Photosynthesis Relay Race

For this activity, groups of five (5) work really well, though groups of four (4)
also work.
Once there, quickly demonstrate the relay race as follows:
o Student-A represents the Sun. Student-A tosses photons (small
Velcro balls) at a targeted Student-B, representing chlorophyll.
o Student-C, representing water, is sitting behind Student-B,
approximately six (6) feet away (to avoid being stepped on).
o Once Student-B has caught two (2) photons on his or her chest
target, they pull them off of the Velcro and hand them to Student-C.
Passing photon energy from chlorophyll to water is part of the LightDependent Reactions, known as moving through the electron transport
chain.
o Now that he/she has energy, Student-C stands up and passes that
energy to Student-D. Student-D throws the photons back to
Student-A, while Student-C runs to the pile of CO2 balloons, and
moves them to a large bucket. Combining CO 2 molecules into a six
carbon sugar is the process known as the Calvin-Benson Cycle.
Student-C and Student-D will interchange roles to keep
photosynthesis moving as quickly as possible! That is, for the
next set of photons, Student-D will pass the energy to
Student-C and run to the CO2 balloons.
o Once there are six (6) CO2 balloon molecules in the bucket, Student-E
will put a ping pong ball in a plastic spoon and run down the hall/gym
and back. Student-E represents sugar transport, or what happens to
a sugar molecule after it is made (it is sent through the plant to areas
that need energy such as developing leaves, fruit, and roots).
The first group to make a sugar wins!
o Feel free to change up the groups and/or positions so that each student
can act as a different component of photosynthesis.
You can also simulate different environmental effects by altering the relay
race. Some examples include:
Give the students more or less photons (Velcro balls) to simulate
shade or full sun. Or move them further away/closer to StudentA (the Sun). If it is more difficult to obtain photons, the plant will
make less sugar.
Move the CO2 balloon molecules further away from (to simulate
less CO2) or closer to (to simulate more CO 2) Students C and D.
If it is more difficult to obtain CO2, the plant will make less sugar.
Only use one student (C or D) as water. If there is less water to
receive light energy, the plant will make less sugar.
Have the students walk, speed-walk, run, or fast dance to
simulate different temperatures. At different temperatures,
molecules move at different speeds. Molecules move slowly at
cold temperatures and faster at warm temperatures. But!
When temperatures are too hot, the molecules will fall apart.

Based on CholorPHUN lesson plan Developed by Cody Markelz, Sharon Gray, Rhiannon Peery and Miranda Haus

You can simulate too hot molecules by asking students to fast

dance the relay race. When molecules are too hot, they become
inaccurate and wont work as efficiently. When students fast
dance, they are moving more, and faster, than running, but they
are not working as efficiently. This works especially well with
Student-B, who needs to catch light while moving back and
forth!

Materials You Will Need:

-tennis balls (or Velcro balls) PHOTONS
-balloons CO2
-bucket
-ping pong ball
-plastic spoon

Based on CholorPHUN lesson plan Developed by Cody Markelz, Sharon Gray, Rhiannon Peery and Miranda Haus