SUSME Study Lesson Plan
Title: Photosynthesis – Shed A Little Light on Me
Authors: LaRhonda Brown, Angela Day, Tiffany Goldsmith, Raven McDonald, Sandra McKell,
Mary Moss, Pam Weaver
Grade/Subject: 7/ Life Science, 9th/ Pre-AP Biology
Date: September 2010
I. Need for this Lesson
There is a distinct need for lessons and laboratory experiences covering cellular processes within the science
curriculum. Based on state test data, many students cannot identify the overall chemical processes for both
photosynthesis and cellular respiration. It is evident students are having difficulty making the connection between
the following two relationships: chloroplast with photosynthesis and the mitochondria with cellular respiration.
Prior to this lesson, students should know the difference between plant and animal cells and be familiar with the
structure and function of plant and animal cell organelles.
This lesson should give students multiple opportunities to relate the chloroplast with photosynthesis. During this
lab students will perform a photosynthesis activity with manipulatives, a wet photosynthesis lab activity, view a
short photosynthesis video, and view the chloroplasts within an elodea leaf. This lab should reinforce prior
knowledge of chloroplast function.
II. Unit Information
A. Name of the Unit: The Cell and Cell Processes
B. Goal(s) of the Unit:
1. Recognize that cells are the basic units of structure and function.
2. Identify organelles of animal and plant cells.
3. Compare and contrast the organelles involved in the processes of photosynthesis
and cellular respiration.
4. Write the overall reactions, list the reactants and the products, and explain the
reactions of photosynthesis and cellular respiration.
C. Relationship of the Unit to the Curriculum
Prerequisite Knowledge Concepts for this Unit
Students Should Know:
←Bridge from
Bridge to →
1.
2.
3.
4.
5.
Students should know the
differences between plant
and animal cells.
Students should know how
to use the microscope.
Students should recognize
the differences between
prokaryotic cells and
eukaryotic cells.
Students should know and
recognize the organelles
common to plant and
animal cells.
Students should be able to
differentiate between
autotrophs and
heterotrophs.
1.
2.
3.
4.
5.
Relate plant and animal
cellular structure with cellular
function.
Give examples of
photosynthetic organisms,
photosynthetic organs, and
photosynthetic cells.
Relate the structure of the
chloroplast with
photosynthesis.
Perform an experiment that
will test the effect of light on
chloroplast function during
photosynthesis.
Construct the overall reaction
of photosynthesis by listing the
reactants and products.
Concepts in Future Units Prepare Students to Learn:
1.
2.
In high school biology
students will analyze the
overall chemical pathway of
photosynthesis and cellular
respiration.
View and learn about
photosynthetic protists.
(euglena)
D. Possible Student Misconceptions
1. Students do not realize that cellular respiration takes place in both animal and plant cells.
2.
3.
4.
Photosynthesis takes place in plants, regardless of color. Ex. Green, --Purple, red, orange, yellow,
Students are often confused about the purpose of indicators in science.
4. Photosynthesis is much more than the simple reaction that students often memorize. It is a complex
chemical reaction composed of 80 – 100 chemical reactions.
E. Unit Instructional Plan:
Unit Concept/Topic
# of Lessons
1.
2.
3.
3
Relate plant and animal cell organelle structures with functions.
1*
Relate plant cell structure with photosynthesis.
Write the equation for photosynthesis, list the reactants and products, and explain how a 2*
change in light, water, and carbon dioxide can affect the results of photosynthesis.
* concept(s) covered in this Study Lesson Plan
III. Study Lesson Information
A. Title of the Study Lesson: Photosynthesis – Shed A Little Light on Me
B. Standards Addressed (national, state/local):
National
Structure and function in living systems.
Grades 6-8
Grades 9-12
State/local
ACOS
The cell
Interdependence of organisms, matter, energy, and organization in living systems.
7.1 Describe characteristics common to living things, including growth and development,
reproduction (sexual and asexual), cellular organization, use of energy, exchange of gases
(oxygen, carbon dioxide, and nitrogen), and response to the environment.
7.2 Identify and give functions of organelles found in eukaryotic cells, including the nucleus,
chromosomes, cell membrane, cell wall, mitochondria, chloroplast, and vacuoles.
Biology Core
3. Identify reactants and products associated with photosynthesis and cellular respiration and the
purposes of these two processes.
4. Describe similarities and differences of cell organelles, using diagrams and tables.
5. Identify cells, tissues, organs, organ systems, organisms, populations, communities, and
ecosystems as levels of organization in the biosphere.
10. Distinguish and monocots and dicots, angiosperms and gymnosperms, vascular and
nonvascular plants.
14. Trace biogeochemical cycles through the environment, including water, carbon, oxygen, and
nitrogen.
C. Lesson Overview: Students will use a microscope to observe chloroplasts then conduct an activity to
demonstrate the necessity for light and the use of CO2 during photosynthesis. This lesson teaches students that
CO2 is used and O2 is produced during photosynthesis.
D. Performance Objective(s):
The student will:
1. Use a microscope to observe parts of a cell.
2. Perform an activity to demonstrate photosynthesis.
3. Use scientific reasoning to draw conclusions from an experiment.
4. List the reactants and products of photosynthesis.
E. Assessment Timeline
Diagnostic
Before student work begins.
Formative During lesson.
Assessment strategies, possible feedback,
Summative After lesson is
completed.
Assessment strategies, possible
feedback, scaffolding techniques:
scaffolding techniques:
Informal assessment of students’ Teacher’s observation of students’
misconceptions. The teacher will accuracy of laboratory procedures.
hold up a bean seed in one hand and Teacher will also use formative
a bean plant in the other hand and assessment during the photosynthesis
ask the students, “What was needed manipulative activity.
to get from this seed to this plant?” Ongoing questions and answers
The students will be expected to
name the materials needed and the
process required.
Assessment strategies, possible
feedback, remediation:
Student lab reports
Photosynthesis exit slip: Relate the
process of photosynthesis and plant
cell structure to what is happening
when leaves change color in the fall.
Student role-play of photosynthesis
(later date).
Photosynthesis test (later)
F. Materials/Resources
LCD projector, computer, computer, microscope, lab materials listed in handout, photosynthesis manipulative
pictures that are in PowerPoint, tape, one lab handout per student, slides, cover slips, elodea
G. Teaching/Learning Process for the Study Lesson
Step
Handouts, equipment,
Evaluate:
and time
supplies. Points to
Assessment
Teaching/Learning Activities
allocation
remember.
techniques for each
(min)
activity.
Teacher will hold a bean seed in one hand and a
Students earlier grew
Teacher will look for
Engage
bean plant in the other hand and then ask the
some bean seeds in a
such answers as:
(10 min)
students, “What was required to get from this seed plastic bag (one with soil water, light, pigment,
to this plant?”
and one without soil)
CO2
Teacher will address
the misconception that
soil is needed (Plants
can be grown without
soil.)
Explore
(40 min)
Students will perform the lab “Shine a Little Light
on Me” see attachment
Students will observe chloroplasts in living elodea
cells under the microscope
Explain
(during 30
minute wait
time)
Extend
(10 min)
Photosynthesis manipulative activity - Each
student group will select pictures that represent
either photosynthetic: organisms, organs, cells,
organelles, reactants, or products.
Students will need lab Formative assessment
procedure and handout. during lab and
All supplies are listed on summative assessment
lab sheet. See handout. with lab report.
The pictures will
be laminated and placed
in a separate envelope –
one per group
Exit slip – The leaves on the trees are beginning to
change to red, orange, or yellow. Eventually, the
leaves will fall off the trees. Using the information
you have learned about plant cells, organelles, and
photosynthesis, describe what is happening in the
leaves.
IV. Attachments (worksheets, labs, project guides, tests, rubrics, etc.)
Photosynthesis Shine a Light Lab.doc - Laboratory directions and lab sheet
Chloroplasts_and_Photosynthesis[1].asf
PHOTOSYNTHESIS final pp.ppt
Students will place
their selections on the
large poster displayed
on the front board.
Exit slip – Relate
photosynthesis to the
color change in
leaves.
photosynthesis exit slip.docx
Photosynthesis Test.doc