Photosynthesis 

Lesson 1 

Context: This is the first of many lessons regarding photosynthesis. The students will be completing a lab report detailing the results of their experimentation as the culminating activity for this unit (Summative Assessment). This first lesson introduces the basics of the process of photosynthesis by beginning to identify key vocabulary. In addition, this lesson introduces writing a lab report through a jigsaw activity to create a collective classroom procedure for producing this report.

Time: 80 Minutes (Assumed typical high school block schedule)

Objectives

1. Students will be able to correctly describe orally or in writing (1-2 sentences) the sections of a lab report (abstract, introduction, materials and methods, results and figures, discussion, bibliography) for a classroom reference or procedure sheet.
2. Students will be able to identify the components of photosynthesis (plant, and plant structures, sun, water, carbon dioxide, oxygen, sugar) through labeling a diagram of the process of photosynthesis.

It is important to note both of these objectives contain content and language components. The students are being asked to identify key vocabulary in the process of photosynthesis and the sections of a laboratory report. They are also being asked to communicate their knowledge of the  content of the science vocabulary orally or in writing for a group procedure or reference page, as well as in an informal diagram of the process of photosynthesis.

Materials

Sample lab reports for jigsaw.

Report should be developmentally appropriate and scanned for difficult words, glossary of terms should be provided if paper is particularly difficult. The idea is not to understand the report so much as it is to understand what is required for each section of the paper.

White Board or Post-it easel paper

Report Request Situations*

Science Anticipation Guide*

Simple diagram of photosynthesis*

Experimental Design Sheet*

*Included at the end of this lesson plan

 

Standards

Using 9th grade biology academic standards, science common core, and ELL standards

Academic Standard: SCI.B.3.1 2010

Describe how some organisms capture the sun’s energy through the process of photosynthesis by converting carbon dioxide and water into high-energy compounds and releasing oxygen.

Common Core Standard: Science 9-10.RS.4 

Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific context relevant to grades 9-10 texts and topics.

ELL Standards: ELP.9.2 2003 

READING: Comprehension

Language minority students will listen, speak, read, and write for information, analysis, and synthesis.

Beginner Level

ELP 9.2.2: Prepare a chart, graph, etc., that asserts an idea or an opinion nonverbally (e.g., gestures, pictures) or with spoken or written words and phrases.

Early Intermediate Level

ELP 9.2.6: Prepare a content-area report that asserts an idea or opinion and includes a bibliography.

Intermediate Level

ELP 9.2.10: Prepare a content-area report with one to two resources that evaluates credibility of author’s claim and includes a bibliography.

Advanced

ELP 9.2.14: Prepare a content-area research paper with several sources and present a clear thesis or conclusion with appropriate formatting and a bibliography.

Fluent English Proficient

ELP 9.2.18: Prepare a content-area research paper with multiple sources and present a coherent thesis and conclusion with appropriate formatting and a bibliography.

 

Anticipated difficulties for ELL students and rationale for this lesson 

I would anticipate that many ELL students would have a difficult time with the vocabulary and conceptual demands of this lesson. These might include the complex words which are not necessarily cognates in other languages and describe processes instead of just object or other nouns. Because it is difficult to visualize photosynthesis, a critical process which occurs on a microscopic level, it might be challenging for ELL students to connect the organelles of the plant, the chemicals and products created in the process with what is happening in real life.  This lesson uses anticipation guides, guided picture oriented notes, purposeful grouping, and collaborative learning to help students of all language abilities learn about the concept of photosynthesis. This lesson plan is specifically designed to help ELL students by activating their prior knowledge of a topic and making explicit vocabulary connections via pictures and lab exercises through scaffolding them with students of higher ability and allowing multiple entry points during reading activities. It is important to note here that the groups designated by the teacher are not haphazardly organized lab groups established from the first day of school. Instead these are dynamic and shifting, just as students are, to reflect the various strengths some students may have with content or sharing material.

 

Vocabulary

Many of the vocabulary words used in this lesson are conceptual. Listed below are various key terms students might have trouble with, but by the end of the lesson should be able to define in more detail and apply to diagrams and models. The definitions here are designed to be very accessible and therefore they use simple more generalized language to describe these complicated ideas.

Photosynthesis 

Definition: The process of converting light energy to chemical energy and storing it in the bonds of sugar and releasing oxygen as an additional product.

Carbon Dioxide 

Definition: Carbon dioxide is a naturally occurring chemical compound composed of two oxygen atoms covalently bonded to a single carbon atom.

Chlorophyll

Definition: Chlorophyll is a green pigment found in plants.

Chloroplast 

Definition: The part (or organ) of a plant cell where the process of photosynthesis occurs.

Light Reaction

Definition: First reaction of photosynthesis occurring in the chloroplast (thylakoid membranes) where light energy (sun light)  is converted to chemical energy (ATP and NADPH).

Dark Reaction 

Definition: The second reaction of photosynthesis also occurring in the chloroplast (stroma) using the product of the light reaction (ATP and NADPH) and CO2 to produce sugar.

Abstract 

Definition: The summary of a scientific paper, usually including one to two sentences from each of the larger sections of the paper to help readers understand what the paper will be about.

Figures  

Definition: The tables, graphs, and diagrams of a scientific paper. They usually include a figure legend or caption to explain the picture.

Bibliography 

Definition: The final section of a scientific paper which includes the references of information used to make the paper. This is where you give credit to other people who provided you with information.

Independent Variable  

Definition: An independent variable is the variable you have control over, what you can choose and manipulate

Dependent Variable  

Definition: A dependent variable is what you measure in the experiment and what is affected during the experiment.

 

Procedures

1. Hook (7 minutes)

• Anticipation guide
  • Students will complete an anticipation guide to activate their prior knowledge of the process of photosynthesis. A sample of the guide is attached. This activity will benefit second language learners because it will help them to identify key terms and link ideas behind complex processes.
  • Because this activity might be difficult for students who are level one ELL students, the teacher will either join them on this activity talking out each point on the guide. Or if there is a suitable partner, have the students work together orally through the anticipation guide. (In this case it might talk longer to get through the activity, which is fine).
  • The guide will be collected and used towards in tandem with lectures on the topic of photosynthesis so students can create reference points and connections.

1. Jigsawing a lab report (40 minutes)

• Teacher activity (10 minutes)
  • Design purposeful heterogenous groups of students (strong readers with challenged readers, ELL with non-ELL or stronger ELL students)
  • Divide students into 5 groups assigning each group a section of  the lab report. (Lab report should be broken up in pieces so groups do not receive the entire report, just their section)
  • Provide multiple forms of each section of a lab report so students can pick a piece from their section at a reading level that suits them. For example, I would provide copies of five different introductions from five lab reports at various reading levels to give students multiple entry points.
  • Explain jigsaw activity.
• Student activity (Timed 20 minutes)
  • Students will read silently their section of the report using a provided glossary if necessary (if possible glossary in first language). Student will be instructed to underline key words that prevent them from understanding the section. One student in each group will then read the section out-loud to the other group members. Students discuss in groups any difficult words, explaining them to their peers or asking questions if necessary. Groups then go through and identify the key elements of their section of the paper (what should be included, what is not included), and how it is formatted. Groups then come up with a 2-5 sentence “definition” of their section for their jigsaw piece to share out to the class.
• Class activity (10 minutes)
  • Jigsaw activity is completed by the class coming back together and sharing out the details of their section with the group. Teacher records the 2-5 sentence definitions creating a class-procedure of “How to Write a Lab Report.”

1. Lab Activity (30 minutes)

• Photosynthesis in hyper speed (10 minutes)
  • Teacher activity
    • Returning to the anticipation guide, teacher will introduce the idea of photosynthesis with a graphic organizer and guided notes of the process. Teacher will take the students through a review of the parts of photosynthesis in general detail explaining how light from the sun with CO2 is converted in the organs of a plant to sugar and oxygen.
    • Students record notes in their lab journals using guided notes technique and drawing simple pictures.
      • This will help students begin to contextualize and visualize (using webs and pictures) the many parts of photosynthesis.
    • THINK: PAIR: SHARE: To conclude and transition, students will have the opportunity to pose questions about what factors in the natural environment affect plant growth and photosynthesis through the question: If you were to keep a garden, what factors do farmers plan for to help plants grow (consider what you know about weather, water, light, temperature, and nutrients in your answer)?
• Experimental Design (20 minutes)
  • Teacher activity  (5 minutes)
    • Teacher divides students into lab groups, these groups should be smaller mixes of students with a range of abilities (heterogenous).
    • Teacher explains that students (hereafter called scientists) are being given a commission from a company or lab to investigate various aspects of plant growth and photosynthesis. They are being asked to design an experiment and make a recommendation to the company or lab in the form a scientific paper about their findings.
    • Teacher hands out situations and guided experimental design sheet.
  • Scientist Activity (15 minutes)
    • Scientists read aloud their situations in their groups. Using the design sheets, they begin by identifying what they are being asked to test or measure. Then they design and experiment for the situation. Scientists are only designing during this class, set up, testing, and analyzing will occur in future lessons. Scientists will seek approval for their procedure from the lab manager (teacher).
      • The purposeful grouping for this activity is designed to help ELL students. These groups will be consistent through out the lessons on photosynthesis and will function as units for studying for quizzes, completing the report, etc.

1. Closure (5 minutes)

• Student Activity
  • Students will be asked to fill out the simple diagram of photosynthesis as their exit ticket. At the bottom of the diagram student will be asked to list two things they want to know more about or are confused by.
    • This formative assessment will assist the teacher to understand where students (especially ELLs) are having trouble, confused, or curious. The teacher can then use this information to tailor future lesson plans where the process of photosynthesis will be explained in greater detail.

References For Resources

Situations

Lawson, R. Going Green Fast: A Lesson on Photosynthesis (APS Archive of Teaching Resources Item #2970). Bethesda, MD: American Physiological Society, 2008.

http://www.apsarchive.org/resource.cfm?submissionID=2970.

For the situations and experiment design sheet, I used this author’s established lesson plan to help formulate the way these two activities would run.

Anticipation guide

Kreisleman, M. Hs_2_Anticipation Guide_Photosynthesis. Google Docs.

http://www.marric.us/files/HS_2_ANTICIPATION_GUIDE_Photosynthesis.doc.

I drew from this example for the anticipation guide because it used simple language while incorporating key vocabulary terms.

Photosynthesis Diagram 

Myers, Adrain. “Photosynthesis, Energy, Cellulose & Proteins.” Web log post. Sustainable Gardening. WordPress, Jan. 2013.

http://www.sustainablegardener.org/building-fertility/.

The diagram featured on this site highlighted the simple facets of photosynthesis which the teacher would cover during the hyper-speed over view of the topic.

 

RESOURCES FOR LESSON

Anticipation Guide 

Before each of the statements below, write agree / disagree in the blank space.

1. __________ Plants need water to make sugars.

 

1. __________ Plants do photosynthesis in order to feed us.

 

1. __________ The entire process of Photosynthesis occurs only in the light.

 

1. __________ Plants use more green light than any other wavelength of light.

 

1. __________ Most of the oxygen on Earth comes from the rain forests.

 

1. __________ The purpose of photosynthesis is to produce glucose.

 

1. __________ The purpose of photosynthesis is to produce Oxygen.

 

1. __________ Plants use the oxygen that they produce.

 

1. __________ At night plants respirate (‘breath’) more rapidly.

 

1. _________ All organisms on earth depend on photosynthesis for energy.

 

1. _________ Carnivorous plants do not need to do photosynthesis.

 

1. _________ Plants get all their food from the soil.

 

Choose two statements you disagree with and explain your answer:

____________________________________________________________________________________________________________________________________

 

Situations 

 

LET IT RAIN? (Effect of pH)

• The Environmental Protection Agency (EPA) is concerned about your local area being subjected to a significant amount of acid rain recently. To determine how dangerous the change in pH is, you are to determine what pH level is best for the local plant life. Design an experiment to show the effect of pH on the rate of photosynthesis.
• Suggested website for more information: http://www.epa.gov/acidrain/index.html.

 

HOW WARM IS TOO WARM? (Effect of temperature)

• There is concern worldwide about the effects of global warming on ecosystems. Since plant life forms the base of all food chains, it is vital that these organisms be protected for the survival of all life on Earth. The Environmental Protection Agency has hired you to gather information regarding this global warming concern. Design an experiment to determine what the optimal temperature is for photosynthesis.
• Suggested website for more information: http://www.epa.gov/climatechange/

 

THERE’S NO ROOM! (Effect of various artificial light sources)

• Due to the population explosion around the world, many people are concerned about space for agricultural growth. To help address this concern, growing plants indoor is gaining in popularity for many communities. You have been hired by the Colorado Department of Agriculture to determine the most efficient light source for growing plants indoors. Design an experiment to determine the best artificial light source for photosynthesis.
• Suggested website for more information: http://www.colorado.gov/ag

 

UP, UP, and AWAY! (Effect of colored lights)

• The future of space travel will continue to have astronauts in space for longer and longer periods of time requiring them to grow their own food. To help NASA save on costs, they want to know what wavelength is best for photosynthesis to help them reduce energy usage. Design an experiment to determine what color light bulb is the best for photosynthesis.
• Suggested website for more information: http://www.nasa.gov/centers/goddard/home/index.html

 

Experimental Design Page

STUDENT DATA SHEET 

EXPERIMENTAL DESIGN — RATE OF PHOTOSYNTHESIS

Your group has been hired to conduct an investigation surrounding the growth of plants. Based on the scenario given, your group will develop a hypothesis, design and conduct an experiment, and then report out to the class the results. Individually, you will write a letter to the government agency that hired you describing your recommendation based on the results of your experiment.

 

NOTE: Teacher approval of experimental design is required prior to conducting experiment.

 

SCENARIO BEING TESTED:

 

 

 

 

 

HYPOTHESIS: Be sure that you write a testable hypothesis that is based on your knowledge of photosynthesis.

 

 

 

 

 

EXPERIMENTAL DESIGN: Be sure to include a control, factors that will be kept constant, and a description of your independent and dependent variable(s).

 

 

 

 

 

Lab Manager (Teacher) Approval: _____________________

 

 

Photosynthesis Diagram (Closure)

 

Students will be asked to fill in the boxes of the diagram with key words {light, water, oxygen, sugar, carbon dioxide, chlorophyll}

 

 

 

I am curious about / confused by_____________________________________________

 

I am curious about / confused by_____________________________________________

 

Comments are closed