Science lesson plan · 7th grade (Year 8 in England) · 30 minutes
Photosynthesis
Plants
CCSS NGSS.MS-LS1-6CCSS NGSS.HS-LS1-5England: KS3 Biology: Material cycles and energyEngland: KS4 Combined Science: Photosynthesis
Objective and success criteria
Students will: Photosynthesis.
- I can answer questions on today's skill on my own, without help.
- I can explain each step and say why it works.
- I can check my answer and spot a mistake.
Before and after
Needs first: Plants make food from air and water
Leads to: Xylem, phloem and transpiration; Rate of photosynthesis and limiting factors; Photosynthesis: word and balanced symbol equations
Materials: Real plants or seeds, Hand lenses, Mini whiteboards, A diagram or short video clip of the idea, Printed student sheet (below).
Warm-up · 4 min
- Quick retrieval from earlier learning (Plants make food from air and water). Students answer on mini whiteboards.
- Show answers together and note who needs support in the main task.
- How plants grow: which statement is true? (Plants take in carbon dioxide through tiny holes in their leaves. / Plants get most of their mass by eating soil. / The energy in plant food comes from the soil. / Plants take in oxygen and give out only carbon dioxide all day.) → Plants take in carbon dioxide through tiny holes in their leaves.Prompt: Where does a tree's wood really come from?
- Where does the energy stored in the food we eat originally come from? (the soil / the Moon / the Sun / the oceans) → the SunPrompt: Follow the food chain back to a plant.
- How plants grow: which statement is NOT true? (Roots take in water and minerals. / Most of a plant's mass comes from carbon dioxide in the air and from water. / Plants release oxygen into the air. / Plants get most of their mass by eating soil.) → Plants get most of their mass by eating soil.Prompt: One sentence repeats an old idea that experiments disproved.
Hook · 3 min
- Bring in a plant that has been kept in the dark next to one in the light, and ask what happened.
- Share the objective: Photosynthesis. Read the success criteria together.
I do: model it · 7 min
- Work through the example out loud, saying why you do each step, not just what you do.
- Example: What does chlorophyll do?
- Step 1: Chlorophyll absorbs light energy, which is used to make glucose.
- Step 2: So the answer is: absorbs light energy
- Answer: absorbs light energy
- Pause after each step and ask a student to say what comes next.
We do: guided practice · 6 min
- Do these together. Students try each step on whiteboards before you reveal it.
- Use the hints as prompts rather than giving the answer.
- Complete the word equation: carbon dioxide + ___ → glucose + oxygen (glucose / water / soil / oxygen) → waterPrompt: The roots take this in.
- Pondweed in light gives off 28 bubbles of oxygen in 2 minutes. What is the rate in bubbles per minute? → 14Prompt: Rate = amount ÷ time.
You do: independent practice · 7 min
- Students work on the student sheet. Circulate and check the first two answers of every student early.
- Students who finish: write a question of their own for a partner, with the answer.
The 6 questions are on the student sheet below, with answers in the key.
Exit ticket · 3 min
- Two questions on their own. Sort answers into got it / nearly / not yet to plan the next lesson.
- Complete the word equation: carbon dioxide + water → glucose + ___ (hydrogen / oxygen / carbon dioxide / nitrogen) → oxygenPrompt: Which gas do plants release in the light?
- Pondweed in light gives off 42 bubbles of oxygen in 3 minutes. What is the rate in bubbles per minute? → 14Prompt: Rate = amount ÷ time.
Watch out for
- Everyday meanings of words getting in the way of the science meaning: define key words explicitly.
- Remembering facts without the reason: ask "why?" and "what is the evidence?"
Support and stretch
Support
- Review first: Plants make food from air and water.
- Use concrete materials: real plants or seeds.
- Give the first step of each question, or a partly worked example to finish.
- Pair with a confident partner for the guided practice.
Stretch
- Move on to: Xylem, phloem and transpiration; Rate of photosynthesis and limiting factors; Photosynthesis: word and balanced symbol equations.
- Explain a common mistake in writing and how to fix it.
- Write a word problem that uses today's skill, then solve a partner's.
Homework and more practice
Free online practice with hints and printable worksheets for this skill: eurekami.com/science/grade-7.
Free lesson plan from eurekami.com/lesson-plan-builder