Content+Research

Our Lesson will surround this image: ([])
 * All research and information will go here!**
 * Topic: Carbon Cycle**

Topical Breakdown:

Ed: Plants (photosynthesis), Effects of Deforestation, Biology, Atmospheric History (co2 levels...trees..plankton absorption) Jamila: Fossil Fuels, (brief) Geological History, Ice Core, Ocean Dredging Victoria: Greenhouse gases, Atmosphere (emissions), Greenhouse Gases, Atmospheric CO2 history..


 * Supporting Info:**

Ice Core Sampling:
 * []**
 * []**

Ed I've found slides on global temps from before dinosaur age and on green house effect. How do I add powerpoint slides to this wiki space? Ed Im sending you both a deck of power point slides could one of you put them on this site?

Regardless of who presents here is proposed presentation outline, we could switch off several times:

1. Greenhouse effect on earth explaining how atmosphere traps sun radiation. **__Vic__** 2. That CO2 is a green house gas. **__Vic__** windows2universe site for above pic has video of sun rays vibrating CO2 molecule and bouncing radiation back to earth!! 3. Hundreds of millions of years ago in dinoasuar age the earth was much warmer. **__Vic__** for variety of reasons ? volcanoes?, CO2?. 4. In last 100,000 years the earth has cooled, CO2 lower, a cool planet is ideal for mammals. Ice cores __**Jam** or__ **__Vic__** 5. Photosynthesis by plants, phytoplankton making sugar from CO2. **__Ed__** Photosynth results CO2 levels lower than before because of millions of years of photosynthesis and coal, oil, gas formation removing atmospheric CO2. propose this is why earth cooler now than 100000yrs ago. Deforestation 5. Oil, coal gas formation in sediment. Ice core could go here or in 4 above. **__Jam__** 6. Human effect on burning fossil fuels: returns the CO2 the dinosaurs breathed back to atmosphere! **__Jam__** CO2 levels higher now than 150 yrs ago. Global Warming !!

Victoria has a lot of items above but some could be 1 slide and Jamila could be detailed on oil formation, fossle fuel burning. I could spend a lot of time on photosynthesis. Im open to any other outline ideas.........Ed

4-14-11 ED OK from tonights converstaion your right above is way too much ! Conroy did tell me tonight we can write a lesson together, photosynthesis, for the presentation and all use as one of our 5 lessons

4-15, Ed K. In trying to come up with my slides I realize there are not many excersisise for photosynthesis, it is biochemistry. For my 10 min: I propose I would end showing that photosynth leads to coal, that is a visual process:

1) slide of photosynthesis products, sugar to wood, fruit, protein. Explain that wood is long chains of sugar = fiberouse 2) slide, I will explain that my excersise is effective note taking/ comprehension assesed by the use of time-line/cause effect. In slide i will show how wood becomes coal, ask them to take notes. maybe show 30 second video clip (on slides I sent). 3) Excersise: ask students to use what they learned from my talk, their notes, to assemble time line of coal formation using the 8 cut out pictures of a swamp going to coal.

How about you both doing cause and effect flow chart of the carbon cycle as pictured on top of this page similar to what Jamila did for earthquake?

The following is the outline that we came up with for the final lesson that we will teach:

Things to keep in mind:

1.) Less is More! 2.) Student Engagement 3.) Objective 4.) What will the students get out of it...the "So What?" factor 5.) Activity

**__Topic__**: Photosynthesis __**Total Time of Lesson:**__ 30 minutes


 * Part I: ** Victoria

- Do a KWL activity Time: 5 minutes Pre-Assessment: How is energy from the sun utilized by plants for energy? o What is the role of plant pigments in the energy transfer process? o What are the reactants and products in photosynthesis

“What materials does a plant absorb from its environment in order to build its body--> absorb H2O from their environment and CO2 from the air as a material that is absorbed

What is the source of the weight of a growing seedling?

The idea that water is needed by plants is fully understood. Student experiences during a drought emphasize this concept. The misconception that the sun or light is the source of new plant material speaks to the students’ lack of understanding regarding energy

Structure and Function of Plants Pre-Assessment Write the letter of the correct answer on the line at the left. 1. What are the raw materials for photosynthesis? a. water and oxygen b. sugar and oxygen c. sugar and carbon dioxide d. water and carbon dioxide 2. What are the products of photosynthesis? a. water and oxygen b. sugar and oxygen c. sugar and carbon dioxide d. water and carbon dioxide 3. Where in the cell does photosynthesis take place? a. chloroplasts b. chromosomes c. nucleus d. ribosomes 4. What is the source of energy for photosynthesis? a. oxygen b. sugar c. sunlight d. plant food

Photosynthesis is the link that makes living on this planet possible (Becker and Deamer, 1991). Photosynthesis is the mechanism by which the sun’s energy is transferred into the chemical energy of covalent bonds between atoms. This chemical energy forms the basis for the food chain in every ecosystem. Photosynthesis has two parts, or components. The “photo”, which is the trapping of light energy, and the “synthesis” which is the fixing, or covalently linking of carbon atoms from carbon dioxide into sugars and other molecules. The chemical equation for the process of photosynthesis is: 6 CO2 + 12 H 2 0  C 6 H12 O 6 + 6 O 2 + 6 H 2 0



- History/Background information (power point slide or two) Time: 5 minutes


 * Transition: ** Define Photosynthesis


 * Part II: ** Jamila

- The Photosynthesis Process (Explain) - Group Activity (with the class as a whole) Graphic Organizer...**Creating a Flow Chart/Diagram**


 * Transition: ?? **


 * __Part III__: ** Ed

- (The) So What? (factor) - How this applies to us? - Answer the following questions: a.) Why do plants go through this process? b.) What is the importance to us humans? c.) Why do we need plants? - Activity: Cause and Effect

( **Note: Use slide 5 in your presentation**)

Other Materials to think about incoprerating:

Video:

[]

6th-8th Grade Basic Questions: []

9th-12th Grade Questions: []

Word Clouds: []

ED. OK. I sent several slide decks, which slide 5, the one on photosynth products like carbohydrates ?

Victoria: Alright, I was looking at the slides you e-mailed us. It was the photosynthesis power point. I do apologize, I wrote slide 5 because there was a number 5 labeled on the on the top of the slide...However, I did find it...Starting at slide 18...In particular you mentioned about the possibility of using slide number 21 (which is labeled 5 and the reason for my confusion).

Do we all agree to the flow of this lesson (referring to above)? Check the Lesson Plan page for the break down of the actual lesson plan. I will have this in a word document.

Note: Please look at the power point!!!! Add your information accordingly, re-save it, and re-post the document for all to see!



Ed: Victoria. Slides look fine. I added mine to yours...However, i have not figured out how to attach files to this Wiki so I sent slides to you and Jamila by E-mail. How do I attach ? I added a slide I would like you to consider presenting in opening, it shows products of sugar, chains of sugar that make starch, wood ect. It would help for my slides. I also added a respiration slide for Jamila if she weants to use it, its just the reverse of photosynthesis. I know it looks like a lot, but I would only present 3 slides and an activity slide handout (that could be "homework" if we run out of time).

Victoria: **This is the should be the simplicity (minus talking about cells) of the lesson:** []

04/20/04 We have to rmember that we are not doing ther Carbon Cycle we are mostly working on PHOTHOSYNTHESIS


 * NJCCS: **[]

Activity: Sequence Strips. []