Energy: Photosynthesis: Calvin Cycle

Lesson: Go through the concept map with them to make sure they have the correct answers. Pick a student and have them walk through the light reaction by asking the class questions for each step. 

After the light reaction walk through, diagram and explain the 3 parts to the Calvin Cycle on the board. The first step is Carbon Fixation, the next step is Reduction, and the final step is Regeneration.

Make sure the relationship between both reactions, light and Calvin Cycle, is explained and all of the inputs and outputs within the equation of photosynthesis are found.

Energy: Photosynthesis: Light reaction

Power standard 5
B2.1A
B2.4f
B2.5C
B2.5D
B3.1A
B3.1B
B3.1C
B3.1e
B3.1f

Goal: Provide the students with a multi-sensory experience to explain the light reaction, which is the first reaction within the overall reaction of photosynthesis.

Objective:
1. Identify ATP as the main source of cellular enegy and that energy is stored in the phosphate bonds.
2. Write the photosynthesis equation and identify where the inputs and outputs of the equation come from.
3. Describe the 2 main parts of a chloroplast and their roles in photosynthesis.
4. Identify each step of the light reaction and explain how they work together.
5. Relate knowledge from previous units (cell transport, cell organelles, macromolecules) to photosynthesis.

Room organization: Place the desks in a U shape (represents the boundaries of the chloroplast), Put 3 varying size plyo boxes in the center of the U (represents the electron transport chain), print off the light reaction ppt slides an place them in the correct location based off of the photosynthesis animation.

Materials: Photosynthesis notes, light reaction diagram, photosynthesis animation, photosynthesis concept map, light reaction ppt slides

Starter: Organize their notebooks so they can turn them in after class. As the students are doing this pass out the light reaction drawing, photosynthesis notes, and the photosynthesis concept map.


Lesson:


Begin the lesson by discussing the first 6 slides of the ppt. Discuss the different types of energy and the type of energy we are going to focus on (chemical energy in the form of ATP). Then discuss photosynthesis in general. Break down the word photo...light and synthesis...create. Make the connection that there is two parts to the word just like there are two reactions, the light dependent and the Calvin Cycle. Discuss the equation for photosynthesis. Inform them that they need to know the equation. Then talk about the organelle that photosynthesis takes place int (chloroplast). Discuss the two main parts and which reaction takes place where (stroma: Calvin cycle and thylakoid (membrane): light reaction). Orient the class with the room set up so they know what they are looking at.


Make sure the students have their light reaction diagrams in front of them. Show them the photosynthesis animation (light reaction) all the way through and then go back and discuss each step as it is happening. The students are to draw each step as I am explaining it. 


After we go through the animation, then I will play the role of an electron in a water molecule and walk through the light reaction. As I am walking through the reaction I will ask individuals questions to get me through the reaction. When I am done, I will call on a student volunteer to walk through the light reaction. The student will play the role of an electron in a water molecule. I will call on individuals and ask them questions that will lead the student volunteer to the next step. After the class has helped the student get through the light reaction, I will have the student go through it by his/herself and explain each step. 


When we are done watching, talking, and walking through the light reaction have the students complete the first part of the photosynthesis concept map. They can use their notes, diagrams, and book to help them.

12/3 Bio Scientific Inquiry

Objective: Begin ECA 1.

The students will be able to define and identify the independent, dependent, standardized and control variables of an experiment



The students will begin using the scientific method in order to develop their own experiment.



Go through the homework from last night (4-10).



We are starting our first ECA today. Pass out the rubrics and explain to them what they are going to do. They are scientists that are trying to develop labs for high school biology classrooms. They need to develop, create and execute an experiment. Experiments begin on Monday.



The first step is to get into groups of 2 to 4 students. They can choose them this time. If there are issues choosing them then I will appoint the groups.



The next step is to come up with a question or problem using their prior knowledge/interests in the world around them. They must get it checked with me before they move on to the research and hypothesis stage.



After they have gotten into group and gotten their questions approved they may head to the math/sci computer lab for multiple things:



Ask any questions about the technology I am using in class (twitter, webpage, discussion board, glog, google docs). The glog is due on Friday. They will be using google docs during the project.



They can start researching their problem or question to develop a quality hypothesis. When they think they are done researching they need to get their research and hypothesis checked with me before they can move on.



We won't go past that stage today. If the students get throught that stage they can work on the discussion post or glog. We will continue in the computer lab tomorrow.

12/2 - Bio Scientific Inquiry

12/6- Biology Scientific Inquiry (Variables)

12/7 - Biology ECA Research

12/8 - Biology ECA Research