Activity
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Instructional Strategies This module should be incorporated into the Photosynthesis unit. Refer back to “Probing Questions” section of Instructional Framework. Day 1 Lead students into a discussion about exercise. What happens when you repeat the same activity for a period of time? Why do you tire? Watch video of Leg Exercise. Ask students to stand and repeat the same exercise. The teacher will time the students. When the students begin to exercise the teacher will call out the time in seconds. As the students exercise, they are to stop when their leg muscles begin to hurt or “burn”. Each student writes down the time they stopped. Record all student times on overhead or board. All students are to copy the data from the board (overhead) and average these numbers. Graph their time against the class average time. Check their data. Day 2 Assign vocabulary. Review Photosynthesis and Respiration and compare muscle fatigue to respiration during photosynthesis. Noting that it occurs without oxygen and how ATP is activating the stored lactic acid. Peer Teaching activity. Have students sit in pairs. Hand each pair one handout. Give the students 10 minutes to teach each other that sheet. When the 10 minutes is over, ask them to hand in their handout sheets and get out a piece of paper. Take a daily quiz on how well they learned the information their peer partner taught them. Ask the following questions: 1. What are the reactants for photosynthesis? (6CO2 + 6H2O) 2. What are the products of respiration? (6CO2 + 6H2O) 3. What are the products of photosynthesis? (C6H12O6 +602) 4. What are the reactants of respiration? (C6H12O6 +602) 5. Which process (photosynthesis or respiration) does not require the presence of light in order to take place? Respiration Review answers. Did everyone make 100? They should. (Hopefully, students will note the cycle of Photosynthesis and Respiration) Day 3 Show Eyewitness “Trees” video (or a video you have on trees or leaves). Conduct Plant Chromatography Lab. Clean area. Write a lab report to turn in to teacher. Day 4 Take students outside for the Photosynthesis Dance. Make sure you don’t forget the tape/cd player, balls, ATP, and small candy bars. When they return to class discuss why the candy bars replaced the ATP cards in the last activity. Day 5 Ask the students to recall the formula or process for photosynthesis. Photosynthesis Activity Cards. Day 6 Conduct Elodea Lab. (When the students have learned to use excel, you may have them graph their bubble count for each of the test tubes.) Day 7 Teach students how to use Excel. Day 8 Conduct Muscle Fatigue Lab. Gather data from each person and record on board (overhead). Each student is to record all data in their notebook. Review Excel and how they will be using it tomorrow. Day 9 Students are to work on Excel to place their data into charts and then graph. This can be done in several ways. All data should be entered. Then you may have students to make individual scatter plots, or a bar graph of class average vs. their average, or their average against the athletes vs. non-athletes, their average against the person they named in their hypothesis, their averages against male and female averages, or any other way you may choose. Day 10
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