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Science lesson plan · 10th grade (Year 11 in England) · 30 minutes

Rate of photosynthesis and limiting factors

Plants

CCSS NGSS.HS-LS1-5England: KS4 Combined Science: Photosynthesis

Objective and success criteria

Students will: Rate of photosynthesis and limiting factors.

  • I can answer questions on today's skill on my own, without help.
  • I can explain each step and say why it works.
  • I can check my answer and spot a mistake.

Before and after

Needs first: Photosynthesis

Leads to: the next skill in this area.

Materials: Real plants or seeds, Hand lenses, Mini whiteboards, A diagram or short video clip of the idea, Printed student sheet (below).

Warm-up · 4 min

  • Quick retrieval from earlier learning (Photosynthesis). Students answer on mini whiteboards.
  • Show answers together and note who needs support in the main task.
  1. Complete the word equation: carbon dioxide + ___ → glucose + oxygen (glucose / oxygen / water / soil) → waterPrompt: The roots take this in.
  2. Pondweed in light gives off 30 bubbles of oxygen in 5 minutes. What is the rate in bubbles per minute? → 6Prompt: Rate = amount ÷ time.
  3. Photosynthesis: which statement is NOT true? (Chlorophyll is found in chloroplasts. / Photosynthesis takes in energy (it is endothermic). / Glucose is made in the soil and taken up by roots. / Photosynthesis produces oxygen.) → Glucose is made in the soil and taken up by roots.Prompt: Remember the word equation.

Hook · 3 min

  • Bring in a plant that has been kept in the dark next to one in the light, and ask what happened.
  • Share the objective: Rate of photosynthesis and limiting factors. Read the success criteria together.

I do: model it · 7 min

  • Work through the example out loud, saying why you do each step, not just what you do.
  • Example: Which of these is NOT a limiting factor for photosynthesis?
  • Step 1: The main limiting factors are light intensity, carbon dioxide concentration and temperature.
  • Step 2: So the answer is: oxygen concentration
  • Answer: oxygen concentration
  • Pause after each step and ask a student to say what comes next.

We do: guided practice · 6 min

  • Do these together. Students try each step on whiteboards before you reveal it.
  • Use the hints as prompts rather than giving the answer.
  1. Which of these is NOT a limiting factor for photosynthesis? (light intensity / temperature / oxygen concentration / carbon dioxide concentration) → oxygen concentrationPrompt: Oxygen is a product, not something photosynthesis uses.
  2. Light intensity is inversely proportional to the square of the distance from the lamp. A lamp is moved from 10 cm to 20 cm from a plant. The new light intensity is what fraction of the old one? Give a decimal. → 0.25Prompt: By what factor did the distance change?

You do: independent practice · 7 min

  • Students work on the student sheet. Circulate and check the first two answers of every student early.
  • Students who finish: write a question of their own for a partner, with the answer.

The 6 questions are on the student sheet below, with answers in the key.

Exit ticket · 3 min

  • Two questions on their own. Sort answers into got it / nearly / not yet to plan the next lesson.
  1. Which of these is NOT a limiting factor for photosynthesis? (carbon dioxide concentration / oxygen concentration / light intensity / temperature) → oxygen concentrationPrompt: Oxygen is a product, not something photosynthesis uses.
  2. Bubbles per minute from pondweed at different lamp distances: 10 cm: 53 20 cm: 13.3 30 cm: 5.9 40 cm: 3.3 50 cm: 2.1 How many fewer bubbles per minute were counted at 20 cm than at 10 cm? → 39.7Prompt: Read both values from the table.

Watch out for

  • Everyday meanings of words getting in the way of the science meaning: define key words explicitly.
  • Remembering facts without the reason: ask "why?" and "what is the evidence?"

Support and stretch

Support

  • Review first: Photosynthesis.
  • Use concrete materials: real plants or seeds.
  • Give the first step of each question, or a partly worked example to finish.
  • Pair with a confident partner for the guided practice.

Stretch

  • Explain a common mistake in writing and how to fix it.
  • Write a word problem that uses today's skill, then solve a partner's.

Homework and more practice

Free online practice with hints and printable worksheets for this skill: eurekami.com/science/grade-10.

Free lesson plan from eurekami.com/lesson-plan-builder

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Rate of photosynthesis and limiting factors

Name

Date

Score/ 6

  1. Question 1

    Bubbles per minute from pondweed at different lamp distances: 10 cm: 53 20 cm: 13.3 30 cm: 5.9 40 cm: 3.3 50 cm: 2.1 How many fewer bubbles per minute were counted at 40 cm than at 30 cm?

    Answer

  2. Question 2

    Light intensity is inversely proportional to the square of the distance from the lamp. A lamp is moved from 25 cm to 50 cm from a plant. The new light intensity is what fraction of the old one? Give a decimal.

    Answer

  3. Question 3

    Farmers add paraffin heaters to greenhouses in winter. Which two factors does this increase?

    • A. light and water
    • B. temperature and carbon dioxide
    • C. light and oxygen
    • D. water and oxygen

  4. Question 4

    Bubbles per minute from pondweed at different lamp distances: 10 cm: 51 20 cm: 12.8 30 cm: 5.7 40 cm: 3.2 50 cm: 2 How many fewer bubbles per minute were counted at 30 cm than at 20 cm?

    Answer

  5. Question 5

    Bubbles per minute from pondweed at different lamp distances: 10 cm: 59 20 cm: 14.8 30 cm: 6.6 40 cm: 3.7 50 cm: 2.4 How many fewer bubbles per minute were counted at 40 cm than at 30 cm?

    Answer

  6. Question 6

    Light intensity is inversely proportional to the square of the distance from the lamp. A lamp is moved from 20 cm to 80 cm from a plant. The new light intensity is what fraction of the old one? Give a decimal.

    Answer

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Answer key: Rate of photosynthesis and limiting factors

  1. 1. 2.6

  2. 2. 0.25

  3. 3. B. temperature and carbon dioxide

  4. 4. 7.1

  5. 5. 2.9

  6. 6. 0.0625