This product includes teacher instruction sheets, student samples, and a PowerPoint for easy projection to get student page set up easily!
This modeling activity aligns with the NGSS engineering standards. A diagram is not a model. Understanding the difference between a diagram and model is the key to success in this process. To diagram these processes would be to copy the instructors representation of these processes with the equations. To model these processes begins with the students’ personal understanding of the processes. Models are not exactly like the real world but rather bring specific features to the forefront for consideration. During the modeling process students will evaluate and refine their representations based on the evidence presented. If their model does not support the new evidence, then students are to revise their model. This activity will have students doing three revisions of their models. By the end of the activity students will have a good understanding of how photosynthesis and respiration work and how the equations are related.
NGSS: MS-LS1 From Molecules to Organisms: Structures & Processes
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.
Disciplinary Core Idea
LS1.C: Organization for Matter and Energy Flow in Organisms
Plants, algae, (including phytoplankton), and many microorganisms use the energy from light to make sugars (food) from carbon dioxide from the atmosphere and water through the process of photosynthesis, which also releases oxygen. These sugars can be used immediately or stored for growth or later use. (MS-LS-6)
Science and Engineering Practices
Practice 2- Developing and Using Models: Developing and Using Models
Modeling in 6–8 builds on K–5 experiences and progresses to developing, using, and revising models to describe, test, and predict more abstract phenomena and design systems.
Develop a model to describe unobservable mechanisms.
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