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Lesson Plan Design

Subject: Science

Grade: 5th

Candidates Name:

Jennifer Perlini

Site Supervisor:

Tamara Gilbert

Lesson Topic:

Photosynthesis
ID #

022801891

NU Supervisor: Bruce Lamm

Date: ________January 14, 2016_____________________________

1. Introduction: (Identify Grade Level K12 Academic Content Standard(s), rationale, focus learner,
create bridges from past learning, behavior expectations)
.
Science Standard
2. Plants and animals have structures for respiration,
digestion, waste disposal, and transport of materials. As a
basis for understanding this concept:
f. Students know plants use carbon dioxide (CO and energy
from sunlight to build molecules of sugar and release
oxygen.
Prior Knowledge
This is the start of a new chapter, however students have
been learning about plant structures and their functions for
the last two weeks. Students understand that plants need
certain nutrients, water, and food in order to survive.
Focus Learner/Behavior Expectations
Many students in this class are ELL students. I will
have visuals ready so that they are introduced to the
words.
Students will be expected to participate in
answering questions throughout the lesson. I will
remind students to raise their hand to answer, as
there are a few students that tend to blurt out
answers.

Rationale:
In order to meet the science standards,
students will need to engage and
participate in the lesson. In todays lesson,
students will have the opportunity to read
from the text, answer questions verbally as
well as in the workbook, and then put the
events of photosynthesis in order through
visuals.
Students have been learning about vascular
and nonvascular through the last few
weeks, they will now use the different facts
about plants and learn the process of
photosynthesis. They will take the
information about plant functions in order
to understand the process of
photosynthesis.
It will be important that all students are
participating in the discussion and
collaborating with their peers. The Comic
Strip will serve as a way for students to
visual the different events in
photosynthesis.

2. Learner Outcome(s)/Objective(s): (What will students learn from this lesson? How will you
measure mastery of the outcome?)
Students will be able to:
Describe the sequence of events that take place
during Photosynthesis.
Put the events in order and use visuals to represent
that event.
Understand what plants need and what they must rid
of in order to survive.

Rationale:
In order for students to understand the
sequence of events in photosynthesis,
students will use different resources. They
will read from their texts, answer questions
in their workbook, and then put the events
in order on their comic strip.

3. Pre-assessment Activity: (Determine students abilities to achieve the Learner Outcome and
prescribe instruction accordingly. Consider: linguistic background, academic language abilities,
content knowledge, cultural and health considerations, interests and aspirations, physical
development, social development, emotional development. )
1. Linguistic Background
Primary home language: 41% ELL with primary language
being Spanish and 3% primary language being Vietnamese.
2. Academic Language Abilities
Three students are classified as newcomers and receive
services throughout the week. Their different languages are:
Vietnamese and Spanish.
3. Content Knowledge
Students have been learning different ways to multiply a
whole number with a decimal. This knowledge will be put
into place during problem solving.
4. Cultural and Health Considerations
75%-Hispanic, 15.6%-Caucasian, 6.2%-African American
and 3.1% Asian. Known health consideration of glasses15.6%
5. Interests and Aspirations
Students enjoy using their Chrome Books and use games
such as Prodigy and Little Alchemy. These are used as a
motivation to participate and be engaged in the lessons.
6. Physical, Social, and Emotional Development
Students are very active and social. One student with
behavioral problems and is on a behavior contract.
7. Socioeconomic Considerations
70% of students are part of the Free and Reduced Lunch
Program.

Rationale:
It is important to understand the needs of
the different students within the classroom.
Many students are English Language
Learners and need the additional help in
understanding the word problems;
therefore visual charts and breakdowns
will be used.
The Chrome Books are a huge motivation
for students to stay on task. They are
offered as a reward when there is
additional time and they have been
engaged in the lesson. However, students
also know that if there is too much side
talk, then Chrome Books will stay locked
up.
There is one student that is currently on a
behavior contract. This is fairly new for
him, and much progress has not yet been
made. He is involved in discussions and
therefore, it is imperative that he has the
chance to share and be apart of the class.
Many students are offended by his
behavior, which has made it more difficult
for him on a daily basis. Keeping the
behaviors to a minimum and the
engagement high, he will be on task and
succeed in this lesson.

4. Differentiation, Adaptation & Accommodation Strategies: (Based on the pre-assessments, modify

Learning Activities based on learner characteristics to meet the needs of ELL & special needs
students, highly achieving students and low achieving students)
Modifications for English Language Learners
41% of students are English Language Learners. It will be
important to have visuals and redirections to where we are so
that they are on task. By using pictures and visuals, students
will have additional support in understanding the lesson.
Modifications for Behavioral Student
This student has many behaviors in class, however he likes
to volunteer and participate. It will be imperative that I allow
him to answer questions as well as read a section of the text
in order to keep the behaviors to a minimum.

Rationale:
With the high percentage of English
Language Learners, I decided that it would
be best for students to have visuals to
comprehend the sequence of events in
photosynthesis. They will also be able to
look at the screen and the whiteboard to
follow along with the lesson.
As stated above, this student has many
behavioral problems in the class and will
need to have the ability to participate in

discussion and reading.

Modifications for High Achieving Students
Students who are high achieving will work independently on
their Comic Strip. This allows them the opportunity to
challenge themselves and work at a higher level, while still
meeting the objective.
Modifications for Low Achieving Students
Low achieving students will receive more guidance during
independent task. These students will be able to work with
their peers as well as receive guided instruction from the
teacher.

The high achieving and low achieving

students will see their differentiation
during the independent time. Students
whom are high achieving will show that
they can put the events in order on their
own, without guided practice. The lowachieving students will receive extra
support from their peers and me as I walk
around the class, in order for them to
achieve the objective.

5. Resources: (Identify materials needed for this lesson accounting for varying degrees of skill level)
Students will need:
Science Book
Workbook
Pen or pencil
Comic Strip Page
Photosynthesis Events page
Scissors
Glue
Colored pencils, crayons, or markers
Teachers will need:
Science Book
Workbook
Whiteboard and markers

Rationale:
Students will need these materials in order
to better understand the concepts of
photosynthesis. They will use their science
textbooks in order to read the passage.
Next, they will work in their workbooks to
answer questions, in order to gain more
understanding of the passage. Last,
students will take all of that information
and sequence the events; they will cut them
out, glue them on their comic strip, and
then draw pictures to represent the steps.

6. Learning Activities: Explicit Teacher Instruction - (Explain, Model, Demonstrate, Check for
Understanding)
At the beginning of the lesson, I will begin by describing
what we will be doing. For instance, I will tell the students
that we are going to read the section on Photosynthesis,
answer questions in the workbook, and then work on
sequencing the events of photosynthesis. I will then tell
students to take out their Science Books and Workbooks and
open to page 206 in their science books.
Once all students have their books open, I will tell them that
I need four readers. I will then call on four students in the
order of the paragraphs. Those four students will read the
paragraphs on that page.
Check for Understanding:
After the reading is finished, I will ask a series of questions
in order to see how much the students followed along in the
reading and what knowledge they gained based on what they

Rationale:
It is important to inform the students of
what will be happening during the lesson.
Students will then read the text in order to
understand the basics of photosynthesis. I
will tell the students how many readers I
need and then I will choose four readers
once they begin to raise their hands. As this
is a common procedure, I try to pick
different students to read everyday.
As the students are reading, it is important
that students are following along, as they
will be answer questions verbally. During
this portion, there is normally quite a bit of
redirecting to where they can find the
answer. If the same students continue to

heard and read. I will review the images on these pages by

reading the text and then asking students questions based off
the picture and the text.

raise their hand, I will wait until other

students find the right place, or use the
cards to pick a name. In this portion of the
lesson it is imperative that students are
answering questions and showing that they
have an understanding of what they just
heard and read.

7. Learning Activities: Guided Practice/ Collaborative Practice (Check for understanding and
provide feedback and re-teaching)
Once students finish answering questions in their text, we
will turn to the workbook. Here we will answer questions on
page 82 and 83. These questions follow along with the
reading and are used for additional guidance and learning of
the concepts.
After they have finished all of the questions, we will turn
over to the Comic Strip. Each student will be given a comic
strip page and a description page. Students can work in their
table groups to put the events of photosynthesis in order.
There are seven different descriptions that need to be put in
the correct order. Students will cut them out and then glue
them in the correct box. Students may glue the words at the
bottom or top of the box, which ever they prefer.
Check for Understanding:
Before students glue the events in order, I will come around
and check to make sure that they are in the correct place. It is
imperative that students know the correct sequence of
photosynthesis and do not continue with the lesson if the
events are not in the correct place.

Rationale:
In order to follow the daily routines, we
will move to working in our workbooks.
There, students have between 8 and 10
questions to answer that follow along with
the reading. I will give students an
opportunity to answer the questions and
then we will review them as a class. There
are two pages in the workbook that
students will be answering questions so
they will answer one page, then review and
then the next page and review.
During this time, I will be walking around
the class to observe and redirect students.
This also gives the chance to see how well
students understand the lesson.
After they work in their workbooks, I will
pass out their description of events and
their comic strip. They will work in their
table groups to put the events in order.
Each person at the table will be filling out
their own comic strip. They can discuss
with their group the order in which the
events go.
Before students can glue their events
down, I will check to make sure that they
have the events in order. It is important that
students have the events in the correct
order before starting to draw their pictures.

8. Independent Practice: (Provide practice that supports the learning outcome. Note: Independent
activities are assigned assuming that students understand the concept well enough to work on their
own.)
Once students have their events in the correct order, they will
work independently on drawing pictures to represent each
event. Students need to have a picture in each box with

Rationale:
Since students are working on their comic
strip, they need to draw their pictures on

labels.
Check for Understanding:
In order to see how students understand the lesson, I will be
walking around the room observing their work.

their own. It is okay if they discuss with

their table group about a picture, however
students need to be able to label their
picture.
I will be observing as students are working
on their comic strip. I want students to be
creative with their pictures and show that
they understand the events that happen
during photosynthesis.

9. Assessment and Evaluation: (Describe how you will assess and/or evaluate the students learning.
Describe differentiating assessment strategies you will use for ELL, special needs students, highly
achieving students and low achieving students.)
I will evaluate student learning by collecting the comic strips
that they have worked on in class. This may be at the end of
the day or the following day depending on how long it takes
them to create their comic strip.

Rationale:
I will be able to see how students
understood the lesson and concepts of
photosynthesis by collecting their comic
strips. By reviewing them, I will be able to
see if they understood the sequence as well
as the different things that are happening
during each event.

10. Closure: (Describe how students will reflect on what they have learned.)
At the end of the lesson, whether it is the end of the day or
the following day when the comic strips are collected, I will
review the sequence of events that happen during
photosynthesis with the students. I will ask them why these
steps are important and what the purpose is.

Rationale:
It will be important to have students follow
up on the lesson that they learned. We will
discuss the different events as well as their
purpose in photosynthesis. I will also give
students the opportunity to share their
comic strip with their classmates.

Revised: 10/23/2008
Note: An electronic copy of the Lesson Plan Design may be found on the Nu-Fast website:
http://www.nu-fast.com . Links: Fileshare - SOE TED TED 629 Student/Faculty