ecosystems and photosynthesis unit...

Ecosystems and Photosynthesis Unit PlanDriving Question: How energy move through my ecosystem?

Unit Length Outline (7 days):

Day 1: Build Mini-ecosystem and Initial Introduction to Ecosystems Day 2: Ecosystems Continued and Methods of Research Day 3: Photosynthesis and Respiration Equations Activity and Worksheet Day 4: Virtual Learning Environment (computer lab) Day 5: Photosynthesis in your backyard and Lab Day 6: Lab Result Presentations and Review Day 7: Exam Day

List of Sub-driving Questions:

How do I affect photosynthesis? How would our understanding of a food chain be if al-Jahiz had not described it? Am I able to live without plants? How do the ecosystems that surround me change because of me? What aspects can I create for an ecosystem? Would I be able to survive without respiration? In what ways am I able to organize interactions? Would energy still move through a site that was bombed? How does too much carbon dioxide affect my ecosystem?

Content Standards Included:

L3.p1A Provide examples of a population, community, and ecosystem (prerequisite) L3.p2B Describe common ecological relationships between and among species and their

environments (competition, territory, carrying capacity, natural balance, population, dependence, survival, and other biotic and abiotic factors). (prerequisite)

L3.p3B Distinguish between the living (biotic) and nonliving (abiotic) components of an ecosystem. (prerequisite)

B3.1A Describe how organisms acquire energy directly or indirectly from sunlight. B3.1C Recognize the equations for photosynthesis and respiration and identify the reactants and

products for both. B3.1e Write the chemical equation for photosynthesis and cellular respiration and explain in

words what they mean. B3.1f Summarize the process of photosynthesis. B3.2 Ecosystems- The chemical elements that make up the molecules of living things pass

through food webs and are combined and recombined in different ways. At each link in an

ecosystem, some energy is stored in newly made structures, but much is dissipated into the environment as heat. Continual input of energy from sunlight keeps the process going.

B3.2A Identify how energy is stored in an ecosystem B3.2B Describe energy transfer through an ecosystem, accounting for energy los t to the

environment as heat B3.2C Draw the flow of energy through an ecosystem. Predict changes in the food web when

one or more organisms are removed.

Connection to students:

This unit of instruction is located towards the beginning of the second semester. At this point, I know my students pretty well and am able to recognize their needs and skills. There is enough variety and continuity that the students will not be out of their comfort zone. They will be able to actively work in groups and be responsible with their actions outside the classroom. The established classroom management will help to ensure this.

The students are able to connect with this unit because they will not be just going through notes and doing various paper projects that are not things typically done by scientists when they are out in the field. Once the students have a basic understanding of the material, they will be able to incorporate what they have learned previously in a realistic atmosphere. The students were able to tell me how they are able to view their world when we were having conversations. They were able to communicate the greater part of their actual experiences with science had been with their personal observations. For example, they know the seasons change because they see them do so.

Adaptations for each of the lessons can be made to meet the needs of various students. All the handouts are from a computer so students who need to use a computer to take notes and perform the activities are primarily able to do so by a simple email or furthering the webpage.

The various forms of assessment allow me to gain better understanding of students as people. This is especially true with interpretive performances. There is constant feedback being given about how your students are doing with the material but there will always be a few that slip through the cracks.

The history of the food chain was included because al-Jahiz is an ancient Afro-Arab scholar. The students of the classes are primarily African-American. By including al-Jahiz, the students of the class are able to gain a better understanding of different perspectives on topics as well as seeing the progression of a theory throughout history. There is a hope that they realize that not all great thoughts come for the West or Europe.

Assessment Plan:

Front-end assessment occurred when I was talking to students about the seasons. From this experience, I was able to gauge how much students had worked with and had knowledge of the relationship between the Earth and the Sun. If they really do not understand the existing relationship, then they

might have trouble understand how the Sun affects the ecosystems around them and the process of photosynthesis.

Summative assessment occurs on the last day (Day 7) of the unit. It is an exam with questions based on Bloom’s Taxonomy of questions. The questions are primarily synthesizing and evaluation. If the students are able to complete this, they are able to effectively work with the material from the unit.

Embedded assessment will occur on day 2. There will be thumbs up or down to the reading of a paragraph they had worked with from day 1 or 2. This is just a way to see if they are able to make sense of the material they are being provided with.

Formal assessment occurs on review day (Day 6). It is powerpoint review that uses clickers to calculate the students’ responses. I will collect the data to compare the review scores to the exam scores. This will help me determine how much studying or the lack studying affects the students’ results.

Informal assessment is their daily log of their mini ecosystems from day 1-4. Their journaling of their chosen specimen helps me to gauge what they observe and consider when performing observation.

Authentic assessment occurs on lab day (Day 5). The students will be acting like real ecologists by going out into the field, collecting specimen, and then experimenting with the collected specimen.

Virtual Learning Environment:

This can be found at teach.albion.edu/rmd11 Click on Photosynthesis Virtual Environment Password: ecosystems

This was designed to be a part of the daily lessons because a majority of my students are from low income families. Instead of not using these simulations at all, I just incorporated them into the class material. The website can also be given to students who are absent and they can complete the work and email it in to the teacher. I wanted to provide enough options to make the site as accessible as possible for students in my class.

The worksheets are all attached to the website so that students that have trouble writing out answers are able to answer. An example of this application would be with an autistic student. The student would be able to still work with the material and be able to type out their responses. They would not be limited unless they had issues with color. If this was the case, I would be sure to have film to go over the monitor screen to take up this issue.

Ecosystems Lesson PlanConnection Explanation

The positioning of the sun and earth partially determines the climate/season of a given biome. Students need to understand how big things like the Earth’s relation to the sun affect aspects of ecosystems.

Evaluation Statements

-Engagement: I will know that students will be able to articulate how their chosen organism is affected by its interactions within an ecosystem when they turn in their documentation paper of how the organism changed.

Benchmarks and Standards

L3.p1A Provide examples of a population, community, and ecosystem (prerequisite)

B3.2A Identify how energy is stored in an ecosystem

B3.2B Describe energy transfer through an ecosystem, accounting for energy los t to the environment as heat

Instructional Sequence

(20 minutes) Pass out the fill in the blank worksheet and then ask the following questions to fill in on the worksheet and encourage a discussion

Think about an ecosystem we are all familiar with.o What organisms, populations, and communities make up that ecosystem?

Fill in blanks on the definitions of organism, population, community, ecosystem and biome. Be sure to provide examples of each on sheet.

o How do these organisms, populations, and communities interact?o Is the survival of any one organism dependent on others or interactions with others?

(30 minutes) Have students break up into 3 groups to create their mini-ecosystems and give them the sheet with these instructions:

Create a mini-ecosystem using a large plastic container and lid, a small plastic container, aquarium gravel, a cotton wick, a freshwater aquatic plant, 2 or 3 freshwater snails, conditioned water, potting soil, seeds, and the following instructions, etc.

*Teacher note: Help confirm your students’ grasp of the science concept throughout the activity. Make sure they can apply the concept of ecosystems to other real-world situations. Be sure that the students are having everyone do something. If you see this is not the case, step in and encourage them to do so.

(20 minutes) Bring the class back together to finish up the rest of the worksheet from the beginning of class.

Assessment and justification

The students will be watching their mini ecosystems the rest of the week documenting what they are observing with their organism as well as the interactions. This is so that they will be able to see visually how ecosystems work as well as being able to relate to the environment because it was part of their creation.

Degree Modified/Created and justification

The definitions and worksheet are all based on the McDougal Littell Biology textbook for the class. The fill in the blank worksheets are what the teacher recommends for the best results and participation from his experience working with the material for high school students. This form of note taking and participation is not how I would generally do things, but for this lesson I wanted to see how it worked when I was in charge of the classroom. This lesson is to help me understand the ways and methods that my placement teacher feels are beneficial for his students and how they learn the material.

The experiment is entirely borrowed without actually buying the kit from this website:

http://www.carolina.com/category/teacher+resources/classroom+activities/inquiries+in+science+sustaining+ecosystems+kit.do



Create an Ecosystem

Create a mini-ecosystem using a large plastic container and lid, a small plastic container, aquarium gravel, a cotton wick, a freshwater aquatic plant, 2 or 3 freshwater snails, conditioned water, potting soil, seeds, and the following instructions.

1. Cut or bore a hole (carefully) through the large container's lid to admit the wick.

2. Cover the bottom of the container with aquarium gravel.3. Fill the container ¾ of the way full with conditioned water and add a

small piece of freshwater plant and 2 or 3 freshwater snails.4. Place the lid on the container.5. Cut or bore a hole (carefully) through the small container's bottom to

admit the wick.6. Place the cotton wick through the hole in the small container. About half

the wick’s length should be pushed through.7. Place the small container on top of the large container. Push the wick

through the hole in the lid on the large container so that the wick extends into the water.

8. Fill the small container about half full with potting soil.9. Place several seeds on top of the soil and add some more soil to cover

them.10.Water the soil lightly until it is moist to the touch.

Place the mini-ecosystem in a sunny window or under a grow light. The only maintenance your ecosystem may require is replenishing the water in the bottom container by watering the soil in the top container. (The water will drip into the bottom container via the wick.)

Observe your ecosystem each day. Describe the interaction between the organisms in this ecosystem on the back of this worksheet.




Mini Ecosystem Weekly ObservationsObserved Organism: _________________________________________

Monday:_______________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

Tuesday:_______________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

Wednesday:____________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

Thursday:______________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

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Biology Notes: Ecosystems

Relationships

An__________is an individual living thing, such as a(n) __________. A__________is a group of the same species that lives in one area, such as all the __________that live in a __________. A __________ is a group of different species that live together in one area, such as a group of __________ that live together in a __________. An __________ includes all of the organisms as well as the climate, soil, water, rocks, and other nonliving things in a given area. A__________is a major regional or global community of organisms.

Energy

Organisms that get their energy from nonliving resources, meaning that they make their own food are called __________ or __________. Organisms that get their energy by eating other living or once-living resources, such as plants or animals are called __________or __________.

All organisms must have a source of __________ to survive. Ecosystems depend on __________because they provide the __________for the ecosystem’s energy. Even animals that eat only __________rely on producers. Gray wolves are

__________that eat elk and moose. Elk and moose are consumers that eat __________, such as grasses and shrubs. Plants are producers that make their own __________. If the grasses and shrubs disappeared, the elk and moose would either have to find some other __________to eat or they would starve. Although the wolves do not eat plants, their lives are tied to the grasses and shrubs that feed their prey. Likewise, all consumers are __________in some way to producers.

Most producers on Earth use__________as their energy source. __________is the two-stage process that green plants, cyanobacteria, and some protists use to produce energy. Chemical reactions form carbohydrates from__________ (CO2) and__________ (H2O). Oxygen is released as a waste product. Photosynthesis in plants begins when energy from the sun hits chloroplasts and is absorbed by chlorophyll. In the first stage of photosynthesis, energy from sunlight is __________to chemical energy. In the second stage, this chemical energy is used to change carbon dioxide (CO2) into__________such as glucose. Plants use these carbohydrates as an __________source to fuel cellular respiration.

Not all__________depend on sunlight for their energy. Scientists were stunned in 1977 when they first visited deep-sea vents on the bottom of the __________. There they found thriving __________ in places where super-heated water shoots up from the ocean floor. Studies showed that tiny prokaryotes were making their own food from __________ in the water. They had no need for__________. __________ is the process by which an organism forms carbohydrates using chemicals, rather than light, as an energy source. A series of reactions changes the chemicals into a__________energy form. In addition to deep-sea vents, __________ organisms are also found in __________ (S)-rich salt marsh flats and in hydrothermal pools.

http://www.chartsplus.info/chartsplus/cpimages/productimages/45pondecosystem.jpg & Text from Textbook

http://www.chartsplus.info/chartsplus/cpimages/productimages/45pondecosystem.jpg

Ecosystems and Methods of Research Lesson PlanConnection Explanation

The Earth’s relation to the sun is critical for photosynthesis to occur. Just another example of how the sun and earth’s rotation affect us: an abiotic factor.


-Mastery: I will know that learners will be able to use their understanding of food chains in relations to historical depictions of food chains in an ecosystem when the students are able to discuss how al-Jahiz was valid or not as well as labeling the kind of research al-Jahiz performed.


L3.p2B Describe common ecological relationships between and among species and their environments (competition, territory, carrying capacity, natural balance, population, dependence, survival, and other biotic and abiotic factors). (prerequisite)


B3.2C Draw the flow of energy through an ecosystem. Predict changes in the food web when one or more organisms are removed.


(20 mins.) Have the students read over the quotation from the “History of Food Chains” worksheet. When they are finished, ask them:

-How al-Jahiz’s interpretation of food chains was similar or different to what we learned about the day before?

Then, have the students read the rest of worksheet. To sum everything up, explain that al-Jahiz was not from Europe and how through the history of the world that science has not been a primarily Western or European idea. The knowledge that we have today comes from many different places of thought and those various paradigms allow for use to develop and challenge new ideas and theories. Lastly, have the class discuss how history in science can affect us in modern terms.

-Where would we have been without the initial work of al-Jahiz?

(40 mins.) Hand out the “Biology Notes: Ecosystems and Methods of Research” Worksheet. As a class, have the students volunteer answers for the blanks. When you get to the grizzly bear/key stone species part, have a discussion of other keystone species. Ask:

-Would humans be considered a keystone species? Why or why not?

Finish the worksheet and ask:

-What kind of research method was al-Jahiz using to understand his idea of a food chain?

(10 mins. or until the end of class whatever that time would be) Perform a review based on the notes from the past two days. Make the students put their notes off to the side and use them only if necessary, first. Then, read portions of the notes. When you come to a blank, only change some of the blank answers. Additionally when at the blank, finish the sentence and pause. Have the students give a thumb up or thumb down if what you said made sense to what they had learned.

Assessment and Justification

The embedded assessment at the end of the lesson is designed so that the teacher is able to gauge how well and confident the students are grasping the material. If they have to continuously go back to their notes, the information has yet to become new knowledge. This also helps the students see how well or not so well they are already doing with the material.

Degree modified/created and Justification

The lesson is based on the format of my placement teacher’s experience. This lesson was designed to be a part of this classroom. The “Biology Notes” worksheet is modified from the material in the students’ book. The “History of the Food Chain” worksheet came from a journal talking about the history of ecological sciences. This particular worksheet took a while for me to find, but it helps as a review of the day before as well as broadening the students’ understanding of the history of science around the world.

History of Food ChainsAl- Jahiz (781-868/869), whose real name was Abu Uthman Amr ibn Bahr al-Kinani al-Fuqaimi al-Basr, was a famous Afro-Arab scholar of East African descent. Al-Jahiz’s stories of about 350 kinds of animals contain some original observations (Kopf 1952, Lewin 1952, Bodenheimer 1958:194–195, Pellat 1969, Plessner 1973). Bayrakdar’s case for al-Jahiz being an evolutionist is unconvincing, but his narrower claim that he “recognized the effect of environmental factors on animal life” (1983:151) seems valid. Apparently, al-Jahiz was the first to discuss food chains, although his details are not always accurate. He claimed that “the lizard is clever in hunting the snake and fox.” Perhaps his source was translated into Arabic from a book claiming that the snake and fox are clever in hunting the lizard. He continued (VI, 133: see Asin Palacios 1930:38–39 [in Spanish], and Zirkle 1941:84–85):

“The mosquitoes go out to look for their food as they know instinctively that blood is the thing which makes them live. As soon as they see the elephant, hippopotamus or any other animal, they know that the skin has been fashioned to serve them as food; and falling on it, they pierce it with their proboscises, certain that their thrusts are piercing deep enough and are capable of reaching down to draw the blood. Flies in their turn, although they feed on many and various things, principally hunt the mosquito . . . . All animals, in short, can not exist without food, neither can the hunting animal escape being hunted in his turn.”

This is the earliest known description of a food chain. Al-Jahiz’s animal stories remained immensely popular and influenced later writers.

Citation:

Frank N. Egerton, "A History of the Ecological Sciences, Part 6: Arabic Language Science - Origins and Zoological", Bulletin of the Ecological Society of America, April 2002: 142-146 [143]

Biology Notes: Ecosystems & Methods of Research

Ecosystems

All ecosystems are made up of __________ and __________ components. These parts are referred to as __________ and __________ factors. __________ factors are __________ things, such as plants, animals, fungi, and bacteria. Each organism plays a particular role in the __________. For example, __________play a key role in __________. For example, __________ play a key role in enriching the soil. __________factors are__________things such as moisture, temperature, __________, sunlight and __________. The balance of these factors determines which living things can__________in a particular environment.

An__________is a complex web of connected biotic and abiotic factors. All __________are affected by changes to the biotic and abiotic factors in an ecosystem.

__________is the assortment, or variety, of living things in an __________. An area with high level of biodiversity, such as a __________ __________, has a large assortment of different species living near one another. The amount of __________found in an area depends on many factors, including moisture and __________. Some areas of the world have an unusually __________amount of biodiversity in comparison to other locations. For example, __________ rain forests, which are moist and __________ environments, cover less than __________ percent of Earth’s ground surface but they account for over __________percent of the planet’s plant and_________species.

The__________relationships in ecosystems mean that a__________in a single biotic or __________ factor- a few broken strings in the web- can have a variety of__________. The change many barely be noticed, or it may have a deep _________. In some cases, the loss of a single species may cause a__________ effect felt across an entire __________. Such an organism is called a __________ species. A __________ __________ is a species that has an

unusually large effect on its ecosystem.

In North America, the __________ __________ is a keystone species- not as a __________ but as ecosystem engineers. They transfer __________ from the oceanic ecosystem to the __________ ecosystem. The first stage of the __________ performed by __________, rich in __________, sulfur, __________ and phosphorus. They swim up rivers, sometimes for hundreds of

miles. The bears then capture the__________and carry them onto dry__________, dispersing nutrient-rich __________ and partially eaten __________. It has been estimated that the bears leave up to __________ of the salmon they harvest on the forest __________.

Methods of Research

1. __________ is the act of carefully watching something over __________. One way that scientists monitor and observe populations is by conducting __________. __________ surveys may be direct or __________. Direct surveys are used for species that are __________ to follow. In these surveys, scientists watch animals either with the naked__________ or with tools such as__________ or scopes. __________ surveys are used for species that are __________ to track. __________ telemetry is another method used by scientists to monitor populations. Scientists fit an animal

with a __________ collar that emits a signal and then use the signal to track the animal’s__________.

2. Scientists may perform__________in the lab or in the field. There are benefits and drawbacks to each type of experiment. While a __________ experiment gives the researcher more control, the __________ setting does not reflect the complex interactions that occur in nature. A __________ experiment, on the other hand, gives a more accurate picture of how organisms interact in a __________ setting.

3. Sometimes the questions scientists wish to ask cannot be easily answered through__________ or __________. Instead, scientists use __________ and mathematical __________ to describe and model nature. Scientists can manipulate different model __________ to learn about organism or whole ecosystems in ways that would not be possible in a __________ setting.

http://www.firstpeople.us/pictures/bear/odd_sizes/Grizzly_Bear_Gone_Fishing-1280x1024.jpghttp://www.operations.mod.uk/veritas/img/veritas/45cdogp/observation.jpghttp://media.wiley.com/wires/WSBM/WSBM19/nfig003.gifhttp://www.chemie.uni-regensburg.de/Organische_Chemie/Didaktik/Keusch/Grafik/34.jpg

http://www.chemie.uni-regensburg.de/Organische_Chemie/Didaktik/Keusch/Grafik/34.jpg

http://media.wiley.com/wires/WSBM/WSBM19/nfig003.gif

http://www.operations.mod.uk/veritas/img/veritas/45cdogp/observation.jpg

http://www.firstpeople.us/pictures/bear/odd_sizes/Grizzly_Bear_Gone_Fishing-1280x1024.jpg

Photosynthesis Equation Lesson PlanConnection Explanation

The Earth’s relation to the sun is critical for photosynthesis to occur. Just another example of how the sun and earth’s rotation affect us.


-Mastery: I will know that learners will be able to recognize the photosynthesis equation is basically the respiration equation “backwards” and that the very same carbon molecules that heterotrophs breathe out are the carbon molecules that makes up the backbone of the glucose molecule when the students demonstrate the equations as a class and point out what they noticed about the forming of each.


B3.1C Recognize the equations for photosynthesis and respiration and identify the reactants and products for both.

B3.1e Write the chemical equation for photosynthesis and cellular respiration and explain in words what they mean.


(10 min.) Discuss the two photos of different kinds of deserts from the “Photosynthesis and Respiration Equations Notes” worksheet. Ask:

-What kind of ecosystem are we looking at?

-Why is there little life in deserts?

-What do plants need to live?

-When the students label the Antarctic desert, tell them there is water there. Why is there still no life there?

(10 mins.) On the same worksheet, as a class help form definitions for photosynthesis, respiration, element and compound. Formal examples follow:

Photosynthesis: a vital process among photoautotrophs, like plants, algae and some bacteria that are able to create their own food directly from inorganic compounds using light energy so that they do not have to eat or rely on nutrients derived from other living organisms.

Respiration: cellular respiration, which is the process utilized by cells to obtain energy from the oxidation of organic compounds accompanied by the consumption of oxygen (when available) and the release of carbon dioxide

http://www.biology-online.org/dictionary/Carbon_dioxide

http://www.biology-online.org/dictionary/Oxygen

http://www.biology-online.org/dictionary/Organic_compound

http://www.biology-online.org/dictionary/Oxidation

http://www.biology-online.org/dictionary/Energy

http://www.biology-online.org/dictionary/Cells

http://www.biology-online.org/dictionary/Cellular_respiration

http://www.biology-online.org/dictionary/Organisms

http://www.biology-online.org/dictionary/Nutrients

http://www.biology-online.org/dictionary/Bacteria

http://www.biology-online.org/dictionary/Algae

http://www.biology-online.org/dictionary/Plants

http://www.biology-online.org/dictionary/Photoautotroph

Element: A substance that cannot be decomposed into simpler substances by chemical means, and is made up of atoms all with identical number of protons. Common examples of elements are iron, copper, silver, gold, hydrogen, carbon, nitrogen, and oxygen.

Compound: A material made up of two or more parts or elements. The combinations of these elements form a compound. For instance, the combination of sodium and chlorine atoms results in the formation of a table salt or sodium chloride.

(5 mins.) Have the students watch the book’s simulation from online for photosynthesis and respiration at the following address:

http://www.classzone.com/cz/books/bio_07/get_chapter_group.htm?cin=2&rg=animated_biology&at=animated_biology&var=animated_biology

Ask as the simulations are going on and point out where the answers would be true:

-Where does photosynthesis occur?

-Where does respiration occur?

(5 mins.) Introduce the equations of photosynthesis and respiration by writing them both on the board. Be sure they know the different elements based on the definition from earlier.

Write the equations for photosynthesis: 6CO2 + 6H2O ---> C6H12O6 + 6O2

Write the equation for respiration: C6H12O6 + 6O2 --> 6CO2 + 6H2O + energy

(20 mins.) Kinesthetic activity. Each student is given the role of a molecule of carbon, hydrogen, or oxygen. Depending on the size of your class, some students may need to be assigned the role of two molecules of the same element. For example, you may need to give one student two “H’s” instead of one “H.” If you have a large open area in your classroom, you can conduct this part of the activity inside. Otherwise, you will need to plan to go outdoors, into the hallway, or even to the school gymnasium or cafeteria. Once you arrive at your destination, hold up the posterboard with the equation for photosynthesis facing the students. First, instruct the students to position themselves so that they represent the reactants of the photosynthesis equation. (Remember to assign a student to the role of “sun,” “+” and “yields”.) Once students have gotten into the correct positions give each group of molecules the name of the substance that they represent (carbon dioxide or water). Next, have the students position themselves so that they represent the products of the photosynthesis equation. Once the students have positioned themselves correctly give each group of molecules the name of the substance they represent (glucose or oxygen). The idea is that students will realize that the very same carbon atoms that make up carbon dioxide make up the backbone for the glucose molecule.

Now hold up the respiration equation. First have the students position themselves to represent the reactants for respiration. Again, when they are correctly positioned, give the names of the substances that they represent to the groups of molecules (oxygen and glucose). Next, have the students position

http://www.biology-online.org/dictionary/Compound

http://www.biology-online.org/dictionary/Material

themselves so that they represent the products of the respiration equation. Once the students have positioned themselves, give the groups of molecules the names of the substances they represent (carbon dioxide and water).

Questions to Ask:

1. Compare the reactants of the photosynthesis equation to the products of the equation for respiration. What do you notice? They are the same things- opposites

2. Compare the reactants of the respiration equation to the products of the photosynthesis equation. What do you notice? They are the same- opposites

3. How many molecules of carbon dioxide and how many molecules of water are needed for green plants to synthesize one molecule of glucose and six molecules of oxygen? See equation

5. What type of nutrient is glucose (carbohydrate, protein, nucleic acid or lipid)? Carbohydrate- sugar

6. What are other sources of carbon dioxide (besides animals exhaling)? The largest source of CO2 emissions globally is the combustion of fossil fuels such as coal, oil and gas in power plants, automobiles, industrial facilities and other sources.

(10 mins.) Have the student finish the worksheet by finishing the equations and labeling their various parts. Emphasize the reversal of the equations’ products and reactants.


The last part of labeling the equations is an informal assessment. If students need little help filling out the equations and labels, then they were actively understanding and participating in class today. If the students are struggling, this may also be an indicator that the students really did not understand the purpose of the movement activity or that they just were not paying attention to everything.


The photograph comparison came from education class discussion to encourage the students to participate in some sort of inquiry. The use of simulations also came from suggestions in class, but the ones used were from the regular teacher’s suggestion. The going over of vocabulary was entirely my idea. The Kinesthetic activity came from an online website for suggestions for teaching photosynthesis and respiration. (http://www.nclark.net/PhotoRespiration) The labeling of the equations’ parts was entirely a personal idea.

http://www.epa.gov/climatechange/emissions/co2_human.html#fossil

Photosynthesis and Respiration Equations Notes

http://static.panoramio.com/photos/original/1377346.jpg http://www.physicalgeography.net/fundamentals/images/desert.jpg

DefinePhotosynthesis:________________________________________________________________________

_____________________________________________________________________________________

Element:______________________________________________________________________________

_____________________________________________________________________________________

Respriation:___________________________________________________________________________

_____________________________________________________________________________________

Compoun

d:___________________________________________________________________________________

_____________________________________________________________________________

Equations

You will act out the equations for photosynthesis and respiration (listed below) as a molecule or molecules of the same element.

The equation for ______________ is written below. Fill in the missing coefficients and subscripts. Also write the words that can be used to describe the chemical formulas.

CO + H O C H O + O

The equation for______________ is written below. Fill in the missing coefficients and subscripts. Also write the words that can be used to describe the chemical formulas.

http://www.physicalgeography.net/fundamentals/images/desert.jpg

http://static.panoramio.com/photos/original/1377346.jpg

O + C H O CO + H O + energy

Virtual Learning Environment Lesson PlanConnection Explanation



-Mastery: I will know that learners will be able to see the importance of the happenings and implications of photosynthesis through virtual simulations and guided activities when they are able to complete the breakdown of photosynthesis in the Venn diagram based on their personal answers from the guided activity as well.


B3.1A Describe how organisms acquire energy directly or indirectly from sunlight.

B3.1f Summarize the process of photosynthesis.


(5 mins.) Hand out worksheets “Step by Step Process of Photosynthesis,” “Photosynthesis and Respiration Venn Diagram” and “Photosynthesis Virtual Environment Activity.” Explain the expectations of the students while in the computer lab and that they need to work on the “Photosynthesis Virtual Environment Activity” first. Walk down to the computer lab.

(50 mins) While in the computer lab, the students are expected to complete the directions found at teach.albion.edu/rmd11 with the password ecosystems. Activities include:

-the guided activity from (http://www.pbs.org/wgbh/nova/methuselah/photosynthesis.html#)

-simulation of photosynthesis documentation on the step by step of photosynthesis (http://www.johnkyrk.com/photosynthesis.html)

-organizing of thoughts on photosynthesis and respiration from what they learned today and yesterday on the venn diagram

(5 mins.) Walk back to class and collect all the worksheets.


The students’ venn diagram details are an informal assessment to help me gauge how effective the activity and the past two days worth of lessons helped them to understand the new material. If they do

not understand the different aspects of photosynthesis or respiration then they are going to really struggle in the lab activity tomorrow.


The virtual environment is entirely my design based on the parameters of WordPress. The Venn diagram and use of a simulation to provide the students with a step by step process of photosynthesis are entirely my ideas. To use a simulation was the motivation to be an activity the students could have as reference for a virtual environment. The guided worksheet was entirely based on the websites guided activity. Having the students really think about the simulations was the ultimate goal to broaden their understanding of the material.

Rate of Photosynthesis Lab Lesson PlanConnection Explanation



-Engagement: I will know that learners will be able to infer that their obtained Elodea give off oxygen during light reactions based on their Elodea’s creation of bubbles in light when they are designing their interpretive demonstrations of their found data to the class.





(15 mins.) As class, go out to the river and collect the Elodea plant for their experiment.

(45 mins.) Hand out the “Rate of Photosynthesis Lab” worksheet and have the students perform the experiment. They should in groups of no more than 5.

-use the attached lab as a reference

(10 mins.) Based on the results the student found, they need to make a graph. It is to be hand done, neat and organized. They are then to design an interpretive way to present those results. This can be in the form of a dance, rap, poem, song, etc. Pretty much anything within reason. They will get a few minutes to practice/organize at the beginning of class tomorrow. This will become homework if they do not finish it in class.


In the students going out and getting their own Elodea from the river, they are performing practices of real ecologists: an authentic experience. The students will need to demonstrate their understanding of research model of experimenting when doing the lab portion of the class. Since, both the lab and adventure to get the Elodea are parts of the activities scientists in the real world have to perform to gauge the energy of a particular ecosystem, I felt that this would be an appropriate way for the students to demonstrate their further understand of the material in real world terms.


The experiment and adventure activity are entirely the from the lab report of J. Lin and from the suggestion from Dr. Skean of the Biology department. This is something that they have college students do as well to better understand photosynthesis.

Rate of Photosynthesis in Elodea Underwater Plant Vs. Light Intensity Lab ReportBy J. Lin

Takeaways

In plants where the light source was of closer more oxygen products were found to be produced. Oxygen released by the plants showed that photosynthetic reactions had taken place. The rate of photosynthesis was measured by the products produced by photosynthesis.

This experiment served to determine the affects of light intensity on the rate of photosynthesis in the underwater plant elodea. It was found that the rate of photosynthesis in the plant was accelerated when placed in closer proximity to a constant light source. The rate of photosynthesis was measured by counting the amount of oxygen, a product of photosynthesis, generated by the plant. When the plant placed closer to the light source in a given time it generated more bubbles than when it was placed farther away from the light source.

Introduction:

Purpose: to determine the effects of light intensity to rate of photosynthesis.

Photosynthesis can be described by the following chemical reaction:

Light + 6CO2 + 6 H2O -> Glucose + 6O2

With this in mind, the efficiency of photosynthesis during a specified time period can be calculated by measuring the amount of product formed from the above reaction. The plants tested in this experiment were underwater plants (Elodea) and the rate of photosynthesis was measured by the amount of oxygen produced by the plant through photosynthesis. The amount of oxygen produced was measured by counting of the number of bubbles that formed and floated to the surface from the submerged plant. The affects of different light intensities was determined by the amount of bubbles produced from various intensities of light.

Hypothesis: If photosynthesis is more efficient in stronger light, then more products will be formed faster in photosynthetic reactions.

Materials

1) Aquatic plant (Elodea)2) Test tubes3) Watch4) Water (at room temperature)

5) Lamp (light source)6) Knife/Scissors7) Ruler

Procedure:

1) A segment of plant of approximately 8cm was cut with scissors.

2) The end of the stem at the site of incision was gently crushed.

3) The plant was fully submerged into a test tube filled with room temperature water.

4) That tube was set on a test tube stand.

5) A light source was placed 50 cm away facing the test tube.

6) The light source was powered on and observations were made.

7) The number of bubbles generated was counted in10 second, 30 second, and 1 minute intervals for each trial.

8) Steps one through seven were repeated with different conditions on each consecutive experiment. On the second trial the light source was placed at 40 cm from the test tube with the plant. On the third trial the light source was 30 cm away. On the fourth trial the test tube was 20 cm away. On the fifth trial the light source was placed 10 cm away from the test tube.

9) Lastly, room conditions were used for the control group. This was done by observing the plant by itself at room lighting without the extra lamp light source. Bubbles generated were counted in 10 second, 30 second, and 1 minute intervals.

Results/Data Table:

Number of Bubbles Counted (bubbles) vs. Distance of plant from Light Source

10 seconds 30 seconds 1 minuteNo Lamp 9 28 5050 cm 15 49 11040 cm 17 55 11230 cm 18 54 11520 cm 24 70 14510 cm 30 94 201

It was difficult to count all of the bubbles generated in 1 minute. There may have been several errors in counting in the experiment because bubbles formed quickly. Therefore we used some estimates in our

calculations for number of bubbles formed per minute. There was a trend that showed that more bubbles were formed when the lamp was placed closer to the test plant.

Conclusion/Discussion:

Under the given conditions, the plants being tested were able to undergo photosynthesis. This is apparent by the product created by the plants. Oxygen released by the plants showed that photosynthetic reactions had taken place. Furthermore the amount of oxygen generated indicated the rate of which photosynthesis reactions were occurring. In plants where the light source was of closer proximity more oxygen products were found to be produced. The closer the light was to the plant, the greater light intensity it provided. This demonstrates that greater light intensity enabled more accelerated photosynthesis as more products were able to form faster.

Rate of Photosynthesis LabIntroduction:

Purpose: to determine the effects of light intensity to rate of photosynthesis.Photosynthesis can be described by the following chemical reaction: Light + 6CO2 + 6 H2O -> Glucose + 6O2

With this in mind, the efficiency of photosynthesis during a specified time period can be calculated by measuring the amount of product formed from the above reaction. The plants tested in this experiment were underwater plants (Elodea) and the rate of photosynthesis was measured by the amount of oxygen produced by the plant through photosynthesis by counting of the number of bubbles that formed and floated to the surface from the submerged plant. The affects of different light intensities was determined by the amount of bubbles produced from various intensities of light.

Hypothesis: associated with the distance of the light and number of bubbles

Materials1) Aquatic plant (Elodea)2) Test tubes3) Watch4) Water (at room temperature)5) Lamp (light source)6) Knife/Scissors7) Ruler

Procedure:1) A segment of plant of approximately 8cm was cut with scissors.2) The end of the stem at the site of incision was gently crushed.3) The plant was fully submerged into a test tube filled with room temperature water.4) That tube was set on a test tube stand.5) A light source was placed 50 cm away facing the test tube.6) The light source was powered on and observations were made.7) The # of bubbles generated in 10 sec., 30 sec. and 1 min. intervals for each trial.8) Steps 1-7 were repeated with different conditions on each consecutive experiment. On the 2nd

trial the light source 40 cm away from the test tube. On the 3rd trial the light source was 30 cm away. On the 4th trial the test tube was 20 cm away. On the 5th trial the light source 10 cm away.9) Lastly, room conditions were the control group: observing the plant by itself at room lighting without the extra lamp light source. Bubbles generated were counted in 10 sec, 30 sec and 1 min intervals.

Data Table:Number of Bubbles Counted (bubbles) vs. Distance of plant from Light Source

Review Lesson PlanConnection Explanation

The Earth’s relation to the sun is critical for photosynthesis to occur. Just another example of how the sun and earth’s rotation affect us. This is the summative assessment of the unit.


-Mastery: I will know learners will have understood the results of their lab and material for the unit when they perform their presentations.

Benchmarks and Standards- The basis of the exam expectations.








B3.2 Ecosystems- The chemical elements that make up the molecules of living things pass through food webs and are combined and recombined in different ways. At each link in an ecosystem, some energy is stored in newly made structures, but much is dissipated into the environment as heat. Continual input of energy from sunlight keeps the process going.





(10 mins.) Give the students enough time practice at least once their presentation and get organized.

(30 mins.) Everyone presents their results in their interpretive ways.

(30 mins.) Hand out the assigned clickers and have the students go through the review powerpoint. Try to expand on ideas where possible to ensure the students are ready.


This is the formal assessment of the unit. The students are displaying their knowledge of the lab results. But the true formal assessment is the clicker review powerpoint. This is to help them gauge what they do and do not know for the exam as well as I.


The entire review is of my creation. The interpretive presentations were something that was brought up as a fun way to have students add their own creative energy to the unit.

Exam Lesson PlanConnection Explanation

The Earth’s relation to the sun is critical for photosynthesis to occur. Just another example of how the sun and earth’s rotation affect us. This is the summative assessment of the unit.


-Mastery: I will know learners will have grasped the main concepts of ecosystems, respiration equation and photosynthesis basics and equation when they complete the exam.

Benchmarks and Standards- The basis of the exam expectations.








B3.2 Ecosystems- The chemical elements that make up the molecules of living things pass through food webs and are combined and recombined in different ways. At each link in an ecosystem, some energy is stored in newly made structures, but much is dissipated into the environment as heat. Continual input of energy from sunlight keeps the process going.





(5 mins.) Handout exam and get students settled.

(65 mins.) They are to complete the exam with complete sentences when required and keep to themselves until the whole class has completed the exam. They are free to other homework.


This is the summative assessment for the unit. Everything from the unit has been evaluated and the exam offers the most diversity of the concepts covered while on testing them on a few because no test is able to cover every detail, hence why it has taken more than one day to get through the unit.


The entire exam is of my creation. I use Bloom’s Taxonomy as the basis of the questions like we learned about in 201 and what the students are used to seeing.

Ecology Test Name________________________________

Multiple Choice: Circle the answer for the statement or question provided. There might be more than one right answer.

1. Using direct and indirect surveys, these are ways to perform what method of research?A. InvestigationsB. ObservationsC. Computer and mathematical modelsD. ExperimentsE. Both A and C

2. Areas close to the equator such as Rain Forests, which have an assortment of living things in an ecosystem. This assortment of living things in an ecosystem is known as ____________.

A. BiodiversityB. Keystone speciesC. Abiotic factorsD. Biotic factorsE. Both B and C

3. Plants are organisms that make their own food, meaning that they get their energy from nonliving resources. They are examples of _________.

A. AutotrophsB. ConsumersC. HeterotrophsD. ProducersE. Both A and D

4. The process by which an organism forms carbohydrates using chemicals, rather than light, as an energy source is __.

A. RespirationB. PhotosynthesisC. ChemosynthesisD. EcologyE. Both B and C

5. Tundra, Taiga, Rain Forrest, and Desert are all examples of major regional communities of organisms which are also known as __________.

A. BiomesB. OrganismsC. CommunitiesD. PopulationsE. Both B and D

Essay Section: Answer the following questions in 5 COMPLETE sentences also known as a paragraph unless you are asked to provide a label for a response.

16. Label the following equations with products, reactants, yields, glucose, oxygen, water, light, or carbon dioxide. You may use the words more than once or not at all.

-Photosynthesis: 6CO2 + 6H2O = C6H12O6 + 6O2

-Respiration: C6H12O6 + 6O2 6CO2 + 6H2O + EnergyIn looking at the equations for photosynthesis and respiration (as seen above), compare and contrast how the equations are or are not similar.

17. Provide an example for each of the following terms in relation to the mini ecosystems we created at the beginning of the unit.

-Producer:

-Consumer:

-Community:

-Population:

Incorporating your provided examples from above, explain how energy would move through that particular ecosystem.

18. Using your provided examples from 17 (above), hypothesize how would a change in an abiotic factor, such as sunlight, affect the biodiversity. Be sure to support your hypothesis.

19. Use the best research method possible; generate a plan on how you would use the method to study bird migration. Be sure to explain why you chose that method.

20. Assess the following statement: Humans are keystone species. Explain why they are or are not a keystone species.

ecosystems and photosynthesis unit...

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