Photosynthesis Lab NGSS 5th Grade Middle School Evidence Lab 5-LS1-1 MS-LS1-6

Photosynthesis Lab NGSS 5th Grade Middle School Evidence Lab 5-LS1-1 MS-LS1-6
Photosynthesis Lab NGSS 5th Grade Middle School Evidence Lab 5-LS1-1 MS-LS1-6
Photosynthesis Lab NGSS 5th Grade Middle School Evidence Lab 5-LS1-1 MS-LS1-6
Photosynthesis Lab NGSS 5th Grade Middle School Evidence Lab 5-LS1-1 MS-LS1-6
Photosynthesis Lab NGSS 5th Grade Middle School Evidence Lab 5-LS1-1 MS-LS1-6
Photosynthesis Lab NGSS 5th Grade Middle School Evidence Lab 5-LS1-1 MS-LS1-6
Photosynthesis Lab NGSS 5th Grade Middle School Evidence Lab 5-LS1-1 MS-LS1-6
Photosynthesis Lab NGSS 5th Grade Middle School Evidence Lab 5-LS1-1 MS-LS1-6
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Product Description

NEW PRODUCT!! This is a FUN and FRESH take on the traditional BTB middle school photosynthesis lab using the Claim Evidence Reasoning CER framework and it addresses the following elementary and middle school NGSS Performance Expectations:

5-LS1-1. Support an argument that plants get the materials they need for growth chiefly from air and water.

MS-LS1-6. Construct a scientific explanation based on evidence for the role of photosynthesis in the cycling of matter and flow of energy into and out of organisms. It is easy to follow and provides thorough teacher tips for success!

Students are asked “How Do Plants “Eat”? They develop their own ideas about photosynthesis, are given background knowledge on the process through a short video, brainstorm ways to prove it and conduct an experiment using Elodea water plants to prove carbon dioxide and sunlight are required for photosynthesis. It contains TWO VERSIONS: one structured using the Claim Evidence Reasoning framework and the other is missing the CER labeling although still structured the same way.

Lesson Overview. Students:

  • Are reminded that all living things use energy and produce waste (flow of energy) including the earth’s biggest tree, the sequoia
  • Draw a model of how THEY THINK plants “eat,” share ideas with their group and then revise
  • · Are given two pieces of evidence (1. Van Helmont’s experiment data showing plants don't "eat" soil/dirt or get their weight from it and 2. gather their own in the experiment)
  • Watch a video on photosynthesis and complete notes
  • Get background knowledge on carbon dioxide’s role in breathing
  • Brainstorm ways the can prove what they learned in the video (carbon dioxide, sunlight, and water is needed while glucose and oxygen is made) and write sample experiments down
  • Conduct experiment using materials to gather evidence
  • Observe the change of color of the BTB solution
  • Write conclusions which can be graded

Materials Needed per GROUP: 1 test tube, 1 flask, 1 small beaker, water, light source (lamp or sunny window), 5 drops Bromothymol blue solution (BTB), 20 ml of water, straw, plastic wrap, rubber band, sprig of Elodea (EASY to find at a pet store or online)

Resource Includes:

  • Student Worksheets (two versions, one CER framework) with link
  • Answer Key
  • Comprehensive Teacher Plan including tips I’ve learned that are paramount to making sure the experiment works!

If you're looking for a fun and creative way to assess what students have learned in this lesson, click to access the Photosynthesis Booklets project!

Interested in other Life Science products?

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Modeling Cell Organelles with Analogies

Bundle of the Previous Two Cells Resources

Invasive Species Activity

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Resource Availability in Ecosystems Activity

Looking for other NGSS lessons, units, activities, etc.? Check out my store for more here: Store Link.

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NGSS Physical Science Bundle: Click Here

NGSS Life Science Bundle: Click Here

NGSS Earth Science Bundle: Click Here

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Total Pages
18 pages
Answer Key
Included
Teaching Duration
3 days
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