Section: Plant & Soil Science s3

Colorado Agriscience Curriculum

Section: Plant & Soil Science

Unit: Plant physiology and growth

Lesson Title: Lesson 5: Exploring Photosynthesis

Colorado Agricultural Education Standards: AGS11/12.4 AGS11/12.4.7 11 & 12 Understand photosynthesis and respiration.

Colorado Science Standards: comparing and contrasting the processes of photosynthesis and SCI3.2.1 Science respiration explaining how simple molecules can be built into larger molecules SCI3.2.2 Science within organisms explaining how large molecules are broken down into smaller molecules, SCI3.2.3 Science serving as an energy source or as basic building blocks in organisms

Student Learning Objectives (Enablers) As a result of this lesson, the student will …

1. Students will be able to explain the process of photosynthesis

Time: Instruction time for this lesson: 50 minutes.

Resources: Modern Biology, Holt, Rinehart and Winston Agriscience Fundamentals and applications, Cooper and Burton

Tools, Equipment, and Supplies Fruit for each student i.e. strawberries Copy of PSS.1.PR handout for every student

Key Terms. The following terms are presented in this lesson and appear in bold italics: Photosynthesis Chloroplasts Stomata Glucose

Interest Approach

Photosynthesis in its simplest form is to convert carbon dioxide and water into Sugar/carbohydrates and oxygen, and respiration is the opposite reaction. Therefore, students Unit 2, Lesson 5: Exploring Photosynthesis 1 will practice respiration first and explain their role and the plants’ role in creating homeostasis. Do this by giving each student a fruit, (preferably with a noticeable amount of sugar. i.e. strawberries). After students each eat a piece of fruit, have them exercise for three minutes. By doing this, they will be releasing water through sweat and carbon dioxide while breathing. This exercise will take approximately 10 minutes.

Students, we are going to start today by helping contribute to the plants in our area. So everyone take one piece of fruit and eat it. Now that you have eaten your one piece, we are going to do a light workout. On the count of three, you are going to do jumping jacks, and when I say stop you will stop exercising and sit back down in your seats. Ready? One, Two, Three.

Allow students to exercise for about three minutes.

STOP! …. Thank you. Now how did that help plants?

Allow students to try to answer.

What we did by eating sugar and exercising is known as “respiration.” By eating the sugar in the fruit and breathing in oxygen, we were able to produce something necessary for plant life. Does anyone know what it is?

By using sugar and oxygen, we were able to produce carbon dioxide and water. This as I said previously is respiration. Since we do that for plants what do they do to produce sugar and oxygen for us?

Very good! Photosynthesis.

Summary of Content and Teaching Strategies Objective 1. Students will be able to explain the process of photosynthesis

Review PowerPoint Slides 2-5 using a Little Professor Moment making sure the students capture the information in their notes.

• I. Photosynthesis is the manufacture of food by plant cells. – A. Sugar is the major product of photosynthesis and provides energy for the plant. – B. There are two phases to the photosynthesis process. • 1. Energy gathering—Plant leaves soak up sunlight. • 2. Sugar making—Plants convert energy from sunlight into stored chemical energy.

Unit 2, Lesson 5: Exploring Photosynthesis 2 – a. Chemical energy rearranges carbon dioxide in the plant in the presence of chlorophyll to form sugar. – b. Glucose, a simple sugar, is formed.

• C. Photosynthesis is the most important reaction on earth. All life forms are dependent on the reaction. – 1. Occurs in the chloroplasts – 2. CO2 + light + chlorophyll + H2O C6H12O6 (glucose) + H2O + O2

• D. In order for photosynthesis to occur, several things must be present. – 1. Chlorophyll—green colored substance in plants. – 2. Light—Leaves absorb necessary energy from the sun’s rays or artificial light. – 3. Carbon Dioxide—Enters the plant through structure called stomata in the leaves. Carbon dioxide is split during photosynthesis. – 4. Water—Water is also split during photosynthesis.

• II. Photosynthesis is a series of chemical reactions that yields sugars, water, and oxygen. – A. The chemical equation of photosynthesis can be written in words: • Six molecules of carbon dioxide plus twelve molecules of water in combination with a healthy plant and some form of light energy, to make one molecule of sugar plus six molecules of water and six molecules of oxygen. – B. The products of photosynthesis include carbohydrates in the form of sugars and starches as well as water and oxygen.

Give student the photosynthesis handout PSS.1.PR, PSS.2.PR, PSS.3.PR. Students will cut the words and arrows out of this handout and paste it onto a poster board. Students can work in groups of two. This should take ten minutes for the activity and ten minutes to go over as a class.

Now that we know the basics of photosynthesis we are going to figure out how it all happens. You need to find a partner; if there is an odd number of you, you may need one group of three. Each group is going to get one poster board and one set of scissors and a glue stick. I want you to listen to all of the instructions so do not begin until I say, “Go.” Now that you have your materials you are going to cut out all of the words and paste them on your poster board in the order they should be. You may use your book or any other resource you have available. Remember that this is the first three equations of five that will be on this one poster so make sure you leave room to put the rest of them on it. There are words for different equations on each piece of paper, so you won’t want to mix up the pieces you cut out. Is everyone ready? “Go!”

Unit 2, Lesson 5: Exploring Photosynthesis 3 Once the groups are done you can pick groups to come up and explain each equation.

Have a seat but stay in your groups, I am going to pick a group now to come up and explain the first equation. If your answers don’t match the group that is presenting, please ask questions. This way we can ensure that everyone has the correct answers

Pick your first group.

Now for the second equation…..

Pick your second group.

Now for the third equation……

Pick your third group.

Thank you, you all did great.

Review/Summary.

Students are going to use the Karaoke Moment to describe the process of photosynthesis.

How many singers do we have in here? Great, all we need now is to divide up into groups. I will count you off so remember your number.

Count students off into equal groups. . Each group is going to write a song that explains the process of photosynthesis. You only have five minutes to write your song so you will need to be punctual. Everyone should be involved so if any one does not feel comfortable singing I encourage your “band” to have back up singers and if needed dancers. Is every one ready? “Go!”

“Stop!” I’m going to call up one group at a time to give us their #1 selling hit singles.

Call up groups to give their platinum selling single.

Application Extended classroom activity: Have students bring in labels of their favorite cereal. Compare the labels to see which chemical substance (not an added ingredient) is the most prevalent and why? I.e. Cornflakes have 75% starch/carbohydrates.

FFA activity: Students can make an experiment limiting light on certain plants in order to make a

Unit 2, Lesson 5: Exploring Photosynthesis 4 presentation for the class in order to qualify for the Chapter FFA Degree.

SAE activity: Students can develop an experimental SAE using this concept in the chapter greenhouse.

Evaluation. PSS.Assess.2

Answers to Assessment:

1. A. Carbon Dioxide B. Water C. Sugar/carbohydrate/glucose D. Oxygen E. 6H2O F. 6 02 2. A. C6H12O6 B. 6CO2 C. Oxygen D. Carbohydrate

Suggested Scoring:

1. A) 4 points B) 4 points C) 4 points D) 4 points E) 4 points F) 4 points

2. A) 4 points B) 4 points C) 4 points D) 4 points

Total points: 40 points

Unit 2, Lesson 5: Exploring Photosynthesis 5 PSS.Assess.2 Name: ______

Photosynthesis and Respiration

1. Fill in the following equations for Photosynthesis:

Word equation sunlight & chlorophyll a.______+b.______c.______+d.______

Symbolic equation

sunlight & chlorophyll

6 CO2 + e.______C6H12O6 + f.______

2. Fill in the following equations for Cellular Respiration:

Symbolic equation

a.______+ 6O2 b.______+ 6H2O

Word equation Glucose + c. ______d.______+ Water (Sugar or carbohydrate)

Unit 2, Lesson 5: Exploring Photosynthesis 6