Curriculum Connections
- Big Idea
- Ministry Expectations
A1.1: Formulate relevant scientific questions about observed relationships, ideas, problems, or issues, make
informed predictions, and or formulate educated hypotheses to focus inquiries or research.
A1.9: Analyse the information gathered from research sources for logic, accuracy, reliability, adequacy, and
bias.
A1.11: communicate ideas, plans, procedures, results, and conclusions orally, in writing, and/or electronic
presentations, using appropriate language and a variety of formats (e.g., data, tables, laboratory reports,
presentations, debates, simulations, models)
- Specific Expectations:
C2.1: Use appropriate terminology related to metabolism, including but not limited to: energy carriers, glycolysis, Krebs cycle, electron transport chain, ATP synthase, oxidative phosphorylation, chemiosmosis, proton pump, photolysis, Calvin Cycle, light and dark reactions, and cyclic and noncyclic phosphorylation.
C3.2: Explain the chemical changes and energy conversions associated with the process of photosynthesis (e.g. Carbon dioxide and water react with sunlight to produce oxygen and glucose)
- Learning Goals
-Students will be able to state and discuss the function of each structure
-Students will be able to elaborate on the importance of the metabolic process of photosynthesis
- Prior Knowledge
-Students will be able to discuss whether light is needed for the process of photosynthesis to occur (Lesson 2)
-Students will be able to name a few of the scientists that contributed to the scientific body ofknowledge of photosynthesis (Lesson 2)
Purpose:
The purpose of this lesson is to review the information that students have about
chloroplasts and expand their knowledge of the organelle. This will include the introduction of the different structures within the chloroplasts and determine their function. / Included in Appendix
Chloroplast Structure/Function KWL handout
“Home Fun” Assignment
Chloroplast Structure/Function Labels for 3-D Model
Teacher’s Notes
Objectives:
• Students will be able to label the different parts of a chloroplast
• Students will be able to describe the functions of the different components of the chloroplast / List of Materials
Art Clay, toothpicks, glue, tape, and string for 3-D Model
White/Black/Smart Board for Mind Maps
Chloroplast Visuals
Geraniums
Ethanol
Classroom Management/ Safety:
• Students are seated at group tables; therefore care should be taken to ensure that allstudents are able to see the visuals.
• Students are seated at group tables, therefore the teacher will move around the classroomto ensure that students are on task.
• It is important to address to the students that the materials provided are strictly for building a chloroplast.
Time: 10-15 minutes
5-10 min / Before: Minds On
KWL Chart Activity
Students will be handed a KWL chart and asked to fill out a few things that they know, that they want to know, and what they learned.
-They will fill in what they know about chloroplast form and function and what they would like know more about.
-The “What You Learned” section will be saved for the end of class where they can consolidate what they have learned during the lesson.
Reviewing Previous Material
Questions will be posed and definitions will be used to review the content of the first two lessons
-What is the chemical equation describing photosynthesis?
-What processes are involved in photosynthesis?
-Does photosynthesis require light?
Mind Map
Questions will be posed to the students to assess their prior knowledge of chloroplasts:
-What do we know about chloroplasts?
- Why do we think that photosynthesis occurs in the chloroplasts?
-What structures comprise a chloroplast?
(These ideas will be recorded on the board, transparency, or smart board)
Demo
Mush up geraniums and add ethanol. This will disrupt the cells and change their colour.
-Why does the colour change from green to red when light shines through it? / Rationale for choice of T/L Strategy:
- Assesses prior knowledge and readiness
- Activities prior knowledge for the purposes of highlighting skills needed to investigate the new material
- Make connections between prior knowledge and new knowledge that is to be learned
- Clarify the Action/Task
Time: 35-45 minutes / During: Action
Explore
In small groups, the students will use the previously discussed ideas to make a large-scale 3-D chloroplast with the materials provided.
-Following completion of the model, each group will take a few minutes to explain their design and name the components of the chloroplast.
- Stroma: an area inside of the chloroplast where reactions occur and starches (sugars) are created
- Thylakoid: a membrane-bound compartment inside chloroplasts and cyanobacteria. They are the site of the light-dependent reactions of photosynthesis
- Granum: A thylakoid stack inside chloroplasts
- Stromal lamellae: connect the stacks of sacs, or granum, to one another.
- Chlorophyll: a green pigment found in almost all plants, algae, and cyanobacteria, which allow plants to obtain energy from light.
After the presentations the class will discuss which photosynthetic processes take place in each structure using their models as a guide.
Elaborate
Students will use their new knowledge to readdress the questions posed at the beginning of class.
They will record these answers and turn them in as an exit slip. / Rationale for choice of T/L Strategies:
- Allow students to explore and investigate (and struggle) with a new concept prior to ‘being told’
- Allow students to communicate and discuss
- Allow students to support each other
- Allow students to construct new knowledge
- Allow students to develop concepts using higher order thinking skills
- Allow teacher time to interact with students, differentiate and assess for learning
- Allow teacher to identify and challenge student misconceptions
Time:10-15 minutes / After: Consolidation and Connection
Elaboration
Students will use their new knowledge to readdress the questions posed at the beginning of class. They will record these answers and turn them in as an exit slip. The students will revisit the following questions and submit their answers prior to exiting class.
-What do we know about chloroplasts?
- Why do we think that photosynthesis occurs in the chloroplasts?
-What structures comprise a chloroplast? / Rationale for choice of T/L Strategy:
- To highlight the BIG ideas
- To identify common errors
- To assess for learning for Next Steps
- To assess as learning and reflect on learning (metacognition)
Time:“Home Fun” / Next Steps
Differentiated Exploration
Students will be asked to complete a one page homework assignment involving the “Big Idea.” They will explore how the process of photosynthesis is crucial for daily functioning and provide a detailed example of how the processes involved in photosynthesis are evident through the example.
-This assignment will be collected at the beginning of next class and graded as an application mark for this unit. / Purpose
-Further consolidation
-Development of proficiency
-Getting ready for next lesson
Assessment: Students will be assessed in the following ways:
-Informally assessed on their participation in the 3-D model building.
-Formative assessment of in class learning by means of the exit ticket.
-Formative assessment of concepts and application to the real world through the “Home Fun” assignment.
Appendix
Date: ______
CHLOROPLAST FORM/FUNCTION
Instructions:
Fill in the following KWL chart. In the K box write down what you know aboutchloroplast form/function. In the W box write down questions you have about chloroplast form/function (what you would like to know). At the end of the class you will then write down in the L box, what you learned from this lesson.
“HOME FUN” ASSIGNMENT: PHOTOSYNTHESIS
Instructions:
In a one page response, explore how the process of photosynthesis is crucial for daily functioning and provide a detailed example of how the processes involved in photosynthesis are evident through your example. Be sure to include both a broad example and specifics about the role photosynthesis plays and the functions of the components of chloroplasts. Make sure to incorporate the concepts learned in today’s lesson.
______
Structures of a Chloroplast:
Cut each name from the sheet, match each name with the corresponding definition then use to label the chloroplasts you’ve constructed.
1) Stroma
2) Thylakoid
3) Granum
4) Stromal lamellae
5) Chlorophyll
6) Outer membrane
7) Inner Membrane
8) Lipid Droplets
9) DNA
10) Starch Grain
11) Ribosome
A green pigment found in almost all plants, algae, and cyanobacteria, which allow plants to obtain energy from light.
A membrane-bound compartment that is found inside chloroplasts and cyanobacteria; the site of the light-dependent reactions of photosynthesis.
A thylakoid stack inside chloroplasts
An area inside of the chloroplast where reactions occur and starches (sugars) are created
Connect the stacks of sacs, or granum, to one another.
A nucleic acid that contains the genetic instructions used in the development and functioning of all known living organisms
A component of cells that assembles the twenty specific amino acid molecules to form the particular protein molecule determined by the nucleotide sequence of an RNA molecules
Grade 12 – Biology: Metabolic Process: Chloroplast Structure and Function
Teacher Notes
General Equation
In photosynthesis, carbon dioxide and water are converted into glucose and oxygen. The general equation is:
light + 6CO2 + 12H20 --> C6H12O6 + 6O2 + 6H20
*Light + 6 Carbon Dioxide Molecules + 12 Water Molecules Glucose Molecules + 6 Oxygen Molecules + 6 Water Molecules
Processes (will be discussed in further detail in the next 2 lessons)
-Light Reactions
-Dark Reactions
-Calvin Cycle
-Photosystem I/Photosystem II
Structures of a Chloroplast
Stroma: an area inside of the chloroplast where reactions occur and starches (sugars) are created
Thylakoid: a membrane-bound compartment inside chloroplasts and cyanobacteria. They are the site of the light-dependent reactions of photosynthesis
Thylakoid Membrane
Granum: A thylakoid stack inside chloroplasts
Stromal lamellae: connect the stacks of sacs, or granum, to one another.
Chlorophyll: a green pigment found in almost all plants, algae, and cyanobacteria, which allow plants to obtain energy from light.
Outer Membrane
Inner Membrane
Intermembrane Space
Ribosomes
Starch Grains
DNA
Lipid Droplets
- These structures will be investigated in the 3-D model exercise. The activity will allow the students to have a visual of each structure of the chloroplast and will be able to discuss each function.
- The 3-D model activity will get the students thinking about ways in which photosynthesis is used in everyday life.
Unit Plan – Grade 12 Biology: Metabolic Processes
Monday / Tuesday / Wednesday / Thursday / FridayDay 1
Review of Macromolecules / Day 2
Introduction to cellular respiration (possible reactants, products, reactions) / Day 3
Glycolysis / Day 4
Anaerobic vs. aerobic, alcohol fermentation, pyruvate oxidation / Day 5
Krebs cycle
Day 6
ETC and oxidative phosphorylation / Day 7
Recap of cellular respiration and thermodynamic / Day 8
Quiz on cellular respiration, introduction of photosynthesis / Day 9
Chloroplast Structure and Function / Day 10
Light Reactions
Day 11
Review of light properties, wavelengths, chlorophylls, photosystems, absorption / Day 12
Dark Reactions / Day 13
Cyclic and noncyclic phosphorylation / Day 14
Comparison between photosynthesis and cellular respiration / Day 15
In class assignment on photosynthesis
Day 16
STSE / Day 17
STSE / Day 18
Unit Test: Cellular Respiration/
Photosynthesis / Next Unit / Next Unit