! ! ! ! Lesson Title: Does my food come from plants?

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Lesson Goals: Students will gain a deeper understanding of the food chain. Lesson Objectives: Students will learn that starch is a form of stored energy in plants, which was produced through photosynthesis. Students will learn that much of the energy in our diet is in the form of starch that comes from plants. Aligns with: NGSS: LS1-6. Construct a scientific explanation based on evidence for the role of photosynthesis in the cycling of matter and flow of energy into and out of organisms. Materials: Various plant samples for demonstration (leaf, celery stalk, carrot root, and potato). Petri dishes Water in dropper bottles Iodine in dropper bottles Color pencils Index cards (to represent a molecule of sugar), yarn, scissors and hole punchers. CALLA LESSON PLAN OBJECTIVES Stated for content, language, and learning strategies Time 45 minute CONTENT is essential, aligned with school curriculum. LANGUAGE activities develop vocabulary, listening, reading, speaking, writing skills. LEARNING STRATEGIES are taught explicitly (named, modeled, practiced). PREPARATION PHASE elicits students prior knowledge, identifies objectives, teaches vocabulary. Previous lesson: Photosynthesis produces sugars in plants. Previous homework: bring in a favorite snack in its packaging. Introduction: we will perform an experiment to determine whether our favorite snack comes from plants. Experimentation hand out (show model on the overhead): o Record the question: Does my favorite food come from plants? o Record observations: Using a complete sentences, write the name of your food and the first 3 ingredients. o Record hypothesis: Make a prediction based on your knowledge of the ingredients, Do you believe this food comes from plants?

7m PRESENTATION PHASE provides context through visuals, graphic organizers, realia, etc. 15m Show an index card with the word sugar on it-> this represents a sugar molecule, which is energy for plants to use.

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! ! "#$$%&'!(#)'*+,! ! -./0!123! Explain that when plants store their sugar (which is chemical energy), they create a chain of these sugars. This chain is called starch. Pass out index cards to each student, have each write the word sugar on it Then students will connect their sugars in small groups using yarn, then connect as a class to create a giant starch, then fold it up, and put it in a drawer . We just did the same thing that plants do with the sugars they make- they link them up together so its nice and organized and neat and they can put it away in a safe place. This is how plants store their sugar/energy that they make in photosynthesis. You can see starch in plants by dyeing it with iodine. This makes a color change to purple, blue or black. Pass out a petri dish to each group with a different plant sample (e.g. celery, carrot piece, etc.) and a dropper of iodine. Have one student at each from each group add the iodine to the plant sample. Then have each group report out the results to the class. Pose the question, if we add iodine to our food, and it turns purple, what will that mean? Allow students to share responses whole class. Give clear instructions for the following activity, including modeling

PRACTICE PHASE includes cooperative learning and practice with learning strategies. In the experiment section of their handout, students will record (by drawing and using color pencils), the food samples before adding iodine and after adding 5 drops of iodine. Students will write sentences that describe the results they observed (ELD pullout) Clean up

10 minutes

SELF-EVALUATION PHASE includes student self-evaluation activity (ELD lessonsummarizing) 10 m As a class, discuss the results and the conclusions Students complete the conclusions section of their handout: Do you now believe that your food contains ingredients that come from plants? What evidence do you have to support your opinion? Look back to your hypothesis. Did your opinion change?

EXPANSION PHASE provides real-life applications/connections to students background. 5m Students complete the extension portion of their hand out: Based on what you discovered about the foods that contained starch (which comes from plants), can you predict which of your other favorite foods might also have starch? Do you think these foods also come from plants?

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! ! ! ASSESSMENT of lesson is based on objectives. Homework and Application

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Homework- Write down one food or snack you eat tonight. Write 3 sentences describing whether you believe that food comes from plants and why or why not.