What is Photosynthesis? Adapted from “C-E-L-L-O”

[Pages:10]What is Photosynthesis? Adapted from "C-E-L-L-O"

AK Standard: Science A3, B2, B3

Goal:

Students will create model cell bodies to explore cellular structure and function.

Topic:

Life Science

Methodology: Discussion

Possible Misconceptions or Na?ve Ideas:

Plants pull "food" up through their roots.

Energy is linked to movement, so the absence of activity indicates the absence of energy.

Plants do not require energy.

Focus Question or Problem:

How do plants use energy?

Objective(s): Students will explore cellular structure and function. Students will understand that plants convert solar energy to cellulose.

Materials:

"Photosynthesis Song" by Peter Weatherall, video playback device, cellular illustrations, packaged gelatin, hot and cold water, wooden spoons, measuring cups, cut-up fruits, plastic knives or safety scissors, waxed paper or plastic cups.

Activities:

Ask students: Why do trees have leaves? What do leaves do for plants? Discuss student ideas, guiding discussion toward idea that plants use leaves to "make food," using solar energy, and that this food helps them grow.

Ask if any students can explain how the plants use solar energy to create "food" to fuel growth. Discuss answers. Ask what students can think of that all plants can do; guide discussion toward answer of "photosynthesis;" play "Photosynthesis Song."

Ask students what they think "cellulose" means. Discuss. Ask students to think about celery: what are its properties? Talk about the cellulose in celery and the importance of the cell wall in plant cells.

Discuss what students know about cellular structures, making note of any misconceptions raised. Discuss cellular illustrations and notable cellular structures and their functions within the cell.

Ask students to work in teams to make gelatin according to package instructions with adult supervision. Instruct students to use fruit pieces to construct a model cell using the gelatin to represent the cellular membrane and intercellular fluid. Allow students to reshape fruit pieces to better resemble their ideas about what cellular structures actually look like.

Accommodations for special learners:

Students will participate in whole-group discussion. Students will work cooperatively to complete exploration. Students will offer and defend ideas.

Attention to multicultural concerns:

No special accommodations will be provided.

Student Assessment

Students will participate in discussion portion of lesson. Students will work cooperatively to complete exploration. Students will offer and defend ideas.

Closure

Encourage students to discuss the process with their partners and to present their final "cells" to the class. Close with a disucssion of the process and a endosymbiosis party, wherein the cells are consumed by a larger "cell" (i.e., the student).

References:

Black, D.R., Grossman, M.C., Shapiro, I.I., and Ward, R.B. (2001). Exploring energy: Waterwheels, windmills, and sunlight teacher manual. Charlesbridge: Watertown, MA.

Goldfein, W. (2010). C-E-L-L-O. In Discovery education. Retrieved from

McREL. (2010). Pineapple JELL-O? In Mid-continent research for education and learning. Retrieved from

ENDOSYMBIOSIS

DO NOT EAT ORGANELLES

Plant Cell Anatomy

The cell is the basic unit of life. Plant cells (unlike animal cells) are surrounded by a thick, rigid cell wall.

Evaluation Results

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Evaluation Results

Author: Cindy Fitch Date Evaluated: 05/02/2010 08:06:47 PM (ADT)

DRF template: Elementary Distance Credential/MAT Program: Distance Elementary Graduate Certificate/MAT

Evaluation Method: Using Form

Evaluation Summary for Lesson Observation Forms: Lesson Observation Form ED 617-3

Final Score: Meets Requirement

Detailed Results (Form used: Lesson Observation Form)

Response is required

Teacher Candidate Name Cindy Fitch

School Creekside Elementary School

Students

Grade Level

4th and 5th Grade

Number of Students

23

Lesson Observed

Lesson Topic

Science - Photosynthesis

Summary of Lesson

Students explore photosynthesis and cellular structures in a guided exploration.

Content/Subject Area Science

Lesson Observation

Please use this form to observe and give feedback to the teacher candidate. This is a formative assessment, and scoring is used only for feedback and to encourage improvement

Response Legend: 1 = In progress; needs development 2 = Meets expectations for a beginning teacher

3 = Exceeds expectations for a beginning teacher; professional

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Evaluation Results

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The lesson plan was complete

1 2 3 N/A

The teacher candidate was prepared

The teacher candidate communicates effectively

The lesson was developmentally appropriate

Activities were differentiated for individuals and groups

Content knowledge was accurate and current

The teacher candidate demonstrated understanding of the context of the lesson in the curriculum

The students were interested and engaged in active learning The teacher candidate focused on student learning

1 2 3 N/A

Assessment was appropriate for the learning objectives

The lesson promoted higher order thinking, problem solving, and/or creativity

Classroom management promoted student engagement

The students met the learning objectives

The teacher candidate reflected on student learning, lesson design and other issues

Lesson planning and preparation

Please describe observations of the lesson planning: knowledge of content, structure of lesson, materials, preparation, etc

Observations: Lesson Design

The lesson provided a good introduction and whole class discussion.

Interpretation and suggestions

The lesson was interesting and captured the student's attention. They were quickly engaged and participating well.

Instruction; how the lesson went

Please take notes on what happened during the lesson: communication, questions and discussion, feedback, flexibility and responsiveness, etc.

Observations: Instruction

Ms. Fitch introduced the lesson with questions and then had the students respond. The students then watched a video that explained photosynthesis. The students then were given instruction on how to create their own plant cell with jello and assorted items to represent the plant organelles.

Interpretation and suggestions

As this was an isolated lesson, many students did not have the prior knowledge established to really participate in an informative discussion. There was a sign created for one of the words used to describe photosynthesis, but a word list for the students posted on the board would have been helpful as the insides of a plant cell was discussed. This could have easily been 3-4 lessons to ensure understanding. A crossword puzzle with definitions would have been useful. A copy of the word of the song and then time to let the students sing it. Also, the students could have worked in groups to act out the song, or drawn their own pictures to go with it.

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Evaluation Results

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Classroom Management

Please observe the behavior and engagement of the students, noting in particular what the teacher candidate might not be aware of.

Observations: Management

Students were listening to begin with. As bigger words they didn't know or understand were used and introduced, they started to lose their focus. Students liked the video and song. Sudents were extremely excited about the jello project. Their excitement was almost overwheming as their began thier project. Some took their time and others hurried through it to get to the eating part.

Interpretation and Suggestions

Check for student understanding throughout the lesson. Let the sudents guide how quickly things are introduced. I know this lesson was on time contraints - but when you are in your own classroom you will be able to adjust more. The main part of the lesson would be a great culminating activity for a unit of plants. The preparation was amazing-well done, Ms Fitch. It was evident you had worked and organized for many hours to prepare this lesson.

Reflection

Notes on reflection after the lesson, for example: How did the lesson go?

Did the students meet the objective? How do you know?

W ere there any unexpected events? How did you respond?

Comment on one student who did particularly well and one who did not meet your expectations. W hy did this happen? W hat can you do to follow up with the student who did not do well?

Are there any changes you would make in this lesson if you could do it again? W hy?

No answer specified

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