Step 2: Inquiry-based Lesson Design in Science

Title of Lesson:
UFTeach students Names: James McDaniel
Teaching Date and Time: 10/13/2011 9:36 am
Length of Lesson: 50 minutes
Grade / Topic: 7
th
Grade Life Sciences
Source of the Lesson: James McDaniel and Mandie Carr, Students in the UFTeach program.
Classroom Interactions Fall 2011. University of Florida. W University Ave. Gainesville, Fl. 32601
Appropriateness for Middle School Students: Describe the teaching strategies used in this
lesson that address the needs and interests of middle school students
Concepts
Light is absorbed when it hits a substance. Be it a solid, liquid, or gas. The light waves get trapped in
between the chemical bonds. The frequencies able to get out are reflected. This is the light that we
see. The amount of light absorbed depends on how much is there to absorb it. Absorption depends
on the quantity of a substance or the density of a substance. Thickness also plays a role in how
much is absorbed what frequencies can escape. (Physics, 2011)
Cellular Respiration is the process in which cells take a chemical and break it down into ATP to be
used for energy. All cells go through this process, some take different pathways to get to ATP, or
less forms of Phosphates (AMP, ADP). (Cellular Respiration 2011)
Photosynthesis is one of the different pathways in which an organism can take to get to ATP. In
other cells this can be accomplished by breaking down the sugar directly. Since plants cannot Eat
sugar. It has to create sugar (Glucose) with the CO2 and water that is available. Once the sugar is
created then cellular respiration can proceed normally. (Carter 2004)
The chloroplasts, which are in the leaves of plants is what contains the Chlorophyll. The chlorophyll
use the suns energy to perform Photosynthesis which converts this energy into stable sugar to be
used in cellular respiration. (Levy)
Reflection is defined as when the Angle of Incidence equals the angle of Reflection. Light can reflect
if the small hills and valleys on the surface of an object are smaller than the wavelength. Refraction
occurs when light travels through a medium and bends. The speed of the light also slows down.
(The reflection and, 1999)
P h ys i c s , C. ( 2 0 11 ) . Co l o r a n d v i s i o n . Re t r i e v e d f r o m
h t t p : / / www. p h ys i c s c l a s s r o o m. c o m/ c l a s s / l i g h t / 1 2 l 2 c . c f m
Ce l l u l a r r e s p i r a t i o n . ( 2 0 11 , ! e " r a r y 0 2 ) . Re t r i e v e d f r o m
h t t p : / / s e r s . r c # . c o m/ $ % i m" a l l . ma . l t r a # e t / &i o l o g yP a g e s / C/ Ce l l l a r Re s p i
r a t i o # . h t ml
Ca r t e r , ' . ( 2 0 0 ( , )o v e m" e r 0 2 ) . Ph o t o s y n t h e s i s . Re t r i e v e d f r o m
h t t p : / / " i o l o g y. c l c . c . e d / c o r s e s / " i o 1 0 ( / p h o t o s y# . h t m
*e v y. ( # . d . ) . Ch l o r o p l a s t s . Re t r i e v e d f r o m h t t p : / / h yp e r p h ys i c s . p h y+
a s t r . g s . e d / h " a s e / " i o l o g y/ c h l o r o p l a s t . h t ml
Step 2: Inquiry-based Lesson Design in Science
T h e r e f l e c t i o n a n d r e f r a c t i o n o f l i g h t . ( 1 , , , , ' l y 2 - ) . Re t r i e v e d f r o m
h t t p : / / " p h y. " . e d / . d f f y/ P /1 0 0 / Re f l e c t i o # . h t ml
Florida State Standards:
Grade 7, SC.7.N.1.1 Define a problem from the seventh grade curriculum, use appropriate
reference materials to support scientific understanding, plan and carry out scientific
investigation of various types, such as systematic observations or experiments, identify
variables, collect and organize data, interpret data in charts, tables, and graphics, analyze
information, make predictions and defend conclusions. Cognitive Complexity: High
Grade 7, SC.7.P.10.2 Observe and explain that light can be reflected, refracted, and/or
absorbed. Cognitive Complexity: High
Grade 8, SC.8.L.18.1, Describe and investigate the process of photosynthesis, such as the
roles of light, carbon dioxide, water and chlorophyll; production of food; release of oxygen.
Cognitive Complexity: High
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Step 2: Inquiry-based Lesson Design in Science
Performance Objectives Students will be able to:
Explain there is a different in light being able to pass through different solution
Calculate how much light is absorbed
Explain what happens to light as it passes through the test tubes
Propose what would happen if you increased chlorophyll in a plant
Materials List and Student Handouts Per group 6 groups total: 3 groups of 4, 3 groups of 3
4 small stand alone test tubes
1 Spark probe
1 Light intensity sensor
1 Data Sheet per student (21 students)
1 Clamp light
Pre and Post test sheets
Safety Goggles
Advance Preparations
Calibrate probes to 3 measurement table
Create 3 solutions of chlorophyll. One Diluted, One in between, One Concentrated
Create Pre and Post test
Safety
Glass test tubes. Try not to knock them over, if broken do NOT touch glass shards. Call me
over to clean it up.
Bulbs will be hot. Do NOT touch them.
Do not open tubes, acetone can irritate eyes
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Step 2: Inquiry-based Lesson Design in Science
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Step 2: Inquiry-based Lesson Design in Science
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ENGAGEMENT Time: 5 minutes
!at t!e Teac!er ill "o Probin# $uestions
Student %esponses and
Potential Misconceptions
Distribute Pre-Test
1) What would be the
difference in how much
light passed through a
test tube of water and a
test tube of chlorophyll
solution?
2) Ambient Light is 200.0
Lux, The light on the
other side of a
Chlorophyll solution is
149.6 Lux.
3) Provide an explanation
for the difference in
question 2.
4) What effect would
increasing Chlorophyll
in a plant have?
http://www.teachertube.com/vie
wVideo.php?
video_id=62625&title=Photosyn
thesis
Show to minute 1.
Can I see a show of hands of
many people have ever heard
of chlorophyll? (Rhetoric)
How many think that
chlorophyll absorbs light?
Raise your hands if you think
chlorophyll is important for
photosynthesis
Well today we are going to be
investigating our key question
Does the amount of
chlorophyll affect the amount of
light absorbed?
We have some REAL
chlorophyll that Ms. Carr made
from grinding up spinach
leaves. Its not just green water.
This is the real deal.
1) [The Chlorophyll solution
would allow less light
through]
2) [50.4 Lux]
3) [Reflection, Refraction,
Absorption]
4) [It would increase the
rate/increase the amount
of]
Step 2: Inquiry-based Lesson Design in Science
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Step 2: Inquiry-based Lesson Design in Science
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EXPLORATION Time: 25 minutes
!at t!e Teac!er ill "o
Probin#&'licitin#
$uestions
Student %esponses and
Misconceptions
<Pass out worksheets>
What we are going to be doing
today is an exploration to
answer our key question. We
have set up at the lab stations.
Our proceadure will be as
follows:
During the Explore, float
around to different groups.
Keep students on task and ask
probing questions.
Procedure:
1) Line up test tubes 60
cm away from the
clamp lamp. 60 cms
should be to the front of
the test tube. Be careful
not to touch the bulb or
the metal for it may be
hot!
2) Use the spark probe
and measure the light
intensity. Place it about
1 cm behind the test
tubes this is
approximately 61-62
cms away. This is your
control reading. Make
sure it is unobstructed
by any of the test tubes.
Record these results on
Data sheet
3) Now measure 1 cm
from the back of each
test tube. Record each
measurement on Data
sheet
4) After you have
measured the light
intensity behind all 4
test tubes. Repeat 2
more times. For a total
of 3 trials.
5) After you have your
data. Average the
results of the light
intensity and record it
under the Average
Column
6) Now calculate the
different between the
unobstructed light
reading and the
average of the 3 trials to
see how much light was
absorbed.
7) Return to seats
Why do we line all the
test tubes the same
distance?
What would our distance
be in this experiment
(Constant, Independent
Variable or Dependent
Variable?)
Why would the light
reading be fluctuating?
[It needs to be the same to
accurately compare results]
[Constant]
[Different sources of light, and
the chlorophyll is absorbing
different amounts of light]
The probe is inaccurate. The
Chlorophyll is not absorbing light
Step 2: Inquiry-based Lesson Design in Science
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Step 2: Inquiry-based Lesson Design in Science
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EXPLANATION Time: 15 minutes
!at t!e Teac!er ill "o
Probin#&'licitin#
$uestions
Student %esponses and
Misconceptions
So the water was biggest
ok
So what he/she said was, the
more chlorophyll that was in the
containers, the less light was
allowed to pass through. Does
anyone have an opposing
hypothesis?
Explain how the Law of
Conservation of energy would
apply
ARR (AY RRRR, Annunciate
the A) like a pirate, its an
acronym for what can happen
to light, Absorption Reflection,
Refraction.
What was the biggest
reading of light?
Why was it the biggest?
What was the smallest?
Why was it the smallest?
So which one absorbed
the most light?
Was there a trend?
What was causing the
reduced amount of light?
Can <Student>
summarize what are
results are saying?
Was the light destroyed?
How do we know
Then what happened to
it?
Ok so we agree it was
absorbed. As scientists
we need to think of other
possibilities, what else
could have happened to
it?
Can we have more than
one of those things
happen?
Did we see all 3 happen?
So it was a combination
of all three?
Then how do we know it
all wasnt just reflected or
refracted?
Where is chlorophyll
found?
[No chlorophyll to absorb it]
[The heavily concentrated one]
[The most chlorophyll to absorb
it]
[The vial with the most
chlorophyll]
[Yes, more absorption the more
concentrated]
[Chlorophyll absorbing light]
[The more concentrated
chlorophyll caused more light to
be absorbed]
[No]
[Law of Conservation of Energy]
[It was absorbed]
[Absorbed, Reflected, Refracted]
[Yes]
[Yes, light was reflected and
refracted in the glass and water,
we were just not able to measure
how much was reflected and
how much absorbed]
[Yes]
[The water had similar readings
to the unobstructed reading, that
would account for reflection and
refraction]
[In plant leaves]
Step 2: Inquiry-based Lesson Design in Science
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Step 2: Inquiry-based Lesson Design in Science
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EVALUATION Time: 5 minutes
!at t!e Teac!er ill "o
Probin#&'licitin#
$uestions
Student %esponses and
Misconceptions
1) What would be the
difference in how much
light passed through a
test tube of water and a
test tube of chlorophyll
solution?
2) Ambient Light is 200.0
Lux, The light on the
other side of a
Chlorophyll solution is
149.6 Lux.
3) Provide an explanation
for the difference in
question 2.
4) What effect would
increasing Chlorophyll
in a plant have?
1) [The Chlorophyll solution
would allow less light
through]
2) [50.4 Lux]
3) [Reflection, Refraction,
Absorption]
4) [It would increase the
rate/increase the amount
of]
Step 2: Inquiry-based Lesson Design in Science
Pre/Post-Assessment Name__________________
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Unobstructed
Light Reading
Water Test Tube 1 Test Tube 2 Test Tube 3
Trial 1
Trial 2
Trial 3
Average
Difference
Step 2: Inquiry-based Lesson Design in Science
What would be the difference in how much light passed through a test tube of water and a test
tube of chlorophyll solution?
Ambient Light is 200.0 Lux, The light on the other side of a Chlorophyll solution is 149.6 Lux.
Provide an explanation for the difference in question 2.
What effect would increasing Chlorophyll in a plant have?
Pre/Post-Assessment Name__________________
What would be the difference in how much light passed through a test tube of water and a test
tube of chlorophyll solution?
Ambient Light is 200.0 Lux, The light on the other side of a Chlorophyll solution is 149.6 Lux.
Provide an explanation for the difference in question 2.
What effect would increasing Chlorophyll in a plant have?
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