1. Silence Please be courteous, And put away Detention! Thanks! And avoid
Your mobile devices in class
And avoid
Detention!
Thanks!

2. 1/12 Bell Work: Read handout and answer the question individually
1/12 Bell Work: Read handout and answer the question individually. Where does plant matter come from?
Culminating activity. Students write out answers individually (homework if possible), then work in groups to produce a poster.

3. Now we know what happens to the food we eat
Now we know what happens to the food we eat. After breaking it down we use it to get energy and matter for life.
But what about plants??
Do plants eat?
How do they get ATP?
Do they release or absorb CO2?
How about oxygen?
what is the chemical reaction?
What are the reactants, products?
There will often already be questions about plants on the parking lot regarding whether they use O2 and give off CO2. Those can also be used to segue into this model.

4. Now in your group.
Share your answers and discuss using 2 rounds of Talking Sticks.
Writer: write out all explanations, use diagrams, or both - but start by making a bullet list of your ideas on large whiteboard.
Speaker: Share ideas with class
Whole Class: Add new info from other groups on your half sheet paper.

5. Pg. 82 On your notebooks, write the initial
How do plants get food?
Do they give off or take in CO2?
Does cell respiration happen in plants?
All organisms need food, including plants.
Plant matter comes from….?
Tell students they will be asked to write an explanation that incorporates all the model ideas for a future assessment. As the model is revised the ideas should be placed on a poster in the room. This students’ chance to write down all of these final model ideas on a “cheat sheet” that they will be allowed to use when they write their explanations. (The poster will come down during the assessment.)
Photosynthesis Lab

6. Silence Please be courteous, And put away Detention! Thanks! And avoid
Your mobile devices in class
And avoid
Detention!
Thanks!

7. 1/16 Can plants grow without soil?
Hydroponics is a subset of hydroculture, the method of growing plants without soil, using mineral nutrient solutions in a water solvent.

8. Photosynthesis Lab Pre-Lab Questions.
Distribute Steps of Procedures among students.
Ex: If there are three students
Student A: Steps 1,2 &3
Student B: Steps 4,5& 6
Student C: steps 7,8,& 9
EX: If only 2 students:
Student A: steps 1 through 4
Student B: steps 5 through 9

9. THE RESULTS

10. Unpacking Processes in Plants.

11. Before revealing the questions following “when do these processes occur”we will do the “light and dark” formative assessment and follow up with 4 corners. Reveal these questions after “spokespersons” for each corner have explained their positions.
If the question comes up “but I thought plants removed CO2 from the environment?” deal with it a little here…what does that tell you about the AMOUNT of CO2 produced vs. used”. We can unpack that further after seed to tree.

12. How long can you go without OXYGEN?
WHY??

13. C. Given what we have established (Mika was right
C. Given what we have established (Mika was right!), do any questions still remain about the results of the lab?
If in fact cell respiration is happening all the time, how can you explain the results we got with our plant in the light?
D. Go back to groups. Discuss. Write on Doodle sheet and be prepared to share your group’s ideas.
E. Class conclusion: Both respiration and photosynthesis are happening in the light but photosynthesis happens faster, so CO2 is USED faster than it is produced.

14. WHERE do the two processes happen in organisms?
+ CO2
Respiration
MITOCHONDRIA
+ CO2
+ CO2
CO2 taken in vs. CO2 given off: – = – 2
What happens in the dark?
At least some students generally know that photosynthesis happens in chloroplasts – or maybe chlorophyll. To answer the question of how to explain the data showing CO2 is removed by the plant in the light I first had students figure it out then showed the animation on this slide. We translated it to a a number line on the board. Looking just at the plant cell, we see the mitochondrion gives off 1 CO2…so up to +1 on the number line. If during that time the chloroplasts remove 3 CO2’s that takes us back down the number line to -2. Follow up with “what happens when we put the plant in the dark?” They can see that with photosynthesis shut down all you see is the CO2 released by the mitochondria.
– CO2
– CO2
Photosynthesis CHLOROPLASTS
– CO2

15. We figured out that diagram A applies to the reactions of cellular respiration.
C6H12O6 + O2
(ATP!)
Energy out
CO2 + H2O
LIGHT
Have students discuss each piece before revealing answers. Respiration diagram is a good review.
Energy in
F. Based on what you observed in the lab, which energy diagram applies to PHOTOSYNTHESIS? Sketch it on your Doodle sheet.
What form of energy is involved? Add that to your diagram.

16. LIGHT PHOTOSYNTHESIS 6CO2 + 6H2O C6H12O6 + 6O2 CO2 C6H12O6 + O2 (ATP!)
We’re almost there! So far our reaction looks like this:
CO2 C6H12O6 + O2
C6H12O6 + O2
(ATP!)
CO2 + H2O
These have lots of energy!
C6H12O6 + O2
LIGHT
CO2
+ H2O
Have students discuss each piece before revealing answers. Respiration diagram is a good review.
Have students figure out that H2O is the missing reactant by looking at the elements in the products and also by thinking about what else (besides CO2) plants need.
What’s missing??
What reactant can you think of that would fit?
G. FINAL BALANCED EQUATION:
6CO2 + 6H2O C6H12O6 + 6O2

17. C6H12O6 + O2
(ATP!)
CELLULAR RESPIRATION
CO2 + H2O
These have lots of energy!
C6H12O6 + O2
PHOTOSYNTHESIS
LIGHT
Have students discuss each piece before revealing answers. Respiration diagram is a good review.
CO2
+ H2O
H. Are these two process alike in any way? If so, how?
I. Glucose molecules have a lot of energy. Where did that energy ultimately come from?

18. On the model sheet, make a “cheat sheet” of our final model ideas.
How do plants get food?
Does cell respiration happen in plants?
Do they give off or take in CO2?
All organisms need food but not all take in food.
ex: plants don’t eat
FOOD FROM SUNLIGHT
Tell students they will be asked to write an explanation that incorporates all the model ideas for a future assessment. As the model is revised the ideas should be placed on a poster in the room. This students’ chance to write down all of these final model ideas on a “cheat sheet” that they will be allowed to use when they write their explanations. (The poster will come down during the assessment.)

19. LIGHT C6H12O6 + 6O2 6CO2 + 6H2O MODEL IDEAS
1. Plants take in low energy CO2 + H2O and use the sun’s energy to rearrange them into high energy GLUCOSE and O2. This is called photosynthesis
2. Over 24 hours, photosynthesis happens much more than cell respiration so:
Plants use more CO2 than they produce thus reduce CO2 in environment.
Plants produce more O2 than they use thus increase O2 in environment.
Plants produces more glucose than they need for energy.
They uses the rest to build new tissue (aka, to grow!) – the only way new “food” is made available to an ecosystem.
C6H12O6 + 6O2
LIGHT
6CO2 + 6H2O

20. Answer the question on your own paper
Answer the question on your own paper. In addition to our photosynthesis model, you may want to use ideas from previous models (Inputs/Outputs, Chemical Reaction, Energy from Food).
Culminating activity. Students write out answers individually (homework if possible), then work in groups to produce a poster.
Now go to your group. Share your answers and discuss using 2 rounds of Talking Sticks. Eventually you can write out your explanation, use diagrams, or both - but start by making a bullet list of your ideas on your whiteboard.
Write down any questions you have as you go.

21. Exemplary Sprout-to-Tree Explanation
The matter does not come from the soil. The tree starts out as a sprout. It takes in CO2 and H2O. It takes these molecules and energy from the sun to go through a process called photosynthesis. During this process the CO2 and H2O are rearranged to become glucose and O2. The O2 is given off and this is where we get our oxygen, but the glucose is like the plant’s food and it goes through another process called cellular respiration which give it ATP, the energy that cells can use.
If the plant produces extra glucose it gets stored, just like humans store fat. The plants don’t get fat however, they store it in the form of new tissue (wood, in the case of a tree) which causes the plant to grow bigger. So all of the matter you see started out as CO2 and water and it eventually became wood.