Plants and Photosynthesis
Concept Presentation: Monday, July 19, 2010
Submitted by: Lena Ferreira
Instructors: Maria Price, Karen Thorne
Background Information:
Plants and other autotrophs photosynthesize in the presence
of sunlight, carbon dioxide gas and water. Glucose is
produced and oxygen gas is liberated and as a by-product of
this very important chemical reaction. All life on Earth
depends on this oxygen for growth and respiration, even
plants themselves.
In Ontario, students are expected to learn about the
needs of plants and animals in elementary school as early as
grade 1 and continue to do so throughout most of their school
years. In high school, they are further required to take two
compulsory credits in grades 9 and 10. Biology at the senior
levels is optional.
As a science teacher, I try to engage my students by
active investigation, with an emphasis on understanding and
communication of that understanding. Research in educational
science has shown that many students have misconceptions, one
specifically about carbon dioxide gas and how it is or is not
incorporated into plant biomass. Even among those who seem
to have the correct answers are unable to give a reasonable
(scientific) explanation (Driver et. al, 1996). The challenge
is to deliver the curriculum without stifling student
creativity.
Curriculum Expectations:
Grade 9 Locally Developed Compulsory Credit-(LDCC)
Strand- Staying Alive
Grade 9 Applied Science-(SNC 1P)
Unit B: Biology: Sustainable Ecosystems and Human
Activity
Grade 9 Academic Science-(SNC 1D)
Unit B: Biology: Sustainable Ecosystems
B1.assess the impact of human activities on the
sustainability of terrestrial and/or aquatic ecosystems;
B2. investigate factors related to human activity that
affect terrestrial and aquatic ecosystems;
B3. demonstrate dynamic nature of ecosystems.
Grade 10 Locally Developed Compulsory Credit (LDCC)-(SNC 2L)
Strand- Biology: Living Together
Grade 10 Applied Science-(SNC 2P)
Unit D: Earth and Space Science (indirect)
D2. Investigate various natural and human factors that
have an impact on climate change and global warming
Grade 10 Academic Science-(SNC 2D)
Unit B: Biology: Tissues, Organs and Systems of Living
Things
B2. Investigate cell division ...in animals and plants
using research and inquiry skills;
B3. Demonstrate and understanding of hierarchical
organization of cells...
Grade 11 Biology, College-(SBI 3C)
Unit B: Cellular Biology
B2. investigate structure and function of the cell,
factors that influence cellular activity, using lab
equipment and techniques
Grade 11 Biology, University-(SBI 3U)
Unit B: Diversity of Living Things
Unit F: Plants in the Natural Environment
F1. analyze the roles of plants in ecosystems;
F2. investigate factors that affect plant growth;
F3. demonstrate understanding of structure an physiology
of plants and their role in the natural environment.
Grade 12 Biology, University-(SBI 4U)
Unit C: Metabolic Processes
C2. investigate the products of ...photosynthesis and
respiration;
C3. demonstrate an understanding of chemical changes and
energy conversions.
Student Misconceptions:
Learning in Science, by Roger Osbourne and Peter Freyberg:
“Children think that a plant is something which is
cultivated, hence grass and dandelions are weeds and not
plants (stated by majority of 13 and 15-year olds)
• Making Sense of Secondary Science Rosalind Driver et.
al. © 1994:
– Photosynthesis as a substance and not a process
– 60% of 13-yr olds agreed that during
photosynthesis, energy is stored up in food, but
less than half of these gave a reason considered to
be valid
– An intuitive disbelief in weight increase and
growth due mainly to the incorporation of matter
from a gas
– 15-yr old students failed to mention carbon dioxide
gas as being the source of increasing weight in
growing seedlings, although many knew that CO2 is
absorbed
Activities divided into 4 Categories:
Knowledge and Understanding
Reinforcing vocabulary
Puzzles
Concept Mapping
Thinking and Investigation
Making a Prediction
Designing a “fair-test”
Flower Anatomy
Microscopy – Safe Use and Care
Communication
Write a story, song, poem
Design a poster, bulletin board
Narrative Lab Reports
Application
Take a Stand! The Food We Eat: Recipe for a Pound of
Beef, Future Feast
(Others: organic vs. local farming, logging practices,
etc...)
I will begin with demo illustrating the adhesion of water
molecules in a wine glass filled with water and adding
pennies to the glass. Add food colouring if you have it.
Focus Question: How does water rise against the force of
gravity up a tall tree?
Where does wood come from?
Does a plant sleep?
What are the needs of plants?
Why are the oceans important?
Display satellite image of cloud formation above Amazon
rainforest.
Group Activity #1 “Where in the World”
In groups, students will match the food crop to its place of
origin on the map of the world. Worksheets will be
distributed and collected before answers are revealed.
Prizes will be awarded to the group with the most correct
answers, followed by a brief overview of proposed assessment
and evaluation activities (stations 1-4).
Advance Preparation/Materials:
Pennies (1 roll= $1), wine glass, food colouring, flowers
(carnations; various cut flowers), prepared slides, scalpel,
scissors, water, worksheets, puzzles,
PowerPoint Presentation
Activity: Where in the World?
Video: Photosynthesis Rap song (youtube)
Annotated Bibliography:
1. Website: General Overview of Biology
www.Biology4kids.com
A colourful, enticing to read website organized by
topics/themes such as scientific inquiry, cells,
microorganisms, plants etc... Self quizzes too!
2. Website: Library of Crop Technology Lesson Modules
http://croptechnology.unl.edu/viewLesson.cgi?LessonID=1092853841
Lessons, animations, quizzes and more!
3. Research: Making Sense of Secondary Science by Rosalind
Driver, Anne Squires,Peter Rushworth and Valerie WoodRobinson © 1996
An excellent book for research into children’s ideas.
Contents divided into three parts: Part 1: Children’s
ideas about life and living processes, Part 2: ...materials
and their properties, Part 3: ...physical processes.
4. Research: Learning in Science by Roger Osborne and Peter
Freyberg © 1994
An overview of the implications of children’s
misconceptions in learning science.
Appendix
Where in the World? Student Activity
1.
The eggplant is native to _______ and is now grown as a food plant in warm climates.
2.
Long before pineapples were established elsewhere, the aboriginals of northern
_______ had been growing this fruit for their own consumption.
3. Papayas are delicious fruits that are originally native to _______.
4. The olive, grown primarily in _______, comes from gnarled trees that are an
unforgettable sight.
5. In the New Guinea highlands these potatoes play an important role in the life of many
villagers.
6. Dates have been cultivated in _______ for at least eight thousand years and are
considered by some to be a perfect food.
7. Cinnamon, a member of the lurel family, is now cultivated in _______ and other countries.
Word bank:
Burma
North Africa
Spain
Mexico
Paraguay
India