2. Plants use food in two ways
To Cells
Have student think about what happens to the glucose plants make during photosynthesis.
Display slide 4 of the PPT.
Remind students that plants use glucose in two ways for growth and energy. They have already learned how plants use food for energy. In this activity they will model the chemical processes involved in growth, biosynthesis.

3. Remember what’s in plants
PROTEIN
Spinach (Leaves)
Peanuts (Seeds)
FAT
Image Credit (molecule): Craig Douglas, Michigan State University
Remind students what is in plants.
Show slide 8 to remind students of the information they learned from plant (leaves and seeds) nutritional labels: leaves are made primarily of carbohydrate (11g) and protein (2g), and seeds are made primarily of fat (50g), carbohydrate (22g), and protein (24g). This means that the cells in a plant are going to make fat, protein, and carbohydrate (starch) molecules so the cells can grow bigger and divide.
Tell students that they will use the placemat and molecules to model the process of biosynthesis, which is what happens when plants build polymers from monomers
Point out that when they are modeling, they should remember that during biosynthesis, no "high energy" C-C or C-H bonds will be made or broken. The chemical energy is conserved!
Refer to the Digestion and Biosynthesis 11 x 17 Posters in your classroom to help students visualize the biosynthesis of monomers to polymers.
STARCH

4. What happens inside the cells of a growing stem
What happens inside the cells of a growing stem? Monomers are used to make polymers.
SMALL = Monomers
LARGE = Polymer
Image Credit: Craig Douglas, Michigan State University
Explain that after monomers are made, they are combined into polymers.
Use slide 6 to explain how plants use small organic molecules (monomers) to make large organic molecules (polymers). This is how cells can grow bigger and divide.
Explain than large organic molecules are called polymers and small organic molecules are called monomers. It may help students to remember these words by explaining the meaning of the words’ prefixes (poly means many and mono means one).
STARCH
GLUCOSE

5. Build a Plant Stem Cell (Biosynthesis)
Build STARCH molecule by taping 3 glucose monomers together.
Notice you will need to cut an –H and –OH from glucose. Tape these together to make water.
Chemical change
Image Credit: Craig Douglas, Michigan State University
Have students set up their reactants and model biosynthesis.
Have students cut up their monomers so each piece of paper only has one monomer molecule. Have students place a “chemical energy card” on the reactants side of their placemat, along with their amino acids, fatty acids, glycerol, and glucose molecules.
Coach students to simulate the actual process of dehydration synthesis by making a water molecule each time they tape two monomers together. This helps show that each time a bond is broken a chemical reaction takes place and new bonds form.
Carbohydrate: Show slide 9. Have students cut off an –H and –OH of each monomer, then tape together three glucose monomers to form one starch polymer and two water molecules. Then, watch the animation on slides
Protein: Show slide 12. Have students cut off an –H and –OH of each monomer, tape together four amino acid monomers to form one protein polymer and three water molecules. Then, watch the animation on slides
Fat: Show slide 15. Have students cut off an –H and –OH of each monomer, tape together one glycerol and three fatty acid monomers to form one fat polymer and three water molecules. Then, watch the animation on slides
Have students move the new molecules with the energy card to the products side of their placemat. Ask students what is happening to energy during biosynthesis. Listen to see if they notice that chemical potential energy is conserved through the chemical change.

6. Plants make other small organic molecules from glucose and minerals
The result of photosynthesis is glucose, then plants use the glucose to make other small organic molecules (monomers).
Plus nitrogen
AMINO ACID
Image Credit: Craig Douglas, Michigan State University
Tell students that glucose is used with soil minerals to make other small organic molecules (or monomers).
Use slide 5 to explain how plants use the monomer they make in photosynthesis (glucose) to make all the other monomers they use to build polymers.
Point out that ammonia is also needed to supply the nitrogen atoms to make amino acids. Note: while we use nitrogen as a mineral example, plants use many other minerals in biosynthesis (e.g., Sulfur in some amino acids, Magnesium in chlorophyll).
Note: This step was not introduced in the tracing in Activity 5.4.
FATTY ACID
GLYCEROL
GLUCOSE

7. Build a Plant Stem Cell (Biosynthesis)
Build PROTEIN molecules by taping 4 amino acid monomers together.
Notice you will need to cut an –H and –OH from each amino acid. Tape these together to make water.
Chemical change
Image Credit: Craig Douglas, Michigan State University
Protein: Show slide 12. Have students cut off an –H and –OH of each monomer, tape together four amino acid monomers to form one protein polymer and three water molecules. Then, watch the animation on slides
Fat: Show slide 15. Have students cut off an –H and –OH of each monomer, tape together one glycerol and three fatty acid monomers to form one fat polymer and three water molecules. Then, watch the animation on slides
Have students move the new molecules with the energy card to the products side of their placemat. Ask students what is happening to energy during biosynthesis. Listen to see if they notice that chemical potential energy is conserved through the chemical change.

8. Build a Plant Stem Cell (Biosynthesis)
Build FAT molecules by taping 3 fatty acid monomers to 1 glycerol molecule.
Notice you will need to cut an –H and –OH from each fatty acid and glycerol. Tape these together to make water.
Chemical change
Image Credit: Craig Douglas, Michigan State University
Fat: Show slide 15. Have students cut off an –H and –OH of each monomer, tape together one glycerol and three fatty acid monomers to form one fat polymer and three water molecules. Then, watch the animation on slides
Have students move the new molecules with the energy card to the products side of their placemat. Ask students what is happening to energy during biosynthesis. Listen to see if they notice that chemical potential energy is conserved through the chemical change.

9. Where does a plant's biomass come from?

10. Bread Mold Investigation
Obtain a petri dish and label your name on the lid with a sharpie.
Take 1 slice of bread and use the bottom of the petri dish like a cookie cutter to extract a round piece of bread that fills the bottom of the petri dish.
Spray the bread with water so it is damp OR rub your bread on our moldy sample.
Label your name on it.
Mass your petri dish. Record the start mass on your petri dish.
Place in the white tub and let your mold grow!

11. Opening Activity: Dec. 5, 2017
Turn in your Plant Mass CER to basket.
Have your review sheet STEP 1 ready for stamp.
3. Grab a small paper at table 1. Write your name & answer 4 on it.
What part of the plant unit do you need the most practice before Friday’s test (just list the letters is ok)
Photosynthesis B. Cellular Respiration C. Biosynthesis
Soil Minerals E. Dry Mass of Plants
5. Pick up “how does a potato become a potato” ws and tape in.
If you have not set up mold, do so now at front table (4 at a time)
Homework:
CER Radish Plant - 12/5
PS Review Step 1 – 12/5
Review sheet due 12/8
Plant TEST 12/8
I can… Explain how plants use matter it takes in to build its biomass.

12. How does a potato become a potato?
Purpose: Create a skit performance to illustrate matter movement, matter changes & energy changes Scene 1: Photosynthesis What molecules move into and out of plant for photosynthesis? Where does this happen? When does this happen? Scene 2: Cellular Respiration What molecules move into and out of plant for cellular respiration? Where does this happen? When does this happen?   Scene 3: Biosynthesis What molecules move through the plant system for biosynthesis? Where does this happen? Why does this happen?   Scene 4: Soil Minerals What atoms and molecules are dissolved in the water it takes in from the soil? In particular, how is nitrogen used by the plant?   Scene 5: Dry Mass of Plants What molecules make up the dry mass of plants? What atoms make up the dry mass of plants? Does the following contribute to the plants dry mass: Water, Soil Minerals, Air

13. Potato Play Goals Read through your scene
Be sure you know what questions you will answer in your scene.
Develop a script that will involve ALL students in your group.
Create or design props.
Practice your skit

14. What atoms make up the dry mass of plants?
Molecules in plants:
STARCH
FATS
GLUCOSE (SUGAR)
Image Credit: Craig Douglas, Michigan State University
Use Slides 3 and 4 to help students understand that the most important atom for plant biomass is carbon, and the other atoms make up much less of the plant.
CELLULOSE (FIBER)
PROTEIN
Atoms by dry mass: carbon (45%), oxygen (45%), hydrogen (6%), nitrogen (2%) and other elements (2%).

15. What atoms make up the dry mass of plants?
Use Slides 3 and 4 to help students understand that the most important atom for plant biomass is carbon, and the other atoms make up much less of the plant.
Atoms by dry mass: carbon (45%), oxygen (45%), hydrogen (6%), nitrogen (2%) and other elements (2%).

16. The Movement Question Where are atoms moving from?
Where are atoms moving to?
Image Credit: Craig Douglas, Michigan State University
Use Slide 2 to ask the Movement Question: Where are atoms moving from? Where are atoms moving to? Ask students for general responses to the Movement Question at the plant scale.

17. Which atoms and molecules move so that plants can grow through biosynthesis?
water
minerals
glucose
Image Credit: Craig Douglas, Michigan State University
Use Slide 3 to remind students of the molecules that are moving through the plant.

18. How do glucose water, and minerals move for a plant stem cell to grow?
Image Credit: Craig Douglas, Michigan State University
Use Slides 4 and 5 to overview which molecules are moving into the plant at a cellular scale. Tell students that it is this rearrangement of atoms inside of the plant cells that is the focus of this lesson: biosynthesis.

19. What happens inside the stem cell as it grows?
Chemical change
Image Credit: Craig Douglas, Michigan State University
Use Slides 4 and 5 to overview which molecules are moving into the plant at a cellular scale. Tell students that it is this rearrangement of atoms inside of the plant cells that is the focus of this lesson: biosynthesis.

20. How does a plant make the molecules that it is made of?
Biosynthesis
How does a plant make the molecules that it is made of?
Image Credit: Hannah Miller, Michigan State University
Explain to students using Slide 6 of the Lesson 4.4 Plant Biosynthesis Presentation that they know now where atoms come from that make up a potato, but they still haven’t learned how all of the molecules are made that make up the potato.

21. Organic molecules LARGE = Polymer STARCH GLUCOSE (SUGAR)
SMALL = Monomers
STARCH
Image Credit: Craig Douglas, Michigan State University
Use Slide 7 to remind students that carbohydrates like sugar and starch are made of monomers of glucose. Fats are made of monomers of glycerol and fatty acids, and proteins are made of monomers called amino acids. Explain to students that all of these are composed mainly of carbon, hydrogen, and oxygen and are rich with chemical energy and have C-C and C-H bonds. Have students identify the atoms in each molecule.
GLUCOSE (SUGAR)

22. Plants make their own organic molecules
The result of photosynthesis is glucose, then plants use the glucose to make other small organic molecules (MONOMERS)
Plus ammonia
AMINO ACID
Image Credit: Craig Douglas, Michigan State University
Use Slide 8 of the presentation to give an overview of the monomers that are used to make polymers. Point out that ammonia is also needed to supply the nitrogen atoms to synthesize proteins.
FATTY ACID
GLYCEROL
GLUCOSE (SUGAR)

23. Comparing organic molecules
Potatoes are made of starch, protein, fiber and fat
POLYMERS
FATS
(LIPID)
STARCH
Image Credit (molecules): Craig Douglas, Michigan State University
Image Credit (potato): Hannah Miller, Michigan State University
Use Slide 9 to remind students that a potato is made of polymers like starch, fiber and protein. Ask: how are those polymer molecules made?
PROTEIN
FIBER (CELLULOSE)

24. Opening Activity: Dec. 6, 2017 What is food for plants?
What evidence can provide the plant mass does NOT come from the soil?
Check this out! What do MIT grads think about how plants grow?
Homework:
CER Radish Plant - 12/5
PS Review Step 1 – 12/5
Review sheet due 12/8
Plant TEST 12/8
I can… Explain how plants use matter it takes in to build its biomass.

25. Potato Play Work Time – 20 minutes
Finalize your script that involves ALL students in your group.
Finalize your props.
DRESS REHERSAL!