Name: Steven Sinski
Title of lesson: Photosynthesis
Date of lesson: During Moon Colony Project
Length of lesson: 45 minute block
Description of the class:
Name of course: Earth Science: Moon Colony Project
Grade level: High School
Honors or regular: Either
Source of the lesson:
Lab from: http://www.pbs.org/safarchive/4_class/45_pguides/pguide_601/4561_planet.html
Information from: http://www.emc.maricopa.edu/faculty/farabee/BIOBK/BioBookPS.html
TEKS addressed:
(2) Scientific processes. The student uses scientific methods during field and laboratory investigations. The student is expected to:
(B) collect data and make measurements with precision;
(C) organize, analyze, evaluate, make inferences, and predict trends from data; and
(D) communicate valid conclusions.
(3) Scientific processes. The student uses critical thinking and scientific problem solving to make informed decisions. The student is expected to:
(A) analyze, review, and critique scientific explanations, including hypotheses and theories, as to their strengths and weaknesses using scientific evidence and information;
(9) Science concepts. The student knows metabolic processes and energy transfers that occur in living organisms. The student is expected to:
(A) compare the structures and functions of different types of biomolecules such as carbohydrates, lipids, proteins, and nucleic acids;
(B) compare the energy flow in photosynthesis to the energy flow in cellular respiration;
(10) Science concepts. The student knows that, at all levels of nature, living systems are found within other living systems, each with its own boundary and limits. The student is expected to:
(C) analyze and identify characteristics of plant systems and subsystems.
(13) Science concepts. The student knows the significance of plants in the environment. The student is expected to:
(A) evaluate the significance of structural and physiological adaptations of plants to their environments; and
(B) survey and identify methods of reproduction, growth, and development of various types of plants.
I. Overview
Photosynthesis keeps our planet running and allows for our survival. The cycling of CO2 in plants to produce sugar and oxygen is critical to our survival. On Earth, excess CO2 is taken up by green plants during photosynthesis. This activity on carbon uptake allows students to observe the connection between CO2 depletion and photosynthetic activity.
II. Performance or learner outcomes
á Students will be able to observe the uptake of Co2 by plants using an indicator.
á Students will be able to discuss the role of photosynthesis in our environment
III. Resources, materials and supplies needed
á 3 test tubes
á test tube rack
á marker pen
á phenol red (CO2 indicator)
á sprig of Elodea
á drinking straw
á water (enough for test tubes)
á hot plate
á notebook for recording observations
IV. Safety Considerations
á Test tubes are fragile and should be handles with care so they are not broken
V. Supplementary materials, handouts
Lab procedure handout
Photosynthesis Lab
Name:______________________
On Earth, excess CO2 is taken up by green plants during photosynthesis. This activity on carbon uptake lets you observe the connection between CO2 depletion and photosynthetic activity.
Materials:
á 3 test tubes
á test tube rack
á marker pen
á phenol red (CO2 indicator)
á sprig of Elodea
á drinking straw
á water (enough for test tubes)
á boiling apparatus
á notebook for recording observations
Procedure:
- Before starting this lab, boil the water, then cool to room temperature.
- Fill three test tubes with the room-temperature water.
- Number the test tubes 1, 2 and 3.
- Add a very small amount of phenol red to each tube (powder or liquid). Note the color of each solution in your observation log.
- Using a clean straw, exhale briefly into tubes 1 and 2 until the color just changes to yellow.
- Place a generous sprig of Elodea in tube 1.
- Cover all three tubes and set them aside in bright light.
- At the end of your class period (30 minutes in the tubes is ideal, but color change will occur in less time), examine the color of each tube.
Five-E Organization
Teacher Does Probing Questions Student Does
Engage: Learning Experience(s)Allow 5 minutes for students to brainstorm a focused list of things necessary for survival. |
Critical questions that will establish prior knowledge and create a need to know What do we need to survive? |
Expected Student Responses/Misconceptions Creates a focused list of things necessary for survival. |
Explore: Learning Experience(s)Students will perform the lab and set their test tubes by the window to allow the reaction to take place. While the reaction is taking place we will explain, and elaborate. At the end of the discussion period students will be instructed to collect their test tubes, observe the results, and complete the conclusion questions. |
Critical questions that will allow you to decide whether students understand or are able to carry out the assigned task (formative) 1. Which test tube is the control? 2. What does blowing into the test tube with the straw do? 3. What is the purpose of the indicator? 4. What do you think will happen in the test tube with the plant in it? |
Expected Student Responses/Misconceptions 1. The one with no plant in it is the control. 2. Makes bubbles. Introduces CO2 into the test tube. It changes the color of the indicator. 3. The indicator detects the oxygen in the water. 4. The indicator will change back to red because the plant will convert the CO2 into O2. |
Explain: Learning Experience(s)Photosynthesis is the process by which plants, some bacteria, and some protists use the energy from sunlight to produce sugar, which cellular respiration converts into ATP, the "fuel" used by all living things. The conversion of unusable sunlight energy into usable chemical energy, is associated with the actions of the green pigment chlorophyll. Most of the time, the photosynthetic process uses water and releases the oxygen that we absolutely must have to stay alive. |
Critical questions that will allow you to help students clarify their understanding and introduce information related to concepts to be learned 1. What might this experiment tell us about the role of plants and/or vegetation in the environment? 2. Could we survive without plants? Why/why not? 3. What do plants have that other organisms do not have that allow them to convert CO2 into O2. |
Expected Student Responses/Misconceptions 1. Plants are important for our survival because they take CO2 out of the air and replace it with O2 that we breathe. 2. No, there are not enough other photosynthetic organisms to sustain good levels of O2. Without plants contributing to the uptake of CO2 and the release of O2 there would not be enough O2 for us to survive. 3. Chlorophyll in chloroplasts absorb light which drives the photosynthetic process in the thylakoid membrane. |
Extend / Elaborate: Learning Experience(s) The process of photosynthesis takes water and CO2 and converts it into sugar and oxygen. 6H2O + 6CO2 ---> C6H12O6+ 6O2 |
Critical questions that will allow you to decide whether students can extend conceptual connections in new situations 1. What bonds break and what bonds form in the photosynthetic reaction? 2. What is the sugar used for in this reaction? |
Expected Student Responses/Misconceptions 1. The C breaks its bonds with O and joins with the water molecules to form a simple sugar and O2 gas. 2. The sugar provides energy for the reaction to take place and for the plant to use to grow. |
Evaluate: Write a half page about photosynthesis and how this process contributes to our atmosphere. |
Critical questions that will allow you to decide whether students understood main lesson objectives Write a half page about photosynthesis and how this process contributes to our atmosphere. |
Expected Student Responses/Misconceptions Students will write a short response assignment about what we discussed in class and observed in lab. |
Percent effort each team member contributed to this lesson plan:
___100%___ ____Steven Sinski_____________________