Student S Reflections About His/Her Work

PORTFOLIO 3 CHECKLIST

STUDENT NAME:

Your portfolio must include, the student agreement (signed) and the portfolio checklist

Activity Earned Act Description Points Points 1 Diagnostic Activity 0 2 Knowledge Acquisition 10 3 Organization Activity 10 4 Application Activity 20 5 Metacognition 25 6 Integrative Activity 1 30 7 Lab. 5

STUDENT’S REFLECTIONS ABOUT HIS/HER WORK: Presentation/Content/Activities ______Feedback to Teacher:______Students’ Signature______Date:______

INTRODUCTION TO PORTFOLIOS

Every student must complete portfolio requirements each semester in order to be promoted to the next semester. Four (4) portfolios will be completed throughout this course. Detailed portfolio 1 requirements are listed on pages 5 and 6 in this handbook*, as well as an agreement that most be signed to ensure the understanding of the requirements for the present portfolio. The portfolio will be considered as a part of each student’s semiannual evaluation representing 40 % of its final grade (10% of each portfolio). For this course (), students will be using three (3) ring binders* to present paper portfolios. For this course the student may develop electronic activities for any of the portfolios using NEXUS. Rubrics and guides for portfolio contents are included in this handbook and should be used to ensure a high quality portfolio.

BIOLOGY COMPETENCES

1 General skills and attributes 4. Listen, interprets and delivers relevant messages in different contexts through the use of media, tools codes and appropriate tools. • Expresses ideas and concepts through linguistic representations, mathematics or graphics. • Applies different communicative strategies depending who is the speaker, the context they are using and the objective they are looking for. • Identify the key ideas in a text or oral speech and infer conclusions from them. • Manages information technology and communication to obtain information and express ideas. 6. Supports a personal stand on issues of interest and general relevance, considering other points of view critically and reflectively. • Choose information resources for a specific prototype and discriminates between them by relevance and reliability. • Evaluates arguments and opinions and identifies prejudices and fallacies. • Recognizes its own prejudices, modifies its point of view by discovering new evidence and finds new knowledge. • Structures ideas and argument in a clear, coherent and synthetic. 8. Participates and collaborates effectively in diverse teams. • Suggests ways of solving a problem or develop a team project, defining a course of action with specific steps. Disciplinary competencies 6. Values the common preconceptions about various natural phenomena on the basis of scientific evidence. 7- Explains the concepts underlying scientific notion that support the processes to solve everyday problems. 12. Applies safety standards in the handling of chemicals, instruments and equipment in carrying out their daily life activities. Elements of competence:  Defines the concepts of photosynthesis, energy, ATP, autotrophs, heterotrophs, to relate them to the process of photosynthesis.  Relates the chloroplasts with chlorophyll and identifies the importance of pigments in the process of photosynthesis.  Identifies the principal events that occur in the light dependent reactions and the light independent reaction and their final results in both process. P H A S E 3 A G R E E M E N T I ______understand that my portfolio is a collection of my school work and related achievements. The contents exhibit my effort and progress as these elements relate to the goals represented in my instructional program.

I agree to accept the responsibility for creating and managing my portfolio as I complete each requirement. I will submit its content for periodic review to my instructor. In doing so, I understand that the contents of my portfolio, as well as the way in which I have presented the contents, will be evaluated for the purpose of judging my performance in school.

Student Signature: ______Date: ______

Parent Signature: I have read and understand the above portfolio agreement and have reviewed my child’s portfolio requirements. ______Date: ______

2 Stage 3: Photosynthesis Diagnostic Activity Learning Method Individually Kind of Evaluation Self assessment Teaching Strategy Questionnaire Teaching Resources Prior Knowledge Due Date Possible Points 0

A. Answer the following questions.

1- What is photosynthesis?

______

2- Can you mention three examples that use photosynthesis?

______

3- Why is photosynthesis so important for living organisms?

______

4- What do you know about how cells obtain energy in order to survive?

______

B- Comment with your classmates.

3 Knowledge Acquisition Activity Learning Method Individually Kind of Evaluation Peer- Assessment Teaching strategy Questionnaire Teaching Resources Biology, Miller and Levine Due Date Possible Points 10

Answer the following questions. 1. a. Review What is ATP and what is its role in the cell? ______b. Explain How does the structure of ATP make it an ideal source of energy for the cell? ______c. Use Analogies Explain how ADP and ATP are each like a battery. Which one is “partially charged” and which one is “fully charged?” Why? ______2. a. Review What is the ultimate source of energy for plants? ______b. Explain How do heterotrophs obtain energy? How is this different from how autotrophs obtain energy? ______c. Infer Why are decomposers, such as mushrooms, considered heterotrophs and not autotrophs? ______3. a. Review Why are pigments such as chlorophyll needed for photosynthesis? ______b. Predict How well would a plant grow under pure yellow light? Explain your answer. ______4 4. a. Review What is the function of NADPH? ______b. Explain How is light energy converted into chemical energy during photosynthesis? ______c. Infer How would photosynthesis be affected if there were a shortage of NADP+ in the cells of plants? ______5. a. Review Describe the overall process of photosynthesis, including the reactants and products. ______b. Interpret Visuals Look at Figure 8–7. Into which set of reactions—light-dependent or light- independent—does each reactant of photosynthesis enter? From which set of reactions is each product of photosynthesis generated? ______6. Draw two leaves—one green and one orange. Using colored pencils, markers, or pens, show which colors of visible light are absorbed and reflected by each leaf.

7. a. Review Summarize what happens during the light-dependent reactions of photosynthesis. ______b. Sequence Put the events of the lightdependent reactions in the order in which they occur and describe how each step is dependent on the step that comes before it. ______5 ______8. a. Review What is the Calvin cycle? ______b. Compare and Contrast List at least three differences between the light-dependent and light- independent reactions of photosynthesis. ______

9. a. Review What are the three primary factors that affect the rate of photosynthesis? ______b. Interpret Graphs Look at the graph on page 240. What are the independent and dependent variables being tested? ______

RUBRIC FOR KNOWLEDGE ACQUISITION ACTIVITY STAGE 1 Criteria 0 2.5 5 FAIR GOOD EXCELLENT Answer 4 questions unanswered or 3 questions (or less) All questions answered s incorrect unanswered or incorrect and correct

Organization Activity Learning Method Individually Kind of Evaluation By teacher Teaching strategy Foldable Teaching Resources Biology, Miller and Levine Due Date Possible Points 10

1. - Make a foldable on the stages of photosynthesis. Include the light dependent and light independent reaction. It must have a drawing representing each step and include the molecules and proteins involved. Write down the amount of ATP used or produced during the process. Use colors to represent every molecule (ATP, ATP synthase, NADPH, H2O, Light, etc). Write an explanation on each step of the cycle. Take 3 pieces of paper and arrange them with 5 cm of difference. Fold the papers in half making sure all of the front pieces are like a stair. Staple and get ready to work.

6 2.- Share your answers with the rest of your class. Make sure to write notes about what is said. Follow the rubric to elaborate this foldable..

RUBRIC FOR ORGANIZATION ACTIVITY STAGE 3 Criteria 0 FAIR 1.5 GOOD 3 EXCELLENT Foldable Is not organized or unclean, pages of the same color **** Made using different color pages its clean and organized Stages Almost every stage is explained or not completed. Every stage is explained but not complete. Every stage is complete and correctly explained. Information Missing 3 or more requirements or barely mentioned.

Missing three or more components or mentioned incorrectly

Cycles not mentioned or are totally wrong. Missing one of these requirements or not enough description.

Missing one component or used incorrectly

Parts of one cycle are incorrect. Presentation contains relevant material describing that sunlight is needed and it occurs in the chlorophyll of chloroplast and plants

The three reactants and two products are included correctly.

Brief explanations are given of both cycles, including where they take place and reactants and products of both. Images Images were not complete. There is an image per stage but colors are not used.

7 There is an image per stage and colors were used for every molecule. Labels Labels are too small, are messy, OR no important items were labeled. Most items of importance on the foldable are clearly labeled. All items of importance on the foldable are clearly labeled.

Application Activity Learning Method In teams Kind of Evaluation By teacher with rubrics Teaching strategy Presentation Teaching Resources Online information Due Date Possible Points 20

1- In teams of 5 2- Research in different books and in internet on the scientific advance in the production of plants and crops. Your teacher will assign you one of the following topics for you to research: . Growing plants in mars . Hydroponics . Aquaponics . Greenhouses . Organic farming . Crop rotation farming

3- Make a PPT presentation that includes the following: a. Front page with the names of all team members b. Introduction c. Why is photosynthesis so important? Why is this so important for humans? Justify. d. Explain what is the topic you where assign. e. What are the requirements the system needs in order to properly function? What is the importance of this method? f. Include a graph of Mexico’s and world using this kinds of farming. g. What are the needs that this system needs in order to produce plants or crops? h. How is photosynthesis used in this system? i. Conclusion. j. Reflection. Why should this method be applied in our country as a source of food? k. Bibliography

4- It will be presented in plenary, the same day of your Integrative Application activity.

RUBRIC FOR APPLICATION ACTIVITY STAGE 3 CRITERIA 0 2.5 5 FAIR GOOD EXCELLENT SUBJECT Student does not have Student is at ease with Student demonstrates

8 KNOWLEDGE grasp of information; expected answers to full knowledge by student cannot answer all questions, without answering all class questions about elaboration. questions with subject. explanations and elaboration ORGANIZATION Audience cannot Audience has Student presents understand difficulty following information in logical, presentation because presentation because interesting sequence there is no sequence student jumps around which audience can of information. follow. TEACHERS A student from the A random student A random student QUESTION team answers the answers incompletely. from the team questions. answers the questions from the teacher. Source Selection • Little or no • At least 2 sources of • Information comes background information were from at least 3 information is used. used. Citation of different sources • Information is source are poorly (Internet, books, copied from the written. journals) source • Information • Information is cited somewhat related to properly and written the topic and written in the student’s own in the student’s own words. words.

Metacognition Activity Learning Method In teams of 5 Kind of Evaluation Peer- Evaluation Teaching strategy Questionnaire Teaching Resources Biology, Miller and Levine. On line research Due Date Possible Points 25

Answer correctly all of the Chapter 8 Assessment.

8-1 Understand Key Concepts 1. Which of the following are autotrophs? a. deer c. leopards b. plants d. mushrooms

2. The principal chemical compound that living things use to store energy is a. DNA. c. H2O. b. ATP. d. CO2.

3. The amount of energy stored in a molecule of ATP compared to the amount stored in a molecule of glucose is 9 a. greater. b. less. c. the same. d. variable, depending on conditions.

4. When a candle burns, energy is released in the form of a. carbon dioxide and water. b. the chemical substance ATP. c. light and heat. d. electricity and motion.

5. How do heterotrophs and autotrophs differ in the way they obtain energy? ______

6. Describe the three parts of an ATP molecule. ______

7. Compare the amounts of energy stored by ATP and glucose. Which compound is used by the cell as an immediate source of energy? ______

Think Critically 8. Use Analogies Develop an analogy to explain ATP and energy transfer to a classmate who does not understand the concept. ______

9. Infer Examine the photograph of the Indian pipe plant shown here. What can you conclude about the ability of the Indian pipe plant to make its own food? Explain your answer. ______

8.2 Understand Key Concepts 10. In addition to light and chlorophyll, photosynthesis requires a. water and oxygen. b. water and sugars. 10 c. oxygen and carbon dioxide. d. water and carbon dioxide.

11. The leaves of a plant appear green because chlorophyll a. reflects blue light. c. reflects green light. b. absorbs blue light. d. absorbs green light.

12. Write the basic equation for photosynthesis using the names of the starting and final substances of the process. ______

13. What role do plant pigments play in the process of photosynthesis? ______

14. Identify the chloroplast structures labeled A, B, and C. In which structure(s) do the light- dependent reactions occur? In which structure(s) do the light-independent reactions take place? ______

Think Critically 15. Form a Hypothesis Although they appear green, some plant leaves contain yellow and red pigments as well as chlorophyll. In the fall, those leaves may become red or yellow. Suggest an explanation for these color changes. ______

16. Design an Experiment Design an experiment that uses pond water and algae to demonstrate the importance of light energy to pond life. Be sure to identify the variables you will control and the variable you will change. ______

17. Predict Suppose you water a potted plant and place it by a window in a transparent, airtight jar. Predict how the rate of photosynthesis might be affected over the next few days. What might happen if the plant were left there for several weeks? Explain. ______11 ______

8-3 Understand Key Concepts 18. The first process in the light-dependent reactions of photosynthesis is a. light absorption. c. oxygen production. b. electron transport. d. ATP formation.

19. Which substance from the light-dependent reactions of photosynthesis is a source of energy for the Calvin cycle? a. ADP c. H2O b. NADPH d. pyruvicacid

20. The light-independent reactions of photosynthesis are also known as the a. Calvin cycle. c. carbon cycle. b. sugar cycle. d. ATP cycle.

21. ATP synthase in the chloroplast membrane makes ATP, utilizing the energy of highly concentrated a. chlorophyll. c. hydrogen ions. b. electrons. d. NADPH.

22. CAM plants are specialized to survive under what conditions that would harm most other kinds of plants? a. low temperatures c. hot, dry conditions b. excess water d. long day lengths

23. Explain the role of NADP+ as an energy carrier in photosynthesis. ______

24. Describe the role of ATP synthase and explain how it works. ______

25. Summarize the events of the Calvin cycle. ______

26. Discuss three factors that affect the rate at which photosynthesis occurs. ______12 ______

Think Critically 27. Interpret Graphs Study Figure 8–11 on page 238 and give evidence to support the idea that the Calvin cycle does not depend on light. ______

28. Apply Concepts How do the events in the Calvin cycle depend on the light-dependent reactions of photosynthesis? ______

29. Form a Hypothesis Many of the sun’s rays may be blocked by dust or clouds formed by volcanic eruptions or pollution. What are some possible short-term and long-term effects of this on photosynthesis? On other forms of life? ______

RUBRIC FOR METACOGNITION ACTIVITY STAGE 3 Criteria 0 2.5 5 FAIR GOOD EXCELLENT Answers 4 questions 3 questions (or less) All questions unanswered or unanswered or answered and incorrect incorrect correct

Integrative Activity Learning Method In teams of 5 Kind of Evaluation By teacher Teaching strategy Real laboratory experiment Teaching Resources Biology, Miller and Levine Due Date Possible Points 30

1- In teams of 5 classmates make an experiment using photosynthesis. All of the experiments need at least 15 days in research. 2- From the following topics choose one to do a controlled experiment. Remember a controlled experiment MUST have a hypothesis, procedure, results and conclusion. 13 a. Light vs Dark

b. Amount of water

c. Color light --- which color does plant like the most

d. Difference between a shade plant and a sunny plant.

e. Light intensity and the effect in plant growth

f. Amount of carbon dioxide affecting the growth.

3- Your PPT presentation MUST have the following:

a. Fist page – School logos, name of the experiment, name of all teammates, teacher’s name. b. Investigate on the topic you decide. (1 page long) c. Include a variable dependent, independent and a control. d. Establish a control and experimental groups. e. A hypothesis and objectives MUST be properly written. f. Write step by step the procedure you will develop g. A record of the results of the experiment. You must prove your results taking pictures that show the progress of the experiment as well as your final result. h. A conclusion that accepts or rejects the hypothesis.

4- Presentation must have the following:

a. Include in every slide background color combination. Letter size good for clear reading. Make sure the letters can be read clearly even if you have a background. b. Include no errors, grammar or spelling. c. Not have lots of words in a slide. Just basic key words that help the speaker expand the content. d. Include the step of the scientific method mentioned in every slide. e. Include full student names and correctly spelled.

BRING IN the plants, leafs to prove you did the experiment. IF you forget or miss having the evidence of your experiment you will ONLY receive half of the point you get in the presentation.

RUBRICS FOR INTEGRATIVE ACTIVITY STAGE 3 CRITERIA 0 2.5 5 FAIR GOOD EXCELLENT Presentation Presentation is Presentation has Presentation has 14 clearly mistakes, but some mistakes, but some effort thrown together at effort is made. is made. the last minute Hypothesis • Hypotheses is • Hypothesis does not • Hypothesis is clearly was clear and missing include "if", "then" or stated using the “If ... specific "because" then... because format. • Hypothesis may not • Hypothesis is testable. be testable. • Hypothesis is based on • Hypothesis is not observation and research. based on observation or research. Design/ • Procedure design • Variables are stated • A detailed description Procedure has no relevancy to but not properly of the variables in the the the hypothesis. identified. investigation is • Variables and list • List of materials is identified. of materials are missing one or more • An experimental incomplete or important items. control is present. 1 missing. • The design has a • All materials used in • Safety concerns are general relevance to the the investigation are not specified or hypothesis, but may not listed clearly. Specific inappropriate to the be replicated. amount and size of experiment. materials are stated in metric form. • The procedure is detailed, clear and stated in a step by step process and can be replicated by others. Analysis • No mention of the • The data lacks detail, • Important relationships, relationships and patterns and patterns and changes are patterns in the data relationships are based stated based on on misconceptions. observation through the investigation. • Calculations are clearly laid out and when appropriate, data are correctly graphed and labeled. Results There are no pictures There is a description of It clearly describes the that support results results, but it is not results and shows or there is no clear or does not pictures of the description, in correspond to the experiment that support writing, of the pictures them results Source • Little or no • At least 2 sources of • Information comes Selection background information were used. from at least 3 different information is used. Citation of source are sources (Internet, books, • Information is poorly written. journals) copied from the • Information somewhat • Information is cited source related to the topic and properly and written in 15 written in the student’s the student’s own words. own words.

Lab Session: Pigments Learning Method In teams of 4 Kind of Evaluation Individually Teaching strategy Hands on Teaching Resources Biology, Miller and Levine. Due Date Possible Points 5

Problem Do red leaves have the same pigments as green leaves?

Introduction Through the process of photosynthesis, plants convert energy from the sun into energy that is stored in food. The molecules in plants that absorb light are called pigments. Chlorophyll is the primary pigment in most plants. Light energy is converted to chemical energy within chlorophyll molecules. Chlorophyll also gives green plants their color. What about plants that do not have green leaves? What pigments are found in these plants? Scientists can use paper chromatography to determine which pigments are found in a plant. A mixture of pigments is deposited on a piece of paper. A solvent, such as alcohol, is used to carry the pigments along the paper. Because each pigment moves at a different rate, the pigments become separated. The paper with the separated bands of pigments is called a chromatogram. The prefix chroma- comes from a Greek word meaning “color.” In this lab, you will use chromatography to find out whether a red-leafed plant has the same pigments as a green-leafed plant.

Skills Focus Predict, Analyze Data, Draw Conclusions

Build Vocabulary

Term Definition Convert To change from one form to another Primary The main or most important item in a group of similar items Solvent A substance that can dissolve other substances and form a solution Control The setup used to test the results of a managed, or controlled, experiment.

Materials • 2 paper clips • 2 one-hole rubber stoppers • 2 chromatography paper strips • sheet of clean paper • green and red leaves • metric ruler • quarter • 2 large test tubes • test-tube rack • glass-marking pencil • 10-mL graduated cylinder • isopropyl alcohol • colored pencils

16 Safety Because alcohol evaporates easily, you should work in a well-ventilated area. If you use glass test tubes or cylinders, check for cracks or chips. Alert your teacher immediately if you break a glass object. Do not pick up broken glass. Wash your hands thoroughly with soap and warm water when you have completed the lab.

Pre-Lab Questions

1. Design an Experiment What is the purpose of this lab? ______

2. Control Variables What is the control in this lab? ______

3. Design an Experiment Why must the pigment line be at least 2 cm from the bottom of the paper? ______

4. Predict Will red leaves contain the same amount of chlorophyll as green leaves? Why or why not? ______

Procedure

1. Straighten both paper clips. Bend each into a hook shape. 2. Push the straight end of each bent clip through the hole in a rubber stopper. Get Ready! When you transfer pigments from a leaf to a paper strip, the line you produce must be straight. 3. Lay one strip of chromatography paper flat on a sheet of clean paper. Place the green leaf at one end of the strip, as shown in Figure 1. Rock the edge of a quarter back and forth over the leaf at a location about 2 cm from the end of the strip. This motion will transfer leaf pigments

17 to the paper.

Figure 1 How to transfer pigment

4. Punch the hook end of a paper clip through the strip near the end without the pigments. 5. Repeat Steps 3 and 4 with the red leaf and the second strip of chromatography paper. Get Ready! As you do Steps 6–9, try not to let the paper strip touch the inside of the tube. 6. Place two test tubes in the test-tube rack. Insert the stopper and strip with the pigments from the green leaf into one test tube. Make a mark on the test tube about 1 cm below the pigment line. Use the glass-marking pencil to label the test tube Green. 7. Repeat Step 6 with the second test tube. Use the stopper and strip that has pigments from the red leaf. Label the test tube Red. 8.Remove each stopper and strip from its test tube. Add alcohol to each tube until the surface of the alcohol reaches the mark you made on the tube. 9. Reinsert each stopper and strip into its test tube. The alcohol should cover the bottom of the paper but not touch the pigment, as shown in Figure 2.

Figure 2Completed setup

10. Leave the test tubes undisturbed for 15–30 minutes. Check them every 5 minutes to see how far up the paper strip the alcohol has moved. When the alcohol reaches the bottom of the paper clip, remove the stopper and strip from the test tube. 11.Allow the papers to dry. 12.Use colored pencils to draw what you observe on each strip in the space below. Label the drawings Green Leaf and Red Leaf.

18 Analyze and Conclude 1.Compare and Contrast How are the two chromatograms similar? How are they different? ______

2.Analyze DataYour teacher will provide a chart that matches the color bands to pigments. Use the chart to identify the pigments that are visible on your chromatograms. ______

3.Apply Concepts Based on your results, does photosynthesis take place in a red-leafed plant? Explain your answer. ______

4.Predict During the fall, the chlorophyll in the leaves of many plants starts to break down. The colors of other pigments present in the leaf are revealed. How do you think a chromatogram of a leaf that just turns red in the fall would compare with your chromatogram of a leaf that is red all year? ______

5.Apply Concepts What advantage could there be for a leaf to have pigments other than chlorophyll? Hint: Do all pigments absorb the same wavelengths of light? ______

Build Science Skills If possible, repeat the experiment using a leaf that turns red only in the fall. Compare the chromatogram from that leaf with the chromatogram from the leaf that is red all year. Record your results.

19 ______

______