UNIT x 150 | UNIT 4 Instructional Routine: Science p.Txxx Photosynthesis A • Understand genre Remind students that they have read realistic fiction and informational texts in the unit so far. Read the title aloud and ask: What do you think the genre of this text is? (informational) What is the purpose of informational texts? (to give information) • Make connections Point out that Information comes from the action word inform, and that Inform is an ancient word that meant to train or instruct. Ask: How is instruct like inform? (they both mean to give information to people) • Activate prior knowledge Show a photo of a plant with roots, stem, and leaves labeled. Say: The article is about what plants eat for food. What do you know about a plant’s diet? Make a list of responses on the board. • Preview the text Have students skim the text for words in bold type and use context to guess the meaning of unfamiliar words. Write on the board: pass through, take in, travel up. Explain that some verbs include small words to show the direction of the action. Have students identify the direction for each verb by gesturing through, in, and up. Say: Listen for verb phrases as you follow the text. Listen for the direction of the action. • Demonstrate comprehension Ask a volunteer to identify and describe the elements of the plant in the illustration. Remind students to use the illustrations and other text features while they listen to help them understand the text. • Listen for understanding Play the audio once. Ask students to listen the first time for a general understanding. • Listen actively Play the audio a second time, asking students to follow the text closely as the audio plays. Essential Question: How do plants make their own food? Ask students to read and discuss the Essential Question in pairs. Have some students share their answers with the class to confirm comprehension. ANSWERS Plants use the sun, water, and carbon dioxide to make food. EXPLORE AND LEARN DIFFERENTIATED INSTRUCTION Scaffold • Be aware that product, process, carbon dioxide, and photosynthesis are English-Spanish cognates. In Spanish, product is producto, process is proceso, carbon dioxide is dióxido de carbono, and photosynthesis is fotosíntesis. • Reinforce the meaning of new vocabulary for students. Write the words in bold type on the board. Then use photos and pantomime to provide additional comprehensible input. For example, pantomime dividing the air for split. Amplify Give students access to resources so they can research the venus flytrap. Have students work in pairs to discover how this plant differs from other plants in food production. Direct students to create short presentations using the diagrams and information they find. Remind students to make eye contact with the audience and speak with appropriate rate, volume, and intonation while they present. UNIT 4 / CONNECT TO SCIENCE Photosynthesis A Read the informational text. Plants and plant products are an important part of a healthy diet. Grains, beans, nuts, fruits, and vegetables come from plants. Oils also come from plants. Milk, eggs, and meat come from animals that eat plant products. So without plants, we would have no food to eat. Plants do not eat food like people and animals do. Most plants make their own food. Green plants make their own food by a process called photosynthesis. Plants need three things: light, carbon dioxide, and water. They get carbon dioxide from the air. Carbon dioxide passes through small holes in the plants’ leaves. Plants take in water through their roots. The water travels up the roots, through the stems, and to the leaves. A plant also needs sunlight. A plant’s leaves contain tiny cells with chloroplasts in them. The chloroplasts contain a chemical called chlorophyll, which helps the leaves absorb sunlight. Plants get energy from this light. Chloroplasts use the energy to split the hydrogen and oxygen in the water. The hydrogen and carbon dioxide make glucose, or sugar. The plants convert sugar to energy to feed themselves. Extra sugar is stored in the roots, stems, seeds, or fruit of the plants. This makes flowers smell sweet and fruit taste sweet. The plants don’t use the oxygen. They release the oxygen into the air. This oxygen helps the environment. A Plant’s Diet How do plants make their own food? ? ESSENTIAL QUESTION CONNECT TO Science UNIT 4 150
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