Design Topic: CELLULAR ENERGETICS
Subject: Biology
Grade(s): 10
Designer: Cheryl Massengale
STAGE 1 – DESIRED RESULTS
Unit Title: PHOTOSYNTHESIS
Established Goals:
This lesson covers the process of photosynthesis and emphasizes the fact that photosynthesis is the process by which plants convert the sun's light
into chemical energy or ATP needed by ALL organisms on earth. Students will learn that photosynthesis is one of the most important processes on the
planet; it is the foundation for the entire food chain and provides humans with breathable air (oxygen) while also helping to recycle carbon.
Understandings: Students will understand that…
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Essential Questions:
Plants convert light energy to chemical energy
Plants (from their smallest to largest components) have
specialized structures for carrying on photosynthesis
(production of ATP, sugar and other molecules)
Photosynthesis (carried on by autotrophs) is the fundamental
process that supports all other living organisms
Photosynthesis involves light dependent and independent
reactions
Photosynthesis and cellular respiration help recycle carbon and
oxygen
Different types of plants have different adaptations
Students will know:
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How do living things interact with one another and with the nonliving elements of their environment?
What is the ultimate energy for ALL life on earth?
How does the process of photosynthesis convert light energy
into chemical energy?
What is ATP and how is it made?
How does the structure of a leaf facilitate photosynthesis?
Describe the basic structure and function of the chloroplast.
Compare and contrast the reactants and products of the light
dependent and independent reactions.
How are various plants adapted for making and storing food
(glucose)?
Students will be able to:
That the visible wavelengths are the only portion of the
electromagnetic spectrum used in photosynthesis
Plant pigments capture light energy for photosynthesis
Photosynthesis includes the conversion of light energy to
chemical potential energy
The anatomy of the following photosynthetic structures: a leaf,
plant cells, and chloroplast
How the reactants of photosynthesis get to the reaction site
and how the products get out.
The structure and function of ATP as the energy carrier in
cells.
The effects of environmental changes upon photosynthesis (the
concept of limiting factors for sugar production)
Photosynthesis and cellular respiration recycle carbon & oxygen
Performance Tasks:
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Be able to generate a biological drawing of a chloroplast and
leaf including structure and function of parts
Identify the reactants and products of the light dependent
reactions
Identify the reactants and products of the light independent
reactions
Explain the pigments and photosystems involved in
photosynthesis
Apply the scientific method and write a laboratory report on
"Leaf Chromatography"
Identify plant adaptations for photosynthesis (CAM, C-4, etc.)
STAGE 2 – ASSESSMENT EVIDENCE
Other Evidence:
As a member of a botany support team on earth, work with a
partner and help solve the problem of helping an astronaut
named Luke survive within his greenhouse on Mars (data table
of carbon/oxygen levels provided)
Make a flow chart of Photosystem I and II
Diagram of the Calvin Cycle
Photosynthesis Quiz
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Lab Report on Spinach Leaf Chromatography
STAGE 3 – LEARNING PLAN
Summary of Learning Activities:
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HOOK - What are some things that everyone has to do all throughout their lives to survive? (Breathing is the key answer) Where does our
oxygen come from? (Plants is the key answer, via photosynthesis)
Photosynthesis will be introduced via a PowerPoint presentation. The PowerPoint will connect photosynthesis to previously learned material
(i.e. plant parts). The PowerPoint will also contain a video that introduces the importance of photosynthesis to life on earth. The students will
fill out an advanced organizer to organize their thoughts throughout the lecture/PowerPoint.
Working in pairs, students will solve the problem of how to keep the Mars astronaut Luke alive. Luke is living on Mars in a greenhouse where he
is becoming ill and the plants have started to die.
Students will work in groups to create a flow chart&/or diagram on the light dependent and independent reactions
Students will perform the leaf chromatography lab with their table partners. Students will record the data and observations and write a
formal lab report
Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005)
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