Running head: MANIPULATING PHOTOSYNTHESIS

1
Lesson Plan Manipulating Photosynthesis
Grade
Subjects
Key Goal

High School (9-12)

Biology/Chemistry/Algebra/Calculus
Students will understand the process of photosynthesis and how
to analyze data mathematically to support observations.

Essential
Question

What are the products and reactants of photosynthesis and how

Learning

does light and temperature affect the rate of the reaction?

SC.912.L.18.7 Identify the reactants, products, and basic

Standards

functions of photosynthesis
SC.912.P.12.12 Explain how various factors, such as
concentration, temperature, and presence of a catalyst affect the
rate of a chemical reaction
MAFS.912.C.1.1 Understand the concept of limit and estimate
limits from graphs and tables
MAFS.912.F-IF.2.6 Calculate and interpret the average rate of
change of a function (presented symbolically or as a table) over a
specified interval. Estimate the rate of change from a graph.

Learning
Objectives

Students will understand and be able to:

Recognize sunlight as a reactant and analyze the effect of

sunlight on the rate of CO production

Analyze the effect of temperature and sunlight

concentration on the rate of CO production

Analyze related graphs, determine where the rate of

change is linear and determine the function limits

Demonstrate correct use of the CO probe and Nspire

calculator
Determine the average rate of change in linear portions of
the graph

MANIPULATING PHOTOSYNTHESIS
Technology

Students use a computer or tablet to complete the Illuminating

Uses

Photosynthesis webquest
Students, in groups, use TI Nspire calculators with CO probes to
measure the graph the change in CO in water during
photosynthesis.
Students use a smart device, tablet, or laptop to use with the

Evaluation

Kahoots formative assessment.

Illuminating photosynthesis webquest
Data sent from the TI Nspire calculator
Group participation during lab
Post lab analysis

Lesson Plan

Kahoots review quiz

Lesson Focus

Description
Photosynthesis is an essential part of life on earth. Without it,
complex organisms would not be able to exist. Manipulating
Photosynthesis allows students to connect biology with
chemistry and math to gain a deep understanding of the factors
that affect photosynthesis with hands on experience.
Students will analyze graphs and defend their conclusions with
mathematical proof to demonstrate how science is dependent on
other disciplines.
Lesson Activities Day One
1. Review prior knowledge on photosynthesis. Begin by using
a house plant as a visual aid. Ask students basic questions

MANIPULATING PHOTOSYNTHESIS

about photosynthesis such as what gas do plants

produce?, what does a plant need to perform
photosynthesis?, and where does gas exchange take
place on a plant? These questions should be a review
from previous science classes.
2. Illuminating Photosynthesis webquest
(www.nclark.net/photosynthesis_webquest.doc). Provide
each student with a tablet or laptop and a copy of the
Illuminating Photosynthesis worksheet. Monitor students
as they complete the introductory webquest. Students
should work individually at their own pace unless
technology access is too limited.
Lesson Activities Day Two
3. Review of mathematical operations and chemistry terms.
The teacher should demonstrate how to choose a linear
section of a graph and calculate the rate of change as well
as visually identify a limit. The teacher should also explain
the key vocabulary words: limiting reactant, reactant,
product, reaction rate, control, sample.
4. Photosynthesis lab. The teacher must demonstrate how to
properly use the CO probes. After, the students will break
up into groups of 2-4. The students will begin by filling two
50 mL beakers with warm water, and one 50 ml beaker

MANIPULATING PHOTOSYNTHESIS
with cold water kept in an ice bath. The students will place
waterweed kept in sunlight in one of the warm water
beakers and measure CO levels for 5 minutes. This is the
control. The students will then repeat the experiment with
the cold-water beaker. The students will complete the final
part of the experiment by quickly placing waterweed that
has been kept in the darkness into the remaining warm
water beaker and measure the CO level for five minutes
while the sample is protected from direct light sources. All
graphs must be sent to the teacher through the calculator.
5. Post lab questions. Students will complete the post lab
independently. Students will be given a print out or digital
copy of their graphs. Students must circle where the limits
are and calculate the rate of change on the linear portion
of each graph. Students will be asked to analyze the data
and answer the following post lab questions:
Which sample had the fastest rate of change?
What does the rate of change mean in regards to
photosynthesis?
Describe all factors that caused the rate of change to be
lowered in the other two samples.
Based on this lab, what inferences can you make about
photosynthesis during different seasons?
What other factors do you think will affect
photosynthesis? Why?

MANIPULATING PHOTOSYNTHESIS
Is CO a product or reactant? Explain why
Were there any limiting reactants in the experiment?
What was it and how do you know it was the limiting
reactant?

6. Review formative. Students will play a photosynthesis

Kahoots review on their smart devices, or a computer.

Accommoda

ESE and ESOL students may work in pairs on the Illuminating

tions and

Photosynthesis webquest, be allotted more time to complete it,

Modification

and/or be provided with a list of key terms. ESOL students may

use a translation device.

During the lab, ESE and ESOL students may be given a list of key
terms to use and/or receive extra time by completing the lab
during teacher office hours. ESE students may be provided with
detailed instructions on how to find a limit or rate of change.
ESE and ESOL students may be given extra time to complete the
post lab, be asked fewer questions, and/or be provided with a list
of key terms.