Inquiry Unit Photosynthesis/Plants: Heather Freytag Grade 7 Life Science Class

Inquiry Unit
Photosynthesis/Plants
Heather Freytag
Grade 7 Life Science Class
Class website: http://freytagheather.weebly.com/
Wilhelm, Jeffrey. Engaging Readers and Writers With Inquiry. USA: Scholastic, 2007.
Print.
Adapted by Boise State Writing Project Teacher Consultants
Rationale-Why is this unit of inquiry valuable?

Are plants important? What role do they play in our everyday lives? What
role does daylight and night time play? These are the questions I want to answer
for my students. Photosynthesis is an important function in a plants life, but why
do they have to learn about it? I want my students to understand that we are
connected to life on Earth. We do need plants, and they need us. A circle of life
as Disney so eloquently put it in Lion King. We eat, cure ailments, decorate, and
build with plants. We also provide plants with carbon dioxide to complete their
cycles but we destroy their habitats. During this unit we will discover what plants
do to survive (photosynthesis) and what role humans play.
The unit is tailored for middle school science class. Students will read articles
providing viewpoints on plants in communities and livelihoods. They will also watch
videos and listen to music that will show plants roles. We experiment with plants to
answer some of our questions, then follow up with a final project to tie the concepts
together. I use different mediums in order to cover several learning styles. I utilize
group discussions throughout the unit in order to allow peer to peer learning. I want
students to understand the importance of collaboration and sharing of ideas. These
methods are used often in science circles. I also provide assessments throughout to
gauge the students understanding. To ensure all students can follow my lessons I
have included a class website. If anyone missed material, or needs more time with
the materials, they are available to view. All of my resources can be found online
through the website; I will provide my students with copies in order to give all
students equal access to the knowledge. I also have students read the materials
the night before. This allows all students the amount of time needed in order to
read the material and time to go back over material if needed. I work time into the
lesson in order to answer any questions before group work begins; of course they
can ask their peers as well.
Plants are small parts of a bigger system. By experimentation we learn that
the sun, and amount of light play a large role in growth of plants. We also learn that
humans are part of that cycle as well. The final project is in place to help my
students understand what the role of humans should be and can be. My hope is
that students will take a more active role in plants and community projects in the
future.
In conclusion the value of my unit is this: It is an inquiry driven unit about
plants and photosynthesis tailored to include all learning styles and abilities. By the
end my students will know the roles of plants and humans in a food web. They will
also connect themselves to plants and how they depend on them. Finally they will
finish with a project that explains how photosynthesis, plants and humanity are
connected to them.
Learning Targets grade 7
Procedural Knowledge
(CCSS Standards)
Conceptual Knowledge
(Content and Enduring
Understandings)
Reading:
Students will understand . . .
Science and Technology Standard 1: Cite

specific textual evidence to support analysis
of primary and secondary sources.
How to design and construct

cells of plant.
How to evaluate
photosynthesis and
respiration.
Writing:
Science and Technology Standard 9: Draw
evidence from informational texts to
support analysis reflection, and research.
How to analyze a food web

and that plants are small
part; understand they provide
food for animals.
Speaking & Listening:
Explain the importance of sun

to plants and plants to
people.
ELA Standard 1a: Come to discussions

prepared, having read or researched
material under study, and draw on that prep
during discussion.
Understand scientific
inquiries lead to hypothesis
then lead to
experiments/research.
ELA Standard 1c: Pose questions that elicit

elaboration and respond to others
questions and comment with relevant
observations and idea that bring the
discussion back on topic as needed.
NETS-S Standard:
3. Research and Information Fluency
B: Locate, organize, analyze, evaluate,
synthesize, and ethically use information
from a variety of sources and media.
3
3
Unit Components
Your Top
Three
Principles
(These
should be
what you
believe to
be the
keys to
creating
significant
learning
experience
s for your
students.)
1) Plants are beginning of most food webs.

2) The Suns importance to life on planet Earth.
3) We (humans) affect life at most basic level which affects
higher up-circle of life.
Plants-photosynthesis
Curricula
r Topic
Are plants necessary?
Essential
Question
Central
Texts
The textbook wed have assigned.

National Geographic video-Deforestation: Saving
Madagascars Forests
http://video.nationalgeographic.com/video/environment/envir
onmental-threatsenvironment/deforestation/SavingMadagascarsForestsGWU001-2012F-vrs/
National Geographic: Ranching
http://education.nationalgeographic.com/education/encyclop
edia/ranching/?ar_a=1
Health Magazine: Trees May Save a Life Each Year in Big Cities
June 28, 2013 | By Health Editor
http://news.health.com/2013/06/28/trees-may-save-a-life4
4
each-year-in-big-cities/
Bufano, Paul, and An Phung. "As City Plants Trees, Benefits
and Some BurdensGrow - CityLimits.org." City Limits. 31
Jan. 2012. Web. 2 Feb. 2014.
<http://www.citylimits.org/news/articles/4518/as-city-plantstrees-benefits-and-some-burdens-grow>.
http://www.citylimits.org/news/articles/4518/as-city-plantstrees-benefits-and-some-burdens-grow#.Uu6ncU2YZD8
Cornell Chronicle July 11, 2013
Maine's indigenous plants help economy, Native
Americans
ByAlex Koeberle
http://www.news.cornell.edu/stories/2013/07/mainesindigenous-plants-help-economy-native-americans
Wall-E clip http://www.youtube.com/watch?v=5e16U8UsT4I
A brand new discovery just saw will add to end of unit: from
NBC news:
http://www.nbcnews.com/science/cosmic-log/students-winextra-credit-spider-discovery-borneo-n47211
my digital story: http://photopeach.com/album/16uwnq9
Class website: http://freytagheather.weebly.com/
Culminati Pitch/Discussion forum. In groups students would have
ng Project about 5 minutes to persuade others, you are right about
plants importance. They can present it as a pitch, a digital
(What
story, a song or perhaps another creative way deemed
students
appropriate by me. We would post each on the internet so all
will
produce to groups, parents and other science teachers could watch and
demonstra then send in questions. The next day the questions would be
discussed/addressed and also posted. The groups would
te they
then turn in the original script/speech with annotated
have met
bibliography and a one page conclusion of the forum.
the
learning
targets.)
Frontload
5
5
ing
Activities
(The ways
in which
you will
motivate
students to
engage in
the inquiry
while
simultaneo
usly
activating
their prior
knowledge
and
establishin
g the
learning
targets.)
These are addressed in my lesson plans but examples

include:
Discussion about how we use plants in everyday life,
watching thought provoking video on deforestation, and
reading articles about plants in communities that are helping
and hindering. Also doing a lab experiment where students
discover the importance of the sun on plants.
Culminating Project Planning Template

Description of the
Culminating
Product
Why is this project
Each group will choose a person/organization that

has an interest in plants and their relative
importance. (Group choices would have been
compiled in an earlier discussion). Each group will
have time to research and write about 5 minutes a
pitch from their point of view. The pitch can be
an oral presentation, digital media, or song. The
pitch will be taped and posted for parents and
teachers and other groups to view. They can then
post questions for them. The next day we will
address the questions. At the end of the responses
the groups will then write a concluding essay to
turn in with the original pitch and an annotated
bibliography.
The project will tie in plants and photosynthesis
into a bigger picture of life. It will also teach them
6
6
significant?
Procedural
Knowledge Students
will Demonstrate
(CCSS Standards)
Conceptual
Knowledge Students
will Demonstrate
Audience for the

Project
Individuals with
whom Students will
Collaborate
(Each other,
community
members, experts in
the field, etc.)
Necessary
Resources
to use resources and to form an opinion pitch using

those sources.
As specified earlier: Science and Technology Standard
Reading section 1: cite specific textual evidence to
support analysis of primary and secondary sources.
Science and Technology Standard 9: draw evidence from
informational texts to support analysis reflection, and
research.
ELA Standards Speaking and listening 1a: come to
discussions prepared, having read or researched
material under study, and draw on that prep during
discussion, and 1c: Pose questions that elicit elaboration
and respond to others questions and comment with
relevant observations and idea that bring the discussion
back on topic as needed.
Nets-s standards 3b: Locate, organize, analyze,
evaluate, synthesize, and ethically use information from
a variety of sources and media.
Plants are small part of bigger system.

Use of appropriate terminology.
Other groups in class, parents, and another teacher,

perhaps some of the outside sources they spoke
with could also be invited to watch our videos and
ask questions pertinent to their side of the pitch.
Local farmers-talk to at a farmers market or farm
Perhaps a local tribe
Person(s) at botanical garden/animal park/state
park ranger
Local conservation group
Each other
Textbook for reference starting point

All the resources we used in the inquiry unit and
lessons. Each groups resources will be dependent
upon which group/person they are representing.
So topic appropriate resource to prove their point.
Also the class website will provide all the guides
and rubrics for reference. I will also hand these out
in class.
7
7
Rubric and assignment can be found on pages 22-24.
CCSS Lesson Plan Photosynthesis

Subject: Science
Grade Level: 7
day 1
Unit: plants
Essentia
l
Question
What makes a plant? My smaller question

What do I use plants for?
Guiding
Question
(s)

My big picture
Learning
Targets
Conceptual Knowledge:
How to design and construct cells of plants
(You may
not have
learning
targets in
each area
for every
lesson.)
Procedural Knowledge:
o
Date:
Reading:
Science and Technology Standard 1: Cite specific textual evidence to

o
Writing:
Material
s
Textbook, frontloading activity sheets-vocabulary worksheet word

puzzle review of cell structure, short video on rainforests to get them
thinking, diagram or even hands on cell and put pieces on cell as we
review them, lecture slides-may need computer and viewing material,
video of rap
Delivera
ble
(What
the
students
will
produce)
Completed vocabulary sheet, small group discussions (have

guiding questions) about what we use plants for, and then who
might use or abuse plants and why again with guiding
questions,
8
8
Outline
Ti
me
5
mi
n
10
mi
n
10
mi
n
Instructional Strategy
Purpose
Hand in a worksheet, just a fun simple

vocab review about what is a plant
Assigned last class. Copy of it at end of day
1.
Entrance Ticket
and to get into the
right mindset and
review
Using a large (possibly felt) model of a

plant cell, review cell structure
Again short review

and distinguish
what a plant is
Watch video mentioned in class website:

National Geographic video-Deforestation:
Saving Madagascars Forests
http://video.nationalgeographic.com/video/e
nvironment/environmental-threatsenvironment/deforestation/SavingMadagas
carsForests-GWU001-2012F-vrs/ and a
short wall-e clip which I will provide from
my own copy of Wall-E
Gives scenarios for

plants and possible
reasons to like or
dislike plants
also read a short article on ranching:

National Geographic: Ranching (reading
assigned for homework night before)
http://education.nationalgeographic.com/ed
ucation/encyclopedia/ranching/?ar_a=1
25
mi
n
15
mi
n
In groups: discuss uses for plants: base

answer on own uses and video/article ideas
Whole class: discuss what we came up with
Add what is going on in the world/news
about plants?
Play short video from teacher tube about

photosynthesis. It is involved but explain
meant to just introduce the topic of unit.
http://www.teachertube.com/viewVideo.php?video_id=122419
In groups discuss: What did you learn just

from watching the video? Questions? What
stood out as important?
Mini lecture with power point or diagrams
9
9
We are learning
about a plant
process: why?
Set up for
tomorrow
Introduce topic
which we will use
in our lab.
20
mi
n
Las
t5
mi
n
of
cla
ss
Ti
me
about photosynthesis and respiration

(possibly) need to tie it to real life while
doing this. Tie information back to what we
need plants for.
Link for PowerPoint presentation:
https://docs.google.com/presentation/d/1Spl
mnoCKVKgcYKcNPYll_fAP5xNDXlaWyBps7
owOVDc/edit?usp=sharing
Answer and turn in:
What is a plant and what do I use them for?
A few short, complete, sentences will do.
Ask students to review the photosynthesis
rap we watched for tomorrow. Take notes
or jot down questions for class discussions
Relay the core

information they
need to do the lab
Finish day by
getting students to
remember why we
are learning about
this process.
Purpose
For Homework: Give two articles that we will be

discussing in class tomorrow. As you read think
about what the articles message is, and would you
agree? We will discuss in groups and as class
tomorrow so be prepared!
1. Health Magazine: Trees May Save a Life Each
Year in Big Cities
HomeWork:
Prepare for
tomorrow
and allow
students to
read at own
pace.

http://news.health.com/2013/06/28/trees-maysave-a-life-each-year-in-big-cities/
2.
2. Bufano, Paul, and An Phung. "As City Plants
Trees, Benefitsand Some BurdensGrow CityLimits.org." City Limits. 31 Jan. 2012. Web. 2
Feb. 2014.
http://www.citylimits.org/news/articles/4518/ascity-plants-trees-benefits-and-some-burdensgrow#.Uu6ncU2YZD8
Copy of entrance ticket follows on next page.
10
10
11
11

Subject: Science
Essential
Question
Guiding
Question
(s)
Learning
Targets
(You may
not have
learning
targets in
each area
for every
lesson.)
Grade Level: 7
Date: Day 2
Unit: Plants
What affect does light have on plant growth?

Is the sun important? Is dark important?
How to evaluate photosynthesis and respiration (just beginning)
Understand scientific inquiries lead to hypothesis then lead to
o Reading:
o
ELA Standard 1a: Come to discussions prepared, having read or

researched material under study, and draw on that prep during discussion.
o
Writing:
Material
s
Video of photosynthesis rap, the articles we are discussing, material for lab
rubric and lab report writing, handout on these also
Delivera
ble
(What the
students
will
produce)
Outline
Group discussion on video and what we learned just from watching

it, and ideas we got, two articles and discussion answering
questions, plant lab beginning of lab report
Time
Purpose
15 min
Watch and discuss the photosynthesis rap

Answer any questions or discuss anything
that caught the students attention
Review what we
learned and
discussed
yesterday
12
12
10 min
Review the two articles assigned as

homework:
Health Magazine: Trees May Save a Life
Each Year in Big Cities
http://news.health.com/2013/06/28/treesmay-save-a-life-each-year-in-big-cities/
Expand idea on
what plants are
for: give two
arguments; for
and against plants
Bufano, Paul, and An Phung. "As City

Plants Trees, Benefitsand Some Burdens
Grow - CityLimits.org." City Limits. 31
Jan. 2012. Web. 2 Feb. 2014.
http://www.citylimits.org/news/articles/45
18/as-city-plants-trees-benefits-and-someburdens-grow#.Uu6ncU2YZD8
20 min
Small groups: discuss and answer

questions about articles. 1. What is the
underlying message in each article?
(Highlight a couple of areas that prove
your answer). 2. Does your group agree
with one or both? Explain your answer.
Help to put article

in perspective and
help them to
extrapolate data
to help prove own
ideas.
Time
Purpose
20 min
Introduce lab for tomorrow: explain

parameters and go over how to write a lab
report. Short and sweet lecture of what is
needed. Also lab report guide and rubric.
Learn how to
write a lab report
15 min
Lab is to explain: what effect if any does
light/dark have on plant growth? Get into
lab groups: Hypothesize what they believe
will happen during lab: Why?
Last 10
minutes
of class
Ask class to lay out the basic lab report:

fill in hypothesis (most important) of
group, and materials they are going to use
13
13
Begin to
understand that
scientific inquiries
begin with a
question that
leads to
hypothesizing
what the answer
will be.
This helps them to
(roughly since they havent seen only

heard about them) This would be
homework since they may not finish. Each
group member will make own copy and
they will put it together into one report at
end to turn in for group. Can use google
docs one student start and share with
others including me.
Homework: Read article for tomorrow:

When reading remember to think about:
What is the message of this article and do
I agree? We will discuss as class
tomorrow.
Cornell Chronicle July 11, 2013
Maine's indigenous plants help
economy, Native Americans
set up the
experiment and
helps them to
visualize what
they will need to
do tomorrow.
Homework:
Prepare for
tomorrow. As
homework
everyone can read
at own pace.
ByAlex Koeberle
http://www.news.cornell.edu/stories/2013/
07/maines-indigenous-plants-helpeconomy-native-americans
Also finish hypothesis and set up google
share doc for lab. Remember whoever
sets it up must share with all of group and
myself.
I am going to mention the WebQuest here because it applies to

the lab. Ideally they will have already completed this at the
beginning of the year. I am assuming this isnt the first unit of the
year, nor the first experiment. In order for my students to know
about lab safety I constructed a WebQuest about it. I felt if they
did the research perhaps the rules would stick better than had I
read them. The WebQuest can be found at:
www.zunal.com/webquest.php?w=238354. This would have been
completed prior to any lab experiments. Also the finished product
would be hanging in the classroom for all students to abide by
and reference as needed.
14
14
Laboratory Report Guide/Checklist

I am providing this guide to help you with your lab reports. This guide will help you
understand what I am asking and what you need to provide in all lab reports.
Name of person/group members
Self-explanatory
Title/Purpose
A clear statement of the purpose of the lab. Example, Photosynthesis
Introduction/Hypothesis
State your hypothesis, or educated guess, about what you think the outcome of the
lab will be. The hypothesis should be supported by what we have talked about in
our lecture before the lab, and your own knowledge.
Materials
List all materials used in your lab. For example, water, dirt, plant and all supplies
used in your lab work. You will include what you used to measure your plants dont
forget to include whether it was in inches, centimeters, or feet.
Procedure
Detailed step by step explanation of what you did for the lab. This is where your
daily notes will come in handy. You can also write this part as you do the lab so you
will not forget anything. This section is important so that another scientist can
come behind you and replicate your work. In science this will allow someone to
substantiate your work and agree/disagree with your conclusions.
15
15
Data/Graph
This will be your data you collected each day i.e., your measurements. This can be
illustrated as a graphic representation, for example, a graph or chart.
Observations
Under your graph and hard data you will give your observations as well. In this lab
that would be what the plant looked like, color, quantity of leaves, mold on the dirt,
or any other observations you noted.
Results/Discussion
This section will include what facts you discovered in your lab. The plants in the
dark resulted in ______, the plants in the window resulted in____________. Next you
will give your interpretation of the results. You will use all the above sections and
tie them together. For example explaining you used your plants and water and
window with sunlight and observed_____, and your plant was measured as______ and
you think this means________.
Conclusion:
This should only be a few sentences. Based on the discussion restate your
hypothesis and conclude if it stands as is or needs to be revised. How does this tie
in to your title; proven or disproven?
Laboratory Report Rubric
Name(s): _______________________________________
Title of Lab: _____________________________________
Advanced
Purpose/Hy
pothesis
Procedure
Proficient
Needs
Revision
Novice
States
hypothesis
that is based
on research
and/or sound
reasoning.
Purpose is
relevant and
includes the
question to be
answered by
the lab.
States
hypothesis
that is
based on
research
and/or
sound
reasoning.
Purpose
may not be
relevant or
the
question is
not stated.
Does not state

the
hypothesis.
The purpose
may be
missing or
unclear. The
question is
not stated or
does not
reflect the
lab.
Description
includes
detailed stepby-step
process of
experiment.
Could be
repeated by
Description
includes
step-bystep
process,
however
some steps
are vague
Description is
unclear,
steps are
vague or
missing. This
experiment
could not be
repeated by
16
16
another
scientist.
Data/Graph
And
Observatio
ns
Analysis
Conclusion
Laboratory
Performanc
e
or unclear.
another
scientist.
Data and
observations
are clearly
recorded.
Graph is
organized and
all labels are
appropriate.
The reader
can easily see
trends.
Data and
observation
s are
recorded
but graph
may not be
organized.
Labels may
not be clear.
Trends are
not obvious.
Data and
observations
are unclear
and poorly
recorded.
Graph does
not makes
sense. Not
enough data
or
observations
to see
trends.
Data and
observations
are evaluated
correctly.
Stated facts are
clearly tied to
data and
observations.
Ties all sections
of lab together.
The analysis
connects other
science
concepts to
data.
Data and
observations
are evaluated
correctly.
Stated facts
are clearly
tied to data
and
observations
recorded. Ties
all sections of
lab together.
Data and
observation
s may not
be
evaluated
correctly.
Stated facts
may not be
tied back to
data and
observation
s. All
sections of
lab are not
tied
together.
Data and
observations
are
incorrectly
evaluated.
The data and
observations
are too
vague or
disorganized
to state as
facts. Lab
not tied
together.
Summary restates
hypothesis and
concludes lab
based on
results.
Conclusion
includes other
science
concepts and
extends
hypothesis.
Summary
restates
hypothesis
and concludes
lab based on
results.
Summary
does not
restate
hypothesis
or conclude
lab based
on results.
Summary is
vague and
does not
have enough
data to
justify
hypothesis.
Lab directions
were followed
at all times.
All safety
protocols were
followed.
Stations were
left clean.
Lab directions
may not
have been
followed at
all times.
Some
safety
protocols
were not
followed.
Stations
Lab directions
were not
followed.
Safety
protocols
were not
followed.
Stations were
not cleaned
and
materials left
17
17
were not
clean or
materials
were left
out.
out.
Result: __________________________
Rubric is modeled after:

http://www.biologycorner.com/worksheets/labreport_rubric.html

Subject: Science
Essential
Question
Grade Level: 7
Day 3
Unit: Plants

Is sun important, is night important?
18
18
Date:
Guiding
Question
(s)
Learning
Targets
(You may
not have
learning
targets in
each area
for every
lesson.)

How to evaluate photosynthesis and respiration
experiments/research
o
Reading:

o

researched material under study, and draw on that prep during discussion.
o
Writing:
Material
s
plant experiment materials- 12 plant pots, 12 plants, soil, 6 rulers, water,

windowsill, one dark area and one area set up with a light, data sheets to
collect data (prefer to be the google doc they share as a group), lab guide
and rubric, articles
Delivera
ble
(What the
students
will
produce)
Outline
-measure plant, place at appropriate light source, have hypothesis,

and first measurements and observations done, begin lab report
Time
Purpose
10 min
Based on what we discussed before

leaving yesterday, what hypothesis the 6
groups came up with.
Gets students
thinking about the
task and what
results may occur.
Go over lab- lay out what is needed to

begin and break students into 6 groups.
Each group will receive 2 plants. One for
the windowsill and natural light as the
control and one that will either go to dark
room or the grow light station. At end
Let students know

what they need to
do.
15 min
19
19
groups will share with class their results.

20 min
15 min
Take materials and prepare the plants.

Get your beginning measurements, then
place each plant in correct spot in room.
Over course of week we will water each
plant as needed and take daily
measurements and observations.
With group-write out the steps you
performed for lab report. This will become
the procedure section of your report. Also
make sure your hypothesis is finalized and
written at the top of your reports.
Time
15 min
Reassess what plants do for us! Review
another article: Cornell Chronicle July
11, 2013
Maine's indigenous plants help
economy, Native Americans ByAlex
Koeberle
http://www.news.cornell.edu/stories/2013/
07/maines-indigenous-plants-helpeconomy-native-americans
15 min
Answer: 1. What is the relationship with

plants? 2. Do you see how plants are
important to culture? Explain and
highlight examples in text to support.
Handout of plant medicines (A super short
look at three types of plants and what
medicine they make)
Discuss importance of medicine and what
types of medicines they know of that are
used also.herbs? Aloe?
Homework: Other examples? Think on this
for tomorrow. Write down one example of
how plants are used in our society today
we didnt discuss in class for entrance
ticket tomorrow.
20
20
Learn to perform
experiments.
Learning about
experiments and
importance of
keeping track of
all data.
Purpose
See another side
of plants and
meaning to us.
Another use for

plants to get them
thinking for
tomorrow
Also a short
homework/entranc
e ticket assigned
for tomorrow.
21
21
22
22

Subject: Science
Essential
Question
Guiding
Question
(s)
Learning
Targets
(You may
not have
learning
targets in
each area
for every
lesson.)
Grade Level: 7
Date: Day 4
Unit: Plants

How to evaluate photosynthesis and respiration.
experiments/research
o
Reading:

researched material under study, and draw on that prep during
discussion.
o
Writing:
Material
s
Lab reports and data sheets, rulers, final project assignment and
rubric
Delivera
ble
(What the
students
will
produce)
Outline
Entrance tickets, valid discussion, continuing lab report with

group, exit ticket with valid group to represent for final project
Time
Purpose
5 min
Entrance ticket with examples from

plants
Be creative and
come up with own
concepts
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23
15 min
Take measurements and
observations of plants, water if
needed. Start a graph- Create a
line graph with days of growth on
the x axis and height in cm on the y
axis. Also note is lab going along
with the hypothesis.
Learning
experimental
procedures and
photosynthesis, and
the suns affects
Time
Purpose
20 min
Go over photosynthesis again.

Have students discuss the pros and
cons of all the dynamics-sun,
sugars, plants, O2, CO2 etc. What
is the role of each and can we do
without or do we need each item.
Planning on using a Frayer model
or concept definition activity.
Revitalize the whole

picture for them.
Also set up the end
unit project.
15 min
More on unit project
20 min
In groups discuss: based on own

knowledge and using the resources
we have used in class- what group
would have a say/opinion on plants,
can be local or far away, our
country or another- then discuss as
class
Unit conclusion
prep
Last 10
minutes of
class
Introduce their final project. It

would have been on syllabus but
now they can ask questions and
they will receive in writing the
assignment and its grading rubric.
Allow groups to discuss and decide
on what group they would like to
represent in their pitch about
plants.
The final decision will be turned in
by end of class (exit ticket) pending
teacher approval. (mostly just to
make sure there are no repeats per
class or if there are maybe one can
take the other side to the
argument)
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24
Set up of final
project
Exit ticket assess
that group is on
task.
Final project: Are plants necessary?

Overview: Each Group will choose a person/organization that has an interest
in plants and its relative importance. We have compiled your list from an
earlier discussion. Each group will write a 5 minute "pitch" from the point of
view you have chosen to represent. This can be in several formats.
Examples: oral commercial type pitch, digital story, song, or another
medium. We will then tape the pitch and post them here on our site. We will
have input/questions from parents and another teacher in our school. If you
want to include any person(s) that you spoke to during your assignment we
may do that as well. The next day we will ask questions posted from our
class and those that viewed our videos. Afterwards, your group will get
together to conclude what you thought, felt and learned from this
assignment. What you need to turn in will be outlined for you below.
Step One:
As a group select a person/organization that you will represent in your pitch.
Okay your decision with your teacher.
Step Two:
Compile resources that will help you write your pitch. They can be online,
video, magazine, newspaper, documentary, interview a person, etc. Your
interviewee should have some experience with your role. For example, a
forest ranger, a conservation group, a Native American knowledgeable in
plants, a farmer. Remember to keep a works cited list as you compile your
25
25
information. You will have to turn one in at the end of your project.
Step Three:
Write your pitch together as a group. You will need to answer these
questions:
1. What group/person do you represent?
2. What role does photosynthesis play in your life? How do the plants in your
role utilize photosynthesis?
3. What system/food web does your plant environment play a role? Do they
feed animals that are more important? Are they medicine? What do they
do?
4. Why are you right about plants?
5. What impact does your role have on the world?
Practice your pitch. You are answering these questions in a way that will
persuade others to agree with you. You can use role playing, you can have a
diagram, or another method of your choosing (as listed above). But
remember, it has to be within 5 minutes. I look forward to seeing what you
come up with.
Step Four:
Take your pitch to your teacher to be videoed or linked to our site.
Step Five:
Your pitch will be viewed. As a class we will post questions the next day to
each group. Please have your parents view and send their questions with
you or have them email them to me. You as a student will also have to ask a
question so please come prepared.
Step Six:
The next day questions will be posted to each group based on their pitch.
Please be respectful. This is a discussion and all opinions should be treated
with aloha. Each group will answer several questions.
Step Seven:
All groups will work together to come up with a one page conclusion. Please
answer the following:
1. Does your group agree with the role you chose? Why or Why not?
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26
2. Pick another groups pitch and contrast or compare with yours?

3. What did you learn? What will your group take away from this exercise?
TURN IN:
Your groups pitch written out. This could be a storyboard, song
lyrics, script, etc.
The next two please write in MLA format:
Your concluding page with questions answered. These are listed on
step seven.
An annotated bibliography: For your annotated bibliography refer to
the MLA style guidelines. After you provide a citation in your
bibliography include a couple of sentences describing the main idea
of your source. Then include a couple of sentences telling me if this
source was useful to your research and why. Also tell me if this
source is reliable, or is it biased and why you think this. This will
help you learn about sources and help you think about the
information you choose to use when doing research.
3 things should be given to me by end of class on date due!
Final Project-based Learning Rubric
Names:
Advanced
Level
s
Score
___________________________
CCSS
Science
and
Technical
Standard
Reading 1:
Cite
specific
textual
evidence
to support
analysis of
primary
and
secondary
Provides
substantial
evidence to
support
analysis.
Analysis is
relevant and
substantial.
Shows
insightful
understanding
of sources
message.
Proficient
Sufficiently
provides
evidence from
sources to
support
analysis.
Analysis is
clear and
logical. Shows
competent
understanding
of the sources
message.
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27
Needs Revision
Ineffectively
provides
evidence from
sources. Unclear
how evidence
supports
analysis.
Analysis is
incorrect or
confusing.
Unsure of the
sources
message.
Novice
Provides
inaccurate
evidence
from sources.
Evidence
does not
support
analysis.
Analysis is
not logical.
Shows no
understandin
g of sources
message.
sources.
CCSS
Science
and
Technical
Standard
Writing 9:
Draw
evidence
from
informatio
nal texts to
support
analysis
reflection,
and
research.
CCSS ELA
Speaking
and
Listening
1a: Come
to
discussion
prepared,
having
read or
researched
material
under
study, and
draw on
that prep
during
discussion.
CCSS ELA
Speaking
and
Listening
1c: Pose
questions
that elicit
elaboration
and
respond to
others
questions
and
comment
with
relevant
Effectively
integrates and
cites credible
sources.
Analysis is
meaningful
and is relevant
to cited
evidence.
Insightfully
participates in
discussion
having studied
the material.
Provides
persuasive
reasoning and
insightful
understanding
during
discussion,
based on
materials and
prior research.
Questions are
observant and
developed to
topic.
Responses are
proficient and
integrates
materials
flawlessly.
Stays on topic.
Competently
integrates and
cites credible
sources.
Analysis is
relevant to
cited evidence.
Consistently
participates in
discussion
having studied
the material.
Provides valid
reasoning and
understanding
during
discussion
based on
materials and
prior research.
Questions are
developed and
relevant to
topic.
Responses are
cohesive and
integrate
materials
appropriately.
Stays on topic.
28
28
Incorrectly
integrates
and/or does not
cite credible
sources.
Analysis is not
relevant to cited
evidence.
Superficially
participates in
discussion
having studied
without
understanding
and/or did not
study material.
Provides
incorrect
reasoning, or
doesnt
understand
discussion,
based on
materials. May
not have done
prior research.
Questions are
minimal and/or
irrelevant to
topic.
Responses are
hard to follow
and/or do not
integrate
materials
correctly.
Needs help
staying on topic.
Fails to
integrate and
cite credible
sources.
Analysis is
not provided
and/or
source is not
provided.
Does not
participate in
discussion.
Did not study
materials
prior to
discussion.
Does not ask

questions or
are not
related to
topic.
Does not
respond or
does not
integrate
material.
Does not
stay on topic.
observatio
ns and
ideas that
bring the
discussion
back on
topic as
needed.
NETS-S 3b:
Locate,
organize,
analyze,
evaluate,
synthesize,
and
ethically
use
informatio
n from a
variety of
sources
and media.
Sources are
from a variety
of media.
Sources are
cited correctly.
Substantially
demonstrates
their
relevance to
topic.
Sources are
from a variety
of media.
Sources are
cited correctly
and
demonstrates
their relevance
to topic.
Sources are
from limited
media.
Sources are not
cited correctly
and/or does not
prove relevance
to topic.
Final result: _____________________________________
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29
No sources
or are from
one medium.
Sources are
not cited
and/or not
relevant to
topic.

Subject: Science
Grade Level: 7
Day 5
Unit: Plants
Date:
Essential
Question
What affect does light have on plant growth? Where are plants
on a food web?
Guiding
Question
(s)
Learning
Targets
(You may
not have
learning
targets in
each area
for every
lesson.)
How to analyze a food web and that plants are small part; understand
they provide food for animals.
Continue understanding of experimentation.
o
Reading:
Writing:
NETS-S Standard: 3: Research and Information Fluency B:

Locate, organize, analyze, evaluate, synthesize, and ethically
use information from a variety of sources and media.
Material
s
Food web material, daily log of plants, lab reports, food web lecture
materials
Delivera
ble
(What the
students
will
produce)
Outline
Write more of lab report, food web with explanation of

placement
Time
Purpose
15 min
Daily measurements and

observations of plants for lab
Proceed with lab

and taking of
30
30
report.
measurements to
get a meaningful
conclusion
Learn about food webs, and a

plants placement on that web.
Would be simple, explain a food
web and how/why things are
placed on web
Science concept
need to be learned
Time
Purpose
25 min
An assessment and
also an exercise to
use what we have
talked about in
class.
15 min
In groups make a small food webmust have two plants, two plant
eaters, two meat eaters, two
scavengers. Explain why you
placed these categories in what
order. Where are plants? Where
would the sun be in a food web
hypothetically? Turn in for
participation not graded just a
check to see if you understand
Last 10
minutes of
class
Get into groups. Discuss what your

pitch will be focused on. Do you
need to speak with someone in the
area: farmers, Native American,
conservation group? What
questions would you ask? Or to
answer those questions what other
resources do you need? Decide
and work on getting those.
20 min
Turn in the food web, and turn in 4

important questions you need to
answer to begin your pitch.
31
31
Provide time to
work out pitch and
allow groups to
discuss their plans
Track where the

class is in their
assignments.

Subject: Science
Essential
Question
Grade Level: 7
6
Date: Day
Guiding
Question
(s)
Learning
Targets
(You may
not have
learning
targets in
each area
for every
lesson.)
Unit: Plants

Importance of sun.
o
Reading:

discussion.
o
Material
s
Writing:
Lab reports, pitch work
32
32
Delivera
ble
(What the
students
will
produce)
Outline
Lab reports need to be finalized, pitch outlined
Time
Purpose
15 min
Plant measurements and

observations, add data to graph
which will be a google
document/excel in order to allow
all the students to view at end I will
have all groups graph to show.
Finish lab
10 min
Review food webs. Go over what
we discussed yesterday. Answer
questions. Reiterate the food web
concepts.
Review concept
learned yesterday.
Help students to
remember.
20 min
Finish lab reports. Discuss
findings and discuss if hypothesis
was correct or if it needs to be
corrected based on your groups
data. The analysis and conclusion
will be answered with the above.
Finish lab. For homework
complete the google doc for your
groups lab, a finished lab is to be
turned in tomorrow. We will
discuss findings then.
Allow groups to
discuss what their
findings are and
make a meaningful
conclusion based on
results.
Time
Purpose
15 min
Watch photosynthesis rap again.

Does this mean something different
to you now? What sticks out as
important? What do you feel is the
message about photosynthesis?
Review concepts
and give
opportunity for
students to ask
questions. Also an
assessment to see
that everyone is
together.
20 min
Allow groups to work on skits/plan
for pitch. Walk around and assess
what they are doing and where
they may need help.
10 min
33
33
Give time to
students to work on
their final unit
project.
Until end
of class
Use the last minutes of class to

answer any questions students may
have on lab report due tomorrow
or if they need help with pitch.
Based on lab results for each group
come with conclusions as to why
these results occurred and the
significance
Help students tie in

all they need to
succeed.
Also set up for
tomorrows
discussion.
Homework: Finish lab report. Turn

in tomorrow.

Subject: Science
Essential
Question
Guiding
Question
(s)
Grade Level: 7
Unit: Plants
Date: Day 7
What role did sunlight/dark have on plants? What role do

plants play in everyday life?
34
34
Learning
Targets
(You may
not have
learning
targets in
each area
for every
lesson.)
Explain the importance of sun to plants and plants to people.
o
Reading:

discussion.
ELA Standard 1c: Pose questions that elicit elaboration and respond to
others questions and comment with relevant observations and idea
that bring the discussion back on topic as needed.
o
Writing:
Science and Technology Standard 9: Draw evidence from informational

texts to support analysis reflection, and research.
o
NETS-S Standard: 3: Research and Information Fluency B:

Locate, organize, analyze, evaluate, synthesize, and ethically
use information from a variety of sources and media.
Material
s
Finished lab report, graphs from each group, discussion content, video
equipment/computer
Delivera
ble
(What the
students
will
produce)
Outline
Finished lab report for each group, a discussion on findings and

the significance, a pitch if it is ready
Time
Purpose
25 min
Discuss findings of lab, what role

did sun play, darkness, constant
light? Were you surprised by the
findings? What does this mean? Is
the sun important, and what role
would humans play in this process?
Tie lab to content
35
35
Do we affect sunlight, or amount

light, or amount of darkness? What
do we do with these findings?
Time
25 min
Discuss as class each groups

pitches/plan. Allow feedback with
each group. Allow questions to be
asked for each group to help them
assess if they have the answers
needed to make a great pitch.
25 min
Last 10-15
minutes of
class
Groups work on pitch, a written

pitch should be completed by end
of class. If you have already
finished then you may video it
today. Or, complete digital story. If
not done due after weekend.
Why are plants important to you?
To me: share my digital story:
http://photopeach.com/album/16uw
nq9
Also recently ran across this story
on NBC news about students
studying plants and found new
spider species. Cool to share with
students.
http://www.nbcnews.com/science/s
cience-news/students-win-extracredit-spider-discovery-borneon47211
Peer review and

interaction
Allow class time to

work on project
with groups.
Share my view on
this topic. Show
interest and tie
material together.
The next day we would show our pitch (in whatever format) to the class.
Each group will then put up their pitch on our class site via directly or as a
link and ask parents, person(s) they spoke with, or anyone else to watch.
They would ask questions or send in with students and we would address
those next class day. I would then assess them at end of question forum and
we would move on to next unit of study.
After learning about copyright laws in my EDU 250 class. I would contact
the magazines of the articles I use in order to receive permission to use
them in my class.
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36

Inquiry Unit Photosynthesis/Plants: Heather Freytag Grade 7 Life Science Class

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Inquiry Unit

Rationale-Why is this unit of inquiry valuable?

Learning Targets grade 7

Students will understand . . .

Science and Technology Standard 1: Cite

How to design and construct

How to analyze a food web

Speaking & Listening:

Explain the importance of sun

ELA Standard 1a: Come to discussions

ELA Standard 1c: Pose questions that elicit

1) Plants are beginning of most food webs.

The textbook wed have assigned.

These are addressed in my lesson plans but examples

Culminating Project Planning Template

Why is this project

Each group will choose a person/organization that

Audience for the

to use resources and to form an opinion pitch using

Plants are small part of bigger system.

Other groups in class, parents, and another teacher,

Textbook for reference starting point

Rubric and assignment can be found on pages 22-24.

CCSS Lesson Plan Photosynthesis

What makes a plant? My smaller question

Are plants necessary?

Science and Technology Standard 1: Cite specific textual evidence to

Speaking & Listening:

Textbook, frontloading activity sheets-vocabulary worksheet word

Completed vocabulary sheet, small group discussions (have

Hand in a worksheet, just a fun simple

Using a large (possibly felt) model of a

Again short review

Watch video mentioned in class website:

Gives scenarios for

also read a short article on ranching:

In groups: discuss uses for plants: base

Play short video from teacher tube about

In groups discuss: What did you learn just

about photosynthesis and respiration

Relay the core

For Homework: Give two articles that we will be

June 28, 2013 | By Health Editor

CCSS Lesson Plan Photosynthesis

What affect does light have on plant growth?

Speaking & Listening:

ELA Standard 1a: Come to discussions prepared, having read or

Group discussion on video and what we learned just from watching

Watch and discuss the photosynthesis rap

Review the two articles assigned as

Bufano, Paul, and An Phung. "As City

Small groups: discuss and answer

Help to put article

Introduce lab for tomorrow: explain

Ask class to lay out the basic lab report:

(roughly since they havent seen only

Homework: Read article for tomorrow:

I am going to mention the WebQuest here because it applies to

Laboratory Report Guide/Checklist

Laboratory Report Rubric

Does not state

Rubric is modeled after: