Yakima WATERS Mini Lesson
Photosynthesis Learning Activity
Targets and Assessment
WA Science Standards Addressed:
 Grades 6-8 LS2C: The major source of energy for
ecosystems on Earth’s surface is sunlight.
Producers transform the energy of sunlight into
chemical energy of food through photosynthesis.

Grades 6-8 LISD: Both plants and animal cells
must carry on life functions, so they have parts in
common. But plants have specialized cell parts
such as chloroplasts and cell walls.
Lesson Parameters
Content Area: Life Science/Botany
Overview: We will learn about photosynthesis. We will
learn what the photosynthetic reaction is, what the inputs
and outputs are. Students will be able to demonstrate
understanding of the photosynthetic equation. We will
learn about parts of the plant cell that allow photosynthesis
to happen. We will also explore how plants adapt to their
environments by looking at the three types of
photosynthesis.
Grade Level: 7th grade
Suggested Time: 90 minutes
Assessments:

Students are able to put the inputs and outputs
of the photosynthetic reaction in the correct
order.
Special Materials:
 Index cards
Learning Outcomes:
Knowledge: Students wil be able to describe what photosynthesis is and where it happens in the plant cell. Students will
be able to compare and contrast the three types of photosynthesis and describe how the plants adapt to their environment by
utilizing one of the three types.
Skill: Students will be able to identify a chloroplast in a plant cell. They will be able to write out the photosynthetic reaction
equation.
Science Concept Background:
Plants are producers in the ecosystem and as such they create their own food through the process of photosynthesis. They take in
water, carbon dioxide and sunlight to produce glucose through a chemical reaction and give off oxygen as a byproduct. Most of the
plant’s mass comes from carbon sequestered from the air in the form of carbon dioxide.
There are three types of photosynthesis, C3, C4 and CAM. Each plant has evolved to do one of the three types depending on its
interaction with its environment. Most grassland plants will do C3, most succulents do CAM and plants in very humid areas do C4.
The main differences between them is in how they take in carbon dioxide. CAM plants close their stomata during the day to
conserve water lose but open them at night and fill their vacuoles with carbon dioxide that they use for photosynthesis during the
day. Others are more efficient with certain intensities of light and rely on different photosystems.
Materials:
Index cards with the following words written on them:
Water
Carbon dioxide
Oxygen
Glucose
Ultraviolet Rays
Procedure:
I talked photosynthesis while the students took notes. Then I had them break into groups of five. I taped a note card (which has one
of the compounds found in the photosynthetic reaction written on it) to their back. Without seeing what is written on their back
they have to talk to students in their group to figure out what they have. The other students have to be creative in their descriptions
and cannot just say what it is. Once everyone has figured out what compound they have, I gave them another note card with an
equals sign on it and they had to arrange themselves in the correct order for the photosynthetic reaction, ensuring that the inputs
are on one side and outputs on the other.
Extension:
Once the kids have learned about photosynthesis, we went on to talk about the different types and why there are different types.
This topic can be extended to lessons about adaptations and evolution.
Teaching Tips:
To make it a little harder and have the students be exposed to some chemistry, write out the chemical compounds on the cards
instead of the words.
Supplementary Materials:
N/A
Author: Holly Eagleston, Yakima WATERS Project, CWU, 2009-2010