Louise Maine, Biology Teacher
Punxsutawney Area High School lmaine@punxsy.k12.pa.us
hurricanemaine.blogspot.com
Standards/Eligible Content:
Identify and describe various ways models are used to explain, interpret, and predict biological systems (S11.A.3.2.1, S11.A.3.2.2, S11A.3.2.3)
Pose questions and provide evidence-based explanations about understanding and observations of biological phenomena and processes. (S11.A.1.1.3, S11.A.1.1.5,
S11A.1.2.1, S11A.1.3.1, S11B.2.2.1, S11B.2.2.2, S11.B.2.2.3)
Organisms obtain and use energy through photosynthesis or cellular respiration to carry out their life processes. (S11.B.1.1.3)
Photosynthesis is the process that transforms light energy into potential chemical energy upon which all life subsequently demands. (S11.A.1.3.2, S11.B.1.1.3, S11.C.2.1.2)
Keystone exams:
BIO.A.3.2.1. Compare the basic transformation of energy during photosynthesis and cellular respiration.
BIO.A.3.2.2 Describe the role of ATP in biochemical reactions.
Website used: http://www.mhhe.com/biosci/genbio/biolink/j_explorations/ch09expl.htm
Find this link by going to http://globalbiology.wikispaces.com
then click on light intensity activity on the left hand side.
Description of Lesson:
1. Essential question: Why is photosynthesis important? Use a KWL chart to identify what students currently know about photosynthesis.
2. Tie in the need for food by living organisms to biochemistry previously discussed, food chains/webs, etc. as well as the future discussion we will have about cellular respiration.
3. Share model with students and give basic instructions (resetting the model, changing the wavelength and light intensity) Allow students some time to view the model working and write down what they observe/questions they have (add to KWL chart.)
4. Think-pair-share of what they observed in the model. Students add questions to their
KWL chart.
5. During discussion, provide basic information to understand the working of the model but not the complete process of photosynthesis (review of ATP structure and function, identification of molecules present in the model, general photosynthesis equation.)
6. Assign team task: What are the best possible conditions for making the maximum of ATP?
7. Reminder of steps of scientific method especially that only one variable can be manipulated at a time. Re-frame the question that the team must adjust levels in the model in order to find the combination of wavelength and light intensity that provides maximum ATP. Emphasis is on the process in finding the answer and not the actual answer itself.
8. Teams work collaboratively on the model and post their information to discuss as a group. Groups create a data table that outlines % maximal ATP, ATP created in your

Louise Maine, Biology Teacher
Punxsutawney Area High School lmaine@punxsy.k12.pa.us
hurricanemaine.blogspot.com
time frame used, light intensity, and wavelength. Students can use screen shots while it is in action and display data in a graph or other ways they desire. My class uses a wiki for collaboration.
9. As groups are working and discussing, teacher monitors the discussions, intervenes to push thinking further, or challenge statements. Students summarize what they see and add to KWL chart. Focus is initially on group work and shifts to individual student understanding.
10. Individual student homework from the lesson: Research information about light intensity, wavelength and energy, and pigment colors. Students explain the following:
●
How wavelength and light intensity is important for photosynthesis. Be certain to completely relate these to the light reaction and what you observed in the simulation.
●
A summary of what you learned through the simulation. You can discuss using paragraphs, data tables or pictures (include a brief statement as well).
** Additional activities and discussions in class bring greater understanding of the model and photosynthesis. Homework from this lesson will not be due for some time in order for students to readjust their understanding and explanations. Graphic organizers tie information together from all activities and discussions. **
1. Light Intensity and Photosynthesis Rubric
Discussion of wavelength and light intensity amount needed to create maximum ATP through pictures, paragraphs, or data table (5)
Discusses relationship of light intensity to the process of photosynthesis (5)
Discusses relationship of wavelength to the process of photosynthesis (5)
Discussion of how pigment colors are related to photosynthesis and wavelength (5)
2. Reflection writing from KWL chart - Students reflect on the change in their learning, rethink/revise what they know, and evaluate what they understand about the material. (Great opportunity to focus in on the understandings of individual students.)
3. Exit slips