Grade 7
Science
Unit: 02
Lesson: 01
Suggested Duration: 7 days
Energy and Matter Interactions
Lesson Synopsis:
In this lesson, students will study the interactions between matter and energy using the process of photosynthesis. The
lesson will guide students to an understanding of how radiant energy from the Sun is transformed from light into chemical
energy, through the process of photosynthesis. An introduction to some plant parts and their function will be included so
that an understanding of the process of photosynthesis can be developed. Students will learn to recognize the
components of photosynthesis and the equation for photosynthesis.
TEKS:
7.5
7.5A
The student knows matter has interactions occur between matter and energy. The student is expected to:
Recognize that radiant energy from the Sun is transformed into chemical energy through the process of
photosynthesis.
Scientific Process TEKS:
7.1
7.1A
7.2
7.2C
7.4
7.4A
Scientific investigation and reasoning. The student, for at least 40% of instructional time, conducts laboratory and
field investigations following safety procedures and environmentally appropriate and ethical practices. The student
is expected to:
Demonstrate safe practices during laboratory and field investigations as outlined in the Texas Safety Standards.
The student uses scientific inquiry methods during laboratory and field investigations. The student is expected to:
Collect and record data using the International System of Units (SI) and qualitative means such as labeled drawings,
writing, and graphic organizers.
Scientific investigation and reasoning. The student knows how to use a variety of tools and safety equipment to
conduct science inquiry. The student is expected to:
Use appropriate tools to collect, record, and analyze information, including life science models, hand lens,
stereoscopes, microscopes, beakers, Petri dishes, microscope slides, graduated cylinders, test tubes, meter sticks,
metric rulers, metric tape measures, timing devices, hot plates, balances, thermometers, calculators, water test kits,
computers, temperature and pH probes, collecting nets, insect traps, globes, digital cameras, journals/notebooks,
and other equipment as needed to teach the curriculum.
GETTING READY FOR INSTRUCTION
Performance Indicator(s):

Draw a diagram to illustrate the process of photosynthesis. Label the components of the process on the diagram.
Write a paragraph describing the diagram, and explain the importance of photosynthesis to life on Earth. (7.2C;
7.5A)
1C; 5F
Key Understandings and Guiding Questions:


Radiant energy from the Sun drives the process of photosynthesis.
— Why does photosynthesis need light energy from the Sun to complete the process?
— What happens when light (energy) from the Sun is used for the process of photosynthesis?
Photosynthesis is import for all life on earth.
— Why is photosynthesis necessary to sustain life on Earth?
Vocabulary of Instruction:




photosynthesis
chlorophyll
stomata
transpiration




chloroplast
glucose
carbon dioxide
radiant energy



chemical energy
light energy
oxygen
Materials:
Refer to Notes for Teacher section for materials.
©2012, TESCCC
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page 1 of 9
Grade 7
Science
Unit: 02 Lesson: 01
Attachments:
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Teacher Resource: Common Factors (for projection)
Handout: Pigment Chromatography (2 sheets per page, 1 sheet per group)
Teacher Resource: Leaf Pigments (for projection)
Teacher Resource: Plant Cells (for projection)
Optional Handout: Parts of a Microscope (1 per student)
Optional Teacher Resource: Parts of a Microscope KEY
Optional Teacher Resource: PowerPoint: Parts of a Microscope
Teacher Resource: Photosynthesis Equations (for projection)
Teacher Resource: PowerPoint: Photosynthesis
Teacher Resource: Photosynthesis Match Cards (see Advance Preparation, 1 set per group)
Resources and References:


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Websites for Photosynthesis:
 http://www.biology4kids.com/files/plants_photosynthesis.html
 http://biology.clc.uc.edu/courses/bio104/photosyn.htm
 http://photoscience.la.asu.edu/photosyn/education/learn.html
Websites for Photosynthesis Images
 https://www.google.com/search?q=photosynthesis&hl=en&prmd=imvns&tbm=isch&tbo=u&source=univ&sa=X
&ei=F_vdT77zNYOg8gSKoeTaCg&sqi=2&ved=0CGcQsAQ&biw=1440&bih=691
Websites for Photosynthesis Videos:
 https://www.google.com/#q=photosynthesis&hl=en&prmd=imvns&source=univ&tbm=vid&tbo=u&sa=X&ei=Vfv
dT8rvCoik9ASWuC7Cg&sqi=2&ved=0CJUBEKsE&bav=on.2,or.r_gc.r_pw.r_qf.,cf.osb&fp=b11217b862ff5d43&biw=1440&bih=
691
Suggested Books:
 Great Source, Great Source Education Group (Eds.), (2006). Life science. In ScienceSaurus: A student
handbook, Grades 6 – 8 (73 – 107). Wilmington, MA: Houghton Mifflin Company.
.
Advance Preparation:
1. During Unit 1, students observed a leafy houseplant and made a labeled illustration as their “before” investigation
observation. If you did not previously complete this portion of the investigation with your students you
will need to do the following: Gather two green, leafy house plants for a “before” investigation student
observation/illustration. Begonias or ivy work well. After students have completed their observations, firmly place
stickers on one plant’s leaves (1 sticker per class, so use different shapes or colors of stickers) so that light will
not be able to get to the leaves. Any type of adhesive stickers will suffice. This step needs to be completed as
soon as possible during this unit so that the leaves will have time to show the effects of the lost light. Place the
plants under a lamp or in a sunny window. A plant light will give better results if available. It was necessary to do
the initial observation during Unit 1, so that the effects of the investigation would have time to become visible.
Note: Variegated green and white leaves are not a good choice for this investigation. The white portion of the leaf
does not contain chlorophyll or other pigments.
2. Prior to day 5, review the slide notes for the Teacher Resource: PowerPoint: Photosynthesis.
3. Prior to day 6, make copies, and cut apart one set of Teacher Resource: Photosynthesis Match Cards per
group. Run each set on a different color cardstock, and laminate for protection. Place each card set in a plastic
resealable bag. You may wish to cut extra blank cards for students to create additional terms and definitions.
4. Based upon the level of your students, a review of how to use a microscope may be necessary. If so, there are
optional attachments that can be used for this purpose.
5. Prepare all attachments as necessary.
Background Information:
This unit bundles student expectations that address interactions between matter and energy. Interactions between
radiant (solar) energy and photosynthesis are included in Lesson 1. In order to grasp energy flow in living systems,
students need to first understand the role of plants in converting radiant energy from the Sun into chemical energy.
According to the TEKS introductory material for Grade 7, “Matter and energy are conserved throughout living systems.
Radiant energy from the sun drives much of the flow of energy throughout living systems due to the process of
photosynthesis in organisms described as producers.”
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Grade 7
Science
Unit: 02 Lesson: 01
Students in Grade 4 learned that most producers need sunlight, water, and carbon dioxide to make their own food, while
consumers are dependent on other organisms for food (4.9A). Later in the year, Grade 7 students will explore
differentiation of structure and function in plant and animal cell organelles. At this time they will look in further detail at
chloroplasts.
Photosynthesis is a complicated process. For the purposes of this lesson, the process will be simplified. Dark and light
reactions are not compared. To meet the standards, students will need to know the following:
 the general components of photosynthesis
 the process is unique to plants and plant-like organisms
 why the process is important to life on Earth
 the relationship between matter and energy during photosynthesis
Students will need to recognize the equation for photosynthesis as well.
For information on the process of photosynthesis, please see the following websites:


http://biology.clc.uc.edu/courses/bio104/photosyn.htm
http://photoscience.la.asu.edu/photosyn/education/learn.html
STAAR Note: This unit, addressing energy flow in living systems, will be the last time this topic is covered before the
STAAR Grade 8 Science Assessment. These concepts also form the foundation for standards that will be assessed under
Reporting Category 5: Interdependence within Environmental Systems on the STAAR Biology Assessment.
GETTING READY FOR INSTRUCTION SUPPLEMENTAL PLANNING DOCUMENT
Instructors are encouraged to supplement and substitute resources, materials, and activities to differentiate instruction to address the needs of learners.
The Exemplar Lessons are one approach to teaching and reaching the Performance Indicators and Specificity in the Instructional Focus Document for
this unit. A Microsoft Word template for this planning document is located at www.cscope.us/sup_plan_temp.doc. If a supplement is created
electronically, users are encouraged to upload the document to their Lesson Plans as a Lesson Plan Resource in your district Curriculum Developer site
for future reference.
INSTRUCTIONAL PROCEDURES
Instructional Procedures
Notes for Teacher
ENGAGE – Common Factors
NOTE: 1 Day = 50 minutes
Suggested Day 1
1. Project the Teacher Resource: Common Factors.
Say:
 Look at the pictures, and try to figure out what it is that all of the
photos have in common.
Attachments:
 Teacher Resource: Common
Factors (for projection)
2. Write down the student responses on the board. Guide student
observations toward the fact that plants make their own food.
3. Probable student observations:
 All photos are of plants.
 All the plants have green leaves.
 Plants make their own food.
 Plants are also known as producers.
EXPLORE/EXPLAIN – Photosynthesis, Light, and Chlorophyll
Instructional Notes:
Students have learned about plants
producing their own food during
elementary school. This engagement
exercise is intended to regenerate prior
knowledge and not to introduce new
concepts.
Suggested Days 1 (continued) and 2
1. If you did not have students complete the “before” observation and labeled
illustration in their science notebooks, you will need to complete that at this
time (see Advance Preparation). (Students record a “before” drawing of the Materials:
leaf, and observations for this activity in their notebooks.) It was necessary  house plants (leafy, prepared, see
Advance Preparation, 2 per teacher)
to do the initial observation during Unit 1, so that the effects of the
investigation would have time to become visible.
 stickers (variety of
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Grade 7
Science
Unit: 02 Lesson: 01
2. Review the steps used in preparation of the plant by adhering the stickers
to the plant and placing both plants in bright light. Have students record the
procedure and materials in their notebooks.
3. Remove the sticker for this class. Allow students to record observations of
the leaf and an “after” drawing with today’s date. Instruct students to
compare the plant with no stickers (the control) to the plant with the
stickers. A second labeled illustration of the control plant should also be
made at this time. (The leaf should begin to pale under the sticker.)
4. Refer back to the Engage and Photosynthesis activities. If necessary,
project the Common Factors resource again.
Ask:
 What did all the photos of plants have in common? They were all
plants and had green leaves.
 What makes green plants special? They are able to produce their
own food through the process of photosynthesis.
 What was the purpose of the stickers on the plant leaf? (To keep
the light off that part of the leaf)
 Why did we compare the plant with no stickers to the plant with
stickers? Students should notice that we are using the second plant as
a control to be able to make comparisons.
5. Project page 1 of the Teacher Resource: Plant Cells.
Say:
 Notice the green organelles in the plant cell. These are called
chloroplasts.
 Take the word apart: Chloro- means green and –plast means small
body. A chloroplast is a small green body in a plant cell.
 Each chloroplast contains chlorophyll and is the site where
photosynthesis occurs.
 Chlorophyll is the green pigment in plants. The pigment give
plants their green color and absorbs light energy from the Sun.
 This energy is used to power the process of photosynthesis.
 The chloroplasts can move around near the surface of the cell to
take advantage of how bright the sunlight is and from which
direction it is coming.
Ask:
 Why was the color of the leaf beginning to pale under the sticker?
Chlorophyll was not being produced because light was not reaching
that part of the leaf.
 What is the process of photosynthesis? Students should remember
from elementary school that the process of photosynthesis is the
process where plants produce their own food.
 What do you think was happening with the process of
photosynthesis in that part of the leaf that was covered by the
sticker? Accept reasonable answers, but guide students to the idea
that photosynthesis was slowing down in the covered area.
 From this investigation, what components do you think are
necessary for photosynthesis to occur? Light (energy) and
chlorophyll

shapes/colors, see Advance
Preparation, 1 per class)
sunny window or lamp (1 per
teacher)
Attachments:
 Teacher Resource: Plant Cells (for
projection)
Instructional Notes:
The plant must be prepared before
beginning this lesson, so was set up in
the previous unit. If the colored portion of
the leaf does not yet provide enough
evidence for the “after” observation and
explain portion of the lesson, continue
making observations at the beginning of
class each day.
Variegated green and white leaves are
not a good choice for this investigation.
The white portion of the leaf does not
contain chlorophyll or other pigments.
Check for Understanding:
Students summarize their
understandings of photosynthesis and
the components known at this time.
Science Notebooks:
Students record lab set up, procedures,
materials, observations and
understandings of photosynthesis in their
science notebooks.
6. Instruct students to summarize, in their science notebooks, their
understandings of photosynthesis and the components known at this time.
Monitor and assist students with this process as needed. Make note of
misconceptions to address.
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06/17/12
page 4 of 9
Grade 7
Science
Unit: 02 Lesson: 01
EXPLORE/EXPLAIN – Photosynthesis and Pigments
1. Divide students into groups of 2-3. Distribute the Handout: Pigment
Chromatography to each group. Inform students they will be conducting
an investigation to determine if there is evidence that leaves contain more
colors than just green.
2. Instruct students to read the instructions on the Handout: Pigment
Chromatography and answer any questions they have. Review safety
procedures for working with alcohol before beginning the activity.
3. When students get to step 6, they will need to wait about 20 minutes for the
pigments to separate. During this wait time, have students write the
following questions in their notebooks, leaving a space to write the answers
during the explain portion.
 Predict what color(s) may appear on the coffee filter.
 How many colors do you see in the leaf before placing it in the
alcohol?
 How many colors do you see on the filter paper after placing it in
the alcohol?
 What evidence is there to show that there are colors, other than
green, in leaves?
4. Instruct students complete the investigation.
5. Once students have completed the investigation, facilitate a discussion
using the following questions.
Ask:
 What was your prediction concerning the color(s) that may appear
on the coffee filter? (Answers will vary.)
 How many colors do you see in the leaf before placing it in the
alcohol? (Green)
 How many colors do you see on the filter paper after placing it in
the alcohol? (Answers will vary due to the type of leaves used; red,
yellow and orange may be seen.)
 What evidence is there to show that there are colors, other than
green, in leaves? (The colors that were shown on the coffee filter)
6. Project the Teacher Resource: Leaf Pigments, and point out the orange,
yellow, and red leaves as well as the remaining green ones. Allow student
comments regarding the source of the colors in the leaves.
Suggested Day 3
Materials:
 leaves (different types of plant or
tree, per group)
 coffee filter (cut into 1 inch strips, 1
strip per group)
 penny (1 per group)
 rubbing alcohol (bottle, 90%, per
group)
 pencil or craft stick (1 per group)
 clear tape (per group)
 aluminum foil (large enough to cover
mouth of jar, 1 piece per group)
 graduated cylinder or beaker (1 per
group)
 ruler (metric, 1 per group)
 safety goggles (1 per student)
Attachments:
 Handout: Pigment
Chromatography (2 sheets per
page, 1 sheet per group)
 Teacher Resource: Leaf Pigments
(1 per projection)
Safety Notes:
Students should wear safety goggles
when working with the alcohol.
Refer to the MSDS sheet for more
detailed safety information and disposal
of the alcohol.
Caution students not to smell or taste the
alcohol.
Instructional Notes:
Variegated green and white leaves are
not a good choice. The white portion of
the leaf does not contain chlorophyll or
other pigments.
7. Say:
 There are other pigments in leaves other than chlorophyll. There
are pigments for yellows, purples, reds, and oranges.
 The amount of chlorophyll (the source of the green pigment)
produced, depends on the amount of light the plant receives.
Set up Note:
 The green color produced by chlorophyll hides the other colors. In Pigment Chromatography activity.
the fall when the amount of sunlight lessens and temperature
drops, chlorophyll is not produced. This allows other colors to
show in the leaves. If you have ever seen the color leaves turn in
the fall, you have seen these other pigments.
8. Instruct students to work with their group to write down answers to the
questions they wrote down previously in their science notebooks.
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06/17/12
page 5 of 9
Grade 7
Science
Unit: 02 Lesson: 01
Science Notebooks:
Students record investigation predictions
and observations and answer questions
in their science notebooks.
EXPLORE/EXPLAIN – Photosynthesis and Stomata
Suggested Day 4
1. Divide students into groups of 2-3. You may wish to keep the same groups
throughout the lesson. Distribute three leaves from different types of plants
to each group.
Materials:
 leaves (3 different kinds, per group)
2. Instruct students to paint a thick patch (at least one square centimeter in
 light microscope (1 per group)
size) of clear nail polish on the underside of the 3 leaf surfaces being
 microscope slide (blank, 3 per group)
studied.
 nail polish (clear, 1 bottle per group)
 clear tape (per group)
3. Allow the nail polish to dry completely. While polish is drying, review and
 scissors (per group)
demonstrate how to use a microscope. Students should have had previous  ruler (metric, 1 per group)
experience with microscopes in elementary grades and in Grade 6. Include  safety goggles (per student)
in the review: how to start at low power and switch to higher magnifications,  microscope slides (various,
how to focus on high power, and procedures for safety in case of a broken
prepared, variety per group) slide. If additional time is needed for the drying process, ask students to
Optional
make predictions about what they will see once they look at the polish
patches under a microscope.
Attachments:
4. Instruct students to place a piece of clear tape on each dried nail polish
patch. Gently peel the nail polish patch from the leaf by pulling on a corner
of the tape and "peeling" the fingernail polish off the leaf.
5. Instruct students to place the taped nail polish patch to a very clean
microscope slide. Trim away any excess tape. Examine the leaf impression
under a light microscope working their way up to 400x magnification (or the
highest magnification for your microscopes).
6. Students should look for areas where there is no dirt, thumb prints,
damaged areas, or large leaf veins. Instruct students to draw the leaf
surface with any structures they can see (Monitor and assist students in
looking for plant cells and stomata.) Note: Students have not yet covered
stomata.




Teacher Resource: Plant Cells
(used previously)
Optional Handout: Parts of a
Microscope (1 per student)
Optional Teacher Resource: Parts of
a Microscope KEY
Optional Teacher Resource:
PowerPoint: Parts of a Microscope
Safety Notes:
Students should wear safety goggles
when working with the wet nail polish.
7. Follow procedures 5–8 with the other leaves.
Refer to the MSDS sheet for more
detailed safety information and disposal.
8. After all drawings have been made, facilitate a discussion on the results of
the student observations. Ask student volunteers to describe their drawings
and any structures they have seen. Guide students to look for stomata by
describing their appearance to students.
Caution students about breaking the
microscope slide while using the
microscope and to carry the microscope
with 2 hands.
Instructional Notes:
9. Ask:
 Did anyone see structures that looked like these? Display page 2 of Keep leaves on the plants, or if they are
from trees, keep the branches in water
the Teacher Resource: Plant Cells.
until needed to keep leaves from wilting.
10. Point out the stomata and guard cells on the Teacher Resource.
The purpose of this activity is to have
Say:
students understand the parts of the
 Plants have special pores called stomata to allow the passage of
plants involved in photosynthesis. It will
gases including water vapor. The stomata pores are surrounded
make the equation easier to understand.
on both sides by jellybean shaped cells called guard cells. These
cells expand or contract to open or close the stomata.
If students need a review on microscope
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page 6 of 9
Grade 7
Science
Unit: 02 Lesson: 01


Guard cells close when dehydrated. This keeps water in the plant
from escaping.
Most stomata are on the lower epidermis of the leaves on plants
(the bottom of the leaf).
11. Ask:
 How many of these stomata did you observe from your leaves?
Answers will vary.
Say:
 The number of stomata on the epidermal surface can tell a lot
about a plant. Usually, a high concentration of stomata indicates
fast growth and wet climate. Lower concentrations of stomata
indicate lower rates of photosynthesis and growth or adaptations
for dry weather.
 The stomata are important to the process of photosynthesis. This
is the site where carbon dioxide (a gas in the atmosphere) is taken
into the plant and oxygen and water vapor is released.
use the optional attachments.
Science Notebooks:
Students create their drawings and
record their thoughts in their notebooks.
They may tape their nail polish patches
in their note books adjacent to their
drawings.
11. Ask:
 What were the other components that we discussed earlier, that
were a necessary for photosynthesis? Light (energy) and
chlorophyll (found in the chloroplasts)
12. Instruct students to record, in their science notebooks, the components of
carbon dioxide and oxygen as components of the photosynthesis process.
Students should also make note of carbon dioxide entering the leaf and
oxygen leaving the leaf through the stomata. Finally, students should label
any stomata on their illustrations.
EXPLORE/EXPLAIN – Photosynthesis Process
Suggested Day 5
1. Write the word “photosynthesis” on the board. Challenge students to take
this word apart and try to infer its meaning.
Say:
 The prefix “photo” means light, and the word “synthesis” means
to make. The word “photosynthesis” means to make with light.
2. Ask students to review the components for photosynthesis thus far in the
lesson. (Light (energy), chlorophyll, carbon dioxide, oxygen)
3. Project the Teacher Resource: Photosynthesis Equations. There are
three sections on this resource: Chemical Equation, Explanation of
Symbols, and Word Equation.
4. Display the chemical equation section first. Instruct students to copy the
equation in their notebook. Stress to students that the equation must be
copied exactly as it is shown with the capital and small case letters and
numbers. Note: Students were exposed to subscripts and coefficients in
Grade 6. Students are not expected to memorize the equation, just
recognize it as being the equation for photosynthesis.
5. Show students the explanation of the equation symbols section. Have
students add this to their notebooks. Point out each part of the explanation
and where it is shown in the chemical equation. You may wish to have
students color the components different colors to help emphasize them.
6. Now show the word “equation”. Read the word equation aloud, and refer
students to the chemical equation that they wrote in their notebooks. Have
students add the word to their notebooks.
©2012, TESCCC
06/17/12
Materials:
 colored pencils (per pair) – Optional
Attachments:
 Teacher Resource: Photosynthesis
Equations (for projection)
 Teacher Resource: PowerPoint:
Photosynthesis
Instructional Notes:
Be sure that students have copied both
the chemical equation and word equation
properly. Check for coefficients and
subscripts.
Students are not expected to memorize
the equation, just recognize it as being
the equation for photosynthesis.
If you have access to color printing, you
may wish to print a copy of the equations
resource for each student to keep in their
notebooks, rather than having students
copy by hand.
page 7 of 9
Grade 7
Science
Unit: 02 Lesson: 01
7. Project the Teacher Resource: PowerPoint: Photosynthesis. Be sure to
review at the slide notes in the presentation.
8. Facilitate a class discussion using the following questions:
Ask:
 Why is photosynthesis important to all life on the Earth? Accept all
answers, but guide students toward the idea that plants and plant-like
organisms replace oxygen used by animals when they breathe and use
the carbon dioxide the animals exhale.
 What happens when light (energy) from the Sun is used for the
process of photosynthesis? Accept reasonable answers.
Say:
 The light energy from the Sun is converted into matter through a
chemical reaction. The glucose (a type of sugar) that is produced
is used both to keep the plants alive and stored by plants to be
used by animals that then eat the plants.
 The animals convert the plant matter to chemical energy when the
plants are digested and used a fuel by the animal.
 The oxygen that is produced in the process is used by animals in
respiration and the carbon dioxide produced by animals, is used
by plants.
Ask:
 What would happen if the process of photosynthesis stopped?
There would be no more glucose produced, so then plants and animals
couldn’t survive.
 Why is photosynthesis necessary for life on the Earth to
continue? Photosynthesis keeps the amount of carbon dioxide lower in
the atmosphere and releases oxygen into it. Most living organisms
require oxygen to live.
 How do energy and matter interact in the photosynthesis
process? All green plants rely on light energy from the Sun to produce
the food that keeps them alive. Other organisms depend on plants to
survive, and still, other organisms eat the ones that eat plants. Life on
Earth depends on energy from plants. Note: you may wish to draw an
animal and a plant on the board to illustrate this concept.
 Which three types of organisms can produce their own food
through photosynthesis? (Green plants and some plant-like
organisms; some bacteria and some algae) Note: Students may not
remember there are other plant-like organisms that produce their own
food.
Science Notebooks:
Have students write the equations for
photosynthesis and answer focus
questions in their notebooks.
9. Instruct students to answer the following question in their science
notebooks:
 Why is photosynthesis important to all life on the Earth?
ELABORATE – Terms Match
Suggested Day 6
1. Divide students into groups of two.
2. Distribute a set of cards from the Teacher Resource: Photosynthesis
Match Cards (see Advance Preparation).
Materials:
 colored pencils (per pair) - Optional
3. Divide cards equally among partners, and have students take turns asking
for either the specific definition that will match a term or a specific term that
will match one of the definitions in their hand.
Attachments:
 Teacher Resource: Photosynthesis
Match Cards (see Advance
Preparation, 1 set per group)
4. Once students seem to be confident with the terms and definitions, instruct
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Grade 7
Science
Unit: 02 Lesson: 01
students to turn cards face down in a grid pattern on their desks and pull
two cards to try and match the definition with the term (concentration).
5. If time allows, you may wish to have students create additional vocabulary
cards for the chemical equation for photosynthesis and for the chemical
formulas for some of the components of photosynthesis, such as and label
illustrations in their notebooks
EVALUATE – Performance Indicator - Explaining Photosynthesis
Suggested Day 7
Performance Indicator
 Draw a diagram to illustrate the process of photosynthesis. Label the
components of the process on the diagram. Write a paragraph
describing the diagram, and explain the importance of photosynthesis
to life on Earth. (7.2C; 7.5A)
1C; 5F
Materials:
 colored pencils (per pair) - Optional
1. Project the following:
Instructional Note:
Students do not have to include the
diagrams of stomata and plant cells in
this performance indicator.
A. Write a paragraph or paragraphs to explain the components of
photosynthesis. Include:
 how matter and energy interact to take light and turn it into glucose,
 the chemical formula for photosynthesis, and
 the importance of photosynthesis to life on Earth.
Science Notebooks:
The diagram and summary paragraph
B. Draw a diagram to illustrate the process you described in your writing.
can be completed in the notebooks.
The diagram should labeled and include:
 light energy from the Sun
 carbon dioxide, oxygen, and water vapor
 chlorophyll and chloroplasts
 glucose
 plant leaf
2. Share Performance Indicator rubric or your expectations with students prior
to students beginning the assessment.
3. Answer any questions students may have regarding the assessment.
©2012, TESCCC
06/17/12
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