Lesson Plan Template

(Stages adapted from the UBD model by McTighe and Wiggins)

Teacher: Ms. Hofecker

Date(s): May 26 May 29, 2015

Time: M,T,W,Th, & F: 1:00 2:20

Grade Level or Course: 4th Grade Science

Content or Unit: Living Systems

STAGE 1: Desired Results ~ What will students be learning?

SOL 4.4 The student will investigate and understand basic

plant anatomy and life processes. Key concepts include c)
photosynthesis; and d) adaptations allow plants to satisfy
life needs and respond to the environment.

SOL/Learning
Objective

Cognitive Levels
Analyze Explain the process of photosynthesis.
Apply Sketch a diagram explaining photosynthesis.
Analyze Adaptations of plants particularly carnivorous plants.
Student Friendly SOL Statement
SOL 4.4c I can explain the process of photosynthesis.
SOL4.4d I can identify adaptations in plants and explain how
they meet life needs.
Learning Objective (behavior, conditions and criteria)
The students will explain photosynthesis.
The student will also identify adaptations of plants and explain
how they meet life needs. .
Essential Question (Big Ideas)
What is photosynthesis and why is it important?
How do plants adapt to like needs?

Essential Questions &

Understandings/Big
Ideas

Essential Knowledge, Skills and Processes (from Curriculum

Framework)
explain the process of photosynthesis, using the

Key Vocabulary

following terminology: sunlight, chlorophyll, water,

carbon dioxide, oxygen, and sugar.
explain the role of adaptations of common plants to
include dormancy, response to light, and response to
moisture.

Photosynthesis, sunlight, chlorophyll, water, carbon dioxide,

oxygen, sugar, dormancy, response to light and response to
moisture

STAGE 2: Assessment Evidence ~ What is evidence of mastery?

Teacher observation of students engaged in cooperative learning
explorations
Assessment Part 1
Illustrations of structural adaptations.
Science notebooks

Richmond Public Schools 2014-15

Explanations version

Lesson Plan Template

(Stages adapted from the UBD model by McTighe and Wiggins)

Possible
misconceptions or
Students may confuse the input and output of photosynthesis.
learning gaps
STAGE 3: Learning Plan ~ What are the strategies and activities you plan to use?
Day 1- Show video from www.brainpop.com Plant Growth
Snapshot / Warm-up
Day 2- Show video from www.flocabulary.com Seed Plants
Activity
Day 3- Show video from www.flocabulary.com Pollination
Day 4- Show video from www.brainpop.com Carnivorous Plants
Cooperative Groups to do observations and experiments
Instructional
Using videos to increase student interest in the subject
Strategies
Hands on materials to increase student interest and
understanding
Day 1 Show the video Plant Growth and stop to discuss

Teaching and Learning

Activities

each part. Students should draw and take notes in their

science notebook.
Day 2 Show the video Seed Plants and stop to discuss
each part. Students should draw and take notes in their
science notebook.
Day 3 Show the video Pollination and stop to discuss each
part. Students should draw and take notes in their science
notebook.
Day 4 Show the video Carnivorous Plants and stop to discuss
each part. Students should draw and take notes in their
science notebook.
SOL 4.1 - If possible this week, plan and execute a science
experiment using plants. Possible ideas: 1) Place pieces of
tape on leaves and see if photosynthesis still takes place
there after 2- 3 weeks. 2) Have two of the same plants and
give water to one and orange juice to the other for two
weeks and measure the resulting growth. 3) Have two of
the same plants and repot one in sand rather than soil and
see how it grows after 2 3 weeks. (If you need resources
just ask I will bring them in.)

Differentiation
Students will be
working in small
groups to investigate
reducing, reusing and
recycling and making
posters.

Higher Level
Thinking
Select
students will
be
participating in
science fair
projects with
Mrs. Leahy
and myself.

Richmond Public Schools 2014-15

Technology Use
Use of
www.brainpop.com
www.flocabulary.com
videos to spark
interest.
Use of GIZMOS on
www.explorelearning.
com
to investigate
electricity.
Circuit Builder or Fan
Carts to investigate
energy. (Review

Connections to other
subject areas and/or
authentic applications
Scientific method is
used in many daily
observations and
experiments.

Explanations version

Lesson Plan Template

(Stages adapted from the UBD model by McTighe and Wiggins)

Subjects)

Day 1 Ask several questions about behavioral and structural

adaptations.
Checking for
Day 2 - Ask several questions about series and parallel circuits.
Understanding
Day 3 - Ask several questions about energy.
Day 4 Ask several questions about food chains and webs.
STAGE 4: Closure ~ What did the students master & what are they missing?
Day 1 - Have two students explain behavioral and structural
Lesson Closure &
adaptations.
Student Summarizing
Day 2- Have two students talk about electricity.
of their Learning
Day 3- Have two students explain energy.
Day 4- Have two students explain food chains and food webs.
Assessment Part 2

Assessment on SOL 4.4 a&b Plant Life and Reproduction

Science notebooks students will keep an accurate record of the
observations and experiments they have done this week.

Teacher Reflection / Effectiveness of Learning

Teacher will reflect on the student learning and use assessment data to determine if
students have mastered the material. Teacher will also consider how to make the lesson
better and what strategies to use for students who are struggling.

Richmond Public Schools 2014-15

Explanations version

Lesson Plan Template

Richmond Public Schools 2014-15

(Stages adapted from the UBD model by McTighe and Wiggins)

Explanations version