To conclude the biogeochemical cycle poster project, students each reviewed two posters from groups other than their own. The review consisted of a worksheet with one half containing key items that must be included on each poster for full credit (turned in for participation credit). The lower half of the worksheet included feedback questions that were left with the posters and provided to the groups for feedback. Students then received a take-home quiz consisting of an article about the 2015 Gulf of Mexico dead zone and a quiz with questions connecting the nitrogen, carbon, and water cycles with photosynthesis, cellular respiration, and algal blooms. The quiz is due Monday.
For the next three days, students will learn about leaf structure, photosynthesis, and the connection between photosynthesis and cellular respiration. Students will work in pairs to complete two worksheet packets, and those who finish early will have the opportunity to complete one or more related labs.
For day 1, the entry task called for students to answer (through writing) the following:
- What is photosynthesis?
- Why is photosynthesis important?
- Write the equation for photosynthesis (bonus: include pictures!).
Student work is pictured below:
After the share-out, students watched the Crash Course: Plant Cells video (below) which served as a refresher to plant cells and as an introduction to photosynthesis. After the video, students worked in pairs on the Photosynthesis POGIL worksheet packet.
For Day 2, students reviewed the vocabulary terms of exothermic and endothermic within the context of photosynthesis, cellular respiration, and combustion. Notes from the entry task are pictured below.
After the entry task, we watched the video about photosynthesis by Bozeman Science. Students need to know the first 4.5 minutes of content, but the remaining content (which students wanted to watch) is beyond the scope of our class. After the video, students had the remainder of class time to work on the Photosynthesis POGIL Worksheet Packet from yesterday.
For Day 3, we connected the processes of photosynthesis and cellular respiration first through our entry task and then through a Photosynthesis and Cellular Respiration POGIL worksheet packet. The entry task and white board notes answering the response are pictured below:
For students looking to dig into cellular respiration at the molecular level, the Crash Course and Bozeman Science videos are provided below:
We continued our study of combustion with a review of why burning candles lose mass. We watched a video in which Mr. Anderson describes not only the process of combustion but also the concept of Conservation of Mass. At the end of the video, he mentions how neat a candle burning in the space shuttle looks, so I also included a video of the recent FLEX2 experiment aboard the International Space Station. After the lesson, students completed a quiz connecting the concepts of combustion, cellular respiration, and photosynthesis.
The lesson for Monday centered on the concept of combustion. We dove into vocabulary about chemistry and even balanced an equation! We then created a table comparing photosynthesis, cellular respiration, and combustion. Because some classes were ready, we also discussed the combustion of paraffin wax in a burning candle. Yesterday’s lesson can be viewed by clicking here.
We began class with an entry task asking students to ponder: where do trees get their mass from? Students had some time to think about the question and write or draw pictures describing their ideas. Selected students or small groups of students were asked to share their ideas publicly on the class white boards (pictures below). The ideas were labeled as possible hypothesis statements. Students then had to select the hypothesis they believed to be the most correct and then wrote a conclusive statement explaining their understanding of the science behind the hypothesis statement.
We followed that with a video:
After the video, students received the first draft of their conclusions back for more focused editing. Slides 3 and 4 of the attached slide deck helped the students focus their scientific writing on clearly articulating the claim, evidence, and reasoning for their revised conclusion.