and nutrients enable a plant to grow

• Students will describe how plants make their own food from water, carbon dioxide, and energy from sunlight captured by their green leaves

Materials / Resources

• Big poster size picture of a tree or plant on poster board

• Different colored markers

• Pencil

• Paper

• Journals

• Web Resources for Teacher

• http://www.cornwallwildlifetrust.org.uk/educate/kids/photsyn.htm

• http://photoscience.la.asu.edu/photosyn/study.html

Procedure

Part 1

Introduction / Discussion (15 minutes)

• Ask students:

• Do plants eat?

• Where do they get the energy they need to stay alive?

• The teacher will lead a discussion on the role of the leaf in producing food so that a plant has energy.  Draw a model of this on the marker board.  Students will be taking notes in their journals

• Reemphasize the needs of the plant, such as sunlight, water, and soil for the proper growth and survival of the plant.

• Ask students if they remember what part of the plant was responsible for taking in sunlight.  Tell students that we have gotten more specific in our talk about plants from their cycle to the role of specific parts of the plant and the leaf.  There are smaller parts of the leaf are very important in the producing of food for the plant.

• Define photosynthesis.

• Ask students what we discussed previously that plants need to survive. (Sunlight, water, nutrients from the soil). Also stress to students that the process of photosynthesis takes place during the day because of the sun.

• Explain to the students that the plant uses the sunlight and takes in carbon dioxide to make food for itself, and releases oxygen at the same time. Make sure to label these things on the drawing as you go along so students can visualize this process.

Activity (30 minutes)

• Students will act out the process of photosynthesis

• Each student will have a part to play (CO2, O2, sunlight, chlorophyll, etc.)

• Badges will be drawn at random letting each student know what part he or she will play in the classroom play. 

• After this lesson, students do not have to know the whole process but should just be familiar with what is involved in photosynthesis and purpose of it.

Assessment

•   Students will complete a diagram of the process of photosynthesis.  This drawing will be evaluated using a teacher-created rubric.  The rubric will include whether or not the student completed the assignment, whether or not each component of photosynthesis is correctly drawn and labeled, etc.

Differentiation

• English Second Language:  Students will be provided with a buddy to work with and extra time.  Student will label only main parts of process using a photosynthesis poster with the various parts labeled for guidance. 

• Advanced Learners: The student will write a summary statement of the process of photosynthesis explaining its function. 

Resources

• http://gk-12.osu.edu/Lessons/02-03/Photosynthesis_Web.pdf#search='ways%20to%20introduce%20photosynthesis'

• http://www.teachersdomain.org/3-5/sci/life/oate/lp_plantfood/index.html

• Daniel, L, Hackett, J, Moyer, R., & Vasquez, J.  (2006).  New York:     MacMillan/McGraw-Hill Science.

Reflection:

This lesson went really well.  I felt that the students could have been more engaged than they were through another activity.  I felt that their minds were wondering and that there were too many behavior disruptions.  I felt that from looking at their assessments that they got the main concept of photosynthesis, especially the part about the energy coming form the sunlight.  I feel that this topic may be a little too involved and abstract for third grade and that his topic may be a little better suited for fourth grade than for third grade.  If I were to teach this to another third grade classroom, I would defiantly try another actively.  This would be an activity that would allow them to become more engaged in their learning.   

 The Life Cycle of a Plant

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