ALEX Resources

   View Standards     Standard(s): [SC2015] (5) 9 :

9 ) Construct an illustration to explain how plants use light energy to convert carbon dioxide and water into a storable fuel, carbohydrates, and a waste product, oxygen, during the process of photosynthesis.

[ELA2015] (5) 23 :

23 ) Write informative or explanatory texts to examine a topic and convey ideas and information clearly. [W.5.2]

a. Introduce a topic clearly, provide a general observation and focus, and group related information logically; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension. [W.5.2a]

b. Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic. [W.5.2b]

c. Link ideas within and across categories of information using words, phrases, and clauses (e.g., in contrast, especially). [W.5.2c]

d. Use precise language and domain-specific vocabulary to inform about or explain the topic. [W.5.2d]

e. Provide a concluding statement or section related to the information or explanation presented. [W.5.2e]

[ELA2015] (5) 38 :

38 ) Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking. [L.5.1]

a. Explain the function of conjunctions, prepositions, and interjections in general and their function in particular sentences. [L.5.1a]

b. Form and use the perfect (e.g., I had walked; I have walked; I will have walked) verb tenses. [L.5.1b]

c. Use verb tense to convey various times, sequences, states, and conditions. [L.5.1c]

d. Recognize and correct inappropriate shifts in verb tense.* [L.5.1d]

e. Use correlative conjunctions (e.g., either/or, neither/nor). [L.5.1e]

[ELA2015] (5) 39 :

39 ) Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing. [L.5.2]

a. Use punctuation to separate items in a series.* [L.5.2a]

b. Use a comma to separate an introductory element from the rest of the sentence. [L.5.2b]

c. Use a comma to set off the words yes and no (e.g., Yes, thank you), to set off a tag question from the rest of the sentence (e.g., It's true, isn't it'), and to indicate direct address (e.g., Is that you, Steve'). [L.5.2c]

d. Use underlining, quotation marks, or italics to indicate titles of works. [L.5.2d]

e. Spell grade-appropriate words correctly, consulting references as needed. [L.5.2e]

This lesson will utilize the talking drawings strategy, in which students will begin the lesson by drawing a picture of a plant to illustrate how they think plants make their own food. Then, the teacher will introduce the process of photosynthesis using an interactive presentation to explain photosynthesis in a pictorial format. As the teacher describes the process, the students will create a scientifically accurate drawing of a plant engaging in photosynthesis. Lastly, students will create a writing piece that will describe the process of photosynthesis and construct a scientifically accurate illustration of the process of photosynthesis.

This lesson results from the ALEX Resource Gap Project.

   View Standards     Standard(s): [SC2015] (5) 9 :

9 ) Construct an illustration to explain how plants use light energy to convert carbon dioxide and water into a storable fuel, carbohydrates, and a waste product, oxygen, during the process of photosynthesis.

In this lesson, students investigate photosynthesis through hands-on experiments, videos, and discussion of text. They work in small groups with picture cards to create a chart showing how plants transform carbon dioxide, water, and light energy into carbohydrates and oxygen. After working collaboratively, students will create their own diagrams of photosynthesis. Because plant observations must occur over time, this lesson will take several days to complete.

This lesson results from a collaboration between the Alabama State Department of Education and ASTA.

   View Standards     Standard(s): [SC2015] (5) 9 :

9 ) Construct an illustration to explain how plants use light energy to convert carbon dioxide and water into a storable fuel, carbohydrates, and a waste product, oxygen, during the process of photosynthesis.

[SC2015] (3) 6 :

6 ) Create representations to explain the unique and diverse life cycles of organisms other than humans (e.g., flowering plants, frogs, butterflies), including commonalities such as birth, growth, reproduction, and death.

This video illustrates the plant life cycle, while introducing the key topics of seed germination and photosynthesis.

   View Standards     Standard(s): [SC2015] (4) 9 :

9 ) Examine evidence to support an argument that the internal and external structures of plants (e.g., thorns, leaves, stems, roots, colored petals, xylem, phloem) and animals (e.g., heart, stomach, lung, brain, skin) function to support survival, growth, behavior, and reproduction.

[SC2015] (5) 9 :

9 ) Construct an illustration to explain how plants use light energy to convert carbon dioxide and water into a storable fuel, carbohydrates, and a waste product, oxygen, during the process of photosynthesis.

[DLIT] (4) 6 :

R6) Produce, review, and revise authentic artifacts that include multimedia using appropriate digital tools.

[DLIT] (4) 18 :

12) Use basic features of digital tools to communicate key ideas and details in a way that informs and/or persuades.

[DLIT] (5) 6 :

R6) Produce, review, and revise authentic artifacts that include multimedia using appropriate digital tools.

[DLIT] (5) 22 :

16) Use advanced features of digital tools and media-rich resources to communicate key ideas and details in a way that informs, persuades, and/or entertains.

[DLIT] (5) 23 :

17) Publish organized information in different ways to make it more useful or relevant.

Examples: Infographic, student created website.

   View Standards     Standard(s): [SC2015] (5) 9 :

9 ) Construct an illustration to explain how plants use light energy to convert carbon dioxide and water into a storable fuel, carbohydrates, and a waste product, oxygen, during the process of photosynthesis.

The Study Jams Slide Show has auto-timed advancing slides that show actual photographs of the different parts of plant cells. Key vocabulary is listed on the title page. It provides an introduction to plant cells.

   View Standards     Standard(s): [SC2015] (5) 9 :

9 ) Construct an illustration to explain how plants use light energy to convert carbon dioxide and water into a storable fuel, carbohydrates, and a waste product, oxygen, during the process of photosynthesis.

In this lesson, students learn that plants make their own food by converting light energy into sugar (stored energy), which the plants then use to carry out their life processes. Students watch a video and do a Web activity to help them construct an understanding of photosynthesis.

   View Standards     Standard(s): [SC2015] (5) 9 :

9 ) Construct an illustration to explain how plants use light energy to convert carbon dioxide and water into a storable fuel, carbohydrates, and a waste product, oxygen, during the process of photosynthesis.

The classroom resource provides a video that will describe the process of photosynthesis. In addition, there is a sing-along video that students can perform karaoke-style that will help them remember the steps of this process. After utilizing these two resources, the students can complete the short test to assess their understanding.

   View Standards     Standard(s): [SC2015] (5) 8 :

8 ) Defend the position that plants obtain materials needed for growth primarily from air and water.

[SC2015] (5) 9 :

9 ) Construct an illustration to explain how plants use light energy to convert carbon dioxide and water into a storable fuel, carbohydrates, and a waste product, oxygen, during the process of photosynthesis.

This lesson uses the book Ocean Sunlight: How Tiny Plants Feed the Seas to teach students about photosynthesis and its importance of providing food for ocean marine life as well as the oxygen needed to sustain life on Earth and in the ocean. Students will learn how photosynthesis is crucial for ocean life and how creatures that live deep in the sea depend on sunlight to live, even though they live in dark waters and never benefit from the sun directly.

   View Standards     Standard(s): [SC2015] (5) 8 :

8 ) Defend the position that plants obtain materials needed for growth primarily from air and water.

[SC2015] (5) 9 :

9 ) Construct an illustration to explain how plants use light energy to convert carbon dioxide and water into a storable fuel, carbohydrates, and a waste product, oxygen, during the process of photosynthesis.

This lesson uses the book Living Sunlight: How Plants Bring the Earth to Life to teach students the basics of photosynthesis and the role the sun plays in keeping plant and animal life alive and thriving on Earth.

   View Standards     Standard(s): [SC2015] (5) 9 :

9 ) Construct an illustration to explain how plants use light energy to convert carbon dioxide and water into a storable fuel, carbohydrates, and a waste product, oxygen, during the process of photosynthesis.

This lesson focuses on the food chain by helping students understand that almost all kinds of animals’ food can be traced back to plants and that the sun is the ultimate source of energy needed for all organisms to stay alive and grow. This is the first lesson in a series of two lessons on food chains and food webs. The second lesson in this series is Cycle of Life: Food Webs (http://sciencenetlinks.com/lessons/cycle-of-life-2-food-webs/).