Sample Lesson
This is a read-only example. Create an account to generate your own lessons.The Magic of Photosynthesis
CCSS Aligned
Updated Sample lessonScience
Grade 5th
60 Mins
NGSS.5-LS1-1
NGSS.5-PS3-1
Learning Objectives
- •Students will explain the inputs and outputs of photosynthesis using scientific vocabulary.
- •Students will conduct an experiment demonstrating that plants produce oxygen during photosynthesis.
- •Students will construct a model showing energy transfer during photosynthesis.
The Hook: Whole Group
5 mins
Show a time-lapse video of a plant growing toward sunlight. Ask: "Why do you think the plant is moving toward the light? What would happen if we put this plant in a dark closet?" Record student predictions on the board. Introduce the driving question: "How do plants make their own food?"
Direct Instruction
15 mins
1. Step 1
Introduce photosynthesis vocabulary using the anchor chart: photosynthesis, chlorophyll, carbon dioxide, oxygen, glucose. Students create a vocabulary foldable in their science notebooks.2. Step 2
Use an interactive diagram to trace the photosynthesis process. Sunlight energy is captured by chlorophyll in leaves. Plants take in CO2 through stomata and water through roots. These combine to create glucose (food) and release oxygen. Use arrows to show energy flow.3. Step 3
Model the photosynthesis equation: 6CO2 + 6H2O + light energy → C6H12O6 + 6O2. Translate to words: "Six carbon dioxide plus six water plus light energy makes one glucose and six oxygen." Have students repeat and gesture for each component.Guided Practice
20 mins
Leaf Disc Experiment: In groups of 4, students will test whether leaves produce oxygen in light. 1) Cut leaf discs with a hole punch, 2) Remove air from discs using syringe and baking soda solution (discs sink), 3) Place cups under bright light vs. in dark, 4) Observe which discs float first (oxygen production makes them buoyant). Students record predictions, observations, and conclusions in lab notebooks.
Grouping: Small Groups
Check for Understanding:Visit each group during the experiment. Ask: "Why did you put one cup in the dark? What are you measuring? How will you know if photosynthesis happened?" Look for understanding that floating discs = oxygen production.
Independent Practice
15 mins
Create a photosynthesis model using provided materials (construction paper, arrows, labels). The model must show: 1) Inputs entering the plant, 2) Where photosynthesis occurs (chloroplast), 3) Outputs leaving the plant, 4) Energy transfer. Write a 3-sentence explanation on the back.
Success Criteria:
- Model includes all inputs (sunlight, water, CO2)
- Model shows outputs (glucose, oxygen)
- Chloroplast/leaf is identified as location
- Arrows show correct direction of flow
- Written explanation uses at least 3 vocabulary words
Closure
5 mins
Return to the driving question: "How do plants make their own food?" Students do a quick-write response (2-3 sentences). Then pair-share and discuss: "Why should humans care about photosynthesis?" Connect to oxygen production, food chains, and climate. Preview tomorrow: We'll explore what happens when plants can't photosynthesize.
Assessment
5 mins
Exit Ticket Prompt
“A student says, "Plants eat dirt to get their food." Do you agree or disagree? Explain your reasoning using what you learned about photosynthesis.”
“What would happen to oxygen levels if all plants on Earth stopped photosynthesizing? Why?”
Differentiation
ELL / ESL Supports
expanding
Sentence Frames
- “During photosynthesis, plants take in ___ and ___ to make ___.”
- “The leaf discs floated because ___.”
- “Photosynthesis is important because ___.”
Visual Supports
- -Labeled diagram of photosynthesis process
- -Word wall with pictures
- -Step-by-step experiment cards with images
Key Vocabulary
photosynthesis(fotosíntesis (Spanish))
The process plants use to make food from sunlight
chlorophyll(clorofila (Spanish))
The green substance in leaves that captures sunlight
oxygen(oxígeno (Spanish))
A gas that animals breathe and plants release
IEP / 504 Supports
Modifications
- -Provide pre-made model template with some labels filled in
- -Pair with supportive lab partner
Accommodations
- Assigned group role (materials manager) for active engagement
- Movement break built into experiment transitions
- Graphic organizer for note-taking during instruction
- Verbal instructions repeated and posted visually
Gifted / Advanced
both
Extension Activities
- -Research how different light wavelengths affect photosynthesis rate
- -Design an experiment to test if photosynthesis rate changes with CO2 levels
Challenge Questions
- “Why are most plants green? What would happen if chlorophyll absorbed green light instead?”
- “How might climate change affect global photosynthesis rates?”
Independent Study Option
Research paper on artificial photosynthesis and its potential for clean energy.
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