Photosynthesis, Respiration, and Transpiration: The Needs of Plants

1. Bellringer activity - The teacher will start by finding out how much the students know about the processes that plants must perform to survive. So the students will complete the K and W part of the document, “Plant Processes KWL Activity” (This can be done digitally by sharing the document with the class. I would recommend making a digital copy for each student in the class. If not, this can be done using large chart paper as a whole class activity or in their journals). This is located in the resource tab. The teacher needs to inform the students to NOT fill out the L part of the chart. The L part will be filled out throughout the lesson. After the students have filled out the K and W portion, they need to share their responses with the teacher.  The teacher needs to read through their responses and see what they already know and to foster the students’ creativity.
2. The teacher will introduce the performance indicator and the essential question to the class. (Note: The teacher should use the SUPPORT GUIDE 3.0 FOR SIXTH GRADE SOUTH CAROLINA ACADEMIC STANDARDS AND PERFORMANCE INDICATORS FOR SCIENCE (pages 77-78) - https://ed.sc.gov/index.cfm?LinkServID=5D51D664-CD1D-1DCA-F671A13E61317755 to guide instruction and learning for this lesson.)
3. The teacher will introduce photosynthesis by having the students watch the video, “Photosynthesis | Think Garden” - https://scetv.pbslearningmedia.org/resource/thnkgard.sci.ess.photosyn/think-garden-photosynthesis/. The students will write a summary of the video in the L part of the KWL chart if they have digital capability. If not they can write the summary in their journals. The summary must include the roles of chloroplast, chlorophyll, glucose, oxygen, and carbon dioxide. 
4. Next, the teacher will introduce respiration by having the students watch the video “Cellular Respiration | UNC-TV Science” - https://scetv.pbslearningmedia.org/resource/668b15d0-cceb-4655-86e7-7c5eabc0c53c/cellular-respiration/. Students should summarize the video in the L part of the KWL chart (on a different row) if they have digital capability. If not, they can write the summary in their journal. In their summary, they need to include a definition of respiration, how it is different from photosynthesis, and a description of the process.
5. Next, the teacher will instruct the students to research and write a summary of leaf transportation. The students can do this on L part of their KWL chart or in their journal. The summary must include a description of transpiration, the role of the guard cells, the role of stomata, and the purpose of transpiration. The students can work individually on this or in groups. The students should also cite where they found their information. 
6. Culminating activity - The students will create a model that demonstrates the processes of photosynthesis, respiration, transpiration, and how they are related. This can be done digitally or using art supplies. The model must include a diagram of the three processes with an explanation and a section saying how they are related. The teacher will use the rubric located in the assessment tab titled “Photosynthesis, Respiration, and Transpiration Model Rubric” to assess the students.
7. Students will complete the L part and include any information they learned that they did not include already with a final answer to the essential question. The students should submit the KWL chart to the teacher. The teacher will check for understanding. 

If you are using a cloud file storage system (Google Drive, Microsoft OneDrive, or iCloud), I would recommend having the students create a digital folder for this lesson to save their notes and student work. It will help with organization.

Photosynthesis, Respiration, and Transpiration Model Rubric - https://docs.google.com/document/d/18ArRzA837-p0UURZnk4w1Zg1TyU3Rl8l1upGVW1QRTc/edit?usp=sharing