(2) (e.g., a 5-cm section of a drinking straw). The test tubes with these plant surrogates act as controls. If multiple plant species are available, add an additional test tube for each additional species and place 5-cm cuttings of those species into their own test tubes. Teachers should attempt to have all plant clippings be as similar as possible (i.e., taken from the same location on the stem of multiple plants).
(3) .
: If multiple lamps and test tube racks are available, this experiment can be replicated by splitting the class into groups of three or four and carrying out the same measurements at each station.
(1) tubes with plant segments to students. Students may work in a pair or groups.
(2) to allow students to understand that the rate of bubble formation is a measure of the rate of photosynthesis. Teacher may ask:
(3) at a specified distance from a light source and allow 15 minutes for the plant to acclimate to the new environment. Make sure to plan for enough test tubes to carry out this experiment using multiple distances. (e.g., 15, 30, and 45 cm from the light source).
(4) After the test tubes containing plants or plant surrogates (e.g., straws) have been exposed to the light for at least 15 min, ask students to that emerge from the plant and float to the surface and in all tubes at the same time they count the number of bubbles.
(5) Ask students to based on their data and .
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(1) the lamps at least several feet apart and away from windows. (3) Cut equal-sized pieces of elodea for each test tube or glass (about 3 inches in length). or glass. of the bromothymol blue solution. Have students to (e.g., #1, 2, and 3). (4) Have students to ; Cover the test tube (aluminum foil works well). Be sure to completely seal the vessel to keep gas from entering or leaving. (5) Have students to completely with aluminum foil to block out any light. Test tube #3 is a control, so it should be left uncovered. (6) Have students to to explain which test-tube the solution will change colour, and to what colour. Teacher can ask: “ ” (7) . The plants should all be 12 inches (30 cm) away from their lamp. (8) for a one-hour to 24 hours. of the solution for each test tube. (9) Ask students to to illustrate their results. Ask students to .
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The goal of this step is to help students in changing their preconceptions through developing complex evidence-based explanations after their investigations in light of the data they gathered in the above activities. Teacher can ask students to share their data with other groups. Teacher may also post summary data on a class summary chart on the board.
(1) Divide students into groups. (Groups of 2-3). Ask students to answer the questions on the worksheet (Appendix B). For example:
Facilitate the discussion as teacher walk around the classroom. Note: The important aspect here is that you allow students to make connection between evidence/data provided from the activities and their explanations for their answer.
(2) Once students are finished with the worksheet, facilitate a class discussion. Teacher can lead a discussion about the similarities and differences in the group analysis. Note: Teacher may go over the questions with students and have them present their answers and explanations. Or, teacher may ask students to present their data to the rest of class while teacher write down similarities and differences emerging from different groups’ data.
(3) Go back to the driving question on the board: “ Plants need energy to stay alive and grow. How do you think plants get energy? ” Ask students if their view have changed and ask why. Again, encourage students to draw their explanations from the evidence/data from the activities. Teacher can use the following strategies:
Ø Orienting students to each other’s thinking: For example, teacher can ask: Do you agree with what Student A said? and Why? Ø Pressing for explanation : For example, teacher can ask: Group A and B , both of you found results/data that are different than your previous predictions. Why do you think so?
Note: If time allows, you can show your students “photosynthesis song”: this video summarizes the process of photosynthesis, offering visual and musical sources: https://www.youtube.com/watch?v=C1_uez5WX1o https://www.youtube.com/watch?v=C1_uez5WX1o
Three strategies can be used to do a post-assessment; they are:
Option #1: Question and Answer/Exit Cards : Have students to fill out the worksheet page individually (see Appendix). After students fill out most part of the worksheet, ask them to discuss in a small group (3-4 students). Teacher can facilitate the group discussion while walking around the classroom by asking questions such as: “ With regards to Input and its origin: Why do you think so? What evidence do you have from the activities we have done in class? ” After going of worksheet page. 100 together, teacher may give the assessment items tested in the beginning and/or have them write exit cards (i.e., write a short reflection on what they learned and what they still unsure about).
Option #2: Create a multimedia poster: By creating a multimedia poster on what students have learned in lessons, they can draw various ways of representing ideas (e.g., write summaries of the facts, create visual arts, add sound). This will be done as a group project. As a group, students have another opportunity to discuss about their understandings on photosynthesis with their peers in informal ways. Specific steps are describe as follow:
(1) In a group of 3-4, students will make a multi-media poster. The poster should represent their understanding of photosynthesis using multi-media of their choice (e.g., podcast, songs, YouTube, visual arts etc.). Students can draw from already existing sources (e.g., song from YouTube, pictures from encyclopedia).
(2) Ask students to connect what they observe in their daily life to the concept of photosynthesis.
(3) In their everyday life (e.g., home, school garden, or on the way to school), students can take a photo, make a collage, or draw a painting to connect the concept of photosynthesis to a moment in their daily life.
(4) With the photo/collage/drawing, students are instructed to write a short essay or record a podcast that explains how their photo/collage/drawing (e.g., photos of flowers, collages of cows eating grass, cooking meals) relates to the concept of photosynthesis.
For example, a group of students may write: “ The meals we eat are the products of photosynthesis. Vegetables grow because of photosynthesis. Meat is a product of animals eating producers or other consumers. Energy from photosynthesis is transferred to the consumer. Humans eat both vegetables and meat which are both products of photosynthesis. ”
(5) Teachers give specific guidelines and rubrics for students to follow. It is important for students to include the following key points in their short essays:
(6) After the completion of the multimedia posters, class can have a symposium, where students will have an opportunity to present their multimedia posters to other students in the classroom.
Option #3: Assessment question : administer the same question and to see if students’ responses had been change. Teacher can use the clickers to obtain students’ responses. If the school does not have clickers, teacher can ask the questions to the whole class and ask students to raise their hands for the answer. If there is no answer from students, teachers can also ask students to write their answer on a piece of paper and put them in a box. Teacher will then write some response on a board (or a chart paper) for discussion. Note: You may re-voice their explanations and write their response on a board.
This lesson plan is inspired by the following sources: Education.com: http://www.education.com/pdf/photosynthesis-of-elodea/ Eureka!: Science and Technology, Secondary Cycle One; Student Textbook B (Activity 8: An Oxygen Factory, pp. 36-37); Worksheet (U1 38, U1 39); Teaching Resource Guide, Volume 1 (p.53). Ray, A. M., & Beardsley, P. M. (2008). Overcoming student misconceptions about photosynthesis: A model-and inquiry-based approach using aquatic plants. Science Activities: Classroom Projects and Curriculum Ideas , 45 (1), 13–22.
Science education project- chantier 7.
*Click to open and customize your own copy of the Photosynthesis Lesson Plan .
This lesson accompanies the BrainPOP topic Photosynthesis , and supports the standard of explaining the role of photosynthesis in the cycling of energy in and out of organisms. Students demonstrate understanding through a variety of projects.
Step 1: ACTIVATE PRIOR KNOWLEDGE
Display an image of a plant, like this one:
Ask students:
Step 2: BUILD KNOWLEDGE
Step 3: APPLY and ASSESS
Assign the Photosynthesis Challenge and Quiz , prompting students to apply essential literacy skills while demonstrating what they learned about this topic.
Step 4: EXTEND and DEEPEN
Students express what they learned about photosynthesis while practicing essential literacy skills with one or more of the following activities. Differentiate by assigning ones that meet individual student needs.
More to Explore
Related BrainPOP Topics: Deepen understanding of plant life with these topics: Plant Growth , Seed Plants , and Seedless Plants .
Teacher Support Resources:
Students explain what the experiments of van Helmont, Priestley and Ingenhousz reveal. They view a video of photosynthesis and draw the structure of the chloroplast with labels. In addition, they explain the functions of the two photosystems: photosystem II and photosystem I and ATPsynthase.
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Where do plants get their food, what should i know about photosynthesis, photosynthesis: an overview, ap: chapter 10: photosynthesis, a photosynthesis timeline, raven chapter 10 guided notes: photosynthesis, photosynthesis - a survival guide, the discovery of photosynthesis, khan academy: the light dependent reactions.
This lesson plan includes the objectives, prerequisites, and exclusions of the lesson teaching students how to outline the process of photosynthesis, state where it occurs, and describe how a plant obtains the materials it needs.
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Teaching photosynthesis with visible body: a free lesson plan.
Posted on 10/8/21 by Laura Snider
In any introductory biology class, photosynthesis is a big topic—that’s hardly surprising, given just how important photosynthesis is to all life on Earth! It can also be challenging to teach, since there’s so much information students need to not just memorize but understand, from plant structures to chemical equations.
Fortunately, Visible Body Suite 's got you covered! Today, we’ll walk you through a free lesson plan and set of lab activities on photosynthesis.
Ultimately, after finishing the lesson and labs, students should be able to answer these three questions:
Our lesson plan begins with a zoomed-out view of photosynthesis—identification of the reactants and products. If you want to assign some before-class reading on this topic, the Reactants and Products article on Visible Body’s Biology Learn Site and the Photosynthesis Overview chapter of OpenStax’s Concepts of Biology are both good resources.
You can have students use the Photosynthesis interactive simulation in VB Suite to identify the following:
Photosynthesis models and simulations in the Energy Unit in VB Suite .
These animated 3D models show how each reactant enters the plant, and what happens to each (by)product.
A preview of the photosynthesis simulation models in VB Suite .
Next, use the dicot leaf 3D model in Visible Biology to show students the leaf structures they’ll need to know:
For more information on these structures, students can read the Leaf Structures Involved in Photosynthesis article on the Biology Learn Site.
For those instructors who want to give students a more detailed look at the chemical reactions taking place during photosynthesis, the chloroplast simulation in Visible Biology shows the light-dependent and light-independent reactions of photosynthesis, as well as the internal structures of the chloroplast where these reactions occur.
Students will be able to identify the following:
They will also be able to see how oxygen is produced when water molecules are broken down in the light-dependent reactions, and how the light-independent reactions use carbon dioxide to produce glucose.
Video footage of the chloroplast simulation in VB Suite .
Students can brush up on their knowledge of these structures and processes by reading the Light-Dependent and Light-Independent Reactions of Photosynthesis article on the Biology Learn Site . The Light-Dependent Reactions of Photosynthesis and Calvin Cycle chapters of OpenStax Concepts of Biology are also great background reading. If you want to introduce students to how photosynthesis compares to and relates to cellular respiration, check out this post from the Visible Body Blog.
Now that your students have completed the introductory lessons and readings, it’s time to assess their understanding of photosynthesis with this first lab. The official VB lab contains five activities, which take about 45 minutes total to complete. There is also a set of more general background questions, which could be assigned as pre-lab homework along with the reading and structure identification lessons. Students can conveniently access the photosynthesis models for help during the lab activities with the Study tab in Visible Biology.
The photosynthesis simulations and models students will need for the photosynthesis lab activities are located in the Lab Activities section under the Study tab in VB Suite .
In Lab 1, students will review what they learned about products and reactants and plant structures from the reading and from the 3D models and simulations. They will need to label the following:
They will also be asked to match different plant structures to their roles in photosynthesis and to complete a chart detailing each product, reactant, and step of photosynthesis.
Once students have a thorough understanding of the reactants and products of photosynthesis, as well as the structures of the plant that allow it to occur, the floating leaf disk experiment will show them photosynthesis in action and lead them to deduce the conditions under which it can occur. Check out this video to see an overview of the procedure for the floating leaf disk experiment activity.
In this lab, students will submerge leaf disks in different solutions and environments (a bicarbonate solution in light conditions, a bicarbonate solution in dark conditions, and distilled water in light conditions). They will then measure how many leaf disks sink and how many remain floating at the end of each minute for 20 minutes. Afterwards, they will graph their results and answer several short answer questions to evaluate their significance.
The final lab activity gives students the chance to demonstrate their knowledge of photosynthesis by drawing a chloroplast and illustrating the light-dependent and light-independent reactions. They will need to explain the process of photosynthesis and its equation in their own words, showing that they understand each component and step.
All in all, Visible Biology’s content and lab activities bring the process of photosynthesis to life and put students in the driver’s seat, letting them manipulate 3D models and simulations to find the answers they need, helping them draw connections to other biology topics (like cellular respiration), and engaging their writing and critical thinking skills to explain what they’ve learned.
You can download the lesson plan and lab activities here . For a free instructor trial of Visible Biology, contact our Education Team . Happy teaching!
The above lesson plan fits these Next Generation Science Standards (NGSS):
HS-LS1 From Molecules to Organisms: Structures and Processes. Students who demonstrate understanding can:
HS-LS2 Ecosystems: Interactions, Energy, and Dynamics. Students who demonstrate understanding can:
Did you know that the Visible Body Education Team has created a library of lesson plans and lab activities? Here's where you can find these resources , complete with NGSS standards.
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This module was designed and written with you in mind. It is here to help you master Ecosystem: Life Energy. The scope of this module permits it to be used in many different learning situations. The language used recognizes the diverse vocabulary level of students. The lessons are arranged to follow the standard sequence of the course. But the order in which you read them can be changed to correspond with the textbook you are now using.
The module focuses on achieving this learning competency:
After going through this module, you are expected to:
1. Relate physical plant characteristics (chloroplast, pigments, stomata, etc.) to their functions;
2. Differentiate light dependent/light independent reaction in terms of the raw materials, processes and end product;
3. Explain the factors that affect the rate of photosynthesis;
4. Describe the parts of mitochondrion;
5. Explain how cell release energy from food;
6. Describe the Krebs cycle;
7. Explain the electron transport chain;
8. Differentiate photosynthesis and respiration in terms of cell structures involved, raw materials, end product and energy requirement.
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©NASA/GSFC/Jeff Schmaltz/MODIS Land Rapid Response Team
Observations inspire scientific questions and drive discoveries. In this activity, students will watch a visualization of empirical scientific data to explore seasonal changes in primary productivity on the earth. They will then formulate and research their own scientific questions about primary productivity on the earth and present their research in a classroom scientific poster session.
After this activity, students will be able to:
Observations inspire scientific questions and drive discoveries. In Part I of this activity, students will watch a short visualization clip showing global seasonal changes in photosynthesis on the earth to practice making observations and formulating hypotheses using empirical scientific data. Students will witness how scientific questions evolve from observations, and in Part II they will practice forming their own science questions.
Living plants play an extremely important role in regulating the amount of carbon dioxide (CO 2 ) in the atmosphere. Through photosynthesis, plants take in CO 2 and convert the carbon into sugar molecules (carbohydrates) using water and energy from the sun. In the process of breaking down these molecules and creating food for themselves, plants release oxygen back into the atmosphere for humans and animals to breathe. This process occurs in land plants, in algae, and in other primary producers of our oceans, such as microscopic phytoplankton.
Although CO 2 is broken down during photosynthesis, some CO 2 is released back into the atmosphere as plants respire. The amount of CO 2 taken in by vegetation during photosynthesis minus the amount of CO 2 put out during respiration equals Net Primary Productivity (NPP), or the total amount of CO 2 absorbed by plants (NASA, retrieved May 2015):
CO 2 taken in – CO 2 respired out = Total CO 2 absorbed by vegetation = Net Primary Productivity
The chemical reaction by which plants produce complex food molecules requires an energy input from sunlight to occur. On land and in the ocean, the availability of light from the sun limits the amount of energy plants can use for photosynthesis, in turn limiting the amount of CO 2 they are able to take in. The seasonal variability of light and its effect on NPP is illustrated in the Timelapse: Photosynthesis Seen from Space visualization. An increase in NPP is reflected in both the Northern and Southern Hemispheres during their respective summer months. Each hemisphere is exposed to more direct sunlight during its summer season because it is tilted towards the sun, therefore increasing the amount of energy available to producers.
While sunlight has a great impact on NPP, there are some variations in productivity due to other factors on land and in water that also influence the amount of CO 2 plants are able to absorb (Lindsey, 2003) Notice that some land regions on the map show very little NPP year round. Some deserts, such as the Sahara in Africa, may receive an abundance of sunlight depending on their distance to the equator; however, the lack of available water limits the extent plants can photosynthesize during the daytime for fear of desiccating, resulting in a lower amount of carbon absorbed by plants living in these climates.
In the ocean, the availability of nutrients, especially nitrogen, greatly impact NPP (Behrenfeld, 2006). Water bodies with an abundance of nutrients tend to have a higher phytoplankton population. An increase in the distribution of phytoplankton means an increase in the amount of CO 2 being absorbed during photosynthesis, and an increase in the NPP of that region.
In addition to providing oxygen and regulating carbon levels, plants contribute immensely to the success of human culture and economies. Both on land and in the ocean, plants provide energy and nutrients vital to the growth of consumers higher on the food chain (National Wildlife Federation, retrieved May 2015). For humans, these plants provide more than just energy and nutrients in the form of food. Plant products like paper, clothing, and medicine have significantly shaped and influenced the development of human cultures and contribute greatly to the foundation of human economies.
Disciplinary Core Ideas (6-8)
Science and Engineering Practices (6-8)
Cross-Cutting Concepts (6-8)
Behrenfeld, M. J., O’Malley, R.T., Siegel, D.A., McClain, C.R., Sarmiento, J.L., Feldman, G.C., Milligan, A.J., Falkowski, P.G., Letelier, R.M., & Boss, E.S. (2006). Climate-driven Trends in Contemporary Ocean Productivity. Nature 444 , 752-755.
Lindsey, R. (2003) Global Garden Gets Greener. Retrieved August 2015 from the NASA Earth Observatory website: http://earthobservatory.nasa.gov/Features/GlobalGarden/
National Wildlife Federation (n.d.). Food Webs and Bioaccumulation. Retrieved May 2015 from http://www.nwf.org/Wildlife/Wildlife-Conservation/Food-Webs.aspx
NASA (n.d.) Global Maps: Net Primary Productivity. Retrieved May 2015 from http://earthobservatory.nasa.gov/GlobalMaps/view.php?d1=MOD17A2_M_PSN
In this active model, students will simulate sugar molecule production to store energy—using ping pong balls!
"Morganza Spillway" © 2011 NASA Earth Observatory
Can we use a model to predict the impacts of nutrient pollutants on an aquatic ecosystem?
"Giant Kelp Forest" © 2010 Tom Thai
Could you describe the kelp forest food web as a system?
COMMENTS
The lesson plan details a science lesson on photosynthesis for 9th grade students. It includes 3 learning objectives, subject matter from references, and a detailed procedure. The procedure involves preliminary activities like prayer and attendance. A review of the prior lesson is conducted and students are grouped and motivated with a game. A presentation on photosynthesis is given through ...
The document outlines a lesson plan for teaching 9th grade science students about photosynthesis. The plan includes objectives to define photosynthesis, describe organelles involved, and identify affecting factors. A variety of teaching methods are outlined like using a plant example, concept mapping, learning stations, group presentations, and a drawing activity. Student assessment includes a ...
Demo Station #1: Photosynthesis of an aquatic plant: (1) Place a submersed aquatic plant (e.g., Canadian waterweed (Elodea canadensis) or coontail (Ceratophyllum demersum) in a flask. (2) Fill a 500mL or 1L beaker with water. (3) Place the flask (with aquatic plants) into the beaker.
ydrogen (H), oxygen (O) and carbon (C).Photosynthesis is the process of turning three ingredients — water, carbon dioxide and energy from sunlight — into. glucose, which the plant uses for food.• The chlorophyll in the chloroplasts uses the energy from the sunlight to break apart the water molecules into O2 and H, produci.
Dlp-science 9 Photosynthesis - Free download as Word Doc (.doc / .docx), PDF File (.pdf), Text File (.txt) or read online for free. The document is a detailed lesson plan for a 9th grade science class discussing photosynthesis. The plan outlines objectives to describe photosynthesis and respiration, discuss the importance of photosynthesis, and create an infographic on urban gardening.
Step 3: APPLY and ASSESS. Assign the Photosynthesis Challenge and Quiz, prompting students to apply essential literacy skills while demonstrating what they learned about this topic. Step 4: EXTEND and DEEPEN. Students express what they learned about photosynthesis while practicing essential literacy skills with one or more of the following ...
Students will be able to. state the word and symbol equation for photosynthesis, describe photosynthesis as a biological process carried out by producers (primarily plants and algae) to make their own food, recall that photosynthesis is an endothermic reaction, explain how plants obtain the reactants they require for photosynthesis, explain how ...
This Photosynthesis Lesson Plan is suitable for 9th - 12th Grade. Students explain what the experiments of van Helmont, Priestley and Ingenhousz reveal. They view a video of photosynthesis and draw the structure of the chloroplast with labels.
During photosynthesis, oxygen—a gas that many living beings need to survive—is released. This makes photosynthesis one of the most important biological processes on Earth. In Part 1 of this lesson plan, students will utilize the floating leaf disk assay to demonstrate the production of oxygen gas during photosynthesis.
Attend live sessions on Nagwa Classes to boost your learning with guidance and advice from an expert teacher! This lesson plan includes the objectives, prerequisites, and exclusions of the lesson teaching students how to outline the process of photosynthesis, state where it occurs, and describe how a plant obtains the materials it needs.
1. Introduce the reactants and products of photosynthesis. Our lesson plan begins with a zoomed-out view of photosynthesis—identification of the reactants and products. If you want to assign some before-class reading on this topic, the Reactants and Products article on Visible Body's Biology Learn Site and the Photosynthesis Overview ...
North Dakota Science Content Standards (April 2014 Draft) • From Molecules to Organisms: Structures and Processes o HS-LS1-4: Use a model to illustrate how photosynthesis transforms light energy into stored chemical energy . Objectives: 1. The students will investigate the reactions of photosynthesis and cellular respiration by organizing a ...
Objectives. Through this kinesthetic model, students will learn: that plants need carbon dioxide, water, and sunlight to carry out photosynthesis. that photosynthesis produces sugar molecules that store energy. that plants and animals can use that energy after breaking apart the sugar molecules through cellular respiration.
This lesson plan outlines a science lesson on photosynthesis for 9th grade students. The objectives are for students to describe the process of photosynthesis and differentiate the basic features and importance of photosynthesis and respiration. The lesson will begin with an introduction activity to engage students, followed by a discussion of the concepts, chemical equation, organelles ...
After 5-7 days, review part one of the photosynthesis lesson, including the Study.com lesson and the key vocabulary terms. Break students back into their groups and return their plants to them ...
3. Explain the factors that affect the rate of photosynthesis; 4. Describe the parts of mitochondrion; 5. Explain how cell release energy from food; 6. Describe the Krebs cycle; 7. Explain the electron transport chain; 8. Differentiate photosynthesis and respiration in terms of cell structures involved, raw materials, end product and energy ...
Through photosynthesis, plants take in CO 2 and convert the carbon into sugar molecules (carbohydrates) using water and energy from the sun. In the process of breaking down these molecules and creating food for themselves, plants release oxygen back into the atmosphere for humans and animals to breathe.
Read More. Lesson Plan Grade: 6th-8th. Students learn a simple technique for quantifying the amount of photosynthesis that occurs in a given period of time, using a common water plant (Elodea). They use this technique to compare the amounts of photosynthesis that occur under conditions of low and high light levels.
The document provides a detailed 60-minute lesson plan for teaching 9th grade science students about photosynthesis and respiration. The objectives are for students to identify the basic features of photosynthesis and respiration, explain their importance, and draw a simple diagram showing their differences. The lesson includes motivational activities using pictures, a video presentation on ...
LAC PLAN 2022-2023 - LAC PLAN 2022-2023. BSED Major in English. Mandatory assignments. 97% (68) ... Science- Grade 9 Alternative Delivery Mode Quarter 1, Wk 6-7 - Module 6: Photosynthesis and Cellular Respiration ... In this lesson, you will learn how photosynthesis takes place and what are the needed materials for it to take place.
1. The document outlines a science lesson plan on photosynthesis and respiration for grade 9 students. It includes the objectives, content, procedures, and resources for the 10-day lesson delivered either online or through modular learning. 2. The objectives are for students to understand the structure and function of plant parts in photosynthesis, the role of mitochondria in respiration, and ...
Cot-1 Lesson Plan (Grade 9) - Free download as Word Doc (.doc / .docx), PDF File (.pdf), Text File (.txt) or read online for free. The document summarizes a science lesson on photosynthesis taught by Teacher Marlon Baranggan to a Grade 9 class. The lesson covered the key processes, stages and importance of photosynthesis. It involved student activities to identify plant structures, raw ...