Photosynthesis: Leaf Disk Lesson

Teacher Candidate: Miriah Mertell Date: 06/11/2014

Grade and Topic: Biology 9th and 10th grade School: Bolton High School
Mentor Teacher: Dr. Lowther

Length of Lesson: This lesson was originally taught as a single lesson, covered in one day. However, the class
periods at Bolton High are only 47 minutes long, so, to ensure we have enough time to do this lesson, AND to
integrate technology into this lesson, I have divided the lesson into these time periods, which will be referenced
as I go through the lesson plan: (Day one) Setup and Preparation, (Day two) Experiment and Collect data, (Day
Three) Analyze data using technology. Total time: Three, 47 minute class periods.

UNIT/CHAPTER OBJECTIVE/GENERALIZATION/BIG IDEA (SWBAT):
Understand the cellular basis of life
Understand how matter and energy work together to support life, specifically in the reaction of photosynthesis

LESSON OBJECTIVE (SWBAT):
Determine whether or not the chloroplast organelle is functioning in a particular environment, and
engaging in the process of photosynthesis.
Implement a complex multistep process in order to carry out a photosynthesis experiment.
Transfer their collected data from the lab environment into a spreadsheet, such as MS excel, to collect and analyze
data.
Use the information they collected, as well as the spreadsheet and graph that was made in MS excel, to make an
informed decision about when photosynthesis occurs in plant leaves.

STANDARDS ADDRESSED:
CLE 3210.3.3: Investigate the relationship between the processes of photosynthesis and cellular
respiration.
CLE 3210.5.2: Analyze the relationship between form and function in living things.
CCSS.ELA-Literacy.RST.9-10.3: Follow precisely a complex multistep procedure when carrying out
experiments, taking measurements, or performing technical tasks, attending to special cases or exceptions defined
in the text.
3. Research and Information Fluency. Apply digital tools to gather, evaluate, and use information. d. Process data
and report results
4. Critical thinking, Problem Solving and Decision Making. Use critical thinking skills to plan and conduct
research, manage projects, solve problems, and make informed decisions using appropriate digital tools and
resources. c. Collect and analyze data to identify solutions and/or make informed decisions

MATERIALS:
Day one: Setup and Preparation
Printed pdf copies (1 per student) of the
photosynthesis lab found here:
o http://biologyjunction.com/5b-
PhotoInLeafDisksLesson.pdf
Lab notebook (A standard composition book),
one per student
Pen, one per student
Hole punch (can be shared by groups)
Fresh leaves (Spinach, ivy, pansy, etc.- I use
spinach)
Paper towels
zip-lock bag to store leave-punched "disks"
overnight


Day two: Experiment and Collect data
(Everything from day one, excluding hole punch & fresh leaves, plus these items listed below)
1.5 mg sodium bicarbonate (baking soda) per
group.
Liquid dish soap (can be shared between groups)
Eye dropper (can be shared between groups)
Plastic syringe without needle, 20-65 mL (one
per group)
Leaf-punched "disks" from yesterday
1 large beaker or plastic cup (about 500 mL)
2 small beakers or plastic cups (about 250 mL)
Timer/clock with second hand (one per group)
Light source, 60 watt bulb or higher (one per
group)
Stir rods (can be shared between groups)
Goggles (one per student)
Tin foil or shoebox (enough for each group)

Day Three: Analyze data using technology
Printed pdf copies (1 per student) of the
photosynthesis lab found here:
o http://biologyjunction.com/5b-
PhotoInLeafDisksLesson.pdf
Lab notebook (a standard composition book),
one per student
Computer (one per student)
Printer & Paper
MS excel, any version (instructions are given
using Excel 2007)
Think sheet handout and student checklist.

BACKGROUND and RATIONALE:
Key concepts for this lesson include: being able to follow a complex set of instructions, being able to use MS
excel to collect and analyze data, and being able to understand the process of photosynthesis.
This lesson builds upon the students' understanding of the process of photosynthesis by using real-world
applications. It also builds upon the students' understanding of technology application processes (in this case MS
excel).

PROCEDURES AND TIMELINE:
Introduction/Problem Statement: We've spent the last few days talking about the process of
photosynthesis, and how it relates to and works in the chemistry of life. But, me telling you that
something is happening does not prove anything. I mean, we know that photosynthesis occurs, because
we can see the effects of it (grown plants, food for us, etc.), but how do we actually know when it is
occurring? What about everything that is needed for the process? Can we manipulate when it occurs as
well?

The answer is yes: and this is exactly what we are going to do over the next few days, manipulate when
photosynthesis occurs and then analyze our collected data so that we can see the process in a different
way. (We will use MS excel to do this.)

Procedures:
(Prior to use of computer)
o Day one: Set up and Preparation (47 minutes) I will pass out copies of the pdf lab to each
student. We will spend time as a class reading it together, so the students are prepared to actually
do it the next day. Then, I will direct the students to set up their lab book. Students will write the
date on the top left side, their name at the top right side, along with their group members' names,
and the page number at the bottom outside corner of the lab book. Students will title the lab,
"Photosynthesis in Leaf Disks", at the top of the page. They will summarize the
introduction/purpose of the lab, the lab objectives, and the materials needed. Then, they will
summarize the procedure that they will be using, by stating that "This procedure has been
adapted from the lab 'Photosynthesis and Leaf Disks', found at
http://biologyjunction.com/5b-PhotoInLeafDisksLesson.pdf, on _________(Today's date)." Finally, I will
direct the students to start a "Data/Observations section" and copy the data table found on page 4 of the
pdf file into their lab books.

Once the students have finished setting up their lab books, I will direct each group to hole punch at least
20 disks from their spinach leaves, and save their hole punched "disks" by putting them into a zip-lock
bag for storage. (I will monitor class as they set up their lab books, and check to make sure each students'
book is set up correctly before they leave.) We are now complete with phase one.

o Day two: Experiment and Collect data (47 minutes) We will go to the lab, and I will direct the
students to begin the experiment today at step two in the procedure, and remind them to follow all
directions carefully and precisely. I will also remind them to make sure to record their observations in the
data table that they copied into their notebook yesterday, along with any other notes that they deem may
be appropriate or useful when analyzing their data the next day. I will remind them that lab etiquette calls
on them to not scribble through any mistakes! They should simply draw ONE LINE through the mistake
and continue writing on the same line. (I will monitor class and answer questions as they go through the
experiment.)
Once the students have completed the experimental portion of the lab, and cleaned up, I will direct them
to write and answer questions 2, 3, 4, 6, and 7, in their lab book. (These questions and the questions from
the next day's assignment, along with a couple of my own making, will encompass the "Think Sheet" for
this lesson. They may finish this at home if we run out of time.

*Note: See the pdf of the lab for the instructions and questions.

(While at the computer)
o Day three: Analyze data using technology (47 minutes) We will go to the computer lab, and I will
direct the students to open up a MS excel document. I will direct them to enter their data into three
columns, just like they did in the table in their lab book. (First column, Time in minutes; Second column,
Number of disks floating in light; Third column, number of disks floating in dark.) Then, I will direct the
students to open the "insert" tab, click on "line chart", click on "line with markers", click on "select data",
and have them highlight all data from columns "B" and "C". Once they've done that, I will direct them to
click "ok". At this point, the students should have a line graph with two lines, one for the light treatment
and one for the dark treatment. I will then have them click on "layout", on the toolbar, have them go to
"chart title", insert one, and then change the name to the title of the experiment, "Photosynthesis in
Spinach Leaf Disks". they will then be directed to click on "layout" again and go through the same
process with the "axis titles", making "Time (minutes) be the x-axis title, and "Number of floating leaf
disks" be the y-axis title. Finally, I will have them right click on the legend inside the graph and have
them click on "select data". I will then have them highlight column B's information under Legend Entries
(series), have them click "edit", and under "Series name", have them type in Light Treatment, and click
"ok". I will then have them go through the same process exchanging Dark Treatment" for column C's
information. They will then click "ok" one last time, and now their Legend should simply say "Light
Treatment" and "Dark Treatment". I will have them right click on the legend, go to "format legend" and
then have them unmark "show the legend without overlapping the chart" under "legend options", and then
click close. Finally, I will have them high light all font, change it so that it is readable, move the legend to
the top left of their graph, and then have them move their chart into a new sheet (under "chart tools",
"design", "move chart")
At this point, they are finished with the spreadsheet. I will have them print out their chart, and e- mail me
their spreadsheet and chart excel document.
(After the computer)
o Day three continued: After the students have printed out a copy of their graph, I will instruct them to
staple it into their lab book, under a new section entitled "results" I will then have the students answer
question 8 from the pdf lab packet, and the other questions from the "think sheet". Once finished, they
will turn everything in for assessment.
Closure: Given time to close the lesson, I will re-read question number 9 from the packet, and we will
discuss other factors that might affect photosynthesis. If not, we will close the lesson the next day with a
re-cap and then the discussion of question 9, as well as going over the correct answers from the think
sheet and pdf.

ASSESSMENT EVIDENCE/ STUDENT PRODUCT DESCRIPTION:
Students will provide their lab books, with everything included in it, such as: name, names of lab
partners, date, title, introduction, objectives, procedure, list of materials used, table with observations,
questions (written and answered in complete sentences), page number, and stapled chart from
spreadsheet created with excel, and an e-mailed copy of their excel spreadsheet and chart.
Rubric:

CATEGORY 4 3 2 1
Components
of the Lab
Book
All required elements are
present and additional
elements that add to the lab
book (e.g., thoughtful
comments, graphics) have
been added. Clear, accurate,
dated notes are taken
regularly.
All required elements
are present. Dated,
clear, accurate notes
are taken
occasionally.
One required element is missing,
but additional elements that add
to the lab book (e.g., thoughtful
comments, graphics) have been
added. Dated, notes are taken
occasionally, but accuracy of
notes might be questionable.
Several required
elements are
missing. Notes
rarely taken or of
little use.
Data From
Excel and Lab
book
Professional looking and
accurate representation of
the data in tables and/or
graphs. Graphs and tables are
labeled and titled.
Accurate
representation of the
data in tables and/or
graphs. Graphs and
tables are labeled and
titled.
Accurate representation of the
data in written form, but no
graphs or tables are presented.
Data are not
shown OR are
inaccurate.
Spelling,
Punctuation
and Grammar
One or fewer errors in
spelling, punctuation and
grammar in the report.
Two or three errors in
spelling, punctuation
and grammar in the
report.
Four errors in spelling,
punctuation and grammar in the
report.
More than 4 errors
in spelling,
punctuation and
grammar in the
report.
Participation Used time well in lab and
focused attention on the
experiment.
Used time pretty well.
Stayed focused on the
experiment most of
the time.
Did the lab but did not appear
very interested. Focus was lost
on several occasions.
Participation was
minimal OR
student was
hostile about
participating.
Critical
Thinking
Critical thinking skills were
displayed in answering all
questions, and all questions
are all correct.
Critical thinking skills
were displayed in
answering all
questions, and most
questions are correct.
Evidence of critical thinking not
obvious in answering questions,
some questions are incorrect,
and/or missing.
No evidence of
critical thinking
shown, several
questions incorrect
and/or missing.

MODIFICATIONS:
I will allow additional time for those students which need it, allowing them to take their lab book home
to finish questions and turn it in the next day.