Unit Lesson Plan – Atomic Structure



Unit Lesson Plan – Energy in OrganismsTeacher:Time Frame: 13 daysGrade:5School:Subject:ScienceNGSS DCIPS3.D: Energy in Chemical Processes and Everyday LifeLS2.C: Organization for Matter and energy Flow in OrganismsThe energy released [from] food was once energy from the sun that was captured by plants in the chemical process that forms plant matter (from air and water). (5-PS3-1)Food provides animals with the materials they need for body repair and growth and the energy they need to maintain body warmth and for motion. (secondary to 5-PS3-1)Plants acquire their material for growth chiefly from air and water. (5-LS1-1) Objective:5-PS3-1Use models to describe that energy in animals’ food (used for body repair, growth, motion, and to maintain body warmth) was once energy from the sun. [Clarification Statement: Examples of models could include diagrams, and flow charts.]Instructional Objective:5-LS1-1Support an argument that plants get the materials they need for growth chiefly from air and water. [Clarification Statement: Emphasis is on the idea that plant matter comes mostly from air and water, not from the soil.]Essential Questions(What questions will the student be able to answer as a result of the instruction?)What is the flow of energy?What does the sun contribute to the energy cycle?How is the sun’s energy made usable? Where do plants get the materials they need for growth and development?What is photosynthesis?What happens to food once it is consumed?Where did the energy in food come from?How do animals use the energy they get from food?Knowledge & Skills(What skills are needed to achieve the desired results?)By the end of this unit, students will know:The sun is the primary source of energy for both plants and animals.Plants get the materials they need for growth from the air and waterFood that animals consume provides energy for body growth, body repair, motion, and warmth.The process of photosynthesis is a chemical process that converts the energy of the sun into food for plants and animals. By the end of this unit, students will be able to:Describe/chart the flow of energy from the sun, through plants, and animals.Explain that without the sun’s energy animal growth, and body repair would not be possible.Identify the properties of the sun and how they affect both plants and animals.Explain how plants convert energy from the sun into food for plants and animals. Assessment(What is acceptable evidence to show desired results (rubrics, exam, etc.)? Attach CopyDuring the Smart Notebook lesson designed to introduce concepts, students will be continually questioned on these concepts using a combination of class work/homework questions and the SMART Response system. Classwork and Homework questions will be discussed as a class.Lab activity 1: Examining Plant GrowthQuiz 1: Energy use in AnimalsLab activity 2:Pigments in Plants Quiz 2: Energy in PlantsLab Activity 3: Photosynthesis & Cellular RespirationQuiz 3: Energy FlowUnit Test: Energy in Organisms(What is the sequence of activities, learning experiences, etc, that will lead to desired results (the plan)?DayTopicClassworkHomework1Energy Use in AnimalsSlides 1-6; Lab 12 & 3Energy Use in AnimalsSlides 7-30; Questions 1 – 5 Questions 6-104 & 5Energy Use in PlantsQuiz 1Slides 31-45; Questions 11 - 17; Questions 18-216Energy Use in PlantsLab 2Slide 46Complete Lab 2 questions7 & 8Energy Flow Quiz 2Slides 47-51; Questions 22-24; Questions 25-279Energy FlowSlide 52; Lab 3 Part 1 Quiz 3: 10Energy FlowLab 3 Part 2; lab questionsComplete Lab questions11Lab 1Complete Lab 1;Study GuideComplete Lab 1; Study Guide12Unit Test ReviewReview Study Guide AnswersStudy for Test13Unit Test*While there are many slides for each topic, several slides within the notebook are hidden and won’t be used during instructional time.**HW Problems are currently not scaffolded from least to most difficult, but are instead listed in order of topic. Teacher should pay special attention at the end of each class period when assigning HW so that only problems related to the topic that was taught are being assigned.***Pacing guide is based on 40minute class periods, you may need to adjust based on your school’s schedule. ................
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