IN SCHOOL
ACTIVITY #1: PLANT POWER!
OVERVIEW
Through observation and analysis about the importance of plants in their lives, students will explore the
process of photosynthesis. Students will apply their understanding by creating a model and constructing
a written argument. Students will explain the role of plants to human growth and development. Finally,
students will evaluate how to make healthy choices incorporating plants in their school lunch.
TARGET AUDIENCE
Grades 3–6
ACTIVITY DURATION
30–45 minutes
OBJECTIVES
Students will:
• Create a diagram illustrating the process of photosynthesis
• Construct an argument explaining that plants get the materials they need for
growth chiefly from air and water
• Explain the importance of photosynthesis in ensuring they can maintain
a healthy diet
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NATIONAL STANDARDS
Matter and Energy in Organisms and Ecosystems
Science (Next
Generation Science
Standards)
Students who demonstrate understanding can:
5-PS3-1.Use models to describe that energy in animals’ food (used for body repair, growth, motion,
and to maintain body warmth) was once energy from the sun
5-LS1-1 Support an argument that plants get the materials they need for growth chiefly
from air and water
English and
Language Arts
(Common Core
Standards)
CCSS ELA-Literacy RI5.7. Draw on information from multiple print or digital sources, demonstrating the
ability to locate an answer to a question quickly or to solve a problem efficiently.
National Health
Education Standards
Standard 5 Students will demonstrate the ability to use decision-making skills to enhance health.
CCSS ELA-Literacy W.5.2.D. Use precise language and domain-specific vocabulary to
inform about or explain the topic.
5.5.5. Choose a healthy option when making a decision.
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MATERIALS
RAD Lands Videos:
• Episode 4: “Alagada” (11:08-14:08)
• Episode 6: “Finale” (10:39-11:55)
Images of plants or actual plants (e.g., asparagus, celery, herbs with leaves,
chard, spinach, kale, apple or berries, oats/grains, bread/cereal)
“What is Photosynthesis” handout
Chart paper or display equipment (e.g., overhead projector or computer with projector)
Blank paper for notes for Advertisement
Colored Pencils or markers
VOCABULARY
Photosynthesis
Aeroponics
PROCEDURE
Teacher Note: Each RAD Lands episode is approximately 22 minutes in length. It is recommended
that students view all of the videos in their entirety prior to engaging in the activities.
Engage
Display pictures or real examples of plants that could be part of a person’s diet (e.g., asparagus, celery,
herbs with leaves, chard, spinach, kale, apple or berries, oats/grains, bread/cereal). If you have enough
examples for each table group, the items do not have to be the same but should contain a variety.
1. Invite students to observe the displayed food items. (If using real materials, remind them to use the
senses of touch, feel, smell and sight. They should not taste any of the items.) As they observe the
items, engage them in a discussion around the following questions:
• What are these items? Identify each item.
• Where do they come from?
• Who would use them?
• How are these items similar or different?
• How would you classify them?
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2. Guide the discussion towards the concept that all these items are classified as plants.
3. A
sk students to provide examples of some of the health benefits associated with eating plants such
as whole grains, vegetables, and fruits. Record (or have students record) their ideas on chart paper or
other display. Provide clarification or guidance as needed. In general, plants:
• Are high in fiber enabling the body to process food efficiently and assist digestive regularity
• Are rich in nutrients to help maintain a healthy body to give us the energy we need to do the things
we like to do like running, playing video games, or playing sports
• Are low in fat and calories helping to control weight
• Can reduce the risk of chronic diseases such as heart disease, diabetes, and obesity
Explore
1. Ask students how they get energy to be able to learn, play, and work. Explain that plants
do not eat food or take in nutrients the same way people do. Introduce the concept that the energy
needed for plants to grow and develop comes from a process called photosynthesis.
2. A
sk, “Does anyone know how photosynthesis works?” Allow students to share their ideas.
3. T
ell students they’re going to watch a short video segment to learn more about photosynthesis today.
Have students take notes about the process of photosynthesis. Encourage them to be as detailed as
possible.
4. S
how the video segment from Episode 4: “Alagada” (11:08-14:08).
(The segment runs for 4 minutes.)
5. U
sing the handout “What is Photosynthesis?” students draw a model of the process of
photosynthesis. Explain to students that models can be smaller replicas of a concept and
they can also be visual pictures or diagrams. For this activity, they will create a diagram
model. Their models should include the following
• Color
• Arrows or symbols to show flow
• Labels
6. Have students share their models with another partner group. Based on feedback, they should
make amendments based on suggestions as needed.
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Explain
1. Ask students if they have ever grown plants. Allow students to share their experiences and prior
knowledge about the planting/growing process.
2. E
xplain to students that there are many methods to growing plants and in the next video segment, they
will learn about aeroponics, a method for growing plants that does not require soil.
3. Show the aeroponics video segment from Episode 6: “Finale,” (10:39-11:55).
4. T
ell students that even though there are many methods for growing plants, just like humans all plants
have basic needs for growth and development. Ask students to think about what other needs a plant
might have for growth and development. Allow for a 1-2 minute discussion.
5. H
ave students write a statement below their diagram explaining what plants need to successfully grow
and develop. They may work together or independently. Summarize the activity by asking volunteers
to share their statements. Allow for class discussion as needed.
Elaborate
1. Ask students, “If photosynthesis did not take place, what effect would that have on humans and
our growth and development? Why?” Discuss briefly, asking additional questions to guide students’
thinking, if necessary. Ensure that students understand the importance of plants to the human diet,
both through direct consumption and as food for animals that are part of the human diet. (Students
may also share that plants are important to clean air and water.)
2. W
rite the following terms on the board: whole grains, vegetables, and fruit. Inform students that the
plants we eat are categorized into these three groups. Go back to the food items displayed at the
beginning of the lesson and ask students to identify the groups to which they belong. If time allows,
encourage students to list additional examples of foods from each category.
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Optional Extensions:
1. Challenge students to work in small groups to create a song, rap, presentation, role play,
or demonstration about the process of photosynthesis and its importance in ensuring
that people can maintain a healthy diet.
The criteria are as follows:
• No more than 30 seconds long
• Everyone must be involved
• Be creative!
2. For older grade levels, students could watch the RAD Lands videos an do the following:
• Compare and contrast plants of the future with plants today;
• Make an argument for the value and importance of plants in each of these worlds; or
• Analyze the importance of natural vs. chemically generated
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IN SCHOOL
NAME DATE
WHAT IS PHOTOSYNTHESIS?
Use the template below to create a diagram to show the process of photosynthesis.
The ovals inside the leaf represent the chloroplast found inside leaves.
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IN SCHOOL
OPTIONAL IMAGE RESOURCES
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