How Do Those Zeuthians Do it?

Please use the following headings for your lesson plan. Use numbered bullets where possible.
Keep the formatting easy to read and clear.

NJ Core Curriculum Content Standards.

1. Photosynthesis Requirements
NJ Content Standard: Plants have the capability to take energy from light to form sugar
molecules containing carbon, hydrogen, and oxygen. CPI# 5.3.12.B.4
2. Inquiry and Modeling Standards
NSES: Regardless of the scientific investigation performed, students must use evidence,
apply logic, and construct an argument for their proposed explanations.
NJ Content Standard: Empirical evidence is used to construct and defend arguments. CPI:
Revise predictions and explanations using evidence, and connect explanations/arguments to
established scientific knowledge, models, and theories. CPI #5.1.12.B.3
NJ Content Standard: Refinement of understandings, explanations, and models occurs as
new evidence is incorporated. CPI: Reflect on and revise understandings as new evidence
emerges. CPI#5.1.12.C.1
NJ Content Standard: Science involves practicing productive social interactions with
peers, such as partner talk, whole-group discussions, and small-group work. CPI: Engage in
multiple forms of discussion in order to process, make sense of, and learn from others’ ideas,
observations, and experiences. CPI#5.1.12.D.1

Big Ideas
1.Energy
In this unit, students will learn about the energy transformation that takes place
throughout photosynthesis. Energy is a vital concept due to the fact that energy links all
living being things together. One can see energy transfer in all walks of life whether it be
chemical energy turned into heat energy in order to provide power for houses or in living
systems (humans eating food in order to survive).
Sunlight: Sunlight is the driving force behind photosynthesis, without it, most life
on Earth would disappear. The role of sunlight is a critical concept of
photosynthesis and must be understood by all students in order to gain a basic
understanding of photosynthesis.
2. Requirements
Photosynthesis has very few basic requirements but these requirements are essential to the
process. Other than sunlight plants require an adequate amount of carbon dioxide and water. It
is vital that students understand the requirements needed for photosynthesis so that students can
understand how various plants are grown (on the space station, farming). Through the
understanding of the requirements students will be able to think of new creative ideas to meet the
needs of photosynthetic organisms.
 Carbon dioxide: Without carbon dioxide plants could not carry out the light
independent reaction of photosynthesis (Calvin Cycle). The more carbon dioxide plants
are exposed to the easier it is for them to carry out photosynthesis (if all other
requirements are sufficiently available). Carbon dioxide provides the carbon that is fixed
during the light independent reactions which yield the greatest amount of ATP. Without
this reaction plants would not be able to flourish, there energy gathering would be
significantly reduced.
Water: Water is needed by all organisms to survive, but its use in plants is
different than in humans. Photosynthesis’s requirement of water is a concept that must
be understood by all students. Most people know that plants need water to survive, but
what most people don’t realize is that without water plants cannot produce energy
through photosynthesis. Through this understanding the problems of drought come to
mind and how terrible droughts can be on the food supply and ecosystem.
3. Inquiry
Inquiry based lessons allow students to explore and discover science on their own with
the guidance of a teacher. Through inquiry, students will become like scientists building
models using their knowledge, revising their models through argumentation and
empirical evidence, and presenting their revised models to the class.
Group Work: This is a vital part of the inquiry process. Through group work
students will learn to work together as a team and as a scientific community. They will
learn the meaning of relying on a community to help with issues and be expected to help
each other throughout the process.
Modeling: Students will continue to practice honing their skills at creating initial
models based on their prior knowledge. Students will work in pairs to analyze empirical
evidence and revise their models. Students will present their models to their peers and
will spark discussion and argumentation where the students will need to defend their
explanation. Finally students will revise their models based on evidence that was
presented by other groups.

1. Objectives.
a. Students should be able to identify the requirements for photosynthesis. They
should be able to explain that CO2, Water, and Light are necessary for
photosynthesis to take place.
b. Students should be able to model the requirements of photosynthesis
c. Students should be able to present their models to the class and listen to other
students present models.

1. Expected Knowledge.
 a. Students should have a basic understanding of plant anatomy, energy laws
(energy can transform, energy is lost as heat). Students should be able to
cooperate in teams productively.
i. If students do not have a basic understanding of plant anatomy then they
are free to ask the teacher or other members of his/her team. In addition
students are free to use books within the classroom to look up anything
they might need to know.
ii. If students do not have a basic understanding of energy laws they are free
to ask the teacher or members of his/her team. If the majority of the class
does not know energy laws the teacher must conduct a brief review of
energy laws.

1. Expected Student Difficulties

a. Students may have a difficult time creating a proper model. Modeling is
something that is still somewhat new to students and is not expected to be
perfected until the end of the year.
b. Students may have difficulty explaining why all of these factors are required for
photosynthesis. They are not however expected to explain why they are required
until later in the unit.

1. Resources and Materials

a. Group them into teacher use and student use (where appropriate, identify texts,
equipment, media, family or community resources to be used in the lesson).
http://www.youtube.com/watch?v=_7-2PB4jj2o ET Video started at 42 seconds.

Lesson Plan.
1. Show Video
a. The video shown is a clip from ET showing ET in the bushes. The video is meant
to capture the interest of the students. From the video students will get into the
spirit of discovering aliens.
2. Give NASA notice
a. The letter from NASA is attached bellow. The letter describes the planet of Zeuth
and Zeuthians. Within the letter NASA describes their failed attempts at
transporting Zeuthians to Earth. Students must first determine what the Zeuthians
require, the NASA article acts as evidence meant to guide the students into
realizing that Zeuthians (photosynthetic organisms) need light, CO2, and water.
3. Put students in Teams of 3-4 students
a. Teams of students are vital for the process of modeling to take place. Each team
must work together efficiently in order to solve the problem context. Through
working together students will gain a better understanding of the requirements
and products of photosynthesis. Group work allows students to feel confident in
 their opinions and provides a medium for argumentation. (Students are expected
to argue their points in order to decide on a team model).
4. Pass out poster sized paper to each team
a. Posters are needed to display the team models. The posters not only let the
students show case their work during the lesson to other students, but will also be
hung up, improving the decor of the classroom. By hanging posters up students
realize that their work is important and will be proud of the activities they
complete.
5. Each team models what Zeuthians are using to survive using evidence from the article to
support their ideas.
a. Modeling what Zeuthians are using for food in order to survive provides students
their first look into photosynthesis. The students won’t know what the process is
called but through the information can identify the requirements of
photosynthesis. Modeling of Zeuthian food harvesting provides a chance for
formative assessment. The models will be assessed for both content and for
students ability to model. Each team will have 20 minutes to model. If students
are having a difficult time modeling the teacher will be walking around the room
monitoring the progress of the building of models. The teacher can help students
with their model if need be. The teacher will also continually reinforce that
students need to focus on the FACTORS and not HOW the Zeuthians are
harvesting their energy.
6. Each team presents their model to the class and hangs the model on the board
a. Presenting to the class provides students with an opportunity to voice their ideas
to their peers. Through their presentations students will participate in the
scientific community within the class. In addition, presenting allows students to
the chance to practice public speaking, and boosts their confidence. Each Team
will have 5 minutes to present.
7. Teacher notes key features of models using power point or overhead projector so that
students can see main points from each team
a. The teacher acting as the scribe for the class allows students to focus on listening
rather than on note taking. It also allows students to visualize all of the ideas
simultaneously on a large board (overhead or projector). This should take place
as students are presenting and will act as the rough draft of the class model.

Time Table – who is going to be doing what and when during the lesson to make sure that
students are actively engaged. Use a table for this as shown below.

Clock Activity Students Doing Teacher Doing

0-2 Video Watching Passing out NASA

 letter

2-5 Go into Teams Going into teams Ensuring students are

going where they
need to

5-10 Reading NASA notice Reading the Passing out poster

NASA notice paper

10-30 Modelling Creating models Monitoring the

using the NASA process of model
notice as evidence building

30-55 Presenting Models Presenting or Writing the

Listening to others important parts of
present each teams model
using the computer
or projector

55 End of Class Leaving Getting ready for the

next period

Assessment.
a. The formative assessment of the lesson will take place during the presenting of
the models. The models will be assessed using the rubric below which students
will have been made aware of prior to the lesson.

b. 4 3 2 1

Evidenc Model uses all of the Model has an incomplete Model lacks Model has
e Based appropriate evidence use of evidence. Some appropriate no evidence,
necessary to make the areas do not have enough evidence, and and/or any
model clear and evidence or unnecessary explanations explanations
concise. All evidence is used. All are not included are
explanations in the explanations in the model completely not
model are supported are supported by evidence. supported by supported by
by evidence. given evidence.
evidence.

Modifications. Describe the modifications you will make for different learners
 a. In order to accommodate for diverse learners one could have students use multiple
tools for creating models. One team could use power point, another a poster,
another could use the chalkboard The lesson already allows for students to see
the material in multiple fashions (they have to work with the material, listen to
others ideas, see others ideas, and during the next lesson evaluate other teams
ideas). The teacher could also provide students with a print out of the most
important ideas to go into the students notebook if students have a difficult time
learning information from powerpoint/projectors.
b. Describe modifications for bilingual students.
i. One could modify the lesson for bilingual students in a few ways. The
easiest way is to put all students of the same language in the same team.
This would allow students to talk through the information in their native
language. Then when the students have to present, they would have to
present in English. The second way would be to translate the NASA
article into the students primary language. Bilingual students would then
be able to read the NASA article in their own language but would still be
required to interact with other students in English.

Homework. No homework