Title of Lesson:
Plants—How Structure, Function, and Physiology Impact Their Role in the
Carbon and Hydrologic Cycles
Content/Level: Biology Grade 9
Lesson Overview:
Students will investigate the following questions from labs in the text, Argument Driven Inquiry in
Biology and work with supplementary texts and materials to develop an understanding of plant
structure, the relationship between structure, function, and the properties of water in plants’
physiological processes (photosynthesis and transpiration), and how plants are players in the water
and carbon cycles.
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Lab 5 Revised: Why Do Temperature and Light Intensity Affect the Rate of Photosynthesis in Plants
(
Lab 7 Revised: Transpiration—How Do Environmental Factors (Light Intensity, Temperature, Wind,
and Humidity) and Anatomical Features (Leaf Surface Area) Affect the Movement of Water
Through a Plant
Benchmarks:
SC.912.L.14.2
Relate structure to function for the components of plant and animal cells.
Explain the role of cell membranes as a highly selective barrier (passive
and active transport).
SC.912.L.14.7
Relate the structure of each of the major plant organs and tissues to
physiological processes.
SC.912.L.18.7
Identify the reactants, products, and basic functions of photosynthesis.
SC.912.L.18.11
Explain the role of enzymes as catalysts that lower the activation energy
of biochemical reactions. Identify factors, such as pH and temperature,
and their effect on enzyme activity.
SC.912.L.18.12
Discuss the special properties of water that contribute to Earth’s
suitability as an environment for life: cohesive behavior, ability to
moderate temperature, expansion upon freezing, and versatility as a
solvent.
SC.912.E.7.1
Analyze the movement of matter and energy through the different
biogeochemical cycles, including water and carbon.
SC.912.N.1.1
Define a problem based on a specific body of knowledge and do the
following:
1. Pose questions about the natural world;
2. Conduct systematic observations
3. Examine books and other sources of information to see what is
already known
4. Review what is known in light of empirical evidence
5. Plan investigations
6. Use tools to gather, analyze, and interpret data (this includes the
use of measurement in metric and other systems, and also the
generation and interpretation of graphical representations of data,
including data tables and graphs)
7. Pose answers, explanations, or descriptions of events
8. Generate explanations that explicate or describe natural
phenomena (inferences)
9. Use appropriate evidence and reasoning to justify these
explanations to others
10. Communicate results of scientific investigations
11. Evaluate the merits of the explanations produced by others
Relevant Achievement Level Descriptions
Compare structures and describe related functions in different types of cells
Relate structures of plant tissues and organs directly to their roles in physiological processes
(photosynthesis and transpiration)
Analyze how enzymes speed up the rate of a biochemical reaction and describe the effect of
environmental factors on enzyme activity
Summarize the properties of water and analyze how these properties make water essential for
life on Earth.
Analyze the movement of matter through different biogeochemical cycles (water cycle and
carbon cycle)
Interpret, analyze, and synthesize data to determine causal relationships in a complex
investigation
Evaluate the reliability of other sources of information to make predictions and defend
conclusions based on experimental design or scientific argumentation
Students should be able to:
Know
Understand
Do
Plants are autotrophic
Plants undergo the chemical
Photosynthesis ADI—How
(produce their own food)
reaction photosynthesis to
and why do temperature and
produce their own food.
light intensity impact the rate
Photosynthesis rely on carbon
of photosynthesis
dioxide and water as
reactants, therefore
Factors That Affect
photosynthesis is a player in
Photosynthesis Informational
both the carbon and water
Text
cycle.
Photosynthesis Lab CEJ
Template & Reflective
Questions
Plants utilize only about 1% of Transpiration is an important
Transpiration ADI— How Do
the water taken in at the roots player in the hydrologic
Environmental Factors (Light
for photosynthesis. The other
(water) cycle, which returns
Intensity, Temperature, Wind,
99% evaporates at the leaf
water from the soil to the
and Humidity) and
surface in a process called
atmosphere.
Anatomical Features (Leaf
transpiration.
Surface Area) Affect the
Transpiration is impacted by
Movement of Water Through
both environmental factors
a Plant
and the plant’s anatomical
features.
Transpiration Lab CEJ
Worksheet
Transpiration Assessment
Plants have specialized cells,
Students should understand
Plant Structure and Function
tissues, and organs that assist
the structure and function of
in Photosynthesis and
in the processes of
plant organs, including: roots,
Transpiration Worksheet
photosynthesis and
stems, and leaves.
transpiration.
Students should understand
the structure and function of
plant tissues including:
dermal, ground, and vascular.
Students should be able to
cite examples of each tissue
type in the roots, stems, and
leaves.
Students should identify the
types of cells found in plant
tissues, including:
parenchyma, sclerenchyma,
and collenchyma. Students
should be able to cite
examples of each cell type in
the roots, stems, and leaves.
Transport of Matter in Plants
Writing Prompt
Students should relate plant
structure and function to
transpiration and
photosynthesis, and hence
the hydrologic and carbon
cycles.
Water processes (osmosis,
Students should relate these
Celery Model of Water
transpiration) and properties
processes and properties to
Transport & Extension CEJ
(solvent, surface, tension,
movement of water through
cohesion, adhesion)
xylem in a plant, which is
contribute to movement of
required for photosynthesis
water through a plant.
and transpiration.
Text Reference(s):
Factors That Affect the Rate of Photosynthesis-- Adapted from:
http://www.passmyexams.co.uk/GCSE/biology/factors-affecting-rate-ofphotosynthesis.html
How Do Large Trees, Such As Redwoods, Get Water From Their Roots to The Leaves?
http://www.scientificamerican.com/article/how-do-large-trees-such-a/
The Simple Story of Photosynthesis and Food
Electronic
http://ed.ted.com/lessons/the-simple-but-fascinating-story-of-photosynthesis-
References
and-food-amanda-ooten
The Happy Scientist: Heartless Plants
Username: hillsboroughmiddle
Password: hillsboroughmiddle
http://thehappyscientist.com/science-video/heartless-plants
Plant Transpiration Lab
https://www.classzone.com/books/hs/ca/sc/bio_07/virtual_labs/virtualLabs.html
Water Transport in Plants Video Clips
a. Plant Transport, Xylem & Phloem—Transpiration (00:05:37)
https://www.youtube.com/watch?v=xGCnuXxbZGk
b. Water Transport in Plants (00:03:18)
http://tstem.psjaisd.us/apps/video/watch.jsp?v=41282
Electronic
Attachments
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Day 1 -2
Photosynthesis Lab Gizmo Data Set
Revised ADI Lab 5 Photosynthesis—How and Why Do Temperature and
Light Intensity Affect the Rate of Photosynthesis in Plants?
Photosynthesis Lab Paper Whiteboard Template
Factors That Affect the Rate of Photosynthesis Text
CEJ Photosynthesis Lab Template & Reflective Questions
Revised ADI Lab 7—How Do Environmental Factors and Anatomical
Features Affect the Rate of Transpiration in Plants?
Revised ADI Request for Proposal 3
Transpiration Paper Whiteboard Template
CEJ Transpiration Lab Worksheet
Transpiration Assessment
Plant Structure and Function in Photosynthesis and Transpiration
Worksheet
Celery Model of Water Transport
Does Adding Solute Affect the Rate Water is Transported Through the
Xylem—Paper Whiteboard Template
Transport of Matter in Plants Writing Prompt
Objective
Students will complete and ADI and analyze a data set (from the Gizmo,
“Photosynthesis Lab” to determine how temperature and light intensity affect the rate
of photosynthesis in plants.
Materials
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Pacing
Computer with Internet Connection & LCD Projector
Photosynthesis Lab Gizmo Data Set
ADI Lab 5: Photosynthesis- How and Why Do Temperature and Light Intensity
Affect the Rate of Photosynthesis in Plants?
Photosynthesis Lab Paper Whiteboard Template
One class period (approximately 50 minutes)
Advanced Prep:
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Print color copies of the data set from the Gizmo, “Photosynthesis Lab” for each group of 3-4
students.
Xerox copies of (a) the ADI Lab 5, “Photosynthesis--Why Do Temperatures and Light Intensity
Affect the Rate of Photosynthesis in Plants” and (b) Paper Whiteboard Template for each student.
ENGAGE:
The Simple Story of Photosynthesis and Food
http://ed.ted.com/lessons/the-simple-but-fascinating-story-of-photosynthesis-and-food-amandaooten
EXPLORE: (50 minutes)
1. Provide each student with a copy of (a) the ADI, “Photosynthesis: How and Why Do
Temperature and Light Intensity Affect the Rate of Photosynthesis?” and (b) a copy of a paper
whiteboard. This ADI includes some background information, including a basic review of
photosynthesis, as well as prompting students that photosynthesis does not occur all of the
time, and that certain environmental factors impact the rate it occurs.
2. After reviewing the ADI with students, provide each group (3-4 students) with a Photosynthesis
Lab Gizmo Data Set. The data set includes two sets of graphics showing (a) the relationship
between light intensity and oxygen production and (b) temperature and oxygen production.
3. Student groups should analyze the data set and construct a paper whiteboard, indicating their
claim, evidence, and justification on the template provided. Instruct students that they will
need this completed paper template the following day in class when they construct their actual
whiteboard in preparation for carousel review. (Note: The purpose of constructing a paper
whiteboard is that we have found there is not enough instructional time in a 50-minute class
period to analyze the data, construct a whiteboard, and complete a sufficient carousel review
and discussion.)
Day 2
Objective
Students will communicate their claim, evidence, and justification to other student
researchers using a carousel review.
Materials
Pacing
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Completed Photosynthesis Lab Paper Whiteboard Template (from Day 1)
ADI Whiteboards
Portable Tripods (to display whiteboards)
Dry Erase Markers
Erasers
One class period (approximately 50 minutes)
Advanced Prep:
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Ensure you have a whiteboard set (whiteboard, tripod, dry erase markers, and eraser) for each
group of 3-4 students.
ELABORATE/EXTEND: (50 minutes)
1. Have students transfer the information on their paper whiteboard to their actual whiteboard.
Students will take forever embellishing, so we recommend that this be a timed activity. (15
minutes)
2. Explain the carousel review process to students, indicating each round will last five minutes.
See diagram below. (5 minutes)
3. Conduct a minimum of four rounds of carousel review to allow students to view multiple
perspectives. (20 minutes)
4. Allow students to reconvene with their home group to discuss what they learned from other
groups and to consider possible changes to their paper whiteboards. (10 minutes)
Day 3
Objective
Students will participate in a class discussion and read a piece of informational text to
make additions/revisions to their paper whiteboards. (In particular, we hope that
students will make significant adjustments to their scientific justification of their
evidence.)
Materials
Pacing
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Supplemental Text: “Factors That Affect the Rate of Photosynthesis”
Completed Photosynthesis Lab Paper Whiteboard Templates (From Day 1)
One class period (approximately 50 minutes)
Advanced Prep:
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Xerox a copy of the supplemental text, “Factors That Affect the Rate of Photosynthesis” for
each student.
You might wish to Xerox additional copies of the Photosynthesis Lab Paper Whiteboard
Templates to have on hand for students who wish to make significant revisions.
EXPLAIN: (50 minutes)
1. Conduct a whole class discussion, asking questions to promote thinking, such as (10 minutes)
(a) What did you learn from other groups that made you skeptical?
(b) What did you learn from other groups that corroborated your findings?
(c) What other information would you like to have, or what other experiments would you
propose?
(d) What did you expect and what surprised you as you analyzed the data sets? Why?
(e) Why do you think the rate of photosynthesis changed when light intensity changed?
Temperature changed? What “science” might explain this?
2. Provide students with the supplemental informational text, “Factors That Affect the Rate of
Photosynthesis.” Have them read for potential lines of justification to explain the trends
observed in the data sets in order to explain their claim and evidence. (We would expect that
most student groups produced weak justification statements, or may have missed the mark
entirely—and that is okay. This piece of text should help them make sense of their evidence.)
(15 minutes)
3. Prompt student groups to collaborate with their group to amend their paper whiteboard
templates to reflect new learning gleaned from the carousel review, whole class discussion, and
the supplemental informational text. You may wish to have blank copies on hand. (25 minute)
Day 4 4&
Objective
Students will complete CEJ Photosynthesis Lab & Reflective Questions as summative
measure of their learning.
Materials
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Pacing
CEJ Photosynthesis Lab Template & Reflective Questions
ADI Lab 5: Photosynthesis- How and Why Do Temperature and Light Intensity
Affect the Rate of Photosynthesis in Plants? (Student Optional)
Photosynthesis Lab Paper Whiteboard Template (Student Optional)
Photosynthesis Lab Gizmo Data Set (Student Optional)
One class period (approximately 50 minutes)
Advanced Prep:
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Xerox a copy of CEJ Photosynthesis Lab & Reflective Questions for each student.
EVALUATE (50 minutes)
1. Provide each student with a copy of CEJ Photosynthesis Lab & Reflective Questions to
complete independently as a means of summative assessment. Students may refer to their
copy of the ADI, the data set, and their paper whiteboard in completion of this assessment. (50
minutes)
Day 5
Objective
Students will complete an investigation proposal to determine whether leaf surface
area and other environmental factors impact the rate of transpiration in plants.
Materials
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Pacing
Computer with internet connection & LCD Projector
Revised ADI Lab 7: How do environmental factors (light intensity, temperature,
wind, and humidity) and anatomical features (leaf surface area) affect the rate
of transpiration in plants?
Revised ADI Request for Proposal 3
One class period (approximately 50 minutes)
Advanced Prep:
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Ensure you have an internet connection and log on to the Happy Scientist to show the
“Heartless Plants” video clip.
Xerox copies of the revised ADI Lab 7: How do environmental factors (light intensity,
temperature, wind, and humidity) and anatomical features (leaf surface area) affect the rate of
transpiration in plants? for each student.
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Xerox copies of the Revised ADI Investigation Proposal C for each student.
ENGAGE: (10 minutes)
1. Show the video clip, “Heartless Plants” from the Happy Scientist (3 minutes)
http://thehappyscientist.com/science-video/heartless-plants
Username: hillsboroughmiddle
Password: hillsboroughmiddle
2. Discuss some of the major ideas in the video, which might include (5 minutes)
(a) Photosynthesis occurs in leaves, and one of the reactants is water.
(b) Water must be able to get from the roots to the leaves in plants.
(c) The xylem is the plant tissue responsible for transporting water from the roots to the leaves.
(d) When water vapor is released from the plant during transpiration, this creates negative
pressure in the xylem that draws water from the roots to the leaves, similar to how liquid
moves through a drinking straw.
3. Tell students we will investigate environmental and anatomical features that impact the rate of
transpiration in plants. (2 minutes)
EXPLORE: (40 minutes)
1. Provide each student with a copy of the revised ADI Lab 7: How do environmental factors
(light intensity, temperature, wind, and humidity) and anatomical features (leaf surface area)
affect the rate of transpiration in plants?
2. Review the lab with students and determine a mechanism for assigning lab groups a
variable to test (light intensity, temperature, wind, humidity, or leaf surface area).
3. Provide each student with a copy of the revised ADI Investigation Proposal C. With their lab
group, they should complete the investigation proposal and get it approved by the teacher.
Day 6
Objective
Materials
Students will investigate a variable that impacts the rate of transpiration in plants.
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Revised ADI Lab 7: How do environmental factors (light intensity, temperature,
wind, and humidity) and anatomical features (leaf surface area) affect the rate
of transpiration in plants? (From Day 5)
Transpiration Paper Whiteboard Template
Lab materials for ADI Lab 7 (See list below):
 Calibrated/Graduated Pipettes
 Plastic Tubing
 Parafilm or Vaseline
 Ring Stands
 Clamps
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Pacing
Plant Samples
Water
Lamps
Various Wattage Light Bulbs
Desk Fan
Large Ziplock Bags
Twist Ties or Rubber bands
Plastic Tubs
Various Lab Glassware
Scissors
Ruler
Centimeter (cm2) Grid Graph Paper
Microscope Slides
Clear Packing Tape
Electronic Balance
One class period (approximately 50 minutes)
Advanced Prep:
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Obtain enough plants for each student group to have a stem with healthy leaves. (These can be
woody plants, shrubs, bean sprout seedlings, etc. Be certain to follow the directions for cutting
the stems in the lab procedure) Each group should experiment with the same species to
eliminate this an additional variable in experimentation.
Ensure you have compiled the materials for ADI Lab 7--How do environmental factors (light
intensity, temperature, wind, and humidity) and anatomical features (leaf surface area) affect
the rate of transpiration in plants?
Familiarize yourself with the techniques for building a potomter, measuring leaf surface area,
and making stomatal leaf impressions so you can support students.
Xerox a copy of the Transpiration Lab Paper Whiteboard Template for each student.
EXPLORE: (50 minutes)
1. Student groups should perform their experiment, collect, and analyze their data according to
their approved, “Revised ADI Investigation Proposal C.”
2. Students should review the directions for the revised Presentation Session on the ADI Lab 7-How do environmental factors (light intensity, temperature, wind, and humidity) and
anatomical features (leaf surface area) affect the rate of transpiration in plants? and complete
their own Transpiration Lab Paper Whiteboard Template for homework. (Homework)
Note: There is a good digital transpiration lab at the following web address that you might have students
complete as a supplemental activity for the variables they did not test directly.
https://www.classzone.com/books/hs/ca/sc/bio_07/virtual_labs/virtualLabs.html
Day 7
Objective
Students will communicate their claim, evidence, and justification to other student
researchers in a group presentation to the scientific community (classmates &
teacher).
Materials
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Pacing
Completed Transpiration Lab Paper Whiteboard Template (from Day 6
Homework)
ADI Whiteboards
Portable Tripods (to display whiteboards)
Dry Erase Markers
Erasers
CEJ Transpiration Lab Worksheet (optional use during presentation session)
One class period (approximately 50 minutes)
Advanced Prep:
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Ensure you have a whiteboard set (whiteboard, tripod, dry erase markers, and eraser) for each
group of 3-4 students.
Xerox copies of CEJ Transpiration Lab Worksheet if you would like to hold students accountable
for the presentations of other groups during the presentation session.
ELABORATE/EXTEND: (50 minutes)
1. Have students transfer the information on their paper whiteboard to their actual whiteboard.
Students will take forever embellishing, so we recommend that this be a timed activity.
Students also should determine the responsibilities of each group member during their
presentation. (15 minutes)
2. Use a random selector to determine the order in which each group will present. Allow groups
up to 5 minutes to present their findings. You may wish to have students complete the CEJ
Transpiration Lab Worksheet as they listen to group presentations. (35 minutes).
Day 8
Objective
Students will complete questions 1-3 on the Transpiration Assessment as a
summative measure of their learning.
Students will research how plant anatomy is related to the processes of
photosynthesis and transpiration.
Materials
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Transpiration Assessment
Plant Structure & Function in Photosynthesis and Transpiration
Pacing
One class period (approximately 50 minutes)
Advanced Prep:
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Xerox a copy of the Transpiration Assessment for each student.
Xerox a copy of Plant Structure & Function in Photosynthesis and Transpiration for each
student.
ELABORATE/EXTEND: (25 minutes)
1. Provide each student with a copy of Transpiration Assessment to complete independently as a
means of summative assessment. Students may refer to their copy of the ADI, their CEJ notes
from the Presentation Session, and their own paper whiteboard in completion of this
assessment. (30 minutes)
EXPLAIN: (25 minutes)
2. Provide each student with a copy of Plant Structure & Function in Photosynthesis and
Transpiration. After the assessment, students should use their biology textbook to research
plant structures in the roots, stems, and leaves and relate them to the processes of
photosynthesis and transpiration. Students should complete this assignment for homework.
Day 9
Objective
Students will learn about properties of water through a lab investigation, “Celery
Model for Water Transport.”
Materials
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Lab Materials for Celery Model for Water Transport
 Various solutes (salt, sucrose)
 Various solvents (water, rubbing alcohol)
 Cups or Beakers
 Celery (lots of it)
 Pennies
 Capillary tubes
 Straws
 Petri dishes
 Pipettes
 Glass microscope slides
 Food coloring
 Graduated cylinders
 Various laboratory glassware
Computer, internet connection, and LCD projector
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Pacing
Celery Model for Water Transport Lab
Celery Model for Water Transport CEJ Whiteboard Paper Template
One class period (approximately 50 minutes)
Advanced Prep:
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Xerox a copy of the Celery Model for Water Transport for each student.
Gather materials and set up the Celery Model for Water Transport lab.
ENGAGE (Approximately 5 minutes)
1. Preview the video clips below, and select the one that you believe best meets the needs of
your students. Each covers the movement of water in vascular plants.
c. Plant Transport, Xylem & Phloem—Transpiration (00:05:37)
https://www.youtube.com/watch?v=xGCnuXxbZGk
d. Water Transport in Plants (00:03:18)
http://tstem.psjaisd.us/apps/video/watch.jsp?v=41282
EXPLORE (45 minutes)
1. Students should set up the Celery Model for Water Transport lab and read the background
information in the lab handout.
Day 10
Objective
Students will learn about properties of water through a lab investigation, “Celery
Model for Water Transport.”
Students will communicate their claim, evidence, and justification to other student
researchers in a group presentation to the scientific community (classmates &
teacher).
Materials
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Celery Model for Water Transport Paper Whiteboard Template
Pacing
One class period (approximately 50 minutes)
Advanced Prep:
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Xerox a copy of Celery Model for Water Transport CEJ Paper Template for each student.
EXPLORE (Approximately 5 minutes)
1. Students will complete the Celery Model for Water Transport Lab
a) Find final mass
b) Calculate change in mass
2. Students will complete the Celery Model for Water Transport Paper Whiteboard Template and
complete for homework if necessary.
Day 11
Objective
Students will communicate their claim, evidence, and justification to other student
researchers in a group presentation to the scientific community. (classmates &
teacher).
Materials
Pacing
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Completed Celery Model for Water Transport Lab Paper Whiteboard Template
ADI Whiteboards
Portable Tripods (to display whiteboards)
Dry Erase Markers
Erasers
CEJ Celery Model for Water Transport Lab Worksheet (optional use during
presentation session)
One class period (approximately 50 minutes)
Advanced Prep:
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Ensure you have a whiteboard set (whiteboard, tripod, dry erase markers, and eraser) for each
group of 3-4 students.
Xerox copies of CEJ Celery Model for Water Transport Paper Whiteboard Template if you would
like to hold students accountable for the presentations of other groups during the presentation
session.
ELABORATE/EXTEND: (50 minutes)
1. Have students transfer the information on their paper whiteboard to their actual whiteboard.
Students will take forever embellishing, so we recommend that this be a timed activity.
Students also should determine the responsibilities of each group member during their
presentation. (15 minutes)
2. Use a random selector to determine the order in which each group will present. Allow groups
up to 5 minutes to present their findings. You may wish to have students complete the CEJ
Celery Model for Water Transport Lab Worksheet as they listen to group presentations. (35
minutes).
Day 12
Objective
Students will compose a written response to a writing prompt as a summative
measure of their learning.
Materials
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Pacing
One class period (approximately 50 minutes)
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Transport of Matter in Plants Writing Prompt
Prior assignments and biology textbook may be used.
Ensure you have a whiteboard set (whiteboard, tripod, dry erase markers, and eraser) for each
group of 3-4 students.
Xerox copies of CEJ Transpiration Lab Worksheet if you would like to hold students accountable
for the presentations of other groups during the presentation session.
Lesson Written By:
Mindy Pearson
OTG Science Coach
HCPS Secondary Education