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Appendix PHOTOSYNTHESIS

A1: Discussion GuideA2: Discussion Guide Answers and Time CodesA3: Vocabulary CardsA4: StandardsA5: Get the Lyrics

PHOTOSYNTHESISA1: Discussion Guide

1. What did the healthy fern notice about the sick fern that caused her concern?

2. “I make energy for the plant” – Chloroplast. Describe the role of chloroplast in making energy for plants?

4. Billy, the toolbox, took out a bag of sugar when he heard that fern was in need of glucose. But the chloroplast said there was no need. Why?

5. Where does the fern get the carbon dioxide required for photosynthesis?

6. Mosa tells the sick fern that in order for her to thrive, she needs one more ingredient. Identify that ingredient. How do you know?

3. What do plants use glucose for? What do humans use glucose for?

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1. What did the healthy fern notice about the sick fern that caused her concern?The healthy fern noticed that the sick fern’s leaves were yellowing, breaking, and having trouble repairing themselves. (1:15)

2. “I make energy for the plant” – Chloroplast. Describe the role of chloroplast in making energy for plants? Chloroplast is the site of photosynthesis. Chloroplasts use carbon dioxide, water, and sunlight to make glucose, or energy, for the plant. The chloroplast also releases oxygen through photosynthesis.(2:25)

3. What do plants use glucose for? What do humans use glucose for?Humans and plants use glucose for energy: to repair cells and to create new cells. (3:25)

4. Billy, the toolbox, took out a bag of sugar when he heard that fern was in need of glucose. But the chloroplast said there was no need. Why? Humans need to eat glucose to get it to their cells, but plants have evolved to make it on their own through photosynthesis. (3:41)

5. Where does the fern get the carbon dioxide required for photosynthesis?Carbon dioxide is in the air. (4:35)

6. Mosa tells the sick fern that in order for her to thrive, she needs one more ingredient. Identify that ingredient. How do you know?Mosa learned that plants create glucose, or sugar, through photosynthesis, a process that converts carbon dioxide, water to glucose and oxygen with the help of sunlight. The fern has access to water and carbon dioxide, but is completely shaded from the sunlight.

PHOTOSYNTHESISA2: Discussion Guide Answers

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CHLOROPLAST

GLUCOSE

CARBON DIOXIDE OXYGEN

CANOPY

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Vocab Word(Provided)

Image/Quote(Provided)

Students write definition

student friendly definition provided on page 2

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A3: VOCABULARY CARDSPHOTOSYNTHESIS

Noun. The way that plants “breathe” and transform light energy into glucose (chemical energy). Photosynthesis can be summarized by: 6 carbon dioxide + 6 water + sunlight g 1 glucose + 6 oxygen

“You breathe in oxygen and breathe out carbon dioxide as waste; in photosynthesis, we do the opposite: we use carbon dioxide for photosynthesis and emit oxygen as waste.”

PHOTOSYNTHESIS

“You breathe in oxygen and breathe out carbon dioxide as waste; in photosynthesis, we do the opposite: we use carbon dioxide for photosynthesis and emit oxygen as waste.”

“Yeah I’m the chloroplast, Photosynthesis my task”

“Welcome to the canopy”

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Photosynthesis: (Noun) The way that plants “breathe” and transform light energy into glucose (chemical energy). Photosynthesis can be summarized by: 6 carbon dioxide + 6 water + sunlight g 1 glucose + 6 oxygen

Chloroplast: (Noun) An organelle, or part of the plant cell, where photosynthesis occurs.

Carbon Dioxide: (Noun) A gas required for photosynthesis; a gas that animals and humans breathe out, or exhale.

Oxygen: (Noun) The gas that is a waste product of photosynthesis; a gas inhaled byhumans and animals.

Glucose: (Noun) Main type of sugar in living things; used for energy; created in plants through photosynthesis.

Canopy: (Noun) The highest layer of the rainforest.

A3: VOCABULARY CARDSPHOTOSYNTHESIS

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PHOTOSYNTHESISA4: Standards: Photosynthesis Grade 3-5

NGSS CCSS – ELA

LS1.C: Organization for Matter and Energy Flow in OrganismsPlants acquire their material for growth chiefly from air and water. (5-LS1-1)

5-LS1-1. Support an argument that plants get the materials they need for growth chiefly from air and water. (5-LS1-1)

RI.5.1 Quote accurately from a text when explaining what the text says explicitly and when drawing infer-ences from the text. (5-LS1-1)

RI.5.9 Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably. (5-LS1-1)

W.5.1 Write opinion pieces on topics or texts, supporting a point of view with reasons and information. (5-LS1-1)

MP.2 Reason abstractly and quantita-tively. (5-LS1-1)MP.4 Model with mathematics. (5-LS1-1)MP.5 Use appropriate tools strategi-cally. (5-LS1-1)5.MD.A.1 Convert among different-sized standard measurement units within a given measurement system (e.g., convert 5 cm to 0.05 m), and use these conversions in solving multi-step, real world problems. (5-LS1-1)

CCSS - Mathematics

Alignment to Next Generation Science Standards (NGSS), and Common Core State Standards for English Language Arts and Mathematics

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PHOTOSYNTHESISA4: Standards: Photosynthesis Grade 6-8

NGSS CCSS – ELA

CCSS - Mathematics

MS-LS1-2. Develop and use a model to describe the function of a cell as a whole and ways parts of cells con-tribute to the function. [Clarification Statement: Emphasis is on the cell functioning as a whole system and the primary role of identified parts of the cell, specifically the nucleus, chloroplasts, mitochondria, cell membrane, and cell wall.MS-LS1-5.Construct a scientific explanation based on evidence for how environmental and genetic factors influence the growth of organisms. [Clarification Statement: Examples of local environmental conditions could include availability of food, light, space, and water.MS-LS1-6.Construct a scientific explanation based on evidence for the role of photosynthesis in the cycling of matter and flow of energy into and out of organisms. [Clarification Statement: Emphasis is on tracing movement of matter and flow of energy.] MS-LS1-7. Develop a model to describe how food is rearranged through chemical reactions forming new molecules that support growth and/or release energy as this matter moves through an organism. [Clarification Statement: Emphasis is on describing that molecules are broken apart and put back together and that in this process, energy is released.

RST.6-8.1 Cite specific textual evidence to support analysis of science and technical texts. MS-LS1-5),(MS-LS1-6)RST.6-8.2. Determine the central ideas or conclusions of a text; pro-vide an accurate summary of the text distinct from prior knowledge or opinions. (MS-LS1-5),(MS-LS1-6)WHST.6-8.2. Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. (MS-LS1-5),(MS-LS1-6)WHST.6-8.7 . Conduct short research projects to answer a question (including a self-generated ques-tion), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration. (MS-LS1-1)WHST.6-8.9. Draw evidence from informational texts to support analy-sis, reflection, and research. (MS-LS1-5),(MS-LS1-6)SL.8.5Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest. (MS-LS1-2),(MS-LS1-7)

6.SP.B.4 Summarize numerical data sets in relation to their context. (MS-LS1-4),(MS-LS1-5)

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Alignment to Next Generation Science Standards (NGSS), and Common Core State Standards for English Language Arts and Mathematics

MY PHOTOSYNTHESISBY JASON DE-CHLOROPLAST

GIVE ME SIX WATERSIX CARBON DIOXIDEI TAKE THAT AND LOOK WHAT I DO ON THE INSIDE

SUNLIGHT AS MY ENGINE, I CAN’T WAIT TO TASTETHE GLUCOSE I MAKE, CHUCK SIX OXYGEN AS WASTE

HEAD TO WWW.MOSAMACK.COM FOR MORE JAMS