Science Keys Biology Yr

Science Keys Biology Yr 1 - 2010
Biology Module - Yr Science Keys Biology Yr Properties of Water Photosynthesis As peeps enter hand out the pre-test and ask them to complete it and return it to you before the workshop begins. Complete any other necessary “housekeeping items” such as name tags etc. Teacher Guides and notebooks should be on the participant tables. Please note: Facilitator notes are in bold. Talking points are regular type.

Overview Norms Agenda Teacher’s Guide Two Day Training
Biology Module - Yr Overview Two Day Training 7E Learning Cycle Properties of Water Photosynthesis Norms Agenda Teacher’s Guide The two day training will utilize the 7-E learning cycle. As we investigate the properties of water and photosynthesis you will experience activities that you can use in your classroom to engage students in all aspects of the 7-E learning cycle.

Biology Module - Yr Arkansas Science Keys – The Science Specialists from Educational Cooperatives and University Science Centers across Arkansas have created a Science Professional Learning program called “Sci-Keys.” Science Keys is based on current understandings of how students learn and is grounded in research-based knowledge on best practices in classroom instruction. An inquiry approach is at the core of the SCIence Keys experience.

Biology Module - Yr Educational research indicates that the teacher plays the key role in unlocking student achievement. For this to occur, the teacher must be committed to learning, committed to the students, and be a skilled facilitator in their practice. Mastery of these 7 keys of best practice will engage, motivate, and lead students to reaching their potential as learners. (Review the 7 keys on the next slide) 4

Biology Module - Yr Ensuring the safety of students in the laboratory and classroom through knowledge, awareness, and practice. Integration of both math and literacy in science instruction to enhance reading, writing, communication and mathematical skills. Application of research-based high-yield instructional strategies. A standards-based curriculum anchored to both state and national frameworks. Authentic inquiry that engages students in solving real world problems within the scope of the scientific process. Leveraging of formative, authentic, and summative assessment tools to advance student learning. Experience with relevant technology to prepare students with a 21st century skill set. 5

Biology Module - Yr Content knowledge and mastery of pedagogy are two central elements of quality professional learning. One objective of “Sci-Keys” is to offer an opportunity for teachers to grow in their practice in the alignment of instruction, assessment, and a standards-based curriculum. These are all necessary components that drive student achievement. 6

Biology Module - Yr This slide can be used to introduce teachers to the entire series of workshops. This series of integrated, authentic inquiry-based modules are aligned to the Arkansas Science Standards for 5th grade, 7th grade, and biology teachers. This extensive two-day training will include all materials free of charge for this initial year of training. Instructional facilitation (coaching) will also be provided to the teacher with on-site visits upon completion of this professional learning 2010 7

Instructional Specialists
Biology Module - Yr Science Keys Biology Yr 1 Properties of Water & Photosynthesis Arkansas Science Instructional Specialists 2010

Safety General Safety Information
Biology Module - Yr Safety General Safety Information Material Safety Data Sheets (MSDS) Safety Equipment Goggles Labs in this module utilize common household chemicals for the benefit of those without extensive inventories or lab facilities. If you are fortunate enough to have a well-stocked lab and equipment, you may choose to replace these simple explorations with technology rich versions. Examples would be using pH probes, oxygen and carbon dioxide sensors. Material Data Sheets are provided in the teacher guide. Safety equipment required - goggles.

Lab Safety Lab Safety Rules Online Jim Kaufman
Biology Module - Yr Lab Safety Lab Safety Rules Online Jim Kaufman Founder of the Laboratory Safety Institute Expert in lab safety Website: Think! “What is the worst that could go wrong?” Resource for safety information

7-E Learning Model An instructional model for constructivism
Biology Module - Yr 7-E Learning Model An instructional model for constructivism Constructivism defined: A philosophy of teaching science that allows students to construct knowledge through interaction with people and phenomena. The 7-E Learning Cycle will be followed during the two day training.

Biology Module - Yr

7-E Learning Model Elicit Engage Explore Explain Explore/Elaborate
Biology Module - Yr 7-E Learning Model Elicit Engage Explore Explain Explore/Elaborate Evaluate Extend Elicit. Students connect topic to relevant past learning. In this stage you want to generate enthusiasm for the subject matter. Engage. In this stage you want to create interest and generate curiosity in the topic of study; raise questions and elicit responses from students that will give you an idea of what they already know. This is also a good opportunity for you to identify misconceptions in students' understanding. During this stage students should be asking questions Explore stage students should be given opportunities to work together without direct instruction from the teacher. You should act as a facilitator helping students to frame questions by asking questions and observing. Using Piaget's theory, this is the time for disequilibrium. Students should be puzzled. This is the opportunity for students to test predictions and hypotheses and/or form new ones, try alternatives and discuss them with peers, record observations and ideas and suspend judgment. Explain, you should encourage students to explain concepts in their own words, ask for evidence and clarification of their explanation, listen critically to one another's explanation and those of the teacher. Students should use observations and recordings in their explanations. At this stage you should provide definitions and explanations using students' previous experiences as a basis for this discussion. Explore: Students have a concrete physical experience. Students observe properties, establish relationships, note patterns, and ask questions. The teacher’s role is as a guide coach, and facilitator. Evaluation should take place throughout the learning experience. You should observe students' knowledge and/or skills, application of new concepts and a change in thinking. Students should assess their own learning. Ask open-ended questions and look for answers that use observation, evidence, and previously accepted explanations. Ask questions that would encourage future investigations. Extend. Students practice the transfer of learning. Knowledge is applied in a new context.

Properties of Water Elicit What are some properties of water?
Biology Module - Yr Properties of Water Elicit What are some properties of water? Why are these properties important for living things? Prior to the workshop: Facilitator should review the documents: Water Content Information - “The Properties of Water” Explain the lab – “Explanation of Chemistry -The Properties of Water Lab” Elicit is the first step in the 7-E Learning Cycle. Participant’s prior knowledge and ideas are explored. Divide teachers into groups of 2-3, they will discuss these questions, and answer in their notebooks. Afterward share ideas with the group (oral discussion, charting etc).

Break as needed during lab.
Biology Module - Yr Properties of Water Engage Demonstration - ”Ballooney” Explore Circuit lab - Properties of Water Break as needed during lab. 10:30 Start Ttime: The stations in the circuit lab should be set up prior to the workshop. The demonstration is station #6, “Ballooney”, in the “Properties of Water Lab” . You will not set it up for the circuit lab. Use food coloring in the water will make it more visible from all parts of the room. Engage is the second step of the 7-E Cycle, this creates interest in the topic. Exploration of ideas during labs or inquiries is the third step. The properties of water have been discussed, now perform “Ballooney” to engage the teachers. Ask that teachers observe and then journal their ideas about the demonstration. The next phase of the 7-E Learning Cycle is to Explore. The explorations today will relate to the properties of water. Various properties will be investigated during a “circuit lab” which involves groups moving from one location to another, each performing experiments with water. After you complete the investigations be prepared to share your ideas. As you move through the circuit, be sure to record your ideas in the correctly numbered area of the lab sheet. Participants remove the “Properties of Water Lab” from the Teacher’s Guide to fill out as they perform the lab. Assign each group of 2-3 a particular station. Explain how to rotate through each station. They may take the morning break as time allows.

Properties of Water Explain
Biology Module - Yr Properties of Water Explain Which property of water is being demonstrated? Refer to the Teacher’s Guide: “Properties of Water” End Time: 11:20- After all peeps have finished the circuit lab: “Explain” is the fourth step in the 7-E Cycle. This phase involves participants in generating explanations, and using scientific vocabulary to explain experimental results, rather than the facilitator providing explanations. Assign each group 1-2 stations to discuss, then they will journal their explanations. During the discussion participants may refer to Teacher’s Guide: Water Content Information - “The Properties of Water” Participants will share their explanation of each station with the whole group. Facilitator will not comment on accuracy of answers.

Biology Module - Yr This diagram shows the how the polar nature of the water molecule causes the molecules to be attracted to each other. Water is composed of 2 hydrogen atoms covalently bonded to one oxygen atom. Water molecules are attracted to one another through much weaker bonds called hydrogen bonds, where the hydrogen of one water molecule forms a weak bond (the hydrogen bond) with the oxygen of another water molecule.

Properties of Water Elaborate
Biology Module - Yr Properties of Water Elaborate After discussion of lab stations: Participants refer to “Explanation of Chemistry – The Properties of Water Lab”. Elaborate is the 5th step in the 7-E cycle. During this phase broader ideas and concepts are developed, misconceptions are addressed and corrected, and concepts are generalized. Read the explanation provided in “Explanation of Chemistry” and compare it to the group’s explanation and locate inconsistencies. The diagram of the water molecules on this slide illustrates how polarity affects the interaction of water molecules. Elaborate: Examine the additional questions that participants listed on their lab sheets “What do you still want to know?”. Each group will report on any differences they find as they examine the explanations provided. The explanations were researched and verified by a professor of chemistry (PhD).

Properties of Water Arkansas Framework SLE
Biology Module - Yr Properties of Water Arkansas Framework SLE MC.1.B.3 - Investigate the properties and importance of water and its significance for life: surface tension, adhesion, cohesion, polarity, and pH. The completed explorations address Student Learning Expectation MC.1.B.3, Investigate the properties and importance of water and its significance for life: surface tension, adhesion, cohesion, polarity, and pH. We have investigated the properties of water. How is water important to life? Participants share ideas with the group as a continuation of the elaboration phase. Suggested answers: The properties of water allow water to move up a narrow tube against the force of gravity. This property is relied upon by all vascular plants, such as trees. It assists fluid in moving through capillaries in the human body, and serves as a transport vehicle for dissolved substances. Water is also central to acid-base neutrality and enzyme function. An acid, a hydrogen ion (H+, that is, a proton) donor, can be neutralized by a base, a proton acceptor such as hydroxide ion (OH−) to form water. Water is considered to be neutral, with a pH (the negative log of the hydrogen ion concentration) of 7. Acids have pH values less than 7 while bases have values greater than 7. Water exists in three states. The factors of frozen water are also important properties to life. When ice freezes water molecules expand, making ice less dense than water as a liquid. This benefits living organisms by causing the less dense ice to float above the water, preventing creatures from being crushed by the ice, and also keeping them from freezing as well. As a liquid water is involved in the water cycle. It moderates the climate and temperature of land areas. Water's polarity allows it to dissolve other polar substances very easily. When a polar substance is put in water, the positive ends of its molecules are attracted to the negative ends of the water molecules, and vice versa. The attractions cause the molecules of the new substance to be mixed uniformly with the water molecules. Water dissolves more substances than any other liquid—even the strongest acid! Because of this, it is often called the "universal solvent.“ Its transparency allows aquatic plants to live in water since sunlight can reach them easily.

Properties of Water Evaluate
Biology Module - Yr Properties of Water Evaluate How would you evaluate a student’s knowledge of water? This is the 6th step in the 7-E cycle. Evaluation should take place throughout the learning experience. You should observe students' knowledge and/or skills, application of new concepts and a change in thinking. Students should assess their own learning. Ask open-ended questions and look for answers that use observation, evidence, and previously accepted explanations. Ask questions that would encourage future investigations. Discuss: How would you evaluate a student’s knowledge of water? Suggested answers teachers might provide: Paper pencil tests, lab practical, teacher observations, journal entries and discussion. Ask students to: Sketch or construct a water molecule that demonstrates polarity. Compare and contrast cohesion and adhesion. Give examples of life processes related to the properties of water. List 5 properties of water.

Properties of Water Extend
Biology Module - Yr Properties of Water Extend How would students extend their knowledge into a new situation or real world context? This is the last step in the 7-E cycle. When extending knowledge, students practice the transfer of learning. Knowledge is applied in a new context. What application does the newly learned knowledge have in the real world? How would students extend their knowledge into a new situation or real world context? Suggested answers: Apply the explanations of the properties of water to new situations. Why does water produce beads on a waxed car? Why do sponges absorb water? Why isn’t it advisable to put beverages in glass containers in a freezer?

Biology Module - Yr Lunch Let’s eat!!! Thank goodness!

Biology Module - Yr The Reality of Biology

Photosynthesis Elicit
Biology Module - Yr Photosynthesis Elicit Imagine that you are a plant. What materials do you need to carry out life processes? How would these materials be utilized, and what would you produce with them? In groups of 2-3, participants should discuss these questions, answer in the notebook, and be prepared to share with the group. After discussion connect water to photosynthesis: Water is important for living things and one of the most important chemical reactions we know is photosynthesis. For example, the cohesive and adhesive properties of water allow the column of water in the xylem to remain unbroken to the top of a tree. As water is used in photosynthesis or evaporates during transpiration, water molecules pull each other up from plant roots.

Photosynthesis Engage Kinesthetic Investigation of Photosynthesis
Biology Module - Yr Photosynthesis Engage Kinesthetic Investigation of Photosynthesis The facilitator will lead participants in doing a kinesthetic walk-through of the basic process of photosynthesis. Spread the “atom” cards on the floor and ask participants to arrange them into a formula for photosynthesis. As an alternate method, each participant can pick up cards to form molecules that are involved in photosynthesis. One person might hold two hydrogen atoms and one oxygen to form water. When all molecules are formed the facilitator discusses the formula with the group. Mention to participants that this activity can be done as a whole group, or groups of 2-3 students can do this at their desk if more sets of materials are prepared.

Photosynthesis Explore Models: Structure of the Leaf
Biology Module - Yr Photosynthesis Explore Models: Structure of the Leaf The teachers will construct a large leaf model using the instructions in the Teacher’s Guide. This can be used as a demonstration model. (They will receive materials to build a model.) Students can make a small leaf model of their own according to the instructions.

Vein Biology Module - Yr 1 - 2010
Review the parts of the leaf above: leaf blade, vein, petiole and axillary bud (which is on the twig rather than the leaf itself.) Scale-like structures near the petiole base are called stipules. Participants should cut out a large leaf shape similar to the one shown above and on their instruction sheet. Student models can be made in shapes similar to the one above.

Photosynthesis Explore Biology Module - Yr 1 - 2010
UPPER EPIDERMIS PALISADE MESOPHYLL SPONGY MESOPHYLL LOWER EPIDERMIS STOMA VEIN GUARD CELLS During this exploration phase let’s examine the structure of a leaf and the role of specific tissue layers. Note: In the graphic above stomata are shown on the top and bottom surface. Leaves vary in location of stomata. Upright leaves such as those of grasses (Monocots) have stomata on both surfaces. Leaves with a horizontal growth orientation, such as most plants and trees, have stomata only on the lower surface (this prevents interference with gas exchange from waxy coatings, dust particles, water etc.). The epidermis is the top/bottom protective layer, sometimes covered by waxy (non-cellular) cuticle, and may contain stomata, which are openings surrounded by guard cells. Palisade Mesophyll- Cells contain many chloroplasts, and most photosynthesis occurs here. Spongy Mesophyll- Contains air spaces that allow gases and vapor to penetrate. Vein Cross Section- Transports water, sugars and other materials through the leaf. Supports the leaf tissue. Show participants the “Large Leaf Model”, ask them to refer to the instructions for creating the model in the Teacher’s Guide. Refer to “Teaching Strategies to Use with the Large Leaf Model”. Examine each layer and discuss its role in photosynthesis. Point out the stomata, veins and palisade mesophyll with chloroplasts. Demonstrate how the model can be used to show CO2 entering the stomata, and O2 exiting. Participants may examine the instructions for a “Small Leaf Model” in the Teacher’s Guide. This can be completed by their students in class.

Biology Module - Yr Photosynthesis Break Time Eat Chocolate!

Photosynthesis Explore Modeling the Chloroplast
Biology Module - Yr Photosynthesis Explore Modeling the Chloroplast Participants refer to the lesson in the Teacher’s Guide: “Modeling the Chloroplast” . They will construct a chloroplast with available materials. Review the next two slides prior to beginning the model building.

Photosynthesis Explore Intergrana Biology Module - Yr 1 - 2010
Participants will build a model of a plant chloroplast following the lesson provided in the Teacher’s Guide. Review the functions of the parts of a chloroplast. Review the role of each part of a chloroplast on the next slide. Remove “Modeling the Chloroplast” from the guide. Materials for construction should be available in a central location. Debrief After Models are Finished: The Chloroplast contains stacks of thylakoids, the sub-organelles which are the site of photosynthesis. The thylakoids are arranged in stacks called grana (singular: granum). A thylakoid has a flattened disk shape. Inside it is an empty area called the thylakoid space, or lumen. The light dependent reactions of photosynthesis take place on the thylakoid membrane in areas called reaction centers where chlorophyll molecules are located. The fluid within the chloroplast is the stroma, it contains enzymes and other compounds, and is the area where light independent reactions of photosynthesis occur.

Structure of a Chloroplast
Biology Module - Yr Structure of a Chloroplast Membrane ..... Thylakoid…... Granum…..…. Intergranum... Lumen……….. Stroma……….. Layers of phospholipids “Sac” The site of light dependent reactions “Stack of coins” Thylakoids Connects thylakoids “Cavity” Thylakoid space “Covering” The site of light independent reactions This slide provides a translation of terminology, and a brief description of what each structure does during photosynthesis. Thylakoids are flattened sacs, the membranes are similar in structure to the cell membranes, and contain the embedded pigments and other molecules which form photosystems. Refer to slide 51 for a detailed diagram. Stroma means “covering, framework, mattress or pillow”. This may be confusing since it is a chemical-rich thick fluid matrix. The stroma is the site of the Calvin Cycle where enzymes take the carbon from carbon dioxide and combine it with hydrogen and oxygen to make simple carbohydrate molecules.

Biology Module - Yr Photosynthesis MC.2.B.5 Compare and contrast the structures of an animal cell to a plant cell. MC.3.B.1 Compare and contrast the structure and function of mitochondria and chloroplasts. CDL.7.B.17 Describe the structure and function of the major parts of a plant: Roots, Stems, Leaves, Flowers Review the Arkansas Framework SLE’s covered to this point. If teachers are studying respiration along with photosynthesis, they may wish to have half the class construct chloroplast models and half construct mitochondria with other materials. They could then examine each and write comparisons. Students who study leaves before the topic of photosynthesis will have a better understanding of what is occurring and where structures are located.

Photosynthesis Evaluate
Biology Module - Yr Photosynthesis Evaluate Write a short summary of what happens in each leaf layer and how it relates to photosynthesis. Ask participants to journal their answers in the notebook.

Photosynthesis How would you Elaborate? Evaluate? Extend?
Biology Module - Yr Photosynthesis How would you Elaborate? Evaluate? Extend? Connect to other subjects? Bell Ringer Activities Suggested Answers: Elaborate/Evaluate: Ask students to write and balance a formula for photosynthesis. Make labels for all parts of the chloroplast model st if it has not already been completed. Conduct a “carousel activity” with several questions on sheets of chart paper posted around the room. Students will move around the room writing what they have learned about photosynthesis. Suggested topics: leaf layers, products and reactants of photosynthesis, structures in a chloroplast, importance of plants. Label a chloroplast or leaf drawing. Extend: Examine microscope slides of leaves, locate all layers. Do a “peel” of stomata from a leaf surface using clear nail polish and view it under a microscope. Research other pigments, such as carotenoids, and the role they play in photosynthesis. Research the reason that leaves “change” colors in the fall.

Photosynthesis FORMATIVE Assessment On an index card:
Biology Module - Yr Photosynthesis FORMATIVE Assessment On an index card: Two things I learned about water or photosynthesis. One thing that is still unclear. END OF DAY ONE. Ask participants to fill in an index card, collect the cards and review them for Day 2. Any questions that participants had can be addressed at the beginning of Day 2.

Biology Module - Yr 1 - 2010 Science Keys – Day 2
Photosynthesis Science Keys – Day 2

Photosynthesis Norms Review Agenda Discuss Formative Assessment
Biology Module - Yr Photosynthesis Norms Review Agenda Discuss Formative Assessment Re-establish norms if necessary. Review the Day 2 Agenda if desired. Discuss the “unclear” items from the formative assessment cards from Day 1.

Biology Module - Yr Day 2 Elaborate/Elicit Explain the importance of the properties of water to the process of photosynthesis.

Photosynthesis Explore: Photosynthesis in Leaf Disks
Biology Module - Yr Photosynthesis Explore: Photosynthesis in Leaf Disks Participants should remove the “Photosynthesis in Leaf Disks” lab from the Teacher’s Guide. Tell them to use only the student lab sheets and leave the teacher explanation in the binder. Divide into groups of 2-3 depending on available materials. The teachers may use the clamp lights provided in their kits if you do not have other lights available.

Caution! Biology Module - Yr 1 - 2010
Caution should be used to avoid getting a bath! During the lab participants will observe the results of photosynthesis in cells of a leaf. They will need to follow the instructions on the lab sheet very carefully. Demonstrate how to hold the tip of the syringe upward, with the thumb firmly over the tip of the syringe, as they vacuum fluid into the spongy mesophyll spaces. While holding the tip they should pull firmly and steadily on the plunger. This is repeated several times until the disks all sink in the syringe. Remind them to cover the control beaker (or cup, use paper towels for covers) so that light does not reach the leaf cells. Uncover it quickly when taking a count of the disks that are rising. Participants follow the lab instructions and record results. Participants may be confused as to why the leaf disks sank and then rose to the surface. Encourage them to think about photosynthesis during the activity to come to a conclusion about why this is occurring. This can be discussed after everyone has finished the experiment.

Photosynthesis in Leaf Disks - Explain
Biology Module - Yr Photosynthesis in Leaf Disks - Explain Elaborate/Explain: After the lab is complete, discuss the reasons that the disks sank (vacuuming out air an replacing it with fluid) and the reason the disks in light began to rise (photosynthesis caused CO2 in the solution to be consumed and oxygen by-products filled the spaces forcing out fluid and causing the disks to float). Baking soda was used as a source of carbon dioxide, and the detergent served to remove the cuticle which is the waxy coating that repels water found on the surfaces of many leaves. Teachers may want to know that either fluorescent or incandescent lights can be used, and that the metal clamp lights shown on the lab pages are available at Lowe’s for less than $8.00 each.

Photosynthesis in Leaf Disks
Biology Module - Yr Photosynthesis in Leaf Disks Extend Authentic Inquiry An important aspect of this lab is the second phase in which students design and conduct an inquiry by introducing another variable. Suggestions are found on the lab sheet. The problem question for the leaf disk activity could have been: “Do plants need light for photosynthesis?”. When an extension inquiry is done with students they should write their own question. For example: How does temperature of water effect photosynthesis?”. They would then use two (or more) different temperatures of water, and allow light to reach all the containers. They could compare the number of disks floating at various times in the two containers.

Authentic Inquiry Science
Biology Module - Yr Authentic Inquiry Science …..a multifaceted activity that involves making observations; posing questions; examining books and other sources of information to see what is already known; planning investigations; reviewing what is already known in light of experimental evidence; using tools to gather, analyze and interpret data; proposing answers, explanations and predictions; and communicating the results Reference: National Science Education Standards 1995

Photosynthesis High Yield Strategies Classroom Instruction That Works
Biology Module - Yr Photosynthesis High Yield Strategies Reference: Classroom Instruction That Works By: Robert Marzano, Debra Pickering, Jane Pollock Discuss the high yield strategies as outlined on the next slide.

High Yield Strategies 1. Identifying Similarities and Differences
Biology Module - Yr High Yield Strategies 1. Identifying Similarities and Differences 2. Summarizing and Note Taking 3. Reinforcing Effort/Providing Recognition 4. Homework and Practice 5. Nonlinguistic Representations 6. Cooperative Learning 7. Setting Objectives/Feedback 8. Generating/Testing Hypotheses 9. Cues, Questions, Advance Organizers These are the 9 research-based strategies that effectively increase student achievement, as outlined in Marzano’s book, Classroom Instruction that Works. These are ranked according to “effect size” on standardized achievement test scores. Facilitator: Review these strategies prior to the workshop if using these as discussion points or in order to answer participant’s questions.

Biology Module - Yr Photosynthesis MC.3.B.4 - Describe and model the conversion of light energy to chemical energy by photosynthetic organisms: light dependent reactions light independent reactions Review the Arkansas Framework SLE that the remainder of the workshop will address. These reactions are very complex and may be difficult for students to understand. The two kinesthetic activities involve a role play and a model building exercise.

Light Dependent Reaction Role Play
Biology Module - Yr Photosynthesis Explore Light Dependent Reaction Role Play Prior to the workshop: Highlight the areas in the script where each participant speaks. Tell participants that they will be acting out the steps in the light dependent reactions. Before describing the role play. Show the following diagrams of the light reactions, and review the structure of photosystems.

Light Dependent Reactions – Role Play
Biology Module - Yr Light Dependent Reactions – Role Play Arrange the players according to the diagram.

Biology Module - Yr The Light Independent Reactions of photosynthesis represent the first stage of photosynthesis. This is sometimes referred to as the Z-Scheme. Explain the parts of the diagram briefly. The diagram on the slide may be one participants have seen in textbooks. It represents the light reactions in a simple graphic style. During these reactions sunlight is trapped by chlorophyll and other pigments and the energy “excites” electrons. On the graphic Photosystem I receiving sunlight is represented on the left by a man striking the lever with a hammer. The electrons in chlorophyll receive energy and “rise” to a higher level. The energy in the electrons is used in a complex series of reactions to split water and form energy carriers needed during the second phase of photosynthesis, the Light Independent Reactions. As the energy is used the diagram shows the electron dropping to lower levels on the diagram. The second man with a hammer on the right is in Photosystem I. Light is received here at the same time by chlorophyll molecules. Both photosystems act at the same time.

Z-Scheme Biology Module - Yr 1 - 2010
This graphic represents the Light Dependent Reactions in more detail. It shows the two photosystems found in the thylakoid membranes of the chloroplast where light reactions occur. During a role play, students will act out the processes of the light dependent reactions and determine the materials used and produced. (P680, Photosystem II describes the wavelength of light absorbed by chlorophyll, P700 is Photosystem I). The Role Play will be conducted after lunch.

Biology Module - Yr This is a second diagram showing the photosystems receiving photons of light, and subsequent reactions, The role play floor diagram is modeled after this scheme. You may wish to leave this diagram in view as you act out the play, and use it for the debriefing.

Photosystem Biology Module - Yr 1 - 2010
This diagram of a photosystem shows the antenna pigment molecules (which can be carotenoids, chlorophyll, and other pigments) plus the chlorophyll reaction center and the electron acceptor. It may help to clarify what the green shower curtains represent that are used on the floor during the role play.

Thylakoid with Photosystems
Biology Module - Yr Thylakoid with Photosystems The diagram above shows a thylakoid with the two photosystems embedded in the membrane. The stroma is on the outside of the thylakoid and is the location of the light independent reactions. Useful definitions to review with participants: Chlorophyll- green pigment located within the chloroplasts of plants and algae and in the membranes of certain prokaryotes; chlorophyll participates directly in the light reactions, which convert solar energy to chemical energy Stroma- within the chloroplast, the dense fluid of the chloroplast surrounding the thylakoid membrane; involved in the synthesis of organic molecules from carbon dioxide and water Thylakoids- flattened membranous sac inside a chloroplast; thylakoids exist in an interconnected system in the chloroplast and contain the molecular “machinery” used to convert light energy to chemical energy Light reactions- the first of two major stages in photosynthesis (preceding the Calvin cycle); these reactions, which occur on the thylakoid membranes of the chloroplast, convert solar energy to the chemical energy of ATP and NADPH, releasing oxygen in the process NADP+- phosphate, an electron acceptor that, as NADPH, temporarily stores energized electrons produced during the light reactions

Light Dependent Reaction Role Play
Biology Module - Yr Photosynthesis Explore Light Dependent Reaction Role Play Describe the Role Play. Make sure participants understand what a photosystem is and where it is located in a chloroplast. Explain the props that will be used especially the electron “muffin pan”, and what it means when electrons are “excited” after absorbing energy. Explain that the person acting as a water enzyme will hold hydrogen protons until the end of the role play when they are needed, and that oxygen “balloons” can be set aside as a by-product. Review the role of other enzymes, ATPase and Reductase, so they understand how to create the products. During the role play participants will act as molecules/structures involved in the light dependent reactions. Arrange the necessary props on the green photosystems and explain where participants will stand according to the Light Dependent Reaction Role Play Floor Diagram on the next slide. You may wish to give them scripts now or wait until after lunch. Conduct the role play after lunch.

Biology Module - Yr Photosynthesis Lunch Time to Eat!

Photosynthesis Let’s Do a Role Play! The Light Dependent Reactions
Biology Module - Yr Photosynthesis Let’s Do a Role Play! The Light Dependent Reactions Assign roles to participants and provide them with signs, scripts, and props as required. Tell the players to locate and review their speaking part on the script. Then, position each player within the photosystems according to the floor diagram. You may use more than one person as carriers in the Electron Transport Chain, and more than one person may act as the antenna pigment if desired. NOTE: If there are too few participants to do the entire play, assign them roles for the first phase occurring in Photosystem II, then switch when that scenario is complete. After everyone is in position, tell the narrator to begin the role play.

Photosynthesis Explain Biology Module - Yr 1 - 2010
After the role play: Discuss the role play and point out the basic reactions such as splitting of water, oxygen by-products and the formation of the energy carriers, ATP and NADPH. These energy rich products will be used during the next phase of photosynthesis, the light independent reactions. Repeat the role play as needed so that everyone understands what is happening

Photosynthesis Extend Biology Module - Yr 1 - 2010 Extend:
Ask students to create a chart on a large sheet of paper. They should choose a theme of their own to represent the reactions and events of the light dependent reactions. Each part and molecule should be labeled on their diagrams. Ask participants: How would you evaluate student understanding of the series of reactions?

Photosynthesis Explore The Light Independent Reactions
Biology Module - Yr Photosynthesis Explore The Light Independent Reactions The Calvin Cycle Participants will construct models of carbon compounds that are created during the Calvin Cycle. (The light independent reactions were at one time referred to as “dark reactions” which is misleading since they can occur during daylight hours.) Note: The cycle was described by Melvin Calvin and Andrew Benson. Using the carbon-14 isotope as a tracer, Calvin and his team mapped the complete route that carbon travels through a plant during photosynthesis. He received the Nobel Prize in Chemistry in 1961 for his discovery. During this activity participants will trace the route of carbon through the Calvin Cycle. This series of reactions fixes carbon dioxide gas into compounds which are then converted into sugars and other carbohydrates. They will track the energy use from ATP and NADPH molecules that were created during the light dependent reactions. The molecules involved are much more complex than the models that are being created. Only the carbon and phosphate groups are being tracked in the activity. The actual compounds have been simplified, but the chemical names are provided at each step of the activity. Caution participants to follow the steps carefully and record their answers on the blank cycle diagram. They will share the materials with a partner and at the end of the activity combine the information with their partner to answer the questions. If they become confused, they may start the activity at the beginning.

Photosynthesis Explain The Light Independent Reactions
Biology Module - Yr Photosynthesis Explain The Light Independent Reactions Discuss the results of the activity, the number of ATP (18) and NADPH (12) required by the process, the role of Rubisco (enzyme that fixes carbon at the beginning of the cycle), and the product that forms glucose or other carbohydrates. Elaborate: It is not important to recall each step in the cycle but only the general concepts. Ask participants to discuss the concepts that students should understand and chart them on the board. It is a complex series of chemical reactions that form glucose (or its precursors). Energy carriers produced during the light dependent reactions are used to power this cycle Enzymes such as Rubisco are necessary for the reactions to occur It requires 6 carbon dioxide molecules completing a cycle to generate one glucose Most of the carbon compounds in the cycle remain to continue the process. The reactions require energy so that bonds may be rearranged to eventually form end products.

Biology Module - Yr This is a representative Calvin Cycle. It is similar to many found in student texts as it emphasizes only the carbon backbone of the molecules involved, the ATP, and NADPH. Extend: As an extension ask students to connect the light dependent and independent reactions in a diagram similar to the one on the next slide, or to compare and contrast the products and reactants. T he next slide shows a representative student diagram.

Biology Module - Yr The graphic represents the interaction of the light reactions and the light independent reactions. This can be used to show students a simplified cycle.

Biology Module - Yr Photosynthesis Wrap Up Post Test

Science Keys Biology Yr

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Science Keys Biology Yr

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