Photosynthesis Unit -Goals and Outcomes
Standards (Goals):
Essential Standards
6.L.1.2
6.L.2.1
Math
6.RP.1
6.RP.3
6.EE.9
6.SP.2
6.SP.5 a, b, c, d
Technology
6.TT.1
6.RP.1
NCSCOS
4.03
4.01 and 4.05
5.04
5.04
c from 7th grade curriculum
Content Outcomes
1. Students will be able to explain the importance of photosynthesis to green plants and
other organisms.
2. Students will be able to explain the importance of respiration to green plants and other
organisms.
3. Students will be able to explain the importance of transpiration to green plants and other
organisms.
4. Students will be able to compare and contrast photosynthesis and respiration.
5. Students will be able to explain how plants get energy from the Sun: sugar production
(photosynthesis)
Process Outcomes
1. Students will be able to observe the process of photosynthesis.
2. Students will be able to predict regarding observations and investigations.
3. Students will be able to create testable hypotheses.
4. Students will be able to design, conduct and complete investigations on photosynthesis
and respiration of flowering plants.
5. Students will be able to draw logical conclusions to testing and investigations.
6. Students will be able to determine results for the investigations.
7. Students will be able to read and generate data in graphs and tables and analyze the
information.
8. Students will be able to correctly use the Vernier LabQuest and gas probe attachments.
9. Students will be able to communicate effectively about the results of their investigations.
Day 1
Today will be the introduction of the photosynthesis module. The class will begin with the
pre-test. Students will be given approximately 30 minutes to take the pre-assessment.
Students will create a KWL in their journals and will fill out the Know and What you expect to
learn. The teacher will use a flip chart/PPT and activotes to hold discussion on
photosynthesis and vocabulary.
Day 2
A lab and demonstration will be completed today. The students will complete a structured
lab with Elodea and counting bubbles based on light and dark. The teacher will float to make
sure the students stay on task as well as re-focusing the lab groups in the direction s/he is
trying to take them. Students will end the day discussing ways they would like to change the
experiment or come up with a different question they would like to answer. Lab Groups will
complete an exit card to tell the teacher what their decision is for the next days lab.
Day 3
Students will complete their extension lab from yesterday. They will complete data tables
and create a chart to demonstrate their information. Teacher will float to verify students are
on task as well as guide during the investigative process and answer questions.
Day 4
Today the students will complete a poster using the information from their labs on the
previous two days. The students will complete a quiz on photosynthesis. Students will
complete an exit ticket on what they believe the answer to their hypothesis was, as well as, its
success, failure, future runs, etc.
Day 5
Students will complete a molecule dance “make the molecule” to demonstrate
photosynthesis. Video by brain pop, Bill Nye of the Magic School Bus will be included in this
lesson as well. The teacher will be doing student observation to verify the students
understanding to the topic covered so far.
Day 6
Students will complete a lab on respiration using the Vernier LabQuest and CO2 Probe. After
the completion of the lab, students will write their plan for the inquiry lab for the next day
(similar to what they did for the photosynthesis lab). Students will journal data collection and
analyze their information gathered. Students will complete an exit ticket giving their
explanation of their answer to the hypothesis. Teacher will verify the safety of the probes as
well as proper usage of the equipment.
Teaching Materials
- Inquiry-driven laboratory activities
- Photosynthesis Lab 1 w/ Alodea Adapted by DPI Support Docs
- Photosynthesis Lab 2 Adapted from NSTA 09/2008
- Respiration Lab NSTA
- Transpiration Lab
- Primary Teaching Materials
- Internet
- Flip chart
- Handouts
- Textbook (NC Science Grade 6)
- NC Science Workbook
- Photosynthesis flipchart
- Supporting Teaching Materials
- Brain Pop
- WorldBook Online
- Bill Nye/School Bus
- Top Secret Novel
- NC DPI
- Communication of findings
- Lab reports
- Posters
- Journal entries/notebooks
- Cross Curricular
- Math integration with data table creation and analysis
- ELA with reading of Top Secret
-Technology with Vernier Probe ware, CO2 sensor, Balances
- Activities at Home
- Choices of lab materials
Support Materials
- Schedule for assessment
- See Assessment chart
- ”Top Secret” novel about Photosynthesis.
- NSTA Photosynthesis.pdf
- Activities students can do at home
*Homework
Reading Comprehension stories on plants (i.e, Edhelper)
Research: Life Without Oxygen
*Websites
http://www.pbs.org/wgbh/nova/nature/photosynthesis.html
http://www.funology.com/laboratory
http://www.sciencemonster.com
http://www.hhmi.org/coolscience
- Materials List for Labs
Safety Goggles
masking tape
white copy or construction paper
LabQuest
Vernier CO2 Probe
Bromothymol Blue (if probe is not available; however may use as an extension)
Sprigs of Elodea (or other aquatic plants)
Plants (small potted plants with larger leaves)
Water (distilled, tap, chlorinated)
Timers/stop watches
Test tubes with stoppers (if not available use clear plastic cups)
Heat lamps
Refrigerator (option: cooler with ice)
Snails (or other small organisms)
Sodium Bicarbonate (baking soda)
Straws
Baggies
Vasoline
Balance scale
Scooper or small plastic spoons
Materials List for other activities
VCR/TV
Bill Nye video
Activotes/Activexpressions
Activboard
Novels: Magic School Bus, Top Secret
Posters
Markers
Construction paper
Glue Sticks
Camera or videorecorder
Computers
Science journals/notebooks
Schedule for instruction
See above daily schedule chart
Accomodations for differentiated instruction
Graphic organizers or guided notes
Energizer: Molecule dance “Make the molecule” natural drama
Cooperative learning (assignment of roles)
Read alouds (upon request)
List of sources and references
“Making the Invisible Visible” abstract by Roger Delpech and publications from School
Science Review www.vernier.com/innovate/innovativeuse60.html
Injecting Inquiry Into Photosynthesis Investigations by Irene Salter, Rebecca Smith and
Katherine Nielsen - NSTA publication September 2008
DPI Support Documents: “Photosynthesis - The Mystery and Magic of Green Plants”
May 2, 2008
BACKGROUND INFORMATION
- Explain the basic structures of flowers
- Explain the basic functions of the structures
- Survival, Reproduction, Defense.
EXTENSION
-
Explain how energy is transferred through the food chain/web.
Producers, Consumers, Decomposers
Explain how plants respond to external stimuli (dormancy and tropism)
Explain how abiotic factors effect the ability of organisms to grow, survive, create their own
food.
- Explain how soil is formed (related to parent rock)
- Explain how maintaining soil quality
Created by: Gregory Stienbarger, Erica Reasbeck and Candace Kennington