Pearson Assessments



Lesson 3: Carbon Dioxide – Oxygen Cycle 2 DaysState Standard5.9 Organisms and Environments. The student knows that there are relationships, systems, and cycles within environments. The student is expected to:identify the significance of the carbon dioxide-oxygen cycle to the survival of plants and animals. S5.1 Scientific investigation and reasoning. The student conducts classroom and outdoor investigations following home and school safety procedures and environmentally appropriate and ethical practices. The student is expected to: (A) demonstrate safe practices and the use of safety equipment as described in the Texas Safety Standards during classroom and outdoor investigations SIRS 5.2 Scientific investigation and reasoning. The student uses scientific methods during laboratory and outdoor investigations. The student is expected to: (A) describe, plan, and implement simple experimental investigations testing one variable; (B) ask well-defined questions, formulate testable hypotheses, and select and use appropriate equipment and technology; (C) collect information by detailed observations and accurate measuring; (D) analyze and interpret information to construct reasonable explanations from direct (observable) and indirect (inferred) evidence SIRS5.3 Scientific investigation and reasoning. The student uses critical thinking and scientific problem solving to make informed decisions. The student is expected to: (C) draw or develop a model that represents how something works or looks that cannot be seen such as how a soda dispensing machine works SIRS S=Supporting Standard SIRS = Scientific Investigation and Reasoning SkillsStatement of Learning ObjectiveThe students will understand that organisms depend on both living and non-living elements of an ecosystem for survival (this includes the carbon dioxide-oxygen cycle).Essential Question: How do organisms depend on the ecosystem in which they live?MaterialsEngage: Acorn to Tree PowerPointExplore: three test tubes, three large glass beakers (1000mL), baking soda, water, 3 four cm sprigs of elodea (order # LM25), goggles, pitcherExplain: Zaption Video Elaborate:Evaluate:computers (optional)paperCommon Learner MisconceptionsMisconceptionCorrection StatementPlants and seeds are not living.Plants take in all substances they need through their roots.Leaves take in water.Plants get their energy from the soil through roots.All plants need soil to grow. Soil provides food for the plant.Plants and seeds are living.Plants take in air through their leaves. Chloroplasts in the plant leaves absorb the Sun’s energy for use in photosynthesis. Water and minerals are taken in through the roots.Water is taken in through the roots.Chloroplasts in the plant leaves absorb the Sun’s energy for use in photosynthesis. Water and minerals are taken in through the roots.Some plants grow in soil-free environments. Plants take in water and minerals from soil, but not food.Safety IssuesStudents should wear goggles during the elodea investigation. Be cautious with glassware; students should report any breakage to the teacher immediately.Teacher BackgroundIn this 2 –day lesson students will learn about the carbon dioxide-oxygen cycle, focusing on how living things are dependent on each other for survival.The focus of this lesson is the carbon dioxide – oxygen cycle, not photosynthesis.You will need to order elodea (LM25) from the SRC ahead of time for this lesson. One person on your team should order for the whole team. Each teacher will need 3 sprigs.Keep the elodea in the dark for 24 hours before using it.You will need to make a weak solution of baking soda and water. About 1 teaspoon of baking soda to a pitcher of water. This solution needs to be made in class with the students. Do not make it ahead of time or the investigation won’t work!You will be introducing a collaboration skill that you are going to work on with your students for the next few weeks. A good one to use to start the year off might be listening. There is more information about these in the Introduction section of your grade level science curriculum in iXplore. Day 1ENGAGE Time: 10 minutesActivities/EventsTeacher DirectionsGuiding QuestionsShow students a picture of an acorn seed and a large tree. See PowerPoint slide 1. Use guiding questions to discuss the acorn and tree.How much do you think this tree weighs?Where do you think all of that mass came from?How do plants get energy?EXPLORE Time: 50 minutesActivities/EventsTeacher DirectionsGuiding QuestionsThe teacher and students should wear safety goggles for this investigation. Discuss why safety goggles are being worn.Make the baking soda-water solution in front of the students. (see Teacher Information for details)Pour the baking soda-water solution into each beaker so that they are ? full.Place one 4cm sprig of elodea in each test tube.Fill each test tube with the baking soda-water solution to the very top (make the water overflow to be sure it is completely full).Place your index finger over the top of the test tube and turn the test tube over and place it upside down into the beakers (one test tube inside each beaker).Place one beaker outside in the Sun, one in a window, and one in a cabinet (dark).Students will record the problem (How does the amount of light a plant gets affect it?), hypothesis, a labeled drawing of the set up (procedure) in their science notebook. They can work on this as you are setting up the investigation.Example:Problem: How does the amount of light a plant gets affect it?Hypothesis: I think that the plant with the most light will… because…Procedure: (Students should draw and label all parts of the investigation.)Once all students have completed their notebook entries, gather the beakers and compare the bubbles at the top of each test tube. You may even see bubbles still stuck to the elodea. Have students use words and pictures to describe the outcome of the investigation. If bubbles are not forming, watch the video in the Explain, place the beakers back into place and check them toward the end of class.Students should add the results, conclusion and inference to their notebook. -285751900100As students are working, circulate and read their notebooks. Listen to group conversations and prompt students with the Guiding Questions as needed. Example:Results: (Students should describe or draw and label the results.)Conclusion: Students should summarize what happened. (The plant that got the most light had a lot of bubbles on it. The plant that had the least light had no bubbles.Inference: Students should write an explanation of why they think this happened.Discuss the investigation with students.137160047434500Discuss students’ conclusions and inferences from the investigation. Have them turn and talk to a partner to explain their conclusion. Prompt by asking, “What did you conclude from this investigation?” and “Why do you think this happened?” Randomly call on students to share with the class. Refer back to the Engage questions and see if student’s ideas have changed.When do scientists wear safety goggles?How do you think the light might affect the plants? Why?You will make 3 beakers like the one below:4038600glass beakerbaking soda-water solutionelodeabaking soda-water solution (inside test tube)glass test tubeglass beakerbaking soda-water solutionelodeabaking soda-water solution (inside test tube)glass test tubeWhich plant do you think will be affected the most? (Hypothesis) Why? What evidence will you see?What variable are we testing in this experiment? (amount of light)What variables need to be controlled (kept the same) to make it a fair test? (type of water, type of baking soda, amount of solution, size of elodea sprig, size of test tube, etc.)What is a bubble?What is inside the bubble?What kind of gas do you think it is? Why?Where is the gas coming from?Why does the plant in the light have more bubbles than the plant with no light?Investigation Discussion:Was it a fair test? Why or why not? (thumbs up or down to show thinking)What did we control? (type of water, type of baking soda, amount of solution, size of elodea sprig, size of test tube, etc.)What was the variable we changed or tested? (amount of light)Did you notice any patterns? (The amount of bubbles increased with the amount of light.)What part of the plant seemed to be affected the most? (leaves) What evidence do you have to support that? (bubbles are on the leaves)Which one had the most bubbles? (Observations)What is a bubble evidence of? (gas)Why do you think the one in the sun had the most gas being released from the plant?Discuss students’ alternative explanations for the bubbles and their reasonability.Day 2EXPLAIN Time: 35 minutesActivities/EventsTeacher DirectionsGuiding QuestionsShow the first slide of the PowerPoint again and elicit ideas from students to see if they have any new ideas about how plants get their “food” to grow.This is a presentation in Zaption that includes a video. As it plays, it stops and asks students to answer a question. You can use this whole class or you could assign to students to do independently depending on your technology resources. Be sure to check the link to ensure it is working before this class session. the video is over, allow students to compare notes and discuss what yesterday’s investigation has to do with plants making food.66675066992500As a class come to consensus on how they think plants get energy and how that affects us. Create an anchor chart showing the carbon dioxide-oxygen cycle.Have students turn and talk about how the carbon dioxide-oxygen cycle relates to plant and animal survival. -228602349500Listen and jot down the names of students who seem to be struggling in the Excel Tracker for Teachers. Be sure to check in on them during the Elaborate activity. Students should open their study guide to page 19 and read the first learning goal. Discuss with students what a claim is. Are they able to make a claim at this time? Do they have any evidence to support their claim? What would evidence look like? (grades, teacher feedback, peer feedback)If students have any evidence at this time to show they understand this learning goal, they can record it in the evidence box. (This could be verbal feedback the teacher gave them.)Students should turn to page 25 in their study guide. Tell them that if they do not yet understand this learning goal, they can study page 25. They may want to highlight this.-27830156210000Have the students highlight vocabulary words 1-3 on page 21 and draw a picture or write a clue to help them remember these. They may want to draw a picture of the experiment in the carbon dioxide box. For #3 the carbon dioxide – oxygen cycle they can draw a model, but it shouldn’t have a giraffe like the study guide. As students are working, circulate and read their study guides. Put a check mark in their study guide if their clues are correct and are different from what is written in the study guide. Prompt students with questions as needed. How does a little acorn turn into a huge oak tree? Where does all that mass come from? (students should turn and talk)Based on yesterday’s experiment, what do you think the function of the leaves is? (take in gases from the air/release gases into the air- if students don’t know, come back to this question after the video)How do the carbonated water and plant work together as a system?Do we depend on plants? How?What would happen if there were no plants on Earth?Do we help plants?Why is this a cycle?What were the bubbles in our demonstration?What are some things that depend on plants and why?How does fruit help a plant?ELABORATE Time: 20 minutes Activities/EventsTeacher DirectionsGuiding QuestionsIntroduce a collaborative skill that your students need to work on. This could be listening, sharing an idea, disagreeing appropriately, etc. (See collaboration protocols list).Elicit from your students what this should look like and sound like in your classroom and discuss why. Record these ideas on chart paper. Create a protocol for the skill you are working on. This should be a list of 4-6 behaviors that the students should follow. (see examples on G-drive)Students are going to practice using this protocol as they work in groups. As they are working, take notes on the positive interactions that you observe.Small groups will come up with a presentation to teach the importance of the carbon dioxide – oxygen cycle to the rest of the class. This can be a skit, poem, song, interview, etc. If time permits, students may use technology like Voki, Blabberize, Big Huge Labs, or PowerPoint. -190501709600As students are working, work with any students who are still struggling with this concept by prompting them and checking for understanding. If there is just a small group of students who are struggling, you may want to have them work together with you during this activity. 6. There is an alternative activity for the Elaborate which is found in the lesson folder. Students are asked to investigate what could cause this cycle to become out of balance. This would be an activity for students who have mastered the basics of this topic and need to extend their learning.Reflect on the collaboration protocol. This would be a good time to have students do a group evaluation and set goals.Groups will present their products. Each group can present to one other group if time is short.Facilitation Questions:Do we depend on plants? How?What would happen if there were no plants on Earth?Do we help plants?Why is this a cycle?Protocol Reflection Questions: How did the protocol go? Did you find it useful? In what ways?Did your group have any problems using the protocol?Is there anything we need to change in our protocol? Why?Is there anything we need to add? Why?EVALUATE Time: 15 minutesActivities/EventsTeacher Directions AssessmentStudents will write a thank you card to a plant. The card should state the following:What they are thanking them forWhat they will use it forWhy it is important to themHow do you intend to repay the plant?Tell students that this card should be evidence for their Learning Goals and Reflection Chart that they understand the carbon dioxide – oxygen cycle.-190513589000As students are working, work with any students who are still struggling with this concept by prompting them and checking for understanding. If you see a student has mastered the goal, tell them to add the Thank You card as evidence to their Student Learning Goals and Reflection. Other evidence could also be the student orally explaining it to you or any other written or verbal explanations they gave you today. Thank You CardWe would appreciate your feedback on this lesson. Click the link: to leave your comments and suggestions in the appropriate box for this lesson. ................
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