Photosynthesis Follies - Wikispaces · PDF file• Desribe the significance of the...

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© Earth Partnership for Schools • University of Wisconsin – Madison Arboretum Woodland Study the Model 1-3 Activity Overview Students take part in a play that il- lustrates the process and importance of photosynthesis. Objectives Students will: Identify the main parts of a plant and name the part where photo- synthesis takes place. Name the “ingredients” needed in the process of photosynthesis and how they get to the chloroplasts of the cell. Recognize the significance of the photosynthesis process and the role it plays in providing oxygen in the environment. Identify how plants produce and use sugars for energy Subjects Covered: Science, Language Arts, Drama GradeSUNLIGHT 3 through 6 Activity Time: 1 hour on the school grounds; 45 minutes classroom discus- sion Season: Any MaterialSUNLIGHT Name tags identifying performer’s roles and other propos as desired. State Standards Science: Use scientific vocabulary & themes (C.4.1) Use data to answer questions (C.4.5) Use scientific themes to explain physi- cal & chemical interactions (D.8.4) Use models of energy transmission (D.8.9) Identify different physical & chemical properties of earth materials (E.4.2) Analyze influence of living organisms on earth’s systems (E.8.4) Discover how organisms meet their needs (F.4.1) Find connections among living and Background To understand how life is possible on our planet, we must understand the flow of energy, the cycling of matter, and the interdependence of life-forms here on Earth. e process called photosynthesis involves all of these interactions. Energy from the sun arrives daily, powering the great cycles of air, water, and soil. Green plants are the only living things that can use the sun’s energy directly, along with molecules of air and water, and transform it into food energy for themselves and all other living things. e leaves of green plants are food factories, and act as solar collectors for sunlight. Within the chloroplasts of plants’ leaves, sunlight energy is used to split water molecules (H 2 O) into hydrogen (H) and oxygen (O) molecules and carbon dioxide (CO 2 ) molecules in air into Carbon (C) and Oxygen (O). Using sunlight energy further, these molecules are recombined into glucose, or simple sugars; the basic food for all life on this planet. In photosynthesis, solar energy is converted to chemical energy. e chemical energy is stored in the form of glucose (sugar). Carbon dioxide, water, and sunlight are used to produce glucose, oxygen, and water. e chemical equation for photosynthesis is usually written as follows: 6CO 2 + 12H 2 O + sunlight energy C6H12O6 + 6O 2 + 6H 2 O 6 molecules of carbon dioxide (6CO 2 ) and 12 molecules of water (12H 2 O) are consumed in the process, while glucose (C6H12O6), six molecules of oxygen (6O 2 ), and six molecules of water (6H 2 O) are produced. e “waste products” of the photosythesis process at work in each green leaf are oxygen and water, essential ingredients of life. Plants “breathe in” carbon dioxide and “breathe out” oxygen, the exact opposite of humans, so they play a critical role in maintaining a healthy atmosphere. is equation can help us understand the molecular splitting and recombining that occurs during this instantaneous process, but it inadequately describes the wondrous magic involved as well as the enormous gratitude it should inspire in all of us. Sunlight energy fuels the lives of all living things through photosynthesis. e sun’s energy flows through every life form, in every ecosystem and habitat on earth. is energy flow can be conceptualized through food webs and food chains, with plants as producers and animals as consumers. is involves the the cycling and recycling of all matter as well as interdependence of all life forms. Photosynthesis Follies

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Page 1: Photosynthesis Follies - Wikispaces · PDF file• Desribe the significance of the photosynthesis process and the role it plays ... Photosynthesis Follies SCRIPT PHOTOSyNTHESIS RAP

© Earth Partnership for Schools • University of Wisconsin – Madison Arboretum Woodland Study the Model 1-3

Activity OverviewStudents take part in a play that il-lustrates the process and importance of photosynthesis.

ObjectivesStudents will:

Identify the main parts of a plant • and name the part where photo-synthesis takes place.

Name the “ingredients” needed in • the process of photosynthesis and how they get to the chloroplasts of the cell.

Recognize the significance of the • photosynthesis process and the role it plays in providing oxygen in the environment.

Identify how plants produce and • use sugars for energy

Subjects Covered: Science, Language Arts, Drama

GradeSUNLIGHT 3 through 6

Activity Time: 1 hour on the school grounds; 45 minutes classroom discus-sion

Season: Any

MaterialSUNLIGHT Name tags identifying performer’s roles and other propos as desired.

State Standards

Science: Use scientific vocabulary & themes (C.4.1)

Use data to answer questions (C.4.5)

Use scientific themes to explain physi-cal & chemical interactions (D.8.4)

Use models of energy transmission (D.8.9)

Identify different physical & chemical properties of earth materials (E.4.2)

Analyze influence of living organisms on earth’s systems (E.8.4)

Discover how organisms meet their needs (F.4.1)

Find connections among living and

Background

To understand how life is possible on our planet, we must understand the flow of energy, the cycling of matter, and the interdependence of life-forms here on Earth. The process called photosynthesis involves all of these interactions.

Energy from the sun arrives daily, powering the great cycles of air, water, and soil. Green plants are the only living things that can use the sun’s energy directly, along with molecules of air and water, and transform it into food energy for themselves and all other living things. The leaves of green plants are food factories, and act as solar collectors for sunlight. Within the chloroplasts of plants’ leaves, sunlight energy is used to split water molecules (H2 O) into hydrogen (H) and oxygen (O) molecules and carbon dioxide (CO2) molecules in air into Carbon (C) and Oxygen (O). Using sunlight energy further, these molecules are recombined into glucose, or simple sugars; the basic food for all life on this planet.

In photosynthesis, solar energy is converted to chemical energy. The chemical energy is stored in the form of glucose (sugar). Carbon dioxide, water, and sunlight are used to produce glucose, oxygen, and water. The chemical equation for photosynthesis is usually written as follows:

6CO2 + 12H2O + sunlight energy → C6H12O6 + 6O2 + 6H2O

6 molecules of carbon dioxide (6CO2) and 12 molecules of water (12H2O) are consumed in the process, while glucose (C6H12O6), six molecules of oxygen (6O2), and six molecules of water (6H2O) are produced.

The “waste products” of the photosythesis process at work in each green leaf are oxygen and water, essential ingredients of life. Plants “breathe in” carbon dioxide and “breathe out” oxygen, the exact opposite of humans, so they play a critical role in maintaining a healthy atmosphere.

This equation can help us understand the molecular splitting and recombining that occurs during this instantaneous process, but it inadequately describes the wondrous magic involved as well as the enormous gratitude it should inspire in all of us. Sunlight energy fuels the lives of all living things through photosynthesis.

The sun’s energy flows through every life form, in every ecosystem and habitat on earth. This energy flow can be conceptualized through food webs and food chains, with plants as producers and animals as consumers. This involves the the cycling and recycling of all matter as well as interdependence of all life forms.

Photosynthesis Follies

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Activity Description

Note: This play has two parts, beginning with the Photosynthesis Rap as an introduction, followed by the Photosynthesis Follies. Complete directions for both are in the script.

This activity will involve students in acting out a drama about photosythesis. Begin by having the class gather in front of the audience (some standing, some kneeling, some sitting). You will want to have the class divided into two groups for the first part, the Photosynthesis Rap. Then six students will play the parts of chloroplast, sunlight, water. carbon dioxide, sugar and oxygen. You may be able to incorporate more than one student for each part, so that all can participate or by taking turns throughout. See the complete directions in the following script. Don’t be afraid to get creative with costumes and set..... students may have some great ideas of how to act out and dress the part!

ExtensionsDevelop a 3-D model representing the process of photosynthesis.• Illustrate the gas cycle between plants and animals.• Develop posters showing the essential elements needed for photosynthesis • and the products and byproducts of photosynthesis.

Additional ResourcesBang M. and Chisholm P. (2009). • Living sunlight: How plants bring the earth to life. New York, NY: Scholastic, Inc.

Assessments • Draw and identify the main parts of a plant and name the part where photosynthesis takes place.Name the “ingredients” needed in the process of photosynthesis and how • they get to the chloroplasts of the cell.Desribe the significance of the photosynthesis process and the role it plays • in providing oxygen in the environment.Describe how plants produce and use sugars for energy•

Photosynthesis Follies

non-living things (F.4.4)

Investigate structure & function of organisms (F.8.1)

Show organism’s place in ecosystems (F.8.8)

Language ArtSUNLIGHT

Orally communicate (C.4.1, C.8.1, C.12.1)

Listen & comprehend oral communica-tions (C.4.2, C.8.2, C.12.2)

Participate in discussion (C.4.3, C.8.3, C.12.3)

Develop vocabulary (D.4.1, D.8.1, D.12.1)

Theatre:

Pretend to be someone else, creating a character based on scripted material or through improvisation, using props, costume pieces, and ideas (B.4.1)

Create a human or animal character through physical movement with sounds and/or speech, using facial ex-pressions (B.4.2)

Create a character that is appropriate to the context of the scene, using facial expressions. (B.8.4)

Create a character (physically, verbally, and facially) from a scripted scene (B.8.6)

Create a scene or play based on a story, another piece of literature, or an idea,with a beginning, middle, and end (E.4.1)

Use props or furniture to create an environment for drama and create a characterwith costume pieces (E.4.2)

Rehearse and perform a scene or play for peers and invited guests (E.4.6,E.8.7)

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Photosynthesis Follies

SCRIPT

PHOTOSyNTHESIS RAP

For this part, half of the students recite Part A, the other half recites Part B.

A: This is a play about photosynthesis

B: Photo what?

A: Photosynthesis.

B: So what’s that all about?

A: A plant making sugar

B: A plant making sugar?

A: Yes-so it can grow

B: Oh-so it can grow.

A: Grow in the roots

B: And grow in the stem.

A: And grow with more branches.

B: And grow bigger fruit!

A: Where does this happen?

B: In the chloroplast

A: Where’s the chloroplast?

B: In the cell.

A: Where’s the cell?

B: In the leaf.

A: Where’s the leaf?

B: On the stem.

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A: The stem on a plant?

B: The stem on a plant.

A: The leaf on the stem.

B: The cell in the leaf

A: The chloroplast in the cell.

A: The chloroplast

All: The chloroplast.

All: The chloroplast.

All: The chloroplast.

Photosynthesis Follies

Student actors performing Photosynthesis Follies at Cambridge Elementary, Cambridge, WI. Photo by Mary Beth Steven.

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PHOTOSyNTHESIS FOLLIES-PLAy

DIRECTOR’S NOTES:Begin by having the class gather in front of the audience (some standing, some kneeling, some sitting). Then they recite the Photosynthesis Rap. Half recite part A and half recite part B. The last four lines fade away in volume. The actors then go backstage and divide into their groups for the “Setting the Stage” portion. This is performed as a prelude to the script.

Then the class disperses, some going to sit with the audience and some going backstage. The characters with a part to play next put on their signs and/or custumes. Someone can be in charge of the lights and two students play music when the Sunlight, Carbon Dioxide, and Water become the Sugar and Oxygen.

Each character wears a name tag hanging around his/her neck:

The Chloroplast wears a sign that says “chloroplast”, and it is green. • The Sunlight wears a sun shaped sign that is yellow. It says “light energy.” • The Water wears a blue sign that is shaped like 6 drops of water. • The Carbon Dioxide wears a grey sign that is shaped like 6 molecules (circles). • The Sugar wears a pink sign that says “sugar” on it. • The oxygen wears a white sign that is shaped like 6 molecules (circles). •

Staging notes are in bold and not meant to be read out loud.

CAST:

CHLOROPLAST SUNLIGHTWATERCARBON DIOXIDESUGAROXyGEN (nonspeaking part)

SETTING THE STAGE: ALL ACTORS

This section can be performed by any number of students. the director can decide how many to

involve in ten groups: A, B, C, D, E, F, G, H, I, and J.

Group A: It’s a blast

Group B: Being a chloroplast.

Photosynthesis Follies

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Groups A+B+C+D: Being a chloroplast.

Group A: There’s not just one of us you know

Group B: Inside each cell there’s many

Group CHLOROPLAST And when we each do our part

Group D: We make enough food for the plant

Group E: And enough oxygen for all you humans!

Group A: You can’t see us by looking close at the leaf

Groups B+C : We’re too small.

Group D: Even if you put special glasses on, you still couldn’t see us [a few students turn around

with big funny glasses on]

Groups A+B+CHLOROPLAST We’re too small. We’re itty bitty. [small voices]

Group E: [a few students turn around with oversized magnifying glasses] If you got out a hand

magnifier and looked closely at a leaf, you’d see the surface...and it would look cool.

Groups C+D: But you still couldn’t see us. We’re very petite [small voices]

Group B: [a few studentts turn around with microscopes] You’d have to get a high powered micro

scope and look at a thin slice of the leaf,

Groups A+B+C+D: AND THEN.......you’d be able to see chloroplasts in a cell!

Group A: And if you did

Group B: Get that microscope out

Group CHLOROPLAST and look at that thin slice of leaf

Group D: You’d see rows and rows of cells.

Groups E+A: And in each cell

Groups B+CHLOROPLAST you’d see chloroplasts

Groups D+E: Happy Chloroplasts!

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Groups A+B: Having a blast

Groups C+D: just being a chloroplast!

Group F: You might say

Group G: it’s a happeninplace

Group H: ‘Cuz it’s a place where stuff is happening!

Group I: And not just blah blah blah stuff!

Group J; What happens here

Group F: Is important

Group G: hugely important

Group I: gigantically, colossally, overabundantly

Group J: important

Groups F+G+H+I+J: to the plant!

Group F: And to

Group G: everything on the planet that breathes oxygen

All the other students who have not been speaking chant: ONE MORE TIME!

Group F: What happens here is hugely,

Group G: Vastly, gigantically,

Group H: Colossally important

Group I: to the plant.....AND [pause]

Group J: to everything on the planet earth

that breathes oxygen.

Photosynthesis Follies (cont.)

Student actors performing Photosynthesis Follies at Cambridge Elementary, Cambridge, WI. Photo by Mary Beth Steven.

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Photosynthesis Follies (cont.)

PHOTOSyTHESIS FOLLIES SCRIPT

CHLOROPLAST: Hello! How are you today? I’m a chloroplast and I live inside this here plant cell. There are many other chloroplasts in this same cell, and they all do what I do–make food for this here plant! Yup it all happens here in this tiny space. Now I know that some of you are wondering how, so let me show you. I’m fixing to start up a new batch right now anyway.Boy, is it ever a beautiful bright day out. Oh! Here comes some light energy direct from the sun.

SUNLIGHT: [enters] It sure is dark in here. I wonder what kind of place this is. [CHLOROPLAST grabs SUNLIGHT] Hey! Let go!

CHLOROPLAST: Gotcha! Ha!

SUNLIGHT: What’s this all about?! Let go!

CHLOROPLAST: Nope. I need you. Now you’re working for me! [C lets go of S]

SUNLIGHT: What do you mean?

CHLOROPLAST: Well, you see, water will be entering this cell any second now.

SUNLIGHT: Water? Where’s it coming from? I entered this leaf which was about three feet off the ground! There was no water around.

CHLOROPLAST: The water is coming from the roots of this plant. The roots are pulling it out of the ground.....and some of the roots reach down pretty deep to find it!

SUNLIGHT: Okay, so the water is coming....no wait. That’s not possible! How can water flow up? Grav-ity doesn’t work that way.

CHLOROPLAST: Well you see, the water travels in tubes called the xylem. And you’re right. Normally water doesn’t travel up. But in a plant like this (and even in a tree) the water is kind of sucked up the way soda is sucked up through a straw. It’s called TRANSPIRATION.

WATER: [Enters] Here we are boys!

SUNLIGHT: Isn’t this more water than we’ll need?

CHLOROPLAST: Yes....but don’t fret. The water that’s not needed will evaporate through the surface of the leaf.

WATER: So why am I here? Somebody tell me what to do!

CHLOROPLAST: Okay, calm down. I need you to be patient. We are waiting for one more special guest to arrive. As soon as everyone’s here we can get this party started.

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Photosynthesis Follies (cont.)

WATER: Exactly what kind of party will it be? I didn’t bring a present or anything! Will you be serving cake and ice cream? Do we get to wear party hats?

CHLOROPLAST: No my friend. This is not that kind of a party. It’s really more like being part of an incredibly important work crew. This plant can’t grow without you.

SUNLIGHT+WATER [Begin shivering] Say, we feel a draft all of a sudden.

CHLOROPLAST: There are no windows in a cell! Air can pass right through these cell walls.....and that air you’re feeling is just what we need next. Well, we don’t need all of it, just the carbon dioxide that is in it.

CARBON DIOXIDE: Say, mister, keep your paws off me!

CHLOROPLAST: Don’t be afraid. I’ve been waiting for you.

CARBON DIOXIDE: Oh, I’ve heard about you. What do you want me to do?

CHLOROPLAST: My friend, you are going to help make food for this plant that we are inside of.

CARBON DIOXIDE: What’s this? [points to SUGAR and WATER]

SUNLIGHT: I was light energy from the sun. This here chloroplast trapped me as I entered this plant cell.

WATER: I was water mixed with minerals. I was pulled out of the ground by the roots and carried up here in the xylem (a tube in the stem).

CARBON DIOXIDE: So let me get this straight. The sun entered through the top of the leaf and was trapped by the chloroplast, and the water traveled through an “up only” tube called the xylem?

SUNLIGHT+WATER: That’s right. Say, how did you get in here?

CARBON DIOXIDE: Well, you might say that I slipped in through the back door!

SUNLIGHT+WATER: What do you mean?.....like the underside of the leaf?

CARBON DIOXIDE: Exactly. You see, there are little openings on the underside of the leaf that are called stomata. A whole lot of air molecules came in with me! The rest of the guys are traveling through the other plant cells in this leaf to see where they can help.

CHLOROPLAST: Yes, that’s right. And now it’s time for the water molecules to join hands with the car-bon dioxide molecules. The combination should produce food, also known as sugar.

SUNLIGHT: Say! If they are combining to make the sugar, what do you need me for? You didn’t really capture me so that I could just watch, did you? Because I am really very busy. There are lots of dark places to explore and there are lots of gloomy people that need me to help them cheer up!

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Photosynthesis Follies (cont.)

CHLOROPLAST: We need you VERY badly! In fact, the water and carbon dioxide can’t make sugar without you. You are light energy. You will supply this water and this carbon dioxide with the energy needed to make all this happen!

SUNLIGHT: Cool. Now you’re talking. I’m cool. I’m cool. You can’t do this without me.

WATER+CARBON DIOXIDE: And you can’t do this without us! Get over yourself and let’s get serious. We’re ready.

CHLOROPLAST: Okay. Light energy, you stand behind the water and carbon dioxide. ready? Set? Begin!

WATER+CARBON DIOXIDE: Say, I feel funny.......Whoaaaaaaa! [WATER, CARBON DIOXIDE, and SUNLIGHT exit. Then Sugar and Oxygen enter]

SUGAR: It worked out all right, but who’s this little guy hanging around by us?

CHLOROPLAST Oh! I almost forgot. This is oxygen. Whenever a plant makes sugar (or food) it also makes oxygen. Now when the sugar is sent to parts of the plant that need it, some oxygen will be sent with it. But we always seem to make more oxygen than we need, so a lot of oxygen will be extra and will have to leave the plant.

SUGAR: Oh, let me guess. Will the oxygen leave through the “back door”? ......you know, through the STOMATA?

CHLOROPLAST: Exactly. Now, it’s time for you to be on your way, sugar.

SUGAR: Where exactly are we being sent and HOW are we getting there?

CHLOROPLAST : You will go wherever you are needed. Some of you may be used in the stem, some may go to the fruit part of this plant where you will become starch, and some of you will probably be sent to the roots so that they can get bigger.

SUGAR: Sent to the roots?!! Isn’t that a long way down? What do we do....parachute?

CHLOROPLAST: No, silly. You ride the phloem. It’s a tube like the xylem, except that it takes sugar to other places.

SUGAR: Okay. So now that we’ve become sugar, we need to ride the phloem to wherever we’re needed?

CHLOROPLAST: Yessiree! Now! On our way! I’ve got to get busy again. There’s light energy coming my way and I’m fixing to lay my trap.

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Photosynthesis Follies (cont.)

When the play is finished, the class comes back up to the front and faces the audience. Six students read the fact cards. Then one student says to the audience:

“When does six plus six equal seven? When we’re talking photosynthesis!

Six molecules of water [WaTeR steps forward] plus six molecules of carbon dioxide, [CaRbon DIoxIDe steps forward] with, of course, the help of light energy [Sun steps forward]

yields one molecule of sugar [SugaR steps forward] and six molecules of oxygen [oxygen steps forward].

Then one student steps forward and thanks the audience for coming to the play.

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Photosynthesis Follies

FACT CARD 1

Remember when we talked about water leaving a plant through its stomata? Well, cottonwood trees

will lose 100 gallons of water every hour during hot desert days.

FACT CARD 2

Each year plants use more carbon in photosythesis than is mined

throughout the world.

FACT CARD 3

One million acres of corn can produce enough oxygen in 11 days to supply 10 million people with enough oxygen to breathe for a

whole year.

FACT CARD 4

If there was no more photosynthesis, there would be little

food on earth. More organisms would disappear, and in time there would be no more oxygen in our

atmosphere.

FACT CARD 5

In 1774, Joseph Priestly first documented the process

of photosynthesis. That’s 235 years ago!

FACT CARD 6

The fossil fuels we use today all have their origins in photosynthesis. Coal was formed around 370 million years ago when (after they photo-sythesized and stored sugar) large trees fell into swampland. High temperature and pressure changed their organic matter into coal.