AGENDAS FOR THE WEEK: Apr 9 – Apr 13

MONDAY TUESDAY & WEDNESDAY THURSDAY & FRIDAY

Objective(s): SWBAT
* Name the 2 reactions that take place in
photosynthesis
*Name the colors of light that contribute most to
photosynthesis
* *Describe how autotrophs also use cellular
CCSS/NGSSS: HS-LS1-5. Use a model to
illustrate how photosynthesis transforms light
energy into stored chemical energy.
Engage: Inquiry based activity: showing the
effects of light on carbon dioxide and oxygen
Objective(s): SWBAT
*Describe the 2 reactions that take place in
photosynthesis
*Name the colors of light that contribute most to
photosynthesis
respiration for energy
CCSS/NGSSS: HS-LS1-5. Use a model to
illustrate how photosynthesis transforms light
energy into stored chemical energy.
Engage: Recall BTB experiment from last class.
Perform same demo but with Elodea plant in dark
Objective(s): SWBAT
* Describe the 2 reactions that take place in
photosynthesis
*Name the colors of light that contribute most to
photosynthesis
*Describe how autotrophs also use cellular
respiration for energy
CCSS/NGSSS: HS-LS1-5. Use a model to
illustrate how photosynthesis transforms light
energy into stored chemical energy.
Engage

P levels, using BTB and Elodea, observing the

color change. Students first predict what will
happen to the color change. (15-20 min)
Explore: Students revise predictions from
Engage to devise new explanation or reinforce
and in light. Show that in dark, Elodea uses
respiration and releases carbon dioxide. Students
will predict color change. (20 min) (engage,
relevant phenomena)
Explore: Students will revise or reinforce Explore
prediction, devise explanation for color change.

L prediction (10 min)

Explain: Wiley activity on photosynthesis with

handout and questions at end. (30 min)
Go over some of the activity, make sure to
highlight light dependent and independent
reactions (10 min)
Photosynthesis simulation activity on light colors,
done in pairs, with handout, table and graph data
Discussion to guide students to realize that
autotrophs use respiration as well as
photosynthesis, recalling evidence that BTB turned
yellow in the dark, indicating the creation of
Explain: Finish graphs and scientific
explanation and submit (20 min) (evidence to
critique claims)
carbon dioxide (10 min) (relevant phenomena) Review for exam, looking through simulation
(sense-making) and foldable (10 min)
Explain: Go over photosynthesis light color sim, Elaborate
helping to create graphs. Give time to craft

A on Google Sheets (30 min) (relevant phenomena)

(evidence to critique claims)

Elaborate
scientific explanation using rubric. (30 min)
Foldable activity on photosynthesis, light-
dependent and light-independent reactions,
reactants and products, organelle (20 min)

Elaborate

Evaluate and Summary: Focused-list formative Evaluate and Summary: Kahoot review on Evaluate and Summary: Exam on
assessment on photosynthesis, writing down any photosynthesis (20 min) photosynthesis (rest of class)
terms or concepts they already know about Pre-quiz and self-assessment on next unit (20

N photosynthesis. (10 min) (done first) (elicit prior

knowledge)
POMS formative assessment on light color sim
activity (10 min) (sense-making)
min)
Resources: Elodea and BTB provided by mentor
Wiley photosynthesis:
https://www.wiley.com/college/test/0471787159/
biology_basics/animations/photosynthesis.html
Photosynthesis light color sim:
http://www.glencoe.com/sites/common_assets/sci
ence/virtual_labs/LS12/LS12.html
Elodea and BTB provided by mentor Exam on Canvas
Foldable contents found online, we will only be
using the slides on light-dependent and light-
independent reactions, their reactants and
products, and where each occur in the chloroplast
Kahoot made online