Author: Olivia Hager Subject: Biology 1,2 Topic: Photosynthesis Grade: 10th Context: The students have just

gotten back from winter break and I this is the first lesson in phase two of my action research. This is to ensure the students have not learned the material that the lab will focus on in order to give them the sense of doing something without already knowing the outcome. The lab will introduce the topic of photosynthesis by first introducing where glucose is found in the plant. We can then discuss why this happens (photosynthesis).

California Standards: Cell Biology 1.f Students know usable energy is captured from sunlight by chloroplasts and is stored through the synthesis of sugar from carbon dioxide. Objectives: Students will be able to Determine where glucose is present in a plant Discuss results from the lab Explain conclusion to the lab

Rationale: Photosynthesis is a major topic covered in high school biology classes. This lab will introduce the idea to the students by allowing them to first determine where glucose is present the most in a plant. We can then begin to discuss why this is possible. Students will have to learn how to create a lab with a partner rather than as a whole class to take away some of the structure.

Procedure: Activity (time allotted) Engagement (5 minutes) Activity Anticipated Student Response Answer question Students work with partner to redraw their results table. Ensure they know what their results mean. Students will work together to answer some discussion questions that will hopefully help pull the lab together and introduce the topic of photosynthesis Answer conclusion questions Turn in packets, answers to questions, & results Teachers Response Take attendance Walk around and answer questions, ensure students are on task

Materials Needed Slide with question

Warm up question Results tables

Exploration (15 minutes)

Explanation (10 minutes)

Students work in groups to answer discussion questions

Walk around room and ensure students are on task

Conclusion Elaboration (15 minutes) Packets Evaluation (2 minutes)

Walk around and ensure students are on task with their discussions Collect papers

Engagement: Students will write two sentences describing their results. Exploration: Students will reproduce their results table with their partner, making it look nice. They will have to discuss their results and make sure that they know what their results meanwhich part of the plant had the most glucose, which had the least and how they know this. Each pair will get with another pair and they will have to present their results, explaining the above.

Explanation: Students work in small groups to discuss the questions together. One person will write down their answers to the questions. Elaboration: Students will have to write the conclusion to the lab at the very end of their discussion. Differentiation: 1) English language learners: There will be a visual representation because the students will be presenting their data in small groups. They will have a small group discussion in the last lesson that will wrap up this lab and help students synthesize the information. 2) Students who finish early: These students can try to draw a diagram of the whole lab, including why some parts have more glucose. 3) Students who do not finish: Students will be able to work on their conclusions at home if they do not finish

Discussion Questions 1. Which part of the plant had the most glucose in it?

2. Look back at your diagram of the onion plant with the sunlight and glucosewhy do you think the part of the onion from question 1 had the most glucose in it?

3. How does the color of the leaves differ from the color of roots and bulb? What do you think causes this?

4. Why do you think leaves change color in the fall?