In groups, students should: Write ten observations Discuss as a group what factors may affect the rate of which the bubbles move (indicator of rate of photosynthesis). Write three questions about what you saw Decide on a Problem Statement What the teacher will do: Explore: Students should develop a hypothesis and method for testing the hypothesis. Monitor students to make sure they are remaining on task and are following proper During lab protocol. activity: Follow laboratory procedural plan; making sure to model proper laboratory safety and use of equipment. Emphasize importance of data collection by groups. What the teacher will do: Explain: Have students complete the Claim-Evidence-Reasoning to respond to their own problem statement Elaborate: Students can use their findings to develop a sustainable ecosystem in a bottle. A sample activity can be found at Evaluate: Students can use their C-E-R and other resources to create a display, poem, song, etc. that summarizes the process of photosynthesis. FCAT Connection: Plants make sugar molecules, which contain a good deal of energy. Where do After they get the energy that goes into the sugar molecules? activity: They harvest it from water They manufacture it themselves. They trap the energy in light. They extract it from other cells. If a plant had a mutation that kept it from making enough chlorophyll, how would it look different from other plants of its own kind? It would have fewer leaves and a broader stem than the others. It would be smaller and not as green than the others. It would be larger and greener than the others. It would have more flowers and more leaves than the others. Janelle needs to draw a diagram of the process of photosynthesis for homework. She begins by writing the equation for photosynthesis. Which of the
In groups, students should: Write ten observations Discuss as a group what factors may affect the rate of which the bubbles move (indicator of rate of photosynthesis). Write three questions about what you saw Decide on a Problem Statement During activity: What the teacher will do: Explore: Students should develop a hypothesis and method for testing the hypothesis. Monitor students to make sure they are remaining on task and are following proper lab protocol. Follow laboratory procedural plan; making sure to model proper laboratory safety and use of equipment. Emphasize importance of data collection by groups. After activity: What the teacher will do: Explain: Have students complete the Claim-Evidence-Reasoning to respond to their own problem statement Elaborate: Students can use their findings to develop a sustainable ecosystem in a bottle. A sample activity can be found at Evaluate: Students can use their C-E-R and other resources to create a display, poem, song, etc. that summarizes the process of photosynthesis. FCAT Connection: Plants make sugar molecules, which contain a good deal of energy. Where do they get the energy that goes into the sugar molecules? They harvest it from water They manufacture it themselves. They trap the energy in light. They extract it from other cells. If a plant had a mutation that kept it from making enough chlorophyll, how would it look different from other plants of its own kind? It would have fewer leaves and a broader stem than the others. It would be smaller and not as green than the others. It would be larger and greener than the others. It would have more flowers and more leaves than the others. Janelle needs to draw a diagram of the process of photosynthesis for homework. She begins by writing the equation for photosynthesis. Which of the
Grade_8_Essential%20Labs%202015-16.docx