CI /MSMM 5E Lesson PlanTitle of Lesson: Light ‘em Up with PhotosynthesisUFTeach/MSMM Students’ Names: Mackenzie Peil and Dianet FalconTeaching Date and Time: October 15th, 12:51-2:41Length of Lesson: 50 minutesCourse / Grade / Topic: Pre-Aice Biology / 9th Grade / Photosynthesis and ModelingSource of the Lesson: http://www.elbiology.com/labtools/Leafdisk.html, http://media.collegeboard.com/digitalServices/pdf/ap/bio-manual/Bio_Lab5-Photosynthesis.pdf, www.cpalms.org, http://www.technologyreview.com/news/530851/turbocharging-photosynthesis-to-feed-the-world/

Embedding Strategies Based on Field Interactions, Making Thinking Visible and CTS:I am including the following teaching strategies with these students because…

Recommended strategy based on field interactions

Justification for selecting this strategy

Based on field interactions, we should use a more hands on and interactive lesson with plenty of visuals for the students. Students need to also be actively engaged in thinking about and processing what they are doing.

Students seem to do better in the classroom when they are able to openly ask questions, see the topic occurring in front of them and see pictures and animations on the screen that support what we are verbalizing to them. Interactive lessons put students at the center of the learning experience and in charge of their own learning.

Recommended strategy based on MTV routines Justification for selecting this strategy

Based on Making Thinking Visible, we should use the Connect-Extend-Challenge strategy with the students with questions that will expand their knowledge about photosynthesis.

All of the students in the class have some basic knowledge about photosynthesis, but we are going to connect that knowledge by portraying photosynthesis in the classroom, extend the students’ knowledge by asking what occurs during each step, and Challenging them to think more thoroughly about the process of photosynthesis.

Recommended strategy based on CTS Justification for selecting this strategy

CTS suggests that when teaching this topic, we should not be focused on making sure that students memorize the vocabulary. It’s more important that students learn what occurs in the processes, and then learn the vocabulary with time. (Benchmarks for Science Literacy)

There is an infinite amount of vocabulary involved with Photosynthesis. A multitude of names exist for each of the molecules that enter and leave the cell. The most important part of the lesson is for students to know what happens during the process of Photosynthesis.

CI /MSMM 5E Lesson Plan

Florida Standards(MAFS, NGSSS, LAFS):

MAFS, NGSSS, LAFS with Cognitive Complexity:

Standard Number Benchmark Description Cognitive Complexity

SC.912.L.18.7Identify the reactants, products, and basic functions of photosynthesis. 2

SC.912.L.18.9Explain the interrelated nature of photosynthesis and cellular respiration. 2

Concept Development:

Source: http://biology.clc.uc.edu/courses/bio104/photosyn.htm

Performance Objectives● Students will be able to:

1. Identify the reactants and products of photosynthesis.2. Explain the basic function of photosynthesis.3. Elaborate on how the products of photosynthesis are used as reactants for cellular respiration.

Materials List

CI /MSMM 5E Lesson Plan● 1 bag of Spinach leaves that have been soaked in cold water overnight● 32 plastic syringes● 16 light sources● paper towels● water● 4 tablespoons of Baking soda● 32 clear plastic cups- 9 oz : Already labeled, 16 labeled sodium bicarbonate and 16 labeled water● 32 single hole punch● Dish detergent ● 16 stopwatches● 1 500 mL beaker● 1 teaspoon● 1 pipette● 50 Lab Worksheet● 50 Assessments

Advance Preparations● Soak the spinach leaves in a bowl of cold water overnight previous to lesson● Set up lab material pick-up stations with appropriate number of materials at each and make sure the

students pick up the correct number of materials for each group: 2 syringes, paper towels, cup of water, cup of sodium bicarbonate, 2 hole punches, spinach leaves, and a stopwatch. The light sources will be set up around the room at the lab tables.

● Print out 50 copies of both the Lab Worksheet and the Assessment● For the exploration, the students will be in groups of 2 based on who they share a table with.● Materials for the first period will be distributed by Mackenzie through the rows and for the second

period, the materials will be distributed to the students by Dianet.● Create powerpoint to use for the Engage, Exploration, Explanation, and Elaboration.● For our setup in the classroom, we will be using the projector that is hooked up to the computer in the

classroom along with the lab table in the front of the room to explain the exploration before we send the students back into their groups. Make sure the lab materials are at the front of the class and ready to go ahead of class time.

● Have the sodium bicarbonate mixture made before arriving to the classroom. The mixture is 1/8 of a tablespoon for every 300 mL of water and a small pipetted amount of dish detergent.

● Have the cups already labeled the way stated in materials and filled with the appropriate liquid before class starts.

Safety ● The students will be working with a sodium bicarbonate solution and near electric lights with light bulbs

that will be exposed. Since students will be exposed to both of these, they will be required to wear safety goggles. Students will also be advised to not touch, lean against, or get water or the bicarbonate solution on the light bulbs. If the students spill, they will be required to tell one of the teachers and then will be advised to get paper towels to clean it up. If they get burnt by the light or break a bulb, students must tell one of the advising teachers and will be told to go the school nurse or the bulb will be cleaned up and they will share a light from a different group.

CI /MSMM 5E Lesson Plan5E Lesson: Engagement Time: 5 minutes

What the Teacher Will Do What the Teacher Will SayProbing/Pressing Questions

Student Responses (correct responses)Possible Misconceptions

Introduction to the lesson.Slide 1

Hi class, my name is Ms. Falcon/Ms. Peil and I am a junior at the University of Florida majoring in biology with a minor in UFTeach. Today we will be talking about photosynthesis!

Get the students open and talking about what they already know about photosynthesis.Slide 2

Who can tell me what the reactants are, or what goes in, for photosynthesis?

[light energy, 6 H2O, 6 CO2]

How does water get into the leaf cells?

[travels up the xylem in the stem and enters the leaf through osmosis]

What about carbon dioxide? [It enters through the stomata and then enters the cells through diffusion]

What about the products? [C6H12O6/glucose, O2/oxygen]If students have a hard time reading chemical equations, read out loud.

6 H2O, 6 CO2, C6H12O6, O2

Who can tell me where in the cell, photosynthesis occurs?

[Chloroplasts]

Slide 3 What variables can affect the rate of photosynthesis?

[temperature, pH, leaf color, light color, light intensity, CO2 amount]

Ask students about the structure of a leaf and how it plays a role in photosynthesis.Slide 4

Let’s talk about how the structure of leaves play a role in photosynthesis.

Show a leaf and a cup of water

Do leaves float in water? no[yes]

Why did that leaf float? It is lighter than water[There is air in the leaf, less dense than the water]

What is the spongy mesophyll layer infused with?

[air, CO2, oxygen, gas]

So what would happen to the density of leaves if these gases are drawn out and replaced with water?

Leaves would still float, nothing would change[Density of the leaves would be greater, would sink]

Who can tell me the basics of the process of photosynthesis?

No[Yes, because of the presence of carbon dioxide in the solution]

So what type of environment would we need to place a leaf in for photosynthesis to be possible?Could it happen in a pure oxygen

CI /MSMM 5E Lesson Planenvironment?What about under water? No

[Yes, just much slower than the carbon dioxide solution]

(if students reply no) Are there plants that live underwater? How does that work?

Discuss how cellular respiration and its connection to photosynthesis.

Where does cellular respiration occur in the cell?

[Mitochondria]

How does cellular respiration relate to photosynthesis?

They are opposite reactions[they are complementary processes]

Do they occur at the same time? No[Yes]

If I say they are complementary processes, what does that mean?

[they work together, the products of photosynthesis are the reactants of cellular respiration]

How does the water leave the cells and leaf after cellular respiration?

[It leaves the cell through osmosis and leaves the leaf through the stomata]

Energy is made in the form of what?

[ATP]

What about the carbon dioxide? How does it leave the cells?

[It diffuses out of the cell and through the stomata]

So what would you expect would happen to this leaf if all the oxygen were consumed from the spongy mesophyll? (show floating leaf on water)

Nothing[It would sink to the bottom of the cup]

Interesting! I think we should test this hypothesis out!

Exploration Time: 20 minutesWhat the Teacher Will Do What the Teacher Will Say

Probing/Pressing QuestionsStudent Responses (correct responses)Possible Misconceptions

Explain the different parts of the lab to the students.Slide 6

For each group, you will have a 2 plastic syringes, paper towels, a cup of water, a cup of sodium bicarbonate, and a stopwatch.

Groups and Safety Everyone will be in a group of two with the person they share a table with. You guys will be working with hot lamps so please do not touch them or lean against them. Since you will be working with both the lights and sodium bicarbonate, you are going to be required to wear lab goggles.

Go over instructions to lab.Slide 7

1. Use hole punch to cut out 10 disks per cup out of the spinach leaves

CI /MSMM 5E Lesson Plan2. Take out the plunger of the

syringe and put in the 10 leaf disks. Place plunger back into syringe without smashing leaves.

3. You will have cups of sodium bicarbonate in the back. Use the syringe and take in some of the liquid and make sure there are no air bubbles.

4. Place your thumb over the hole in the syringe and pull back on the plunger and make sure the disks stay in the liquid and hold for 10 seconds!

5. Continue to do this until you see the disks have sunk to the bottom of the syringe.

6. Put disks into the sodium bicarbonate cup. Repeat these same steps, instead putting water into the syringe, and once the leaf disks sink, put into the water cup. Start timer as soon as you place the cup under the light.

If students have difficulty cutting, first allow their partner to try, and then provide precut pieces if necessary.

If you have a hard time cutting your leaf disks, let your partner give it a try.

Demonstrate how to use syringe.Slide 8

How to work and use the syringe is very important so I want everyone to pay close attention as I demonstrate it. Once you have your leaf disks cut out, you will place them into the syringe. Carefully put the plunger back into the syringe without squishing the leaves. Place the tip of the syringe into the sodium bicarbonate and take some in; not a whole lot, just enough to have all the leaf disks wet. Make sure there are no air bubbles. Then you are going to place your thumb or pointer finger over the opening and push down with a good amount of pressure and pull back on the plunger. Remove your finger and

CI /MSMM 5E Lesson Planpush the plunger up to remove all the air and see if the leaf disks have sunk. If not, keep repeating the process until the disks sink in the syringe.

Walk throughout the room and answer any questions students may have. If students are not confident, or get frustrated, provide constant feedback.

(Different per Situation) Great Job! Your leaf disks no

longer have any air in them. Remember to start the timer

once you put the cups under the light.

Explanation Time: 10 minutesWhat the Teacher Will Do What the Teacher Will Say

Probing/Pressing QuestionsStudent Responses (correct responses)Possible Misconceptions

The students share the results they collected during their exploration.

So to start with, what did you see? [The leaves started at the bottom of the cup and over time they rose to the top]

What did the rising and falling of the discs represent?

[The falling of the discs represents the loss of air from the spongy mesophyll as it is being filled with water/sodium bicarbonate. The rising represents the process of photosynthesis occurring and filling the mesophyll back up with oxygen.]

If students don’t understand, explain with manipulatives.

What are bubbles made of?Do they rise or float?So when leaf disk rise they must be full of_____?

[Air; Rise; So when the leaf disks rise, they must be full of air]

How do you know this? [The vacuum replaces the air with liquid in the mesophyll layer of the leaf and as a product of photosynthesis, O2 is released into the spongy mesophyll]

So can the movement of the discs in the cup be used to measure the rate of photosynthesis?

No[Yes]

How? [It measures the net rate photosynthesis and cellular respiration. The time it takes for the leaf to rise to the top of the cup shows the amount of oxygen that is produced by photosynthesis that is not being consumed by cellular respiration.]

Were both cups the same? Yes[No]

How did they differ? They did not differ[One cup had carbon dioxide, the other had very little to no carbon dioxide present]

What does this tell you about the [It increases the rate of photosynthesis]

CI /MSMM 5E Lesson Planeffect of sodium bicarbonate on the rate of photosynthesis?If students don’t understand…Well is Sodium BiCARBONate made of? And what are the reactants needed for Photosynthesis to occur?

[Oh, CARBON Dioxide! That’s why the process speeds up because more reactant material is present]

Was this surprising? What did you expect?

Yes, I expected the leaves in the water to rise faster.[It was not surprising because I expected the leaves in the sodium bicarbonate to rise faster]

Why? [The presence of the carbon dioxide would help the leaf disks rise faster than having no carbon dioxide present]

I want you to look back at the equation for photosynthesis and look at the chemical formula of sodium bicarbonate. Why does Sodium bicarbonate have this effect?

[Sodium bicarbonate has this effect because it contains carbon dioxide]

Using what we know about the reactants needed for photosynthesis, what is the sodium bicarbonate providing?

[Carbon dioxide]

So if you used several different dilutions of sodium bicarbonate, what would you expect to see as you add more and more sodium bicarbonate to the solution?

It would still have the same rate

[There would be an increase in rate of photosynthesis until it reaches the maximum speed due to a limit caused by the excess sodium in the solution]

What was the purpose of the water cup in this experiment?

[control, cup without carbon dioxide]

What is happening to the leaf disk when it sinks in the syringe?

[gas is being withdrawn from the spongy mesophyll]

What did you see as time passed in the two cups?

[The disks in the sodium bicarbonate cup rose faster than the disks in the water cup.]

Take note of each group’s time for each cup on a table on the board and then calculate average time for each solution.

How long did it take for all of your leaf disks in each cup to rise to the top?

Can range in number

Were your original predictions correct?

[yes, no]Followed by their explanation

So how does this relate to plants growing in the real world?

[Plants need an abundance of carbon dioxide in order to undergo

CI /MSMM 5E Lesson Planphotosynthesis]

Think about what you know about global climate change. Will this have an effect on photosynthesis?

[Yes. Increasing levels of CO2 actually increases the potential for photosynthesis. But if all the trees are cut down, then more oxygen will not be produced.]

Elaboration Time: 10 minutesWhat the Teacher Will Do What the Teacher Will Say

Probing/Pressing QuestionsStudent Responses (correct responses)Possible Misconceptions

Extension on lab. How could you alter this experiment to look at what else affects photosynthesis.

On your lab sheet, I want you to write a brief proposal for an extension experiment and describe what you would test, and what you would expect the outcome to be.

Give students 3 or so minutes before moving on to this question.

Who can give me a way of altering this experiment to look at how some of those variables we talked about earlier affect the rate of photosynthesis?

[Different pH in each cup, different colored light bulbs/ colored plastic over lights, different temperatures for each cup of solution, distance of light to cups, different colored leaves]

Photosynthesis is even still being studied today!

Researchers at Cornell University and Rothamsted Research in UK have been doing research on turbocharging photosynthesis. Turbocharging photosynthesis in crops such as wheat and rice, something that could boost yields by around 36-60%. Since it is more efficient, the new photosynthesis method could also cut the amount of fertilizer and water needed to grow food. 75% of the world’s crops use a slower and less efficient form of photosynthesis. This includes crops such as rice, wheat, and potatoes. Researchers successfully transplanted genes from cyanobacteria into tobacco plants. The genes allow the plant to produce a more efficient enzyme for converting carbon dioxide from the atmosphere into sugars and other carbohydrates.

Evaluation Time: 5 minutesWhat the Teacher Will Do What the Teacher Will Say

Probing/Pressing QuestionsStudent Responses (correct responses)Possible Misconceptions

Have partner pass out assessment sheets to the students while you give instructions.

Being passed out now is an assessment worksheet. I want you all to fill out to the best of your abilities. You have 5 minutes and if

CI /MSMM 5E Lesson Planyou have any questions, just raise your hand and I will come by.

Light ‘em UP! Exploring Photosynthesis

Predict!

1. What is the difference between the two cups that influence the rate of photosynthesis?

2. Which cup do you think will have the faster rate and why?

3. What purpose does the cup of water serve as in this experiment?

CI /MSMM 5E Lesson Plan

**If your disks take more time to rise, add on to the bottom of this table. The leaf disk must reach the very top of the liquid for you to count it.

Time (minutes) Number of Leaf Disks

1

2

3

4

5

6

7

CI /MSMM 5E Lesson Plan8

9

10

11

12

Graph your data!Make sure your graph has an x and y axis that are labeled, as well as a title, and a key.

CI /MSMM 5E Lesson Plan

Comprehension Questions

1. What happened to the leaf disk when the syringe is used to make the disk sink to the bottom?

2. What do you see happening as time passes?

3. Was your original prediction correct? If not, explain why.

4. What is occurring in the leaf disks that make them float to the top?

Assessment

List all of the letters that apply for each of the following:

CI /MSMM 5E Lesson Plan

1. Products of photosynthesis _____________________

2. Reactants of photosynthesis ____________________

3. Reactants of cellular respiration _________________

4. Explain the basic functions of photosynthesis.

5. How are photosynthesis and cellular respiration related? Explain.

6. What variables can affect the net rate of photosynthesis?

7. Where does photosynthesis take place?a. Nucleusb. Ribosomec. Chloroplastd. Mitochondria

8. Where does cellular respiration take place?a. Ribosomeb. Mitochondriac. Nucleusd. Chloroplast

9. Ms. Lewis’ 2nd period class did an experiment with aquatic plants to investigate the effect of temperature on the rate of photosynthesis. They obtained the following results:

A. C6H12O6

B. LightC. O2

D. CO2

E. H2O

CI /MSMM 5E Lesson Plan# of Oxygen bubbles released in 5 minutes

Water Temperature

Group 1 Group 2 Group 3 Group 4 Group 5

10˚ C 3 5 4 3 3

30˚ C 10 11 12 13 14

State the effect of temperature on the rate of photosynthesis based on the data given. Provide evidence to support your claim.