Lesson 3: Modeling Photosynthesis

How do plants turn light into food? Why are most plants green?

Photosynthesis, Chloroplast, Chlorophyll, Light Energy, Bromothymol Blue (BTB).

HS-LS1-5, HS-LS1-6; SEP: Developing and Using Models; CCC: Energy & Matter.

Synthesis of Information: Combining experimental data with chlorophyll absorption spectra graphs to draw conclusions.

(DOK 3) Students use aquatic plants and BTB to observe CO2 consumption. They refine a standard photosynthesis model by incorporating data on how different light wavelengths drive the process.

Explain that the plant captures light energy and CO2 from the atmosphere to create glucose, providing the essential building blocks for growth and mass gain in the sidewalk environment.

The idea that plants "breathe" CO2 like animals breathe O2, rather than using it as a raw material for glucose.

Differentiation by Content:
Tiered Assignments: Create assignments with varying levels of difficulty to cater to students' abilities. For example, offer a basic level assignment, an intermediate level assignment, and an advanced level assignment.
Flexible Grouping: Group students based on their readiness levels or learning styles. This allows you to provide targeted instruction and support to different groups of students.
Choice Boards: Offer students a variety of activities to choose from, allowing them to select tasks that align with their interests and learning styles.
Differentiation by Process:
Scaffolded Instruction: Break down complex tasks into smaller, manageable steps to support students who need additional guidance.
Graphic Organizers: Provide students with visual tools like Venn diagrams, concept maps, and timelines to help them organize information and make connections.
Technology Integration: Utilize technology tools like simulations, online resources, and educational apps to engage students and provide alternative learning pathways.
Differentiation by Product:
Multiple Assessment Options: Offer students a variety of ways to demonstrate their understanding, such as written reports, presentations, models, or digital projects.
Student Choice: Allow students to choose the format for their final projects, giving them ownership over their learning.
Rubrics: Develop clear and specific rubrics to provide students with expectations and guidelines for their work.

LP 1.3 Checkpoint (Quiz)

https://drive.google.com/drive/folders/1sVRiKhXSgj0-KCK1oUETcfRWPl4mv1r9?usp=drive_link