Plant Systems · SHS2 Biology

Lesson notes

Learning Objectives

Indicator: 2.4.2.LI.2 - Explain Photosynthesis and the factors affecting it.

By the end of the lesson, learners can:

Define photosynthesis and state the word equation representing the process.
Identify the four requirements for photosynthesis (water, carbon dioxide, chlorophyll, and sunlight) and explain the role of each.
Describe the effects of light intensity, carbon dioxide concentration, water availability, and temperature on the rate of photosynthesis.
Design and describe a simple experiment to test for the presence of starch in a leaf, showing the need for light in photosynthesis.
Interpret data from an experiment on photosynthesis and draw conclusions about limiting factors.

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Curriculum details

Strand: Systems of Life (Strand 4)
Sub-strand: Plant Systems (4.2)
Content standard: 2.4.2.CS.1 - Demonstrate knowledge and understanding of transport and nutrition in flowering plants. 2.4.2.LO.1 Explain the processes of transportation and photosynthesis in flowering plants.
Indicator: 2.4.2.LI.2 - Explain Photosynthesis and the factors affecting it.
Suggested placement: Semester 2, Week 17 (Week 37 of the year)
Our suggestion, laid out in curriculum order across three terms of twelve weeks. NaCCA does not fix the week, so follow your school's scheme of learning.
Curriculum reference: NaCCA curriculum document, p. 85

Exemplars (from the NaCCA curriculum)

Observational/Experiential Learning: in an all-inclusive, mixed-ability groups go out to observe various forms of plants with particular emphasis on their green leaves. Learners build confidence and self-respect through experiential, real world study scenarios, and acknowledge the strength of peers through teamwork to achieve results within a set timeframe.
Initiate Talk for Learning: In a general class, each member discusses their observations as to why plants with many green leaves appear healthier than those with fewer green leaves; by this, learners learn to solve problems independently and build confidence and strength; learners learn the act of public speaking through individual presentations, they learn to perform a task within a given time, and learn and respect the contributions of peers to promote healthy academic exercises.
Collaborative Learning: examine the process of nutrition in plants (photosynthesis) through videos, charts and pictures and analyse and discuss reports on the requirements of water, carbon dioxide, chlorophyll and sunlight as necessary conditions for photosynthesis: learners work together and learn
to socially and emotionally support one another in achieving set goals.
Experiential Group Project Learning: in an all-inclusive, mixed-ability groups, carry out experiments to determine the effect of water, carbon dioxide, chlorophyll and sunlight on photosynthesis: learners obtain first hand practical experiences in lesson, supporting group members socially and emotionally, and encouraging the "can do" attitude in them to collectively obtain results.
Teaching and Learning Materials:
- * Appropriate textbooks * Internet facility * pot Lap-top/TV/mobile phone. * Knives and cutlasses
- YEAR THREE
- * Seedlings of dicotyledonous plant in a
- * Test tube * Iodine
- * Methanol * Scalpel/blade * * Burner
- Petri dish
- White tile
- Beaker
Assessment (2.4.2.AS.2). The document marks these depth-of-knowledge levels for this indicator: Level 2 Skills of conceptual understanding; Level 4 Extended critical thinking and reasoning.