Students will use this model to experiment how changing the condition for photosynthesis affects the photosynthetic products.
Laboratory or Classroom
1.1, 1.3, 2.1, 3.1, 3.2, 3.3, 3.7, 4.3, 5.2, 5.3, 5.9, 7.1, 7.2
|Lesson Components||Time||Inquiry Skills||Tech. Used||Engage Level||Brief Description|
|Engage||5 min||1.1, 1.3, 2.1||Blackboard, overhead, etc.||2||As a class, draw out a visual model of the photosynthetic process on the blackboard, etc. A series of probing questions (Appendix A) can be asked to the class to make sure that all relevant factors are included.|
|Explore||20 min||2.1, 3.1, 3.2, 3.3, 3.7, 4.3||Lab equipment specified in materials||3||Students will design an experiment to measure oxygen production from photosynthesis. Students will measure how much oxygen has been produced by the lab set up (high light vs. low/no light) over the specified time frame. Data will be collected, plotted on a graph, and compared among the class.|
|Explain||5 min||4.3, 5.2, 5.3, 7.1, 7.2||none||3||Students will work in pairs and answer a series of questions explaining what occurred during the experiment. (What gas was increasing, what was decreasing, etc?)|
|Expand||10 min||5.9||none||2||Students discuss what they think would happen in situations where other photosynthetic variables changed like temperature, carbon dioxide availability, etc.)|
|Level of Student Engagement|
|1||Low||Listen to lecture, observe the teacher, individual reading, teacher demonstration, teacher-centered instruction|
|2||Medium||Raise questions, lecture with discussion, record data, make predictions, technology interaction with assistance|
|3||High||Hands-on activity or inquiry; critique others, draw conclusions, make connections, problem-solve, student-centered|
Please share your comments (e.g., strengths, areas for improvement, your implementation results if you taught the lesson in your class, and any modifications you made). Thanks!