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The Laws of Conservation and Photosynthesis

by Eric Boehm

Adapted from The Laws of Conservation and Photosynthesis by Karen Cox, Katherine L. Bryant, Marcus Watson and Matt Faircloth
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Overview

Description

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The Laws of Conservation of Matter and Conservation of Energy are demonstrable through an examination of the photosynthetic process. This module will afford students the opportunity to examine the relationship between matter and energy as evidenced by transformations that take place during photosynthesis. The student work will lead to a deeper understanding of the Laws of Conservation drawn from students' previous knowledge of a biological process. 
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Curriculum

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Grade

9 - 10

Discipline

Science

Course

Physical Science

Pacing

N/A
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Section 1: What Task?

Teaching Task

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Task Template 13 - Informational or Explanatory

After researching texts on  Photosynthesis, The Law of Conservation of Matter, and  The Law of Conservation of  Energy, write an informational essay in which you describe how the photosynthetic process can be used to demonstrate both the Law of Conservation of Matter and the Law of Conservation of Energy. Support your discussion with evidence from your research.
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Standards

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 All Standards  Focus Standards
Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects
RST.9-10.1
Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions.
RST.9-10.2
Determine the central ideas or conclusions of a text; trace the text's explanation or depiction of a complex process, phenomenon, or concept; provide an accurate summary of the text.
RST.9-10.4
Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 9—10 texts and topics.
RST.9-10.6
Analyze the author's purpose in providing an explanation, describing a procedure, or discussing an experiment in a text, defining the question the author seeks to address.
RST.9-10.10
By the end of grade 10, read and comprehend science/technical texts in the grades 9—10 text complexity band independently and proficiently.
WHST.9-10.2
Write informative/explanatory texts, including the narration of historical events, scientific procedures/experiments, or technical processes.
WHST.9-10.4
Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
WHST.9-10.5
Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.
WHST.9-10.9
Draw evidence from informational texts to support analysis, reflection, and research.
WHST.9-10.10
Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
Custom Standards
9.1
Energy cannot be created or destroyed; however, energy can be converted from one form to another.
9.4
Atoms react with one another to form new molecules.
9.7
Elements on Earth move among reservoirs in the solid earth, oceans, atmosphere and organisms as part of biogeochemical cycles.
9.5
Due to its unique chemical structure, carbon forms many organic and inorganic compounds.
10.1
Fundamental life processes depend on the physical structure and the chemical activities of the cell.
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Texts

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Govindjee (2011). Photosynthesis: The power plant and the chemical factory of life
Link
Dr. Reed Illustrates Chemistry in Photosynthesis
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Khan Academy Photosynthesis
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Chapter on Photsynthesis
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AP Biology Photosynthesis Lab
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Discovery of Photosynthesis
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Photosynthesis Webquest
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Injecting Inquiry Into Photosynthesis Investigations
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Photosynthesis in Leaf Disks
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Rubric

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LDC Student Work Rubric - Informational or Explanatory
Rubric Collection: LDC Collection 2.0 Content Dimensions: Default

1
Not Yet
2
Approaches Expectations
3
Meets Expectations
4
Advanced
Expand All / Collapse All

Focus

  • Attempts to address prompt, but lacks focus or is off-task.
  • Addresses prompt appropriately, but with a weak or uneven focus.
  • Addresses prompt appropriately and maintains a clear, steady focus.
  • D: Addresses additional demands sufficiently.
  • Addresses all aspects of prompt appropriately and maintains a strongly developed focus. D: Addresses additional demands with thoroughness and makes a connection to controlling idea.

Controlling Idea

  • Attempts to establish a claim, but lacks a clear purpose.
  • Establishes a controlling idea with a general purpose.
  • Establishes a controlling idea with a clear purpose maintained throughout the response.
  • Establishes a strong controlling idea with a clear purpose maintained throughout the response.

Reading/Research

  • Attempts to present information in response to the prompt, but lacks connections or relevance to the purpose of the prompt.
  • Presents information from reading materials relevant to the purpose of the prompt with minor lapses in accuracy or completeness.
  • Presents information from reading materials relevant to the prompt with accuracy and sufficient detail.
  • Accurately presents information relevant to all parts of the prompt with effective selection of sources and details from reading materials.

Development

  • Attempts to provide details in response to the prompt, including retelling, but lacks sufficient development or relevancy.
  • Presents appropriate details to support the focus and controlling idea.
  • Presents appropriate and sufficient details to support the focus and controlling idea.
  • Presents thorough and detailed information to strongly support the focus and controlling idea.

Organization

  • Attempts to organize ideas, but lacks control of structure.
  • Uses an appropriate organizational structure to address the specific requirements of the prompt, with some lapses in coherence or awkward use of the organizational structure.
  • Maintains an appropriate organizational structure to address the specific requirements of the prompt.
  • Maintains an organizational structure that intentionally and effectively enhances the presentation of information as required by the specific prompt.

Conventions

  • Attempts to demonstrate standard English conventions, but lacks cohesion and control of grammar, usage, and mechanics. Sources are used without citation.
  • Demonstrates an uneven command of standard English conventions and cohesion. Uses language and tone with some inaccurate, inappropriate, or uneven features. Inconsistently cites sources.
  • Demonstrates a command of standard English conventions and cohesion, with few errors. Response includes language and tone appropriate to the audience, purpose, and specific requirements of the prompt. Cites sources using an appropriate format with only minor errors.
  • Demonstrates and maintains a well-developed command of standard English conventions and cohesion, with few errors. Response includes language and tone consistently appropriate to the audience, purpose, and specific requirements of the prompt. Consistently cites sources using an appropriate format.

Content Understanding

  • Attempts to include disciplinary content in explanations, but understanding of content is weak; content is irrelevant, inappropriate, or inaccurate.
  • Briefly notes disciplinary content relevant to the prompt; shows basic or uneven understanding of content; minor errors in explanation.
  • Accurately presents disciplinary content relevant to the prompt with sufficient explanations that demonstrate understanding.
  • Integrates relevant and accurate disciplinary content with thorough explanations that demonstrate in-depth understanding.
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Background for Students

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The Laws of Conservation of Mass and Conservation of Energy are relatively easy to identify by their collective wording “neither created nor destroyed.” However, having students identify examples and demonstrate the process proves difficult. This module will help students explain the Law of Conservation of Energy in terms of energy transformation and demonstrate the Law of Conservation of Matter. This module will afford students the opportunity to learn to write an informational essay as they explain where the energy that powers their bodies originates
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Extension

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The students will complete the lab Photosynthesis in Leaf Disks to provide further understanding of the photosynthesis process and the factors that effect it. This can be used as a extension or a lab practical to measure their growth and understanding. 
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Sections 2 & 3: What Skills & Instruction?

Instructional Ladder: Skills List and Mini-Tasks

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No skill clusters added

Preparing for the Task

No skills defined for this skill cluster.
Bridging Conversation > Task Engagement
Ability to connect the task and new content to existing knowledge, skills, experiences, interests, and concerns.
Key Term Identification
20min

In a short response, define the law of conservation of matter and the law of conservation of energy. Give two examples of each.

Reading Process

No skills defined for this skill cluster.
Active Reading > Questioning
Ability to identify the central point and main supporting elements of a text.
Close Reading and Summarizing
30min

Read the first selected text, identify the main points, and write a summary
Close Reading and Summarizing
30min

Read the second selected text, identify the main points, and write a summary.
Close Reading and Summarizing
30min

Read the third selected text, identify the main points, and write a summary
Active Reading > Note-taking
Ability to read purposefully and select relevant information; to summarize and/or paraphrase.
OUTLINE
1hr

Use the graphic organizer to address key concepts that need to be included in an essay that completely addresses the task.
Post-Reading > Academic Integrity
Ability to use and credit sources appropriately.
Proper Citation Instruction
1hr

Students will create a citation for each article.
Citation Practice
30min

Write a sentence from each article and include an in-text citation.

Transition to Writing

No skills defined for this skill cluster.
Bridging Conversation > Preparing for Writing
Ability to begin linking reading results to writing task.
LIST:Brainstorm
30min

Brainstorm: Make a list of what you have learned from reading the articles.
Establishment of Controlling Idea
15min

Re-examine the Teaching Task and determine what the controlling idea in this essay should be.

Writing Process

No skills defined for this skill cluster.
Planning > Planning the Writing
Ability to develop a line of thought and text structure appropriate to an argumentation task.
OUTLINE
30min

Create graphic organizer that shows the connections between photosynthesis and the laws of conservation of matter
Development > Body Paragraphs
Ability to construct an initial draft with an emerging line of thought and structure.
Initial Body Draft
1hr 30min

Write an initial draft of the body of the report with citations.
Development > Introductory Paragraph
Ability to construct an opening paragraph fully detailing the contents of the body.
Devleop Introduction
30min

Write introduction to the report; move the claim to the end of the introduction.
Development > Concluding Paragraph
Ability to construct a conclusion paragraph fully summarizing the contents of the body.
Conclusion Paragraph
30min

Write a conclusion to the report; restate the claim.
Revision, Editing, and Completion > Editing
Ability to proofread and format a piece to make it more effective.
Proofing Check
1hr

Proof draft for sound spelling, capitalization, punctuation, and grammar. Adjust formatting as needed to provide clear, appealing text.
Revision, Editing, and Completion > Revision
Ability to refine text, including line of thought, language usage, and tone as appropriate to audience and purpose.
Revision
1hr

Refine composition’s analysis, logic, and organization of ideas/points. Use textual evidence carefully, including accurate citations. Decide what to include and what not to include.
Revision, Editing, and Completion > Final Draft
Ability to submit final piece that meets expectations.
Completion
1hr

Turn in complete set of drafts, plus the final version of the paper.
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Instructional Resources

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Student Handouts

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Teacher Resources

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Section 4: What Results?

Student Work Samples

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Advanced
Advanced 1
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Advanced 2
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No student work.
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Meets Expectations
Meets Expectations 1
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Meets Expectations 2
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Approaches Expectations
Approaches 1
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Approaches 2
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Emerging
Not Yet
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No student work.
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Teacher Reflection

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Not provided
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