1. Opening Activity: Nov. 27, 2017 I can…
Talk to your lab partners, any stories to share about your long weekend?
What do you think plants do with the carbon dioxide that they absorb in the light?
I can…
Explain matter and energy transfers for plants in the light.
Homework:
Plant Quiz Thurs 11/30

2. Matter Changes in Dark (pd 1)

3. Energy Changes in Dark (pd 1)

4. Energy Changes in Dark (pd 3)

5. Energy Changes in Dark (pd 3)

6. Matter Movement Dark (pd 4)

7. Matter Movement Dark (pd 4)

8. Energy Change Dark (pd 4)

9. Matter Change Dark (pd 4)

10. Matter Change Light pd 4)

11. Question: What do plants do with the carbon dioxide that they absorb in the light?

12. Answer: Plants use carbon dioxide and water to make their own food—the process of photosynthesis!
Image Credit: Craig Douglas, Michigan State University

13. Which atoms and molecules move so that plants can do photosynthesis?
water
carbon dioxide
oxygen
glucose
Image Credit: Craig Douglas, Michigan State University
Use Slides 2-6 of the Lesson 2.2 Modeling Photosynthesis Presentation to show students how materials are moving in and out of plants, including:
A whole plant view (Slides 2-4)
A leaf scale view (Slide 5)
A view of a leaf cell (Slide 6).
Tell students that in this Lesson they will learn how plants can make sugar (or glucose) from inorganic materials: carbon dioxide and water.

14. How do glucose water, carbon dioxide, and oxygen move for a plant leaf to photosynthesize?
Image Credit: Craig Douglas, Michigan State University
Use Slides 2-6 of the Lesson 2.2 Modeling Photosynthesis Presentation to show students how materials are moving in and out of plants, including:
A whole plant view (Slides 2-4)
A leaf scale view (Slide 5)
A view of a leaf cell (Slide 6).
Tell students that in this Lesson they will learn how plants can make sugar (or glucose) from inorganic materials: carbon dioxide and water.

15. What happens inside the leaf cell as it photosynthesizes?
Chemical change
Image Credit: Craig Douglas, Michigan State University
Use Slides 2-6 of the Lesson 2.2 Modeling Photosynthesis Presentation to show students how materials are moving in and out of plants, including:
A whole plant view (Slides 2-4)
A leaf scale view (Slide 5)
A view of a leaf cell (Slide 6).
Tell students that in this Lesson they will learn how plants can make sugar (or glucose) from inorganic materials: carbon dioxide and water.

16. Goals for Today… Read Molecular Model Sheet.
Using your placemat, modeling kits OR whiteboards to model how matter and energy are transformed during photosynthesis.
Complete molecular modeling sheet
Continue to complete parts F, G &H STAMP for completion of #1-#3 above.
Leaf Observations Part I – Use Blue biology book page 230 to complete labels.
Pick up Plant Explanation Tool at front table, complete as homework – LEFT SIDE ONLY

17. Photosynthesis happens when light energy from the sun, carbon dioxide, and water are used to make sugar and oxygen. (the sugar is then used to build the plant’s mass; the O2 is released as waste)
Image Credit: Craig Douglas, Michigan State University
Use Slides 7-10 to overview the main details of photosynthesis, including the Carbon Question and the Energy Question, which students should ideally be able to answer after the molecular modeling in the next few steps.

18. Photo of reactant molecules: CO2 (carbon dioxide) and H2O (water) Start by making the molecules of the reactants and energy units of light. Put them on the reactants side, then rearrange the atoms and energy units to show the products.
Carbon dioxide
Water
Chemical change
Image Credit (energy card): Craig Douglas, Michigan State University
Image Credit (molecular models): Michigan State University
After students get a chance to create the reactant molecules, show students the photo on Slide 13 and explain that the twist ties represent energy, and will represent the transformation of light energy to chemical energy. Have students put 12 twist ties on the reactants side of their poster. Have students put the light energy card under the twist ties. Have students note how many energy units (twist ties) there are on the reactants side of the poster.
Reactants
Products
Remember: Atoms last forever (so you can rearrange atoms into new molecules, but can’t add or subtract atoms). Energy lasts forever (so you can change forms of energy, but energy units can’t appear or go away).

19. Photo of product molecules: H6C12O6 (sugar) and O2 (oxygen) Start by making the molecules and energy units of the reactants and putting them on the reactants side, then rearrange the atoms and energy units to show the products. .
Glucose
Chemical change
Oxygen
Image Credit (energy card): Craig Douglas, Michigan State University
Image Credit (molecular models): Michigan State University
Show Slide 16 to let students compare their products to the products in the picture. Have students use the chemical energy card to indicate what form the energy is in after the chemical change by putting the card under the glucose molecule.
Reactants
Products
Remember: Atoms last forever (so you can rearrange atoms into new molecules, but can’t add or subtract atoms). Energy lasts forever (so you can change forms of energy, but energy units can’t appear or go away).

20. Comparing photos of reactant and product molecules
Compare the atoms and energy units on the reactant and products sides. .
Glucose
Carbon dioxide
Water
Chemical change
Oxygen
Image Credit (energy card): Craig Douglas, Michigan State University
Image Credit (molecular models): Michigan State University
Show Slide 17 to give students an overview of the entire reaction.
Reactants
Products
Remember: Atoms last forever (so you can rearrange atoms into new molecules, but can’t add or subtract atoms). Energy lasts forever (so you can change forms of energy, but energy units can’t appear or go away).

21. (in words: water and carbon dioxide yield glucose and oxygen)
Chemical equation for photosynthesis
6H2O + 6CO2  C6H12O6 + 6O2
(in words: water and carbon dioxide yield glucose and oxygen)
Use Slides in the presentation to prompt students to write the chemical equation for photosynthesis and finish their worksheet:
Have students review the information on Slide 23 about writing a chemical reaction, and use their molecular models to try to write a balanced equation in Part B of their worksheet. Have students compare their written equations with the equation on Slide 24.

22. Opening Activity: Nov. 28, 2017
Compare the number of carbon atoms in the reactants and products of photosynthesis.
How did the number of twist ties or amount of energy compare for reactants and products of photosynthesis.
I can… Explain how matter and energy is transferred in plants. Describe the structures that allow gas exchange in the leaf.
Homework:
Plant Explanation Due 11/29 Photosynthesis Quiz 11/30

23. Comparing photos of reactant and product molecules
Compare the atoms and energy units on the reactant and products sides. .
Glucose
Carbon dioxide
Water
Chemical change
Oxygen
Image Credit (energy card): Craig Douglas, Michigan State University
Image Credit (molecular models): Michigan State University
Show Slide 17 to give students an overview of the entire reaction.
Reactants
Products
Remember: Atoms last forever (so you can rearrange atoms into new molecules, but can’t add or subtract atoms). Energy lasts forever (so you can change forms of energy, but energy units can’t appear or go away).

24. Connecting the Atomic-Molecular Scale to the Macroscopic Scale
Chemical change
Image Credit: Craig Douglas, Michigan State University
Use the Plants in the Light and Dark investigation results to ask about how plants make their own food.
Display slide 4 of the PPT. Remind students of the results of the Plants in the Light and Dark investigation: The plants in the light changed the BTB solution to blue, which indicated a decrease in CO2. The plants in the dark changed the BTB solution to yellow, which indicated an increase in CO2. The carbon must be going to and coming from somewhere around the plants.
Discuss the diagram on slide 4, which shows that food made in the leaves is needed for both growth and movement. Explain that modeling photosynthesis will help them understand the results of the investigation.
Display slide 5 of the PPT. Use the animation to support students in connecting the atomic-molecular scale to the macroscopic scale.
Tell students they will be modeling the change that occurs during cellular respiration at the atomic-molecular scale. .

25. Goals for Today…
Continue to complete “Molecular Modeling Handout” parts F, G &H STAMP for completion of A-H.
Self-Assess your Photosynthesis Explanation using the resources at your table. Make any necessary changes.
Complete Right Side of Plant Explanation Due TODAY in basket!
Leaf Observations Part I – Use Blue biology book page 230 to complete labels.
Observe lettuce and wheat grass under scope, can you identify structures?

27. Share at your table…. How does the sun get its energy?

28. Opening Activity: Nov. 29, 2017
Pick up your plant explanation at front tables.
If you did part I yesterday, what structures did you observe? What role do you think these structures play in plant growth?
What happens to glucose made by photosynthesis?
I can… Explain structures that allow plants to take in CO2. Explain what plants do with the products of photosynthesis.
Homework:
Photosynthesis Quiz 11/30
CR in Plants

29. How does a potato plant make the food it needs to grow and function?
Materials for growth: Biosynthesis
Food
To Cells
Energy: Cellular respiration
Image Credit: Craig Douglas, Michigan State University
Use the Plants in the Light and Dark investigation results to ask about how plants make their own food.
Display slide 4 of the PPT. Remind students of the results of the Plants in the Light and Dark investigation: The plants in the light changed the BTB solution to blue, which indicated a decrease in CO2. The plants in the dark changed the BTB solution to yellow, which indicated an increase in CO2. The carbon must be going to and coming from somewhere around the plants.
Discuss the diagram on slide 4, which shows that food made in the leaves is needed for both growth and movement. Explain that modeling photosynthesis will help them understand the results of the investigation.
Display slide 5 of the PPT. Use the animation to support students in connecting the atomic-molecular scale to the macroscopic scale.
Tell students they will be modeling the change that occurs during cellular respiration at the atomic-molecular scale.

30. How do plants get energy to “move”?
1. Evidence for Plant Movement
2. Go back to your Lab #8 data. What process are plants doing in the light? What evidence do you have?

31. What happens to glucose made by photosynthesis?
Glucose moves from a plant’s leaves to all of its cells
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.

32. Which atoms and molecules move during cellular respiration?
water
oxygen
carbon dioxide
Image Credit: Craig Douglas, Michigan State University
Use Slides 2-5 to show students what cellular respiration looks like at a macroscopic scale.

33. How do water, oxygen and carbon dioxide move during cellular respiration?
Image Credit: Craig Douglas, Michigan State University
Use Slides 2-5 to show students what cellular respiration looks like at a macroscopic scale.

34. Opening Activity: Nov. 30, 2017
Study for your photosynthesis, be sure you can explain the following:
Movement of molecules during photosynthesis
Matter changes in photosynthesis
Energy changes in photosynthesis
I can… Explain your knowledge for PS Identify materials in plants and where they came from
Homework:
Stamps tomorrow: Cellular Respiration Questions 1-5 &
Materials in Plants Notes

35. When finished with the quiz…
Turn in at front table in folder labeled “Turn Quiz in HERE”
Pick up Materials in plant notes – tape in. Use the packet at your table titled “Materials in Plants”. Complete notes.
(HINTS: NO3 = nitrate, PO4 = Phosphate, Ca = Calcium, K= Potassium)
3. Work on your Cellular Respiration Questions. If you are done with 1-5 you can work on 6 & 7.

36. Group work on CR Questions.
Look at your questions 1-5, which one did you circle to focus on today?
Move to a table that is working on your question.
Discuss the answer with your group and come to consensus on the answer.
Work together to create a whiteboard presentation of the correct answer.
Remember: A picture is worth a thousand words.
Have someone in your class take a photo of your board to share tomorrow in class.
Put all whiteboards, pens, and erasers away at the front table.

37. HOMEWORK
Two items will be stamped tomorrow, be sure they are complete:
Cellular Respiration Questions (1-5)
Materials in Plants