by: Learell Faulk and Kensey Sholl
Have students have a deeper understanding of the process of photosynthesis and be able to show their understanding by teaching the class the process of photosynthesis.
Introduction
by Learell Faulk and Kensey Sholl
Students will have a deeper understanding of how photosynthesis works and be able to show their understanding by teaching the class what they have learned.
Introduction
Goal:
For all students to understand how photosynthesis works. In order to do so, the students will work together in groups of 5 and each group member will have to help create their part of a visual showing how photosynthesis works and act out their elements to the class . Each group member will be assigned a part the compound element as well to "act" out to the rest of the class to further explain that part of how photosynthesis works and do so in a fun and silly way.
Task
Task
Research the question, "How does photosynthesis work?", using the online tools given to you. Work with your group a create a word map using the information that you gather from the online tools. The word map will be used to break down all the elements that are part of photosynthesis. Once the word map is created and finished, each group member will choose a part of the process to draw onto a visual poster that will be used to show the class how photosynthesis works.
In addition, each group member will be assigned to act out a part of photosynthesis to the class . For example, one person will act out sunlight. You will use the information that you learn from researching photosynthesis and act out how sunlight is a part of photosynthesis and what it does.
The elements that will be required for the final project will be to show: Carbon, Water, Light, Plants, Chlorophyll, Glucose and Oxygen.
I will also offer an extension website that shows projects that could be used to show a hands-on way to teach photosynthesis to the class. This will be used to help further your understanding of how photosynthesis works, as well as a visual to show to your classmates.
Process
Process
Group work:
1. Get into assigned groups.
2. Decide who will be the recorder of the group.
3. Design a vocabulary map: The words "Photosynthesis" will go in the middle. Draw lines from the word "photosynthesis" and draw circles and fill the circles with the following words: sunlight, water, carbon, oxygen and glucose.
4. Get out your Chromebooks. Have each person from the group decide which vocabulary word they would like to define. Some may have to choose two words. Using google dictionary, find the definition for the vocabulary word you choose and have the recorder write it down.
5. Think together as a group and guess what order you think that each of these words will fit in the process of photosynthesis.
Goal: To understand the how photosynthesis works and how these vocabulary words relate to the process. Your group will create a visual poster using all of these vocabulary words. Your group will then draw the photosynthesis process.
6. Decide which group member will be in charge of which part of the process and begin your research using the online resources given to you.
You will begin your research on day one. Day two you will continue your research and at the end of day 2, you will start piecing the process of photosynthesis together with your group. Write all of your notes taken in your Science journal to be used as your dictionary and resource to refer to.
I have created a google classroom to share with you that has the online research pages that are for you to begin understanding how photosynthesis works. It is specific to the topic and you will only need to read the section of photosynthesis.
The class code to the google classroom is as follows: u0trgo9
I will also attach the link just in case you can not access the google classroom.
https://www.ck12.org/c/biology/photosynthesis-summary/lesson/Photosynth…
Step 2.
1.Now that you have researched information, taken notes in your science journals and completed your vocabulary maps to define the vocabulary used in the process of photosynthesis. Your group will watch a video on photosynthesis to help create your own visual poster.
2. Decide as a group who will be assigned to each vocabulary word that relates to photosynthesis.
3.The elements are: Carbon, Sunlight, a plant, Water, Oxygen and Glucose.
4.As a group,using one student's Chromebook, watch the video link below.
**You can watch the video individually, with your group, and collaborate your notes afterward together.
While watching the YouTube video, take notes on the vocabulary word that you chose. Make sure you understand how to clearly write the word, draw it and be able to act it out in a silly way.
5.Watch the video, take notes and decide how you will put it all together in a colorful visual poster to present to teach the class.
https://www.youtube.com/watch?v=g78utcLQrJ4&t=332s
Bozeman Science- photosynthesis.
6. After you are finished watching the video of how photosynthesis works, begin drawing your poster.
7. Get a large piece of unlined poster paper, construction paper, pencil, markers, ruler glue, and tape.
8. Be creative with your group. You can make images with the construction paper to glue or tape onto your group poster. You can make it 3-dimensional or with give it moving pieces.
9. What needs to be on your poster:
Title clearly written at the top
A leafy plant
A sun
Water
Oxygen
Carbon
And anything else you would like to add.
The compound elements clearly listed and the equation of photosynthesis:
You will present this poster to the class.
One member of the group will be the presenter. As a group, decide who will present. All group members are required to complete their portion of the poster.
Step 3:
1. Once your poster is complete, you will have each group member decide how to act out their vocabulary word regarding how photosynthesis works.
Examples: If you are water (H2O) ,you can act out rain, or a water jug that waters the plant in your group.
2. Make it fun and silly if you would like.
3. All group members need to act out their chosen word.
Again, the vocabulary words are water, carbon, glucose (sugar), oxygen (air) and a plant.
4. This is to show me that you have worked together as a group. By acting out how photosynthesis works, you are showing me and the other students that you have mastered that understanding.
5. The act should be no more that 2 minutes.
6. Once you have used your poster to explain photosynthesis, you will act out the process in front of the class. Once you have completed your complete presentation, you will take questions from your classmates.
7 Further extension: (optional) I will attach an additional link to resource how photosynthesis works. This link will have videos of projects that you can do as a class in order to show this process. You need to type in on your own "photosynthesis" in the site and find ways that you can act out the photosynthesis in front of the class. We have all the materials needed in our lab so you are not required to buy any materials, but you can bring anything additional from home if you choose to.
Here is the link:
https://www.youtube.com/channel/UCpRCG3gGtWqieJe-LGmi93w/videos
I will offer 10 points extra credit. You need to let me know if you are going to choose this or not so I can allow additional time.
Please use the google classroom to access the websites and ask any questions.
Thank you and I look forward to seeing your presentation of how photosynthesis works.
Evaluation
Evaluation
This is how your work will be evaluated.
| Beginning 1 |
Developing 2 (Mastery for SpEd) |
Qualified 3 (Mastery for bubble group) |
Exemplary 4 (Mastery for Gifted) |
Score |
|
|---|---|---|---|---|---|
| Process of Photosynthesis | The title is incomplete and does not clearly indicate what organism is pictured. | Title is informative and centered. | Title is informative and larger than other text. | Title is informative, centered, and larger than other text. | |
| Labels | Less than 75% of the items that need to be identified have labels OR it is not clear which label goes with with item. | Most items (75-89%) that need to be identified have labels. It is clear which label goes with which structure. | Almost all items (90%) that need to be identified have labels. It is clear which label goes with which structure | Every item that needs to be identified has a label. It is clear which label goes with which structure | |
| General Formatting | Lined paper is used AND/OR the drawing is much too small or much too large. | Unlined paper is used. The drawing is a little too large or a little too small. | Unlined paper is used. The drawing is large enough to be clear (about 1/2 of a page of typing paper). | Unlined paper is used. The drawing is large enough to be clear (about 1/2 of a page of typing paper). Student name, class, and date are in the lower left corner. There is a figure caption that describes the drawing. The caption includes information about magnification, when appropriate. | |
| Drawing - details | Fewer than 85% of the assigned details are present OR most details are difficult to identify. | Almost all assigned details (at least 85%) have been added. A few details are difficult to identify. | Almost all assigned details (at least 85%) have been added. The details are clear and easy to identify. | All assigned details have been added. The details are clear and easy to identify. | |
| Spelling | Fewer than 80% of the words are spelled correctly in the title, labels, and description. | 75% of the words are spelled correctly in the title, labels, and description. | All common words are spelled correctly in the title, labels and description. 1-2 scientific words may be misspelled. | All words are spelled correctly in the title, labels and description. | |
| Knowledge Gained | When acting out element assigned to the student, it is not clear to the class what they are in the process of photosynthesis. | When acting out element assigned to the student, it is somewhat clear to the class what they are in the process of photosynthesis but needs little explanation. | When acting out element assigned to the student, it is clear what they are but not how they are important to process of photosynthesis. | When acting out element assigned to the student, it is clear to the class what they are and how they are important in the process of photosynthesis. |
Conclusion
ConclusionCredits
The outcome to this project is to understand the how photosynthesis works, as this is a fundamental process to understand in life. It applies to use everyday and it is a basic concept to understand in Science.
I want you to use your presentation as a reflection and as a tool to show me and the class that you really understand how it works. The reflection should be that you understand that Carbon and Water are absorbed through the plant, with light, and create a product called glucose and oxygen that it uses as its food source. This is crucial for plants and our environment. If you can properly relay this message to the class and teach them the process, I will know that you fully understand the concept. Again, the extension option is one step further to show me you understand the process and is a hands-on fun way to teach the class.
Please follow the rubric to make sure that you have all the necessary components to get full credit .
I look forward to seeing your creative ways to show us the process of photosynthesis.
Credits
Credits
Author Biography
Permissions
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