Download SCUSD 5E Lesson Plan Template (5 minutes) P henomenon

SCUSD 5E Lesson Plan Template
Lesson Series Title: ​How do Organisms Recycle what they Take from their
Environments?
Unit: Cycling of Matter and FLow of
Energy
Teacher: ​K Butterfield
Subject/Grade Level: 7
Number of Days: 5
Content Standards and Understandings (NGSS/CCSS):
MS-LS1-6.​ Construct a ​scientific explanation​ based on evidence for the role of photosynthesis in the cycling of
matter and flow of energy into and out of organisms.
Organization for Matter and Energy Flow in Organisms ​Plants, algae and many microorganisms use light energy to make sugars from
carbon dioxide and water through the process of photosynthesis, which releases oxygen. These sugars can be used immediately or stored for
growth or later use.
Energy in Chemical Processes and Everyday Life
The chemical reaction by which plants produce complex food molecules (sugars) requires an energy input (i.e., from sunlight) to occur. In this
reaction, carbon dioxide and water combine to form carbon-based organic molecules and release oxygen
MS-LS1-7​. Develop a ​model​ to describe how food is rearranged through chemical reactions forming new molecules
that support growth and/or release energy as this matter moves through an organism.
Energy in Chemical Processes and Everyday Life
Cellular respiration in plants and animals involve chemical reactions with oxygen that release stored energy. In these processes, complex
molecules containing carbon react with oxygen to produce carbon dioxide and other materials
Organization for Matter and Energy Flow in Organisms​ Within individual organisms, food moves through a series of chemical
reactions in which it is broken down and rearranged to form new molecules, to support growth, or to release energy
Driving Questions:
How do plants get the energy they need to live?
Differentiation strategies to meet diverse learner needs:
Partner share; video clip with reading; scaffolded activity; individual instruction; teamwork; repeated tasks; verbal, visual,
written, manipulative activities
ENGAGEMENT
● Describe how the teacher will capture students’ interest.
● What kind of questions should the students ask themselves after the engagement?
Fat Tiger Phenomenon
​(5 minutes) P​henomenon​ Balance with 1T/10R/100G on one side and 1 fat T on the other. I Notice/I
Wonder. On own then with elbow partners. Share out what partner said
What do you think we will be learning about next? What is this picture showing? Conservation of matter? We have
been focusing on the flow of energy through the system. We will now be looking at how energy flows through the
parts of the system, starting with plants.
(10)Warm Up- What do you know about how plants get the energy they need to live? Be as specific as
you can. Pictures could help. After about 2-3 minutes ask if there is a certain term that they have used
(photosynthesis).
EXPLORATION
● Describe what hands-on/minds-on activities students will be doing.
● List “big idea” conceptual questions the teacher will use to encourage and/or focus students’ exploration
Making a glucose molecule
Plants need energy ​Activity from Academy of Sciences:​ (Plan for 2-3 hours of prep before exploration)
(15)WU and set up​ ​of activity- Elbow partners. ​Where does CO2 enter the leaf? The classroom represents a leaf and
each table represents a cell in the leaf.
This lesson will help us understand how both matter and energy move through organisms.
Each group (a leaf cell) starts with an empty sugar frame of 24 egg holes. ​What do you notice about the egg carton?
24. 6C 12H 6O. Write formula on the board for glucose. Show a picture/model of glucose.
We will get carbon from CO2 from the air (hold up an egg carton of CO2 outside of the classroom door- draw the
molecule on the board).
Hydrogen and Oxygen comes from water (hold up egg carton of H2O by the sink- draw the molecule on the board).
Energy tokens sprinkled on the table (folded into a rectangle- sun energy; triangle- chemical energy- we originally
called this food energy) - sugar molecules store energy. ​Where does the energy come from? It needs to be packed
under each atom of the sugar molecule. Show them how to ‘convert’ from sun to chemical energy
You may get one thing at a time- except for energy. Determine how much energy you will need to convert the
molecule you have and get that much. Everything must be used before you can get anything else. Left over Oxygen
molecules need to be released from the leaf to the outside into molecule egg cartons.
T sprinkles energy packets from the sun all over the floor. There needs to be at least 24 per group(x9 = 226).
Potential roles: A’s - Get CO​2;​ B’s - get H​2O;
C’s - Get energy packets; D’s - return O​2.​
​
(20) Build a sugar molecule. (more time if not TH) ​Keep track of how many CO2 and H2O you use and how
many O2 you create.
(5) Reset materials for next class. 6th period leaves glucose and O​2​ intact. Double check your tally marks
for each molecule that you took apart and made.
EXPLANATION
● Student explanations should precede introduction of terms or explanations by the teacher. What questions or
techniques will the teacher use to help students connect their exploration to the concept under examination?
● List higher order
​
thinking questions which teachers will use to solicit ​student explanations and help them to justify
their explanations.
Writing the formula
​(5) See if you can write the chemical formula for photosynthesis based on your data! Provide skeleton of
formula _______ + _________ → _________ + ______
(5) This is a model- analyze it. (Purpose-Effectiveness- Limitations) If time, write it; if not, talk.
HW​ and/or Extension questions
How energy has changed
​(5) Debrief (as needed), make sure to include: what is the purpose of photosynthesis? NOT to ​make
energy, to make GLUCOSE that holds the converted light energy.
(15) With your team, describe in detail each step that the cell needed to take in order to create the sugar
molecule. Include what molecule it needed; where it came from; what was left over. How has the air changed
outside of our leaf?
(10) On back: pop quiz: What were the ingredients, or reactants for photosynthesis? What are the
products from photosynthesis? What is the purpose of photosynthesis?
(5) Where is the energy and what is it doing? It is holding the glucose together. Can the plant cells use the
energy if it is being stored? How can the plant cell access that energy? Students write what they think they need to
do to access that energy.
.​Leaf Anatomy
​(25) T passes out ​reading​ and ​plant anatomy page.​ As students read they identify the part on the page
and record the function. They also need to neatly color code the parts they have defined. We will only be completing
the part about leaves now and return to this page again later. Do the first two together. T roams and redirects.
ELABORATION
● Describe how students will develop a more sophisticated understanding of the concept.
● What vocabulary will be introduced and how will it connect to students’ observations?
● How is this knowledge applied in our daily lives?
Releasing.converting the energy from glucose
(​ 10) Start with a complete sugar molecule. Energy packets are folded in half into triangles that represent
ATP- the energy that the plant can use. Students try to create the H2O and CO2 that is released when sugar
molecules are broken apart. What do they notice? They need more oxygen. Have them retrieve O2 that is scattered
around the room. For the sake of time, don’t have them release the water and CO2, just have them make the
molecules. Then resetting is easier.
(2)Where does the oxygen come from? The air. What do you call it when we take in oxygen? What does
this tell you about plants? They breathe oxygen too!
(2) Write formula for this process.
(15)Draw and label a picture that include both processes that the plant uses to get the energy it need to
live
EVALUATION
● How will students demonstrate that they have achieved the lesson objective?
● This should be embedded throughout the lesson as well as at the end of the lesson
How does the plant get the energy it needs to live?
​(15)How do plants get the energy they need to live? Light energy > chemical energy> ATP energy. First…
Then… Finally… Students write the three sentences on an exit ticket.
Extension: How do animals get the energy they need to live?
​(10) We’ve been focusing on plants. How do plants get their energy? Photosynthesis → glucose → ATP or
light energy → chemical energy → ATP. Sooooo...what about animals? WU: How do animals get the energy they
need? --jot dots, summary about what they already know.
Debrief: They cannot create sugar molecules. How do they get the energy they need to live? Eating. What do animals
eat? Plants or something that eats plants. SO they get sugar too?! What do we call that? Cellular respiration. How do
animals get the oxygen? Breathe.
(5) Two “respirations” CR and R. Contrast respiration and CR together. Draw on board. T chart --copy in
INB. Respiration: all about gas exchange: humans--in oxygen and out carbon dioxide, plants too! Cellular Respiration:
getting energy (ATP) from glucose.
(10) Compare and contrast CR in plants and in animals. What is the difference? What is the same? 3
Column t-chart → venn diagram. Partner discuss, share with team, share out. T-chart with partner and group, when
sharing out, create a Venn Diagram. Plants: make glucose, glucose → ATP, get 6O2 from stoma from outside, make
6H2O and 6CO2. Animals: eat glucose, glucose → ATP, to do this, get 6O2 from lungs, make 6CO2 to leave through
lungs and 6H2O. Both: glucose → ATP, reactants and products same.
Assessment
Revisit the flow of energy and cycling of matter. Students choose three organisms (producer, herbivore, carnivore)
and show how energy and matter flows and cycles.
Materials Required for This Lesson/Activity
Quantity
Description
Empty egg cartons- per table 1 18-hole
+ + 6 more for glucose, 6-3hole for
carbon dioxide, 6 3 hole (L) for water, 6
two hole for oxygen.
Potential Supplier (item #)
Students, teachers,...
Estimated Price
Ping pong balls- per table 36
Sharpies- blue, red, green
Paper for energy packets
Fat tiger pictures per table
TIme to prepare all the materials!
2 gross
Less than $20