Developing Ideas to a Poster on Aquarium in Art Igcse

How do plants become free energy?

Adult by Chantier 7 project team members

Instructional goals:

Students will be able to:

1. Draw the phenomena of transpiration, photosynthesis and cellular respiration
two. Illustrate the human relationship between low-cal and photosynthesis (i.east., y'all demand lite source for plants to grow; more light more photosynthesis)
3. Illustrate the relationship between carbon dioxide and photosynthesis
4. Gather evidence of inputs and outputs of photosynthesis

Grade level: Grade seven, viii

Duration: 50-150 minutes depending on activities chosen (3-4 periods of 75 minutes)

Instructional Materials: Whiteboard (or smart board, blackness board) for creating public record for students' thinking. For the materials needed for specific activities, please see below:

Activeness #1: An Oxygen Factory

• Plants (both aquatic and terrestrial plants)
• Plastic pocketbook or plastic wrap
• Terrarium or 2L plastic bottle
• Flask
• 500ml or 1L beaker
• Water
• Desk Lamp

Activity #2: Calorie-free! Lite! (Optional)

• Any submersed aquatic plant that is in good health and appears capable of photosynthetic activity (i.due east., non dried or wilted). (e.one thousand.,  Canadian waterweed (Elodea canadensis) or coontail (Ceratophyllum demersum)) – you can buy waterweed from any pet shop where they sell fish/aquarium supplies
• Glass test tubes (twenty × 150 mm)
• Racks to concur test tubes
• A light source (e.g., desk-bound lamp)
• Big to medium sized drinking straws
• Thermometer

Activity #iii: More Carbon Dioxide (Optional)

• Elodea, an aquatic plant available at many pet or gardening stores
• Bromothymol blue solution (acrid-base indicator available for purchase online.  Yellowish pH less than 6.0, blue pH above 7.vi)
• Lights with clamp attachment
• Test tubes (ane for each color and two additional as controls)
• Plastic wrap
• Aluminum foil

Worksheet: Please see appendices.

QEP POLs for secondary bicycle 1 relevant to the concept of photosynthesis:

Uncomplicated school:

Students explain the essential needs of living organisms (eastward.one thousand. food, respiration) and describe metabolic activity (transformation of energy, growth, maintenance of systems and trunk temperature). They describe the function of photosynthesis, which they distinguish from respiration.

Secondary cycle 1:

​​Names the inputs and outputs involved in photosynthesis.
Names the inputs and outputs involved in respiration.

Children'southward preconceptions relevant to the concept of photosynthesis:

• There is no difference between respiration and animate.
• The primary component of air is oxygen.
• At that place is no oxygen in exhaled air.
• Lighting a candle in a sealed jar with water proves that air is 21% oxygen (the water moves up the jar because the 21 % oxygen is consumed).
• All essential components for plants are absorbed from the soil via rots.
• Roots supply plants with energy.
• The lord's day keeps plants warm, and so they grow better.
• Plants breath. They inhale carbon dioxide, and they exhale oxygen.
• Plants get energy directly from the lord's day.

(Adjusted from: https://scienceinquirer.wikispaces.com/file/view/RespirationCorr.pdf)

Assessment Items to explore or uncover students' preconceptions around the concept of photosynthesis:

Question ane. Which of the post-obit is Truthful most the sugar molecules in plants?
A. The sugar molecules come from the soil.
B. The sugar molecules are the result of a chemical reaction.
C. The sugar molecules are one of many sources of nutrient for plants.
D. The sugar molecules are made from molecules of water and minerals.

(Retrieved from AAAS Item ME095005, http://assessment.aaas.org/items/ME095005#/0)

Question 2. Where does the nutrient that a plant needs come from?
A. The food comes in from the soil through the found's roots.
B. The food comes in from the air through the plant's leaves.
C. The plant makes its food from carbon dioxide and water.
D. The plant makes its food from minerals and water.

  (Retrieved from AAAS Item ME029006, http://cess.aaas.org/items/ME029006#/0)

Questiom 3. What is TRUE about the inside of a plant jail cell?
A. The inside of a establish cell is completely solid.
B. The inside of a institute cell is completely filled with air.
C. The inside of a plant cell is completely filled with liquid water.
D. The inside of a establish cell contains liquid water and solid structures.

(Retrieved from AAAS Item CE065001, http://assessment.aaas.org/items/CE065001#/0)

Clarification of the Lesson:

The goal of this lesson is for students to (one) engage in experiments that enable students to gather evidence of inputs and outputs of photosynthesis, (2) understand the relationship between lite and photosynthesis, and (3) understand the relationship between carbon dioxide and photosynthesis. This lesson plan includes the following steps:

Pace 1: Introduction – Appoint Students in Learning: In this stride, teacher introduces the driving question of this lesson: "Plants need free energy to stay alive and grow. How do you think plants become energy?"

Stride 2: Background Knowledge Probes (BKPs): In this stride, teacher use the assessments listed higher up to arm-twist students' prior understanding and ideas of photosynthesis.

Stride 3: Collecting and Making Sense of Data: In this stride, instructor will conduct the Activity #1 – An Oxygen Factory. Teachers will then choose one of the option activities (i.e., Activity Option #2 – Calorie-free! Light! or Activity Option #3 – Role of Carbon Dioxide and Low-cal) to provide students with more evidences for the upcoming word at the finish of the lesson. While students are engaging in these activities, teacher tin can enquire discussion questions to track students' understanding of the concept. Students are also invited to record their ascertainment on the worksheet given.

Footstep 4: Developing Testify-Based Explanations: Following the activities, teacher engages in this step by inviting students to share their data with other groups and the whole grade. Instructor may as well post summary information on a class summary nautical chart on the board.

Step 5: Evaluation: Teacher can assess students' learning outcomes by choosing i of the mail service-assessment strategies: (1) Question and Answer/Exit Cards; (ii) Create a multimedia poster; (3) Using the assessment questions listed above.

Details and procedures of each footstep are explained equally follow:

Footstep 1 of The Lesson: Introduction – Engage Students in Learning

In Step 1, teacher will aid students to connect the idea of food-web with photosynthesis. The goal of this step is to innovate the important office of photosynthesis plays in our ecosystem.

(one)  Introduction of the topic by saying: "Hello, nosotros are going to larn nigh photosynthesis today. Before starting the lesson, does there anyone know where plants get their energy from?"

(2)  Teacher tin can set up a feed-web (encounter Figure 1.) on transparency, physician cam, computer screen, or depict the figure on the lath. Instructor can than ask the following questions to guide the discussion:

• All living things need energy to survive. How practise us, human go energy?
• From this nutrient-web effigy (Figure 1), how do fox and rabbits gain their energy from?
• From this nutrient-spider web effigy (Figure 1), how do grass and copse gain their energy from? Do grass and trees 'consume' any other organisms?

Figure 1. Food-web
(Figure retrieved from MOSART Life Scientific discipline Survey Exam, Item grade # 921, Q8)

(three)  Based on students' response, instructor can re-voice students' responses and write the responses on the board.

(four)  After students sharing their ideas about nutrient-spider web, teacher tin brainstorm the grade by introducing the driving question of this lesson: "Plants need energy to stay live and abound. How do you think plants become free energy?"

Step ii of The Lesson: Groundwork Cognition Probes (BKPs) - Eliciting Student Thinking

The goal of this stride is to elicit students' prior understanding and ideas of the topic without evaluating their response or correcting their answers at this point.

(1) Administer the instrument: To help teachers determine constructive starting points for the students and to go to know students' groundwork knowledge, skills, attitudes, experience and motivation, before starting the lesson, you can administer the 3 cess question provided above, in order to uncover students' preconceptions around the concept of photosynthesis.

Teacher can use clickers to obtain students' responses. If the schoolhouse does not have clickers, teacher can ask the questions to the whole class and ask students to heighten their hands for the reply. If there is no answer from students, teachers can as well ask students to write their answer on a slice of paper and put them in a box. Teacher will then write some response on a board (or a chart newspaper) for give-and-take.

(two) Pressing for explanations: Afterward administering the test, instructor can share the information with students and ask students for the explanations. Y'all may re-vocalisation their explanations and write their response on a board. For example, teacher can ask: "We see that many of you choose option C every bit an answer. Does anybody desire to share why they chose selection C? What is your show for saying that?"

(three) Introducing the term: Teacher tin utilise the term "photosynthesis" to further probe students' prior understanding. Teacher volition then start the lesson past asking students what they think "photosynthesis" means and write downwardly their responses on the board (or a chart paper).

Step iii of the Lesson: Collecting and Making Sense of Data

The goal of this step is to help students to (1) develop their questions and/or predictions to larn more about the topic, and (ii) test their predictions through hands-on inquiries, challenges, problems.

Teacher will kickoff conduct the Activity #i – An Oxygen Manufactory. Later, teachers can choose one of the option activities (i.e., Activity Option #ii – Light! Light! or Action Option #three – Part of Carbon Dioxide and Light) to provide students with more evidences for the upcoming discussion at the stop of the lesson. These optional activities could help instructor to engage in ongoing, formative assessments to track students' learning (eastward.thou., walking around course to mind to their ideas, recording and displaying their ideas, observations, worksheets, student journals, students' work products, etc.).

Details and procedures of each activeness are explained equally follow:

Activity #i: An Oxygen Factory

Part i: Preparation: Teacher volition have two unlike demo stations (i.e., Demo Station #1–Photosynthesis of an aquatic plant and Demo Station #two–Growth factors of a plant) prepared at least iii days prior to the activity. Both teachers and students tin create the demo stations.

Demo Station #1: Photosynthesis of an aquatic plant:

(ane)  Place a submersed aquatic plant (e.chiliad., Canadian waterweed (Elodea canadensis) or coontail (Ceratophyllum demersum) in a flask.
(2)  Fill a 500mL or 1L beaker with water.
(iii)  Place the flask (with aquatic plants) into the beaker. Make sure that the aquatic plants are submerged in h2o.
(4)  Place a low-cal source (east.g., desk-bound lamp) near the chalice.

Demo Station #2: Growth factors of a institute:

(ane)  Prepare 3 different pots of plants that are the aforementioned size (relevantly same size).
(2)  Set up iii terrariums (or 2 Liter soft beverage bottles with the height cut off and saved for lid) with soil and 1 found.
(3)  Terrarium 1: Add some oxygen gas, and seal the terrarium (or bottle lid). Label the terrarium.
Notation: If you lot practise not have access to oxygen gas, just seal the terrarium. Brand sure the plant had been in a closed organization at to the lowest degree for 3 days.
(iv)  Terrarium ii: Add some carbon dioxide gas, and seal the terrarium (or hat for the bottle.) Characterization the terrarium.
Note: If you do not have access to carbon dioxide gas, place alkalizer in water, in an erlenmyer flask with a one-hole stopper, an elbow tube and drinking glass tubing. Insert the tubing into the hat of the terrarium as the carbon dioxide is existence produced).
(v)  Terrarium 3: The 3rd terrarium is a control. Leave the plant in an unsealed terrarium.

Part ii: Observation: Students observe the plants at the two demo stations (i.e., Demo Station #1–Photosynthesis of an aquatic plant and Demo Station #ii–Growth factors of a constitute). Teacher can ask questions to elicit students' ideas.

For instance, for the Demo Station #1, instructor tin can ask the follow questions:

• What do yous think is existence produced in the flask?
• What is the evidence for this: Oxygen is existence produced.
• The flask is foggy Inside. Why?"

For the Demo Station #2, teacher can ask the follow questions:

• What do you detect in the three terrariums?
• Where practise you think the chimera comes from in the second terrarium?
• What gas practise you recollect the bubbling are?
• What is happening in the third terrarium? Explain.
• What differences do y'all come across between the first and 2d terrarium?"

Part three: Recording observation: Teacher will enquire students to find the three unlike terrariums and write down their observation on their worksheet (Appendix A).
Annotation: The following Activity #2 and #3 are optional. These optional activities would allow teachers to help students collect more evidence/data for the last discussions at the end of the lesson.

Activity Option #two – Light! Lite!

The goal of this activity is to illustrate the causal human relationship between light and photosynthesis (i.e., more lite, more photosynthetic activity). Function 1: Grooming: (1) Characterization 2 examination tubes as either a treatment grouping or a control group. An hour or more before class, place a v-cm segment of an aquatic plant into each treatment examination tube. Annotation : Control test tubes are necessary to demonstrate that, with the combination of light and associated heat, bubbles may form at the surrogate'southward surface, simply few, if any, of those b ubbles will be released from the surrogate and rise to the surface of the water. (2) In separate test tubes, place an inert object similar in dimension to the found segments (e.k., a five-cm section of a drinking harbinger). The test tubes with these plant surrogates act as controls. If multiple plant species are available, add an additional test tube for each boosted species and place 5-cm cuttings of those species into their own test tubes. Teachers should try to accept all constitute clippings be as similar every bit possible (i.e., taken from the same location on the stalk of multiple plants). (iii) Fill all test tubes with the same amount of tap water, to within ii cm of the meridian. Note : If multiple lamps and test tube racks are available, this experiment tin can be replicated by splitting the form into groups of three or four and carrying out the same measurements at each station. Part 2: Activeness: (ane)Pass out the test tubes with institute segments to students. Students may work in a pair or groups. (2) Pb a discussion to allow students to sympathise that the rate of bubble formation is a measure of the rate of photosynthesis. Teacher may ask: Where does the bubble come up from? What exercise you think the bubbling are made of? Are they oxygen? Carbon dioxide? (iii) Place all tubes at a specified distance from a light source and allow xv minutes for the establish to acclimate to the new environment. Make sure to program for enough test tubes to acquit out this experiment using multiple distances. (e.g., xv, 30, and 45 cm from the calorie-free source). (4)  Subsequently the exam tubes containing plants or plant surrogates (e.g., straws) have been exposed to the calorie-free for at least 15 min, ask students to count the number of bubbles that emerge from the plant and float to the surface and mensurate the temperature in all tubes at the aforementioned time they count the number of bubbles. Note: Because the control tubes will collect bubbles, it is important for students to count but the number of bubbles that come from the found or plant surrogate that rise to the surface. On the basis of the rate of bubble production observed, students should determine over what period of fourth dimension (e.g., fifteen, thirty, or sixty due south) chimera production should be measured; the greater the bubble production, the less time necessary. Note : Increases in temperature tin influence rates of photosynthesis and have been implicated in the spontaneous generation of bubbles from nonphotosynthetic materials. (5)  Ask students to construct a graph based on their information and write down their ascertainment and explanation .

Action Option #3 – Function of Carbon Dioxide and Calorie-free

(one) Gear up the lamps at least several feet apart and abroad from windows. (2) Cascade equal amounts of bromothymol bluish into the test tubes or glasses (about ii/3 of the test tube or ½ cup in a pocket-size glass). Note : If y'all practice not take enough solution, yous may dilute information technology with a picayune water. Only exist sure to apply distilled water and dilute the entire supply only slightly. (3)  Cut equal-sized pieces of elodea for each test tube or drinking glass (about three inches in length). Place a slice of elodea in each test tube or drinking glass. Record the initial color of the bromothymol bluish solution. Have students to label iii examination tubes (due east.g., #one, 2, and 3). Talk about the role of bromothymol blueish (pH indicator) by saying: " If the solution is blueish, it is alkaline (basic). If the solution is yellow, it is acidic. If there is photosynthesis occurring, the indicator changes its colour from blue to yellow (Base–blue, neutral (pH range 6.0-7.6)–green, Acid–yellow). The reason for this colour change is that the carbon dioxide released during photosynthesis reacts with the h2o to grade carbonic acid ." (four)  Have students to accident through a straw into the test tube #1; Cover the test tube (aluminum foil works well). Be sure to completely seal the vessel to proceed gas from inbound or leaving. Note : Equally they add together Carbon dioxide into the tube, the bromothymol blueish solution volition change its colour to yellow (acidic). (five)  Accept students to cover the test tube #2 completely with aluminum foil to block out any light. Test tube #3 is a control, so it should be left uncovered. (six)  Take students to write a hypothesis to explicate which test-tube the solution will modify color, and to what colour. Teacher tin ask: "Which examination tube will accept almost photosynthetic activity? and Why?" (vii) Identify the test tubes nether the lamp. The plants should all be 12 inches (30 cm) abroad from their lamp. (8) Let the test tubes sit for a ane-hour to 24 hours. Record the final color of the solution for each test tube. (9)  Ask students to create a bar graph to illustrate their results. Ask students to compare their results with their hypothesis. Note : Teacher can accept a grade discussion to share their data.

Pace 4 of the Lesson: Developing Bear witness-Based Explanations

The goal of this step is to help students in changing their preconceptions through developing circuitous evidence-based explanations after their investigations in light of the data they gathered in the above activities. Teacher can ask students to share their information with other groups. Instructor may also postal service summary information on a form summary chart on the lath.

(1)  Dissever students into groups. (Groups of 2-3). Ask students to respond the questions on the worksheet (Appendix B). For example:

• Where does the water that appears on the side of the terrariums (Action 1 – An Oxygen Manufactory) come from?
• Which weather condition are necessary for bubbles to appear in the water (Activity ii – Light! Light!)?
• Which gas in the atmosphere encourages plant growth?

Facilitate the discussion as teacher walk around the classroom.
Notation: The of import aspect here is that you allow students to make connection between show/data provided from the activities and their explanations for their answer.

(2)  Once students are finished with the worksheet, facilitate a class discussion. Teacher can lead a word most the similarities and differences in the group analysis.
Notation: Teacher may go over the questions with students and take them present their answers and explanations. Or, teacher may inquire students to present their data to the rest of class while teacher write down similarities and differences emerging from dissimilar groups' information.

(3)  Get back to the driving question on the lath: "Plants need energy to stay live and grow. How practise yous call back plants become energy?" Ask students if their view have inverse and enquire why. Again, encourage students to depict their explanations from the bear witness/data from the activities. Teacher tin use the following strategies:

Ø Orienting students to each other's thinking: For example, teacher tin can enquire: Exercise you agree with what Student A said? and Why?
Ø Pressing for explanation: For instance, teacher can ask: Grouping A and B, both of you lot institute results/data that are different than your previous predictions. Why exercise yous think and so?

Annotation: If time allows, you can show your students "photosynthesis song": this video summarizes the process of photosynthesis, offering visual and musical sources: https://www.youtube.com/lookout man?5=C1_uez5WX1ohttps://world wide web.youtube.com/watch?v=C1_uez5WX1o

Footstep 5 of the Lesson: Evaluation

3 strategies can exist used to do a post-assessment; they are:

Choice #i: Question and Respond/Go out Cards: Have students to fill up out the worksheet page individually (see Appendix). After students fill out near part of the worksheet, ask them to discuss in a small grouping (3-4 students). Teacher can facilitate the grouping word while walking around the classroom by asking questions such as: "With regards to Input and its origin: Why practice you think then? What evidence do you lot have from the activities we have done in class?" Subsequently going of worksheet page. 100 together, teacher may give the cess items tested in the beginning and/or have them write go out cards (i.e., write a curt reflection on what they learned and what they still unsure about).

Selection #2: Create a multimedia poster: By creating a multimedia poster on what students take learned in lessons, they tin can draw various ways of representing ideas (eastward.yard., write summaries of the facts, create visual arts, add sound). This will exist done as a grouping project. Every bit a group, students have another opportunity to discuss about their understandings on photosynthesis with their peers in breezy means. Specific steps are describe every bit follow:

(one)  In a grouping of 3-4, students will make a multi-media poster. The affiche should represent their understanding of photosynthesis using multi-media of their option (e.g., podcast, songs, YouTube, visual arts etc.). Students can draw from already existing sources (due east.g., vocal from YouTube, pictures from encyclopedia).

(ii)  Ask students to connect what they observe in their daily life to the concept of photosynthesis.

(iii)  In their everyday life (due east.g., home, school garden, or on the way to schoolhouse), students can take a photo, make a collage, or describe a painting to connect the concept of photosynthesis to a moment in their daily life.

(4)  With the photo/collage/drawing, students are instructed to write a short essay or record a podcast that explains how their photo/collage/drawing (e.k., photos of flowers, collages of cows eating grass, cooking meals) relates to the concept of photosynthesis.

For case, a group of students may write: "The meals we eat are the products of photosynthesis. Vegetables abound because of photosynthesis. Meat is a product of animals eating producers or other consumers. Energy from photosynthesis is transferred to the consumer. Humans eat both vegetables and meat which are both products of photosynthesis."

(5)  Teachers requite specific guidelines and rubrics for students to follow. It is of import for students to include the following key points in their short essays:

• The process of photosynthesis;
• Inputs and outputs of photosynthesis;
• Factors influencing the photosynthesis and the connection with their daily life experience.

(vi)  After the completion of the multimedia posters, course can accept a symposium, where students volition have an opportunity to present their multimedia posters to other students in the classroom.

Option #3: Cess question: administer the aforementioned question and to meet if students' responses had been change. Teacher can apply the clickers to obtain students' responses. If the school does non take clickers, teacher can ask the questions to the whole class and inquire students to raise their hands for the reply. If there is no answer from students, teachers tin can also ask students to write their answer on a piece of paper and put them in a box. Teacher will and so write some response on a lath (or a chart newspaper) for give-and-take.
Note: You may re-vox their explanations and write their response on a lath.

This lesson plan is inspired past the post-obit sources:
Education.com: http://www.didactics.com/pdf/photosynthesis-of-elodea/
Eureka!: Science and Technology, Secondary Wheel One; Pupil Textbook B (Activity viii: An Oxygen Factory, pp. 36-37); Worksheet (U1 38, U1 39); Teaching Resource Guide, Volume 1 (p.53).
Ray, A. M., & Beardsley, P. M. (2008). Overcoming student misconceptions nearly photosynthesis: A model-and inquiry-based arroyo using aquatic plants. Science Activities: Classroom Projects and Curriculum Ideas, 45(1), xiii–22.

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Source: https://www.mcgill.ca/sciedchantier7/resources/sample-lesson-plans/photosynthesis

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