Science Grade 07 Unit 02 Exemplar Lesson 01: Energy and Matter Interactions

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1 Grade 07 Unit 02 Exemplar Lesson 01: Energy and Matter Interactions Unit: 02 Lesson: 01 Suggested Duration: 7 days This lesson is one approach to teaching the State Standards associated with this unit. Districts are encouraged to customize this lesson by supplementing with district-approved resources, materials, and activities to best meet the needs of learners. The duration for this lesson is only a recommendation, and districts may modify the time frame to meet students needs. To better understand how your district may be implementing CSCOPE lessons, please contact your child s teacher. (For your convenience, please find linked the TEA Commissioner s List of State Board of Education Approved Instructional Resources and Midcycle State Adopted Instructional Materials.) Lesson Synopsis In this lesson, students will study the interactions between matter and energy using the process of photosynthesis. The lesson will guide students to an understanding of how radiant energy from the Sun is transformed from light into chemical energy, through the process of photosynthesis. An introduction to some plant parts and their function will be included so that an understanding of the process of photosynthesis can be developed. Students will learn to recognize the components of photosynthesis and the equation for photosynthesis. TEKS The Texas Essential Knowledge and Skills (TEKS) listed below are the standards adopted by the State Board of Education, which are required by Texas law. Any standard that has a strike-through (e.g. sample phrase) indicates that portion of the standard is taught in a previous or subsequent unit. The TEKS are available on the Texas Education Agency website at id=6148. Scientific Process TEKS 7.5 Matter and energy. The student knows that interactions occur between matter and energy. The student is expected to: 7.5A Recognize that radiant energy from the Sun is transformed into chemical energy through the process of photosynthesis. 7.1 Scientific investigation and reasoning. The student, for at least 40% of the instructional time, conducts laboratory and field investigations following safety procedures and environmentally appropriate and ethical practices. The student is expected to: 7.1A Demonstrate safe practices during laboratory and field investigations as outlined in the Texas Safety Standards. 7.2 Scientific investigation and reasoning. The student uses scientific inquiry methods during laboratory and field investigations. The student is expected to: 7.2C Collect and record data using the International System of Units (SI) and qualitative means such as labeled drawings, writing, and graphic organizers. 7.4 Scientific investigation and reasoning. The student knows how to use a variety of tools and safety equipment to conduct science inquiry. The student is expected to: 7.4A Use appropriate tools to collect, record, and analyze information, including life science models, hand lens, stereoscopes, microscopes, beakers, Petri dishes, microscope slides, graduated cylinders, test tubes, meter sticks, metric rulers, metric tape measures, timing devices, hot plates, balances, thermometers, calculators, water test kits, computers, temperature and ph probes, collecting nets, insect traps, globes, digital cameras, journals/notebooks, and other equipment as needed to teach the curriculum. GETTING READY FOR INSTRUCTION Performance Indicators Last Updated 04/23/13 page 1 of 22

2 Grade 07 Unit 02 PI 01 Draw a diagram to illustrate the process of photosynthesis. Label the components of the process on the diagram. Write a paragraph describing the diagram, and explain the importance of photosynthesis to life on Earth. Standard(s): 7.2C, 7.5A ELPS ELPS.c.1C, ELPS.c.5F Key Understandings Radiant energy from the Sun drives the process of photosynthesis. Why does photosynthesis need light energy from the Sun to complete the process? What happens when light (energy) from the Sun is used for the process of photosynthesis? Photosynthesis is import for all life on earth. Why is photosynthesis necessary to sustain life on Earth? Vocabulary of Instruction Unit: 02 Lesson: 01 Suggested Duration: 7 days photosynthesis chlorophyll stomata transpiration chloroplast glucose carbon dioxide radiant energy chemical energy light energy oxygen Materials aluminum foil (large enough to cover mouth of jar, 1 piece per group) clear tape (per group) coffee filter (cut into 1 inch strips, 1 strip per group) colored pencils (per pair) - Optional graduated cylinder or beaker (1 per group) house plants (leafy, prepared, see Advance Preparation, 2 per teacher) leaves (3 different kinds, per group) light microscope (1 per group) microscope slide (blank, 3 per group) nail polish (clear, 1 bottle per group) pencil or craft stick (1 per group) penny (1 per group) rubbing alcohol (bottle, 90%, per group) ruler (metric, 1 per group) safety goggles (1 pair per student) scissors (per group) stickers (variety of shapes/colors, see Advance Preparation, 1 per class) sunny window or lamp (1 per teacher) Attachments All attachments associated with this lesson are referenced in the body of the lesson. Due to considerations for grading or student assessment, attachments that are connected with Performance Indicators or serve as answer keys are available in the district site and are not accessible on the public website. Teacher Resource: Common Factors (1 for projection) Handout: Pigment Chromatography (2 sheets per page, 1 sheet per group) Teacher Resource: Leaf Pigments (1 for projection) Teacher Resource: Plant Cells (1 for projection) Optional Handout: Parts of a Microscope (1 per student) Optional Teacher Resource: Parts of a Microscope KEY Optional Teacher Resource: PowerPoint: Parts of a Microscope Teacher Resource: Photosynthesis Equations (1 for projection) Last Updated 04/23/13 page 2 of 22

3 Teacher Resource: PowerPoint: Photosynthesis Unit: 02 Lesson: 01 Suggested Duration: 7 days Teacher Resource: Photosynthesis Match Cards (see Advance Preparation, 1 set per group) Teacher Resource: Evaluate Instructions PI (1 for projection) Resources None Identified Advance Preparation 1. During Unit 01, students observed a leafy houseplant and made a labeled illustration as their before investigation observation. If you did not previously complete this portion of the investigation with your students, you will need to do the following: Gather two green, leafy house plants for a before investigation student observation/illustration. Begonias or ivy work well. After students have completed their observations, firmly place stickers on one plant s leaves (1 sticker per class, so use different shapes or colors of stickers) so that light will not be able to get to the leaves. Any type of adhesive stickers will suffice. This step needs to be completed as soon as possible during this unit so that the leaves will have time to show the effects of the lost light. Place the plants under a lamp or in a sunny window. A plant light will give better results if available. It was necessary to do the initial observation during Unit 01, so that the effects of the investigation would have time to become visible. Note: Variegated green and white leaves are not a good choice for this investigation. The white portion of the leaf does not contain chlorophyll or other pigments. 2. Prior to Day 5, review the slide notes for the Teacher Resource: PowerPoint: Photosynthesis. 3. Prior to Day 6, make copies and cut apart one set of Teacher Resource: Photosynthesis Match Cards per group. Copy each set on a different color cardstock, and laminate for protection. Place each card set in a resealable, plastic bag. You may wish to cut extra blank cards for students to create additional terms and definitions. 4. Based upon the level of your students, a review of how to use a microscope may be necessary. If so, there are optional attachments that can be used for this purpose. 5. Prepare all attachment(s) as necessary. Background Information This unit bundles student expectations that address interactions between matter and energy. Interactions between radiant (solar) energy and photosynthesis are included in Lesson 01. In order to grasp energy flow in living systems, students need to first understand the role of plants in converting radiant energy from the Sun into chemical energy. According to the TEKS introductory material for, Matter and energy are conserved throughout living systems. Radiant energy from the sun drives much of the flow of energy throughout living systems due to the process of photosynthesis in organisms described as producers. [TEA, Strand (4) (B) Matter and energy]. Later in the year, students will explore differentiation of structure and function in plant and animal cell organelles. At this time they will look in further detail at chloroplasts. Photosynthesis is a complicated process. For the purposes of this lesson, the process will be simplified. Dark and light reactions are not compared. To meet the standards, students will need to know the following: the general components of photosynthesis the process is unique to plants and plant-like organisms why the process is important to life on Earth the relationship between matter and energy during photosynthesis Students will need to recognize the equation for photosynthesis as well. STAAR Note: This unit, addressing energy flow in living systems, will be the last time this topic is covered before the STAAR Grade 8 Assessment. These concepts also form the foundation for standards that will be assessed under Reporting Category 5: Interdependence within Environmental Systems on the STAAR Biology Assessment. Texas Education Agency. (2010). Texas Administrative Code (TAC), Title 19, Part II Chapter 112. Texas essential knowledge and skills for science. Retrieved Last Updated 04/23/13 page 3 of 22

4 from Unit: 02 Lesson: 01 Suggested Duration: 7 days INSTRUCTIONAL PROCEDURES Instructional Procedures ENGAGE Common Factors 1. Project the Teacher Resource: Common Factors. Say: Look at the pictures, and try to figure out what it is that all of the photos have in common. 2. Write down the student responses on the board. Guide student observations toward the fact that plants make their own food. 3. Probable student observations: All photos are of plants. All the plants have green leaves. Plants make their own food. Plants are also known as producers. Notes for Teacher NOTE: 1 Day = 50 minutes Suggested Day 1 Attachments: Teacher Resource: Common Factors (1 for projection) Instructional Notes: Students have learned about plants producing their own food during elementary school. This engagement exercise is intended to regenerate prior knowledge and not to introduce new concepts. EXPLORE/EXPLAIN Photosynthesis, Light, and Chlorophyll Suggested Days 1 (continued) and 2 1. If you did not have students complete the before observation and labeled illustration in their science notebooks, you will need to complete that at this time (see Advance Preparation). (Students record a before drawing of the leaf, and observations for this activity in their notebooks.) It was necessary to do the initial observation during Unit 1, so that the effects of the investigation would have time to become visible. 2. Review the steps used in preparation of the plant by adhering the stickers to the plant and placing both plants in bright light. Have students record the procedure and materials in their notebooks. 3. Remove the sticker for this class. Allow students to record observations of the leaf and an after drawing with today s date. Instruct students to compare the plant with no stickers (the control) to the plant with the stickers. A second labeled illustration of the control plant should also be made at this time. (The leaf should begin to pale under the sticker.) 4. Refer back to the Engage and Photosynthesis activities. If necessary, project the Common Factors resource again. Ask: What did all the photos of plants have in common? They were all plants and had green leaves. What makes green plants special? They are able to produce their own food through the process of photosynthesis. What was the purpose of the stickers on the plant leaf? (To keep the light off that part of the leaf) Why did we compare the plant with no stickers to the plant with stickers? Students should notice that we are using the second plant as a control to be able to make comparisons. 5. Project page 1 of the Teacher Resource: Plant Cells. Say: Notice the green organelles in the plant cell. These are called chloroplasts. Take the word apart: Chloro- means green and plast means small body. A chloroplast is a small green body in a plant cell. Materials: house plants (leafy, prepared, see Advance Preparation, 2 per teacher) stickers (variety of shapes/colors, see Advance Preparation, 1 per class) sunny window or lamp (1 per teacher) Attachments: Teacher Resource: Plant Cells (1 for projection) Instructional Notes: The plant must be prepared before beginning this lesson, so it was set up in the previous unit. If the colored portion of the leaf does not yet provide enough evidence for the after observation and explain portion of the lesson, continue making observations at the beginning of class each day. Begonias and ivy are work well. Variegated green and white leaves are not a good choice for this investigation. The white portion of the leaf does not contain chlorophyll or other pigments. In the case of poor results, students may infer what they expected outcome should be. Note: Poor results are disappointing to students, but they are an important component in understanding the investigative process and the need for repeating Last Updated 04/23/13 page 4 of 22

5 Each chloroplast contains chlorophyll and is the site where photosynthesis occurs. Chlorophyll is the green pigment in plants. The pigment give plants their green color and absorbs light energy from the Sun. This energy is used to power the process of photosynthesis. The chloroplasts can move around near the surface of the cell to take advantage of how bright the sunlight is and from which direction it is coming. Ask: Why was the color of the leaf beginning to pale under the sticker? Chlorophyll was not being produced because light was not reaching that part of the leaf. What is the process of photosynthesis? Students should remember from elementary school that the process of photosynthesis is the process where plants produce their own food. What do you think was happening with the process of photosynthesis in that part of the leaf that was covered by the sticker? Accept reasonable answers, but guide students to the idea that photosynthesis was slowing down in the covered area. From this investigation, what components do you think are necessary for photosynthesis to occur? Light (energy) and chlorophyll 6. Instruct students to summarize, in their science notebooks, their understandings of photosynthesis and the components known at this time. Monitor and assist students with this process as needed. Make note of misconceptions to address. Unit: 02 Lesson: 01 Suggested Duration: 7 days investigations. They present the opportunity for a teachable moment. STAAR Notes: According to the TEKS introductory material for, radiant energy from the sun drives much of the flow of energy throughout living systems due to the process of photosynthesis in organisms described as producers (TEA, p. 2). Texas Education Agency. (2010). Texas Administrative Code (TAC), Title 19, Part II Chapter 112. Texas essential knowledge and skills for science. Retrieved from Check For Understanding: Students summarize their understandings of photosynthesis and the components known at this time. Notebooks: Students record lab set up, procedures, materials, observations and understandings of photosynthesis in their science notebooks. EXPLORE/EXPLAIN Photosynthesis and Pigments Suggested Days 3 1. Divide the class into groups of 2-3. Distribute the Handout: Pigment Chromatography to each group. Inform students they will be conducting an investigation to determine if there is evidence that leaves contain more colors than just green. 2. Instruct students to read the instructions on the Handout: Pigment Chromatography and answer any questions they have. Review safety procedures for working with alcohol before beginning the activity. 3. When students get to step 6, they will need to wait about 20 minutes for the pigments to separate. During this wait time, have students write the following questions in their notebooks, leaving a space to write the answers during the explain portion. Predict what color(s) may appear on the coffee filter. How many colors do you see in the leaf before placing it in the alcohol? How many colors do you see on the filter paper after placing it in the alcohol? What evidence is there to show that there are colors, other than green, in leaves? 4. Instruct students complete the investigation. 5. Monitor and assist as needed. 6. Once students have completed the investigation, facilitate a discussion using the following questions. Ask: What was your prediction concerning the color(s) that may appear on the coffee filter? (Answers will vary.) How many colors do you see in the leaf before placing it in the alcohol? (Green) How many colors do you see on the filter paper after placing it in Materials: leaves (different types of plant or tree, per group) coffee filter (cut into 1 inch strips, 1 strip per group) penny (1 per group) rubbing alcohol (bottle, 90%, per group) pencil or craft stick (1 per group) clear tape (per group) aluminum foil (large enough to cover mouth of jar, 1 piece per group) graduated cylinder or beaker (1 per group) ruler (metric, 1 per group) safety goggles (1 per student) Attachments: Handout: Pigment Chromatography (2 sheets per page, 1 sheet per group) Teacher Resource: Leaf Pigments (1 per projection) MSDS for alcohol (per class) Safety Notes: Students should wear safety goggles when working with the alcohol. Last Updated 04/23/13 page 5 of 22

6 the alcohol? (Answers will vary due to the type of leaves used; red, yellow and orange may be seen.) What evidence is there to show that there are colors, other than green, in leaves? (The colors that were shown on the coffee filter) 7. Project the Teacher Resource: Leaf Pigments, and point out the orange, yellow, and red leaves as well as the remaining green ones. Allow student comments regarding the source of the colors in the leaves. 8. Say: There are other pigments in leaves other than chlorophyll. There are pigments for yellows, purples, reds, and oranges. The amount of chlorophyll (the source of the green pigment) produced, depends on the amount of light the plant receives. The green color produced by chlorophyll hides the other colors. In the fall when the amount of sunlight lessens and temperature drops, chlorophyll is not produced. This allows other colors to show in the leaves. If you have ever seen the color leaves turn in the fall, you have seen these other pigments. Unit: 02 Lesson: 01 Suggested Duration: 7 days Refer to the MSDS sheet for more detailed safety information and disposal of the alcohol. Caution students not to smell or taste the alcohol. Instructional Notes: Variegated green and white leaves are not a good choice. The white portion of the leaf does not contain chlorophyll or other pigments. Set up Note: Pigment Chromatography activity. 9. Instruct students to work with their group to write down answers to the questions they wrote down previously in their science notebooks Notebooks: Students record investigation predictions and observations and answer questions in their science notebooks. EXPLORE/EXPLAIN Photosynthesis and Stomata Suggested Day 4 1. Divide the class into groups of 2-3. You may wish to keep the same groups throughout the lesson. Review safety and caution students not to sniff or waft the nail polish. Distribute three leaves from different types of plants to each group. 2. Instruct students to paint a thick patch (at least one square centimeter in size) of clear nail polish on the underside of the 3 leaf surfaces being studied. 3. Allow the nail polish to dry completely. While polish is drying, review and demonstrate how to use a microscope. Students should have had previous experience with microscopes in elementary grades and in Grade 6. Include in the review: how to start at low power and switch to higher magnifications, how to focus on high power, and procedures for safety in case of a broken slide. If additional time is needed for the drying process, ask students to make predictions about what they will see once they look at the polish patches under a microscope. 4. Instruct students to place a piece of clear tape on each dried nail polish patch. Gently peel the nail polish patch from the leaf by pulling on a corner of the tape and "peeling" the fingernail polish off the leaf. 5. Instruct students to place the taped nail polish patch to a very clean microscope slide. Trim away any excess tape. Examine the leaf impression under a light microscope working their way up to 400x magnification (or the highest magnification for your microscopes). 6. Students should look for areas where there is no dirt, thumb prints, damaged areas, or large leaf veins. Instruct students to draw the leaf surface with any structures they can see (Monitor and assist students in looking for plant cells and stomata.) Note: Students have not yet covered stomata. Materials: leaves (3 different kinds, per group) light microscope (1 per group) microscope slide (blank, 3 per group) nail polish (clear, 1 bottle per group) clear tape (per group) scissors (per group) ruler (metric, 1 per group) safety goggles (per student) microscope slides (various, prepared, variety per group) - Optional Attachments: Teacher Resource: Plant Cells (used previously)optional Handout: Parts of a Microscope (1 per student) Optional Teacher Resource: Parts of a Microscope KEY Optional Teacher Resource: PowerPoint: Parts of a Microscope Safety Notes: Students should wear safety goggles when working with the wet nail polish. 7. Follow procedures 5 8 with the other leaves. 8. After all drawings have been made, facilitate a discussion on the results of the student observations. Ask student volunteers to describe their drawings and any structures they have seen. Guide students to look for stomata by Refer to the MSDS sheet for more detailed safety information and disposal. Last Updated 04/23/13 page 6 of 22

7 describing their appearance to students. 9. Ask: Did anyone see structures that looked like these? Display page 2 of the Teacher Resource: Plant Cells. 10. Point out the stomata and guard cells on the Teacher Resource. Say: Plants have special pores called stomata to allow the passage of gases including water vapor. The stomata pores are surrounded on both sides by jellybean shaped cells called guard cells. These cells expand or contract to open or close the stomata. Guard cells close when dehydrated. This keeps water in the plant from escaping. Most stomata are on the lower epidermis of the leaves on plants (the bottom of the leaf). Caution students not to sniff or waft the nail polish. Caution students about breaking the microscope slide while using the microscope and to carry the microscope with two hands. Instructional Notes: Unit: 02 Lesson: 01 Suggested Duration: 7 days Keep leaves on the plants, or if they are from trees, keep the branches in water until needed to keep leaves from wilting. The purpose of this activity is to have students understand the parts of the plants involved in photosynthesis. It will make the equation easier to understand. 11. Ask: How many of these stomata did you observe from your leaves? Answers will vary. Say: The number of stomata on the epidermal surface can tell a lot about a plant. Usually, a high concentration of stomata indicates fast growth and wet climate. Lower concentrations of stomata indicate lower rates of photosynthesis and growth or adaptations for dry weather. The stomata are important to the process of photosynthesis. This is the site where carbon dioxide (a gas in the atmosphere) is taken into the plant and oxygen and water vapor is released. If students need a review on microscope use the optional attachments. Notebooks: Students create their drawings and record their thoughts in their notebooks. They may tape their nail polish patches in their note books adjacent to their drawings. 12. Ask: What were the other components that we discussed earlier, that were a necessary for photosynthesis? Light (energy) and chlorophyll (found in the chloroplasts) 13. Instruct students to record, in their science notebooks, the components of carbon dioxide and oxygen as components of the photosynthesis process. Students should also make note of carbon dioxide entering the leaf and oxygen leaving the leaf through the stomata. Finally, students should label any stomata on their illustrations. EXPLORE/EXPLAIN Photosynthesis Process Suggested Day 5 1. Write the word photosynthesis on the board. Challenge students to take this word apart and try to infer its meaning. Say: The prefix photo means light, and the word synthesis means to make. The word photosynthesis means to make with light. 2. Ask students to review the components for photosynthesis thus far in the lesson. (Light (energy), chlorophyll, carbon dioxide, oxygen) 3. Project the Teacher Resource: Photosynthesis Equations. There are three sections on this resource: Chemical Equation, Explanation of Symbols, and Word Equation. 4. Display the chemical equation section first. Instruct students to copy the equation in their notebook. Stress to students that the equation must be copied exactly as it is shown with the capital and small case letters and Materials: Attachments: colored pencils (per pair) - Optional Teacher Resource: Photosynthesis Equations (for projection) Teacher Resource: PowerPoint: Photosynthesis Instructional Notes: Be sure that students have copied both the chemical equation and word equation properly. Check for coefficients Last Updated 04/23/13 page 7 of 22

8 numbers. Note: Students were exposed to subscripts and coefficients in Grade 6. Students are not expected to memorize the equation, just recognize it as being the equation for photosynthesis. 5. Show students the explanation of the equation symbols section. Have students add this to their notebooks. Point out each part of the explanation and where it is shown in the chemical equation. You may wish to have students color the components different colors to help emphasize them. 6. Now show the word equation. Read the word equation aloud, and refer students to the chemical equation that they wrote in their notebooks. Have students add the word to their notebooks. 7. Project the Teacher Resource: PowerPoint: Photosynthesis. Be sure to review at the slide notes in the presentation. 8. Facilitate a class discussion using the following questions: Ask: and subscripts. Students are not expected to memorize the equation, just recognize it as being the equation for photosynthesis. If you have access to color printing, you may wish to print a copy of the equations resource for each student to keep in their notebooks, rather than having students copy by hand. Notebooks: Unit: 02 Lesson: 01 Suggested Duration: 7 days Have students write the equations for photosynthesis and answer focus questions in their notebooks. Why is photosynthesis important to all life on the Earth? Accept all answers, but guide students toward the idea that plants and plant-like organisms replace oxygen used by animals when they breathe and use the carbon dioxide the animals exhale. What happens when light (energy) from the Sun is used for the process of photosynthesis? Accept reasonable answers. Say: The radiant (light) energy from the Sun is converted into chemical energy through a chemical reaction. The glucose (a type of sugar) that is produced is used both to keep the plants alive and stored by plants to be used by animals that then eat the plants. The animals convert the plant matter to chemical energy when the plants are digested and used a fuel by the animal. The oxygen that is produced in the process is used by animals in respiration and the carbon dioxide produced by animals, is used by plants. Ask: What would happen if the process of photosynthesis stopped? There would be no more glucose produced, so then plants and animals couldn t survive. Why is photosynthesis necessary for life on the Earth to continue? Photosynthesis keeps the amount of carbon dioxide lower in the atmosphere and releases oxygen into it. Most living organisms require oxygen to live. How do energy and matter interact in the photosynthesis process? All green plants rely on light energy from the Sun to produce the food that keeps them alive. Other organisms depend on plants to survive, and still, other organisms eat the ones that eat plants. Life on Earth depends on energy from plants. Note: you may wish to draw an animal and a plant on the board to illustrate this concept. Which three types of organisms can produce their own food through photosynthesis? (Green plants and some plant-like organisms; some bacteria and some algae) Note: Students may not remember there are other plant-like organisms that produce their own food. 9. Instruct students to answer the following question in their science notebooks: Why is photosynthesis important to all life on the Earth? ELABORATE Terms Match Suggested Day 6 1. Divide the class into groups of two. 2. Distribute a set of cards from the Teacher Resource: Photosynthesis Materials: Last Updated 04/23/13 page 8 of 22

9 Match Cards (see Advance Preparation). 3. Divide cards equally among partners, and have students take turns asking for either the specific definition that will match a term or a specific term that will match one of the definitions in their hand. 4. Once students seem to be confident with the terms and definitions, instruct students to turn cards face down in a grid pattern on their desks and pull two cards to try and match the definition with the term (concentration). Attachments: Unit: 02 Lesson: 01 Suggested Duration: 7 days colored pencils (per pair) - Optional Teacher Resource: Photosynthesis Match Cards (see Advance Preparation, 1 set per group) 5. If time allows, you may wish to have students create additional vocabulary cards for the chemical equation for photosynthesis and for the chemical formulas for some of the components of photosynthesis, such as and label illustrations in their notebooks. EVALUATE Performance Indicator Explaining Photosynthesis Suggested Day 7 Grade 07 Unit 02 PI 01 Draw a diagram to illustrate the process of photosynthesis. Label the components of the process on the diagram. Write a paragraph describing the diagram, and explain the importance of photosynthesis to life on Earth. Standard(s): 7.2C, 7.5A ELPS ELPS.c.1C, ELPS.c.5F 1. Refer to the Teacher Resource: Evaluate Instructions PI for information on administering the performance assessment. Materials: Attachments: colored pencils (per pair) - Optional Teacher Resource: Evaluate Instructions PI Instructional Notes: Students do not have to include the diagrams of stomata and plant cells in this Performance Indicator. Notebooks: The diagram and summary paragraph can be completed in the notebooks. Last Updated 04/23/13 page 9 of 22

10 Common Factors Image Citations: Halling, P. (Photographer). (2010). Cedar tree, earl's croome - geograph.org.uk. [Web Photo]. Retrieved from Herold, O. (Photographer). (2007). Mixed-forest. [Web Photo]. Retrieved from Monniaux, D. (Photographer). (2007). Wheat p [Web Photo]. Retrieved from Rabea, A. (Photographer). (2006). Palm trees. [Web Photo]. Retrieved from Rebou. (Photographer). (2008). Yucca elata subsp. utahensis fh nv b. [Web Photo]. Retrieved from Rajeshodayanchal. (Photographer). (2011). Sun-flower-at-badami. [Web Photo]. Retrieved from Wildfeuer. (Photographer). (2007) thymus citriodorus08. [Web Photo]. Retrieved from , TESCCC 04/08/13 page 1 of 1

11 Pigment Chromatography Pigment Chromatography Materials per group: 1 coffee filter 1 metric ruler 1 pair of scissors leaves (plant or tree) 1 penny 1 pencil or craft stick 90% rubbing alcohol aluminum foil clear tape 1 graduated cylinder or beaker 1 pair safety goggles (per student) Procedure: 1. Cut a 2.5 cm (1 in) wide strip from one edge of the coffee filter to the center. 2. Cut one end of the strip to a point. 3. Place a green leaf on the paper about 6 mm (¼ in) above the pointed end. 4. Roll the edge of the penny over the leaf to press the green juice from the leaf into the filter. 5. Let the paper dry. 6. Pour about 1.3 cm (½ in) of rubbing alcohol into the bottom of the beaker. 7. Tape the filter strip to the middle of the pencil or craft stick so the very tip of the strip touches the alcohol. DO NOT let the green portion of the strip touch the alcohol. 8. Press a piece of aluminum foil over the mouth of the jar or glass, so the alcohol will not evaporate. 9. Observe the alcohol carrying the plant pigment up the filter. Do not allow the colors to run to the top of the paper. Pigment Chromatography Materials per group: 1 coffee filter 1 metric ruler 1 pair of scissors leaves (plant or tree) 1 penny 1 pencil or craft stick 90% rubbing alcohol aluminum foil clear tape 1 graduated cylinder or beaker 1 pair safety goggles (per student) Procedure: 1. Cut a 2.5 cm (1 in) wide strip from one edge of the coffee filter to the center. 2. Cut one end of the strip to a point. 3. Place a green leaf on the paper about 6 mm (¼ in) above the pointed end. 4. Roll the edge of the penny over the leaf to press the green juice from the leaf into the filter. 5. Let the paper dry. 6. Pour about 1.3 cm (½ in) of rubbing alcohol into the bottom of the jar. 7. Tape the filter strip to the middle of the pencil or craft stick so the very tip of the strip touches the alcohol. DO NOT let the green portion of the strip touch the alcohol. 8. Press a piece of aluminum foil over the mouth of the jar or glass, so the alcohol will not evaporate. 9. Observe the alcohol carrying the plant pigment up the filter. Do not allow the colors to run to the top of the paper. 2012, TESCCC 06/17/12 page 1 of 1

12 Leaf Pigments Image Citations: Le.Loup.Gris. (Photographer). (2011). Populus tremula fall leaves 2. [Web Photo]. Retrieved from Mckelvcm. (Photographer). (2008). Fall leaves in college park. [Web Photo]. Retrieved from Stüber, K. (Photographer). (2004). Acer platanoides1. [Web Photo]. Retrieved from , TESCCC 04/08/13 page 1 of 1

13 Plant Cells Cell Wall Cytoplasm Nucleus Vacuole Chloroplast 2012, TESCCC0 06/14/12 page 1 of 2

14 Plant Cells Plant Cells Stomata Guard cells 2012, TESCCC0 06/14/12 page 2 of 2

15 Parts of a Microscope Match the names of the microscope parts with the correct letter from the diagram. 1 Arm 2 Body Tube 3 Base L A B C 4 Coarse Adjustment Knob 5 Diaphragm 6 Fine Adjustment Knob K D 7 Light Source 8 Objective (Lenses) 9 Ocular Lens (Eyepiece) J E F 10 Revolving Nosepiece I G H Squires, J. (2013). Microscope [Print]. 2012, TESCCC 04/08/13 page 1 of 2

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17 Parts of A Microscope KEY L B H J F I G D A C E K 1 Arm 2 Body Tube 3 Base 4 Coarse Adjustment Knob 5 Diaphragm 6 Fine Adjustment Knob 7 Light Source 8 Objective Lens 9 Ocular Lens (Eyepiece) 10 Revolving Nosepiece 11 Stage 12 Stage Clips 2012, TESCCC 06/17/12 page 1 of 1

18 Photosynthesis Equations Chemical Equation: light (energy) 6H 2 O + 6CO 2 chlorophyll C 6 H 12 O 6 + 6O 2 Explanation of Symbols: 6 molecules of water (6H 2 O) 6 molecules of carbon dioxide (6CO 2 ) light energy Produce ( ) chlorophyll (Light energy and chlorophyll must be present.) (C 6 H 12 O 6 ) 1 molecule of sugar 6 molecules of oxygen (6O 2 ) Word Equation: Six molecules of water plus six molecules of carbon dioxide, using light energy and chlorophyll, produce one molecule of sugar plus six molecules of oxygen. 2012, TESCCC 06/17/12 page 1 of 2

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20 Photosynthesis Match Cards Pigment that makes leaves green Chlorophyll Gas taken in and used by plants to make food Carbon dioxide Part of the plant where most of the food-making occurs Leaf Process in which plants produce food Photosynthesis Gas released by plants Oxygen 2012, TESCCC 06/14/12 page 1 of 2

21 Photosynthesis Match Cards Source of energy necessary for plants to make food Sun Form of energy used to begin the food making process in plants Light Food produced by plants Glucose Single-celled, plant-like organisms that can produce their own food Algae and Bacteria (Phytoplankton) Pores on the leaf which allow carbon dioxide to enter while letting oxygen and water vapor to leave the leaf Stomata 2012, TESCCC 06/14/12 page 2 of 2

22 Evaluate Instructions PI Performance Indicator Draw a diagram to illustrate the process of photosynthesis. Label the components of the process on the diagram. Write a paragraph describing the diagram, and explain the importance of photosynthesis to life on Earth. (7.2C; 7.5A) 1C; 5F 1. Project the following: A. Write a paragraph or paragraphs to explain the components of photosynthesis. Include: how matter and energy interact to take light and turn it into glucose, the chemical formula for photosynthesis, and the importance of photosynthesis to life on Earth. B. Draw a diagram to illustrate the process you described in your writing. The diagram should labeled and include: light energy from the Sun carbon dioxide, oxygen, and water vapor chlorophyll and chloroplasts glucose plant leaf 2. Share Performance Indicator rubric or your expectations with students prior to students beginning the assessment. 3. Answer any questions students may have regarding the assessment. 2012, TESCCC 04/08/13 page 1 of 1