SINGLE SUBJECT CREDENTIAL PROGRAM

SCIENCE LESSON PLAN TEMPLATE Revised 4.15

For directions on how to complete this form, see EDSC Lesson Plan Directions and Scoring Guide in the SSCP Handbook at www.sscphandbook.org.

Name CWID Subject Area

Erica Shoemaker 88888 0689 Science
Class Title Lesson Title Unit Title Grade Levels Total Minutes
Cycle of Energy and
Biology Carbon Cycle 9-11 57
Matter
STANDARDS AND LESSON OBJECTIVES
Next Generation Science Standards Common Core State Standard Connections
LS2.B: Cycles of Matter and Energy Transfer in Ecosystems
Photosynthesis and cellular respiration are important components of
the carbon cycle, in which carbon is exchanged among the biosphere,
atmosphere, oceans, and geosphere through chemical, physical,
geological, and biological processes.
PS3.D: Energy in Chemical Processes
The main way that solar energy is captured and stored on Earth is WHST.9–12.2.a–e Write informative/explanatory texts, including the
through the complex chemical process known as photosynthesis. narration of historical events, scientific procedures/experiments, or
technical processes.
Performance Expectation
HS-LS2-5. Develop a model to illustrate the role of photosynthesis and
cellular respiration in the cycling of carbon among the biosphere,
atmosphere, hydrosphere, and geosphere.

Lesson Objective(s) Evidence

In groups of four, students will begin to design and develop a model of
carbon cycle using plastic beads, pictures and creatively designed
-30 second stop motion video modeling the carbon cycling through the
posters to make a stop motion video totaling at least 30 seconds in
biosphere, atmosphere, oceans, and geosphere that shows the related
length.
processes. (Epistemic Practice is Modeling.)
Individually, students will outline the steps of the carbon cycle in order
-one paragraph summary of students specific carbon cycle model
to write a one paragraph summary of the processes and steps
portrayed in their video on a google doc once their model is complete.
STUDENT ASSESSMENT
Type Purpose/Focus of Assessment Implementation Feedback Strategy How Informs Teaching
Entry level-This assessment Teacher will review concepts
will activate student’s needed to understand the
background knowledge and carbon cycle as indicated by Allows teacher to assess if
inform teacher of student Go Formative survey at start of the results of the survey. students have a basic
knowledge. Teacher will assess unit that asks students general Teacher will use a different understanding of the carbon
EL
student’s prior knowledge on questions of respiration and method than before to review molecule and the process of
the photosynthesis and cellular photosynthesis. concepts of photosynthesis photosynthesis and cellular
respiration that is an and cellular respiration such as respiration.
important part of the carbon a hands on activity, video or
cycle. article.
Draw/sketch the carbon cycle Viewing the student’s initial
at lab tables. Using chalk models will inform the teacher
Teacher will give feedback on
markers students will draw a if different additional
chalk drawing, ask probing
Progress monitoring-This basic model of the carbon directions or instruction is
questions (See attached
assessment will determine if cycle that they will develop for needed before starting the
examples of probing
students are on track and their video. project. The students might
PM questions) and allow students
starting to describe and model Teacher will walk around the need to reference the carbon
to erase and try out various
the carbon cycle in a manner class answering and asking cycle diagram (See attached) in
options before starting to
that is supported by evidence. probing questions. (See order to produce a better fit
create the model with the
attached examples of probing model. The teacher will decide
video.
questions.) if there needs to be a class
discussion about a certain area
 of concern and check in on
each group.
Students will create a stop
Students will self-assess using
motion video modeling the
the rubric scoring guide,
Earth’s carbon cycle and a
Students will be given attached to this response.
written summary report
Summative- This assessment feedback on how the Teachers will assess student’s
guided by the instructions and
will determine if the students guidelines of the rubric where summative knowledge on the
rubric.(See attached rubric and
have met the content met. (See attached rubric and lesson by how effectively they
S instructions) A checklist will be
objectives which align with the checklist) This will allow considered and completed the
provided for all students and
grade level and background students to self-assess as they different parts of the rubric
will especially benefit ELs and
knowledge of students. are creating and before they and instructions. Additional,
students with special needs
submit their group video. different instruction will take
(FS1 and FS2) for
place if students have not met
organizational purposes. (See
the learning goal.
attached checklist)
FOCUS OF INSTRUCTION
Instructional Strategies
-Interaction with other students - students will collaborate to create stop motion video model of the carbon cycle
-Technology- students will use Chromebook or cell phone to create their models
-Checking for understanding with probing questions- walk around while students are working on assignment
-Re-teaching- as we walk around observing and interacting with the groups we will respond and reteach students misconceptions
-manipulatives- students engage with content by physically moving the beads (carbon dioxide molecule) to the correct location depending on the
process
-visuals-student will refer to a visual model provided in the text as they form their own model
-brainstorming- survey on Formative at beginning of lesson

Lesson Introduction/Anticipatory Set

Time Teacher Does Student Does
Direct students to get out their Chromebook and open Go
-Open Go Formative and fill out survey on photosynthesis and
7 Formative. There will be survey students will fill out asking them
cellular respiration. (Brainstorm and retrieve prior knowledge)
general questions about photosynthesis and cellular respiration.
Lesson Body
Time Teacher Does Student Does
-(Engage) Watch 3 minute video on carbon cycle
https://youtu.be/E8Y6L5TI_94

-(Explore) Refer to text page 54-55 for students to reference the

carbon cycle model if need a visual reference to develop their
-Actively listen, watch and take notes
model
-listen and adhere to the safety rules
-(Safety) Remind students of specific safety rules related to this
-Meet group members at lab tables and discuss ideas for carbon
activity: No Horseplay or running in lab area, no eating in lab
cycle drawing
area, keep lab area clean and nothing is left on the floor (keep
-Draw carbon cycle using chalk markers on lab table
backpacks at your desks)
-After feedback from the teacher begin constructing stop motion
-(Explain) Direct students to first draw their Carbon Cycle model
video of carbon cycle
with chalk markers on lab tables.
-Collaborate in order to include all required parts of the carbon
40 -Walk around lab groups to assess Carbon Cycle drawings
cycle as indicated on the rubric
-Give groups feedback on chalk drawing of Carbon Cycle
-Draw and find images online to be included in video to represent
-(Elaborate) allow students to start on video if model is supported
the parts of the Carbon Cycle
by evidence and explains driving question- How is the carbon
-Take a series of images using a Google or itunes Stop Motion
cycle related to air pollution?.
Studio of the moving parts of the carbon cycle moving only a little
-Walk around lab tables and offer technical assistance if needed
bit for each picture.
and continue to ask probing question and monitor students
-Write outline or rough draft describing the processes in their
understanding
specific carbon cycle.
-Instruct students to write a summary outline of their specific
Carbon Cycle Stop Motion Video that will serve as the rough draft
for their writing assignment tomorrow. If needed they will finish
for homework.

Lesson Closure
Time Teacher Does Student Does
-Clean up lab area and return to seats
-Instruct students to clean up lab area and return to seats
-Ask questions and think critically about lab experience
10 -Review learning objective with students and have discussion
-Reflect on today’s learning goal
about where they are in reaching the learning goal
-Students use Chromebooks to fill out exit ticket
 -Direct students to fill out 3-2-1 Exit Ticket: 3 things they learned
today, 2 things they found interesting and 1 question they have
-(Evaluate) Day 2 Students present Stop motion video carbon
cycle model to the class and peer review others videos. Students
reflect on all videos to relate the carbon cycle and all of its
processes to the Anchoring Phenomenon. “What is the problem
with having too much carbon in the atmosphere; how does
deforestation affect this?”
Instructional Materials, Equipment, and Multimedia
Poster paper, markers, different colored and sizes of plastic beads (molecules), Chromebooks or cell phone, text book
Co-Teaching Strategies
Co-planning with MT and fellow TC. One teacher will explain activities for today. Both teachers will assist in coordinating and distributing
manipulatives to students and be walking around to ask and answer questions students have on creating the stop motion video.

In the days leading up to this activity the teachers will:

-Go over directions for how download the app need on device in order to make video. Students have downloaded app.
-Show example of stop motion video to whole class.
-Go over the rubric for the stop motion video with the class.
-Assign lab groups and roles of each student: Facilitator, Digital technician, Director and Creative Writer
DIFFERENTIATION
English Learners Striving Readers Students with Special Needs Advanced Students
Assign these students to a group
These students are also assigned
with a strong leader than can help
to a group with a strong leader to These students are expected to
them by assigning role, explaining
assist them by assigning roles, take on more of a leadership role
instructions and directing These students are also working in
explaining directions and keeping in their group. They will assign the
activities. These students will also groups with the help of a leader
students on task. These students other members their tasks and be
be provided with a vocabulary list to assign tasks and provide them
are also provided a vocabulary list. responsible for keeping everyone
with complete explanations with guidance throughout the
Depending on their need the on task. These students will also
ahead of time. They are also activity. These students are
vocabulary list is either complete be clearly explaining what the
provided stop motion rubric and provided a fill in the blank style
with full explanations or fill in the directions are for the stop motion
clear directions on how to make a vocabulary list and are prompted
blank style, and they’re prompted video for the students whom do
stop motion video and prompted to try to fill it out on their own, I
to complete it on their own, I can not understand. They will be
to brainstorm how and what they can check it for them. They are
check it for them. These students responsible for leading everyone
are thinking of doing for their also provided the stop motion
are also provided a rubric ahead in brainstorming and listening to
stop motion video and how they rubric ahead of time and
of time for the stop motion video everyone’s ideas for the stop
are going to do it. These students prompted to brainstorm ideas of
and clear directions and prompted motion video and figuring out a
also have Chromebooks and can what to do.
to brainstorm ideas of how and way to make a group decision on
use Google translate to look up
what they are going to do for their a plan moving forward.
terms they may be unfamiliar
video.
with.
REFLECTION: SUMMARY, RATIONALE, AND IMPLEMENTATION
We’ve been discussing a unit on Energy and Matter as a class the past few weeks. We began by discussing
photosynthesis and how plants take in carbon dioxide and release oxygen. The role of carbon in the atmosphere was
also included in the discussion on photosynthesis. After spending some time on photosynthesis, we moved on by
emphasizing how the products of photosynthesis, oxygen, plays a role as a reactant in cellular respiration. There was
emphasis on how the processes of photosynthesis and cellular respiration work together in a cycle; and how this is one
of many cycles we will be discussing in the unit focused on the cycling of energy and matter. This led into the discussion
on the atmosphere and the carbon cycle and the importance of maintaining a balance of carbon in the atmosphere,
which led to this lesson and the creation of stop motion videos. Next this will lead us to the discussion on how carbon in
the atmosphere affects deforestation.
The activity we will be working on today's encourages collaboration and the sharing of ideas and using rationale in a
group atmosphere. The students will be working in groups and utilizing technology to create a stop motion video
encompassing what we’ve been learning about the cycling of energy and matter and utilizing it to explain the role of the
carbon cycle. The students will also be aware of and displaying good science lab practices always practicing safety first in
the laboratory.
According to the Technology Matrix (https://fcit.usf.edu/matrix/matrix/) this lesson has teachers performing at the
Adaptation Level where teacher facilitates students in exploring and independently using technology to create their stop
motion video. The teacher has designed a lesson in which students’ use of technology tools is integral to building an
understanding of a concept. The teacher gives the students access to technology tools and guides them to appropriate
resources. At the Constructive level, students use technology such and Chromebooks and cell phones to connect new
information to their prior knowledge rather than to passively receive information.

Resources:
Go Formative Questions for Entry Level Assessment:
Students will use their Chrome Books to answer these questions on Go Formative at the start of the lesson.
They will have time to reflect with a partner and as a class before the start of the new lesson.

Photosynthesis
What do you know about photosynthesis?

What molecules are involved in photosynthesis?

What is the energy source of photosynthesis?

What type of organism can perform it?

Draw a quick model of photosynthesis.

Cellular respiration
What do you know about cellular respiration?

What is the energy source of cellular respiration?

What molecules are involved in cellular respiration?

What type of organism can perform it?

Draw a quick model of cellular respiration.

Probing Questions
What is the role of oxygen in this scenario?
Where would the carbon come from that you are representing here?
Why do you need to include animals in this model?

Carbon Cycle Stop Motion Video Rubric

 Excellent: Good: Needs more: Poor:
4 points 3 points 2 points 1 point

Photosynthesis Video contains Video contains Video contains Video contains

all specified parts most of the some of the very few of the
of specified parts of specified parts of specified parts of
photosynthesis photosynthesis photosynthesis photosynthesis
including: Energy including: Energy including: Energy including: Energy
in (sunlight), in (sunlight), in (sunlight), in (sunlight),
Water in, Water in, Water in, Water in,
CO2 in from CO2 in from CO2 in from CO2 in from
atmosphere, atmosphere, atmosphere, atmosphere,
Glucose out, Glucose out, Glucose out, Glucose out,
Oxygen out, Oxygen out, Oxygen out, Oxygen out,
Glucose & Glucose & Glucose & Glucose &
oxygen to oxygen to oxygen to oxygen to
herbivore herbivore herbivore herbivore

Respiration Video contains Video contains Video contains Video contains

all specified parts most of the some of the very few of the
of respiration specified parts of specified parts of specified parts of
including: respiration respiration respiration
Glucose & including: including: including:
oxygen in Glucose & Glucose & Glucose &
CO2 out to oxygen in oxygen in oxygen in
atmosphere CO2 out to CO2 out to CO2 out to
H2O out atmosphere atmosphere atmosphere
H2O out H2O out H2O out

Decomposition Decaying Decaying Decaying Decaying

organisms are organisms are organisms are organisms are
represented in represented in represented in not represented
the video and the video and the video and in the video but
their role is their role is their role is their role is
explained. explained. explained. implied.
At least two One example of No examples of
examples of decomposers are decomposers are
decomposers are given. given.
given.

Human Impact One human One human One human One human
activity that activity that activity that activity that
contributes to contributes to contributes to contributes to
more carbon more carbon more carbon more carbon
dioxide in the dioxide in the dioxide in the dioxide in the
atmosphere is atmosphere is atmosphere is atmosphere is
included and included and included but not not included.
explained with somewhat explained.
detail. explained.
Food Web Video explains Video explains Video explains Video doesn’t
how carbon will how carbon will how carbon will explain how
move through move through move through carbon will move
organisms by organisms by organisms by through
what they are what they are what they are organisms by
eating. At least eating. One eating. No what they are
two examples example is given. examples are eating.
are given. given.

Video length Video is about 30 Video is over 40 Video is less than Video is less
seconds in seconds or less 15 seconds in than 10 seconds
length with 3-5 than 20 seconds. length. in length.
frames per
second.

Overall Video is very Video is creative, Video is Video is not

creative, clear clear and easy to somewhat creative or easy
and easy to follow. It has creative and easy to follow. It has
follow. It has colorful pictures to follow. It has no colorful
colorful pictures and is organized. some colorful pictures.
and is very pictures.
organized.

Written Summary of Summary of Summary of your Summary of

Summary your carbon your carbon carbon cycle your carbon
cycle video cycle video video explains cycle video
explains each explains most some of the explains very few
step and the role steps and the steps and the steps and the
they have in the role they have in role they have in role they have in
cycling of carbon the cycling of the cycling of the cycling of
on Earth. It is 1-2 carbon on Earth. carbon on Earth. carbon on Earth.
paragraphs in It is 1-2 It is less than 1-2 It is less than 1
length with no paragraphs in paragraphs in paragraph in
grammar or length with some length with many length with many
punctuation grammar or grammar or grammar or
errors. punctuation punctuation punctuation
errors. errors. errors.

Checklist for Carbon Cycle Stop Motion Video

Make sure to include the following in your video:
● Photosynthesis
o Plant
o Sunlight
o Close up of what occurs in leaf or chloroplast
o Reactants- what is being used with arrows in
o Products- what is being used with arrows out
o Can also write the equation

● Respiration
 o Animal
o Close up of what occurs in cell or mitochondria
o Reactants- what is being used with arrows in
o Products- what is being used with arrows out
o Can also write the equation

● Decomposition
o Show an organism and carbon flowing to the ground/soil, some is also released in the
air
o Include decomposers (worm, bacteria, and/or fungi)
o Give two examples

● Human impact
o Give an activity humans do that contributes to more carbon dioxide in the atmosphere
(car, plane, factory… etc)

● Food Web
o Show the transfer of carbon through feeding (cow eating grass, human eating an apple,
etc.)
o Give two examples

● Summary
o Write a 1-2 paragraph summary of your Carbon Cycle Stop Motion Video explaining
why you chose to include each part and what role each plays in the cycling of carbon on
Earth.

Stop Motion Video - The Carbon Cycle

Creating a stop motion animation movie requires a lot of patience and creativity. In order to achieve
the illusion of animation, each frame has to be carefully set-up and precisely filmed. This process is
tedious and time‐consuming; however, when properly done, can create an outstanding movie effect.
Your goal is to produce a stop motion animation movie showing the flow of carbon within the
ecosystem. Your movie should be approximately 30 seconds in length. You will be using your poster
and molecules to show the flow and what is used and what is produced in each
process: photosynthesis, respiration, decomposition, and combustion. You will work in your table
groups of 4 that you have been working with.

Pre-Production
● Determine film crew roles for production
● Director-You will organize what needs to be done, help set up the frames, and lead your
team to complete production of the movie and be sure it is turned in.
● Cameraperson- you will log on to the Chromebook, take the photos, and turn in the
movie.
● Set builder- You will build and move the molecules for production (making the movie
● Assistant-you will help with any aspect of production and when needed ask the ask the
producers (Mrs. Richard or Ms. Wilhelmi) when help is needed
Video Quality
● Break down the animation movements into small “frames”.
● There should be 3 to 5 frames for each second of the finished movie.
● Your finished movie should be approximately 30 seconds.
● This means that you need to film from 90 to 150 frames of animation.
● Your final movie will look choppy if you use fewer frames per second.
● However, if you use a lot of frames per second, you will have a lot more work.
● Find a happy medium (which is why I recommend 3 – 5 frames per second).
● Shoot approximately 1 second of video for each frame. Note: The one‐second length will be
edited‐down later.
● Avoid changes in the background that will deter from the animation effect.
● Include photos of titles and labels to help with understanding the concept.
Sound Quality
● Remove the audio from all captured video.
● There will be too much noise in the room to use any recorded sound.