5th/6th Grade
Writing for Understanding Strand 4
Cells/Photosynthesis
CELLS
Central Ideas
- Content: Cells, which are the basic units of structure and function in organisms, have the same survival needs as the organism.
- Reading: Students identify main ideas, relevant facts and details in text.
- Writing: In an organized piece, students include relevant facts and details to support a thesis.
Q: How do the survival needs of cells compare to the survival needs of organisms?
A: Cells have the same needs for survival as the organism they’re a part of, though they meet those needs in different ways.
Blue: How peregrine falcons meet the four needs for survival
Yellow: How cells meet the four needs for survival
Building Content Knowledge
Vocabulary - Cell, tissue, organ, system, membrane, wall, nutrients, waste, reproduce, molecules, cytosol/cytoplasm, nucleus, mitosis/meiosis, microscopic
Guided reading - cell articles, peregrine falcon articles and videos
Paraphrasing, summarizing - cell articles, peregrine falcon articles and videos
Smartboard activities to enhance vocabulary exposure
I have/who has activity to enhance vocabulary exposure
Examining/drawing cells via microscopes
Cell theater (act out 4 survival needs)
Structures
Graphic organizer - 3 column - need, cell, peregrine falcon
Share, highlight, paint, sort model
Frame as needed per teacher observation or IEP requirements
If at beginning of year, review painted essay - paint anchor essay, paint model
Writing/Revising
If at beginning of year, write one section at a time, with teacher checks
If middle or end of year, with teacher checks/stickers for each completed section or with guided writing groups for support
Lesson Sequence
- Watch videos and read about peregrine falcons. Follow while I read, then read in partners, and collect information in peregrine falcon column on graphic organizer.
- Teach microscope safety/use procedures. Look at mystery slides and challenge students to draw what they see.
- Pose focusing question, elicit students’ prior knowledge of cells
- Introduce vocabulary with Smartboard matching activity
- Read cells article, answer comprehension questions, I notice/I wonder
- Review vocabulary using I have, who has activity
- Homework/study hall: “What is a cell?” packet
- Cell theater: act out 4 survival needs
- Work together to gather information for cell column on graphic organizer
- Class discussion of comparison between organism and cell survival needs
- Share model, review painted essay format (share, highlight, paint, sort)
- Students independently write each section, with teacher support and model review for structure as needed
Students self assess using report checklist
Edit/revise with teacher feedback
Teacher assess using report checklist
Note common and individual struggles with painted essay structure/elements
If time allows, peer assess using report checklist
Next Steps
Keep these reports as information resources for photosynthesis unit
Use assessed reports to guide writing support with next assignment
PHOTOSYNTHESIS
Central Ideas
- Content: Plants use a process called photosynthesis to combine energy from the sun with gases to produce energy and send out waste materials.
- Reading: Students obtain and summarize/synthesize information across texts and prior knowledge.
- Writing: Given collected information and a variety of models, students will choose an effective structure/format for their writing and complete the writing piece.
Focusing Question/Answer
Q: What chemical changes occur during photosynthesis?
A: Photosynthesis begins with sunlight, carbon dioxide and water, and, through a series of chemical changes, transforms into glucose, water and oxygen.
Building Content Knowledge
Vocabulary: chloroplasts, chlorophyll, photosynthesis, chemical bond, atom, molecule, stomata,
http://www.pbs.org/wgbh/nova/nature/photosynthesis.html
http://www1.teachertube.com/viewVideo.php?title=Photosynthesis&video_id=62625
http://www.teachersdomain.org/asset/tdc02_vid_photosynth/ (Beginning video)
Guided reading - photosynthesis articles
Paraphrasing, summarizing - photosynthesis articles
Videos - function of photosynthesis and details of chemical changes
Photosynthesis theater - acting out the chemical changes
Unifix cubes - building molecules, taking them apart, practice process
Plant experiments - effect of presence/absence of light energy/air on ability to photosynthesize
Structures
Graphic organizer - 3 column - step/phase of photosynthesis, what happens, what the experience would be like for the molecule
Think, pair, share, add details/new ideas, teacher checks
Colored visual model of photosynthesis for reference
Models - teacher and student generated “experience of a blood cell” models - poem, diary entry, friendly letter, and newspaper/TV report
Frame as needed per teacher observation or IEP requirements
Writing/Revising
Choose format
Draft independently
Share with teacher or partner
Find places where additional content or description is needed, correct any misconceptions
Revise independently (with peer and teacher input)
Share with class when finished
Lesson Sequence
- Review cell vocabulary using Smartboard activity
- Review four needs for survival and introduce focus on plants/cells making food
- Watch photosynthesis video at http://www.teachersdomain.org/asset/tdc02_vid_photosynth/
- Read photosynthesis article, answer comprehension questions
- Read chemical change article from science textbook
- Color visual model of photosynthesis
- Smartboard activities - photosynthesis
- Build photosynthesis process with Unifix cubes
- Photosynthesis theater - act out process
- Set up experiment - how can we learn how important photosynthesis is for plants?
- Share and discuss models of various formats (from blood cell projects); class discussion about choosing a format to convey your information in an interesting and informative manner
- Students plan information and select format; teacher approves
- Students draft writing
Teacher and peer provide feedback using rubric
Edit/revise per teacher/peer/self assessment
Self and teacher assess final draft using rubric
Next Steps
Provide instruction and modeling for students in how to integrate historical information from social studies in creative and informative structures
Continue to provide opportunities for students to integrate deep knowledge of science/social studies content with creative writing
I tried posting a comment earlier but for some reason my post didn't stick. I hope this one will.
ReplyDeleteI think the content in your Cells plan is a great concept for study in science and for gaining more understanding about the way life works. Choosing the comparison of the needs of single cells to the needs of a larger organisms highlights both the characteristics of cells and the very crucial role they play. Have you used the website www.cellsalive.com? It seems like a good one to me, but I am curious to know what you think?
I am a little unclear from your plan about what piece of writing you expect. I know it will be an essay but how much evidence is required and how will the students come up with their thesis? I am also interested in your photosynthesis plan. I would love to read what they write about photosynthesis.
It is exciting to think your students will be practicing writing about science at such a young age. Great ideas! Jennifer Brown
Hi Lindsay,
ReplyDeleteI love all your interactive ways of helping the students learn the content: reading, drawing, using the smartboard, acting it out. It seems like the students should have a really good idea of what they know before they start writing. Sounds like fun-I wish I could join the class! Meghan
I agree that one of the biggest strengths of this unit is the differentiation to meet a variety of learning styles. You have included drawing and drama as well as various kinds of language activities and other concrete activities, building a process with cubes. In addition, we have included several different sources of content knowledge. The variety of final writing products will allow students to share what they have learned in a genre that interests them. I'm wondering how the kids will use the reports on cells in the work they do on photosynthesis. I think I am missing the link in my thinking between cells and the process of photosynthesis. Bonnie
ReplyDeleteHi Lindsay,
ReplyDeleteI love the way this progression sets the students up to succeed throughout the school year by explicitly teaching, practicing and then continually utilizing a set of writing skills cleverly geared toward expanding the students’ experience with science concepts. These two units have really helped me picture ways in which teachers can fulfill the requirements of the Common Cores for writing instruction in every content area. I also appreciate that you move the students from the clearly observable and concrete (activities like drawing what they see and coloring or building the steps of a process—hooray for the visual and kinesthetic learners among them and those who respond well to color-meaning correlations!) to the theatre activities that demand synthesis and understanding, all leading to and front-loading the writing that will assess the flexible grasp of the core concepts that the students have developed. I wonder, how do you set up the theatre pieces? Do you give the students some guidelines or framing questions or a sample readers’ theatre piece? My kids could find the acting out of processes challenging if they didn’t have an example to follow, and I imagine you probably direct them back to their notes to keep the information fresh? What is your technique?
While you were writing this unit, I overheard you creating a poem about cells? I am so curious. I would love it if you could email me your models? Although I am an ELL teacher, I will be co-teaching a science class this year and will be in charge of modifying curriculum, so having alternative writing samples that allow students to choose forms of writing that both fit the material and their level of proficiency in writing would be really helpful. Would you be able to send any supporting materials to me? karmstrong@sau88.net. I appreciate it and many thanks for your hard work of this plan!