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Photosynthesis: Plants Use Light

Explore how plants use light, water and air to make their food.

Classroom lesson: Photosynthesis: Plants Use Light

Today I can…

identify what plants use to make food

Words to know

Words for this lesson

PLANTLEAFSUNWATERAIR

Follow along

What we will do

  1. 1

    Meet the plant

    Find a green leaf in the plant photograph.

  2. 2

    Choose light

    Choose the symbol that gives the plant light.

  3. 3

    Choose water

    Find water going toward the leaf in the drawing.

  4. 4

    Find air

    Find carbon dioxide from air going toward the leaf.

  5. 5

    Find made food

    Find sugar made in the leaf in the drawing.

  6. 6

    Compare dated photos

    Compare plant photos taken several days apart.

Speech, sign, point, eye gaze, or AAC

Tell us what you need

Choose a word when you are ready.

LIGHTWATERAIRHELPBREAK
Teacher & para guideMaterials, learning objectives, access, and safety

Materials

  • Existing plant photograph; board and teacher-held marker; existing AAC; dated light-comparison photographs prepared over several days before class. No chemical tests, covered-leaf instant-change claims, plant tasting or direct sun viewing.

Safety first

Keep learners seated at a shared display; offer observation without touch and AAC, gaze, gesture or speech. Honor NO, STOP and BREAK; allow wait time and follow individual vision, allergy, mouthing and supervision plans. Select support individually, never by age or House. Use existing photos, board and teacher-held marker. No chemical tests, plant tasting, direct sun viewing or claims of instant leaf-color or growth change. Plants use light energy, water and carbon dioxide to make sugars; soil supplies minerals and support, not food. A diagram represents an unseen process and leaf color does not prove sugar production. Keep water alike in prepared light-comparison photos.

Follow each student's IEP, health, feeding, allergy, behavior, and mobility plans.

Individual learning objectives

Choose Level 1, 2 or 3 individually in either House group. A House is not an ability level. Watching, directing and communicating a boundary are valid participation.

Level 1

Match LIGHT to a plant.

Level 2

Select light, water and air as inputs.

Level 3

Explain that light helps plants make their own food.

Skill focus: Plant biology, light/energy concepts, cause-and-effect, scientific explanation

30-minute teaching sequence

Introduce · 5 min

5 min: Show a green plant photograph. Ask, "How does a plant make food?" Explain that plants use light energy, water and carbon dioxide from air to make sugars. Soil supplies minerals and support; soil is not the plant's food.

I do · 10 min

I do 10 min: Draw a simple light, water and air-to-leaf model on the existing board. Add sugar made in the leaf. Explain that this drawing represents a process we cannot see directly. Looking at leaf color alone does not prove that sugar was made.

We do · 10 min

We do 10 min: L1 chooses LIGHT. L2 selects water and air as additional inputs. L3 uses the model to explain food-making. Compare dated plant photographs prepared over several days before class, with water held alike and light changed; describe observations without expecting instant growth or color changes.

Exit choice · 5 min

L1: Which gives light? L2: What else does a plant use? L3: How do plants make food? Accept AAC, gaze, gesture or speech. Record support.

Science note: Photosynthesis is how plants use light to make food.

Curriculum connection: NGSS 5-LS1-1 connection.

Prepare for this learner

Both House groups: choose L1/L2/L3 individually, never by age. Stay seated; teacher controls materials. Offer speech, AAC, pointing or gaze, 1-2 high-contrast choices, wait time, observation/no-touch and NO/BREAK. Record response and support; honor refusal.

Record the response, access method, opportunities and support used. Record observed, declined or not assessed separately; a communicated refusal is not a failure of participation.

Word lesson plan

Editable classroom source plan. Source files may retain earlier titles. Use the individual level choices and safety guidance above when preparing the session.

Download editable lesson plan (Word)

Access supports

Communication Model five core words; accept speech, AAC, eye gaze, gestures, object choices, signs, and partner-assisted scanning.

Sensory Present one material at a time. Offer tools, gloves, observe-only, a scent-free choice, and a quiet break.

Motor Stabilize containers, pre-loosen parts, use adapted grips, and offer seated, standing, partner, or directing roles.

Learning Show the finished result, model first, use short visual steps, repeat, and record the least support needed.

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