NAME: _________________ SCHOOL: ______________

MET #2 Bioenergetics
Lesson #1 Photosynthesis
Pre-requisite Content-knowledge:
 Understanding the basic structure of a plant, including the parts of a leaf (such as the
chloroplasts) and their functions.
 Basic knowledge of energy transfer in which students should understand the concept
of energy transfer and conversion, as photosynthesis involves the conversion of light
energy into chemical energy.

Pre-requisite Skill:
 Critical thinking
 Communication
 Collaboration
 Technology integration

Diagram and videos about the two phases of photosynthesis will be presented.

Pre-requisites Assessment: (This can be administered either online or on-site). Drawing

attention to meaning, Prompting connection to prior knowledge

Gap Fill: Fill in the blanks with the appropriate terms. For students who will be taking this
assessment online will use the LMS while students on-site will be given a printed
copy.
1. Photosynthesis occurs primarily in the _________ of the plant cells.
2. Carbon dioxide enters the leaf through small openings called __________.
3. The watery fluid inside the chloroplast where the Calvin cycle occurs is called
__________.
4. The process of converting light energy into chemical energy is called __________.
5. The main pigment responsible for capturing light energy is __________.
6. Oxygen, produced as a by-product of photosynthesis, exits the leaf through same
openings called ___________.
7. The __________ is responsible for the opening and closing of the stomata.
8. During photosynthesis, light energy is converted chemical energy in the form of
___________ and ___________.
9. Chlorophyll absorbs certain wavelength of light within the visible spectrum, except
__________.
10. The vascular tissue responsible for transporting water and nutrients throughout the
leaf is the __________.

Students will be evaluated in the pre-requisite assessment to enable them undergo

remediation based on their level of understanding.

0-4 Score = Insufficient ; 5-8 Score = Fairly Sufficient ; 9-10 Score = Sufficient

Pre-lesson Remediation Activity: Drawing attention to meaning, Prompting to effortful

thinking, Using of examples and non-examples, Prompting connection to prior knowledge

For Students with an Insufficient Level of Prerequisite Content-knowledge and/or Skill(s):

1. For Students with an Insufficient Level of Prerequisite Content-knowledge and/or
Skill(s):

Article:

Photosynthesis is the process by which green plants and certain other organisms
transform light energy into chemical energy. During photosynthesis in green plants, light
energy is captured and used to convert water, carbon dioxide, and minerals into oxygen and
energy-rich organic compounds. It would be impossible to
overestimate the importance of photosynthesis in the
maintenance of life on Earth. If photosynthesis ceased, there
would soon be little food or other organic matter on Earth.
Most organisms would disappear, and in time Earth’s
atmosphere would become nearly devoid of gaseous oxygen.
The only organisms able to exist under such conditions would
be the chemosynthetic bacteria, which can utilize the chemical
energy of certain inorganic compounds and thus are not
dependent on the conversion of light energy.
Energy produced by photosynthesis carried out by plants millions of years ago is
responsible for the fossil fuels (i.e., coal, oil, and gas) that power industrial society. In past
ages, green plants and small organisms that fed on plants increased faster than they were
consumed, and their remains were deposited in Earth’s crust by sedimentation and other
geological processes. There, protected from oxidation, these organic remains were slowly
converted to fossil fuels. These fuels not only provide much of the energy used in factories,
homes, and transportation but also serve as the raw material for plastics and other synthetic
products. Unfortunately, modern civilization is using up in a few centuries the excess of
photosynthetic production accumulated over millions of years. Consequently, the carbon
dioxide that has been removed from the air to make carbohydrates in photosynthesis over
millions of years is being returned at an incredibly rapid rate. The carbon dioxide
concentration in Earth’s atmosphere is rising the fastest it ever has in Earth’s history, and this
phenomenon is expected to have major implications on Earth’s climate.

Guide Questions:
1. What are the main substances involved in photosynthesis in green plants?
2. Why is photosynthesis important for life on Earth?
3. How has photosynthesis helped to create fossil fuels, and what are the effects of
using these fuels today?
 2. For Students with a Fairly Sufficient Level of Prerequisite Content-knowledge and/or
Skill(s):
Frayer Model: The students will be given a Frayer model diagram. The diagram
contains 4 empty parts box that is connected to the main idea in the middle, the
boxes must be filled out by the students.

Introduction:

1.The students will be oriented on the following:

 Time Frame: 4 Hours
 Means of Communication: In-person consultation, e-mail, LMS, chat box, Facebook
messenger, call and text.

2. Present to the students the Knowledge (RUA) they are expected to gain from learning the
topic/lesson
 Remember: Describe how photosynthetic organisms use light energy to combine
carbon dioxide and water to form energy-rich compounds.
 Understand: Trace the energy flow from the environment to the cells.
 Apply: Investigate factors affecting photosynthesis using experimental approach.

The knowledge, skills, and attitudes acquired in this lesson will help the students to
accomplish the following activities:

The development of these RUAs (levels of thinking) will enable the student to apply his or her
learning to the prepared for the activity as well as apply it in some real-life situations.

● Motivation Activity: Exploring the importance of photosynthesis in the transfer of energy.

Drawing attention to meaning, Prompting to effortful thinking, Using of examples and non-
examples, Prompting connection to prior knowledge
Overview of the Lesson: Drawing Attention to Meaning , Prompting to effortful thinking

This module should cover the following:

a. Understanding the process of photosynthesis: Conversion of light energy, water, and
carbon dioxide into glucose and oxygen, including the role of chlorophyll and the stages
(light-dependent reactions and Calvin cycle).
b. Understanding the importance of photosynthesis in ecosystems: Role in the carbon cycle
and oxygen supply, and significance in food webs as primary producers.
c. Investigate factors affecting photosynthesis using experimental approach.

Student’s Experiential Learning:

Noted: The following activities can be done by the students via online or on-site.

All organisms need energy to survive, grow, and reproduce. Organisms get this energy
from the food they consume, which contains energy-rich biomolecules. Autotrophs
manufacture food in the form of glucose aided with light energy within the chloroplast of the
plant cells. Conversion of light energy to chemical energy takes place to complete the food
manufacturing process called photosynthesis. Photosynthesis occurs in two phases with
different requirements and products.

Chunk 1: Light Dependent Reaction

Formative question: What is the role of sunlight in the process of photosynthesis? Drawing
attention to meaning, Prompting to effortful thinking, Using of examples and non-examples

Light dependent reactions occur in the thylakoid membranes of the chloroplasts and
require sunlight. The primary events include:
a. Absorption of light by the chlorophyll and other pigments.
b. Conversion of energy of light into chemical energy (ATP and NADPH).
c. Splitting of water molecules (photolysis) to release oxygen as a byproduct.
 There are photosystems that play a key role in the light dependent reaction, these are
the Photosystem 1 and Photosystem 2. Photosystems are large complexes of protein and
pigments that harvest light energy. The figure below, shows these photosystems that
generate outputs such ATP and NADPH.

Activity: Video Analysis. Students both online and offline should watch the video and
prepare a short essay based on their analysis of the video given the guide questions.
Drawing attention to meaning, Prompting to effortful thinking, Using of examples and non-
examples
https://youtu.be/Le7KOX91w7U

Guide Questions:
1. What are the raw materials for plants to undergo light dependent phase of
photosynthesis?
2. What are the final products of light dependent phase of photosynthesis?
3. How does the process of light dependent take place?

Chunk 2: Light Independent Reaction

Formative Question: What is the importance of light dependent to light independent reaction?
How is the first phase relevant to the second phase of photosynthesis? Prompting to effortful
thinking, Using of examples and non-examples, Prompting connection to prior knowledge

Light-independent reactions or Calvin cycle occur in the stroma of the chloroplast and
do not directly require light. The key steps include:
a. Carbon Fixation. Incorporation of carbon dioxide into organic molecules.
b. Reduction. ATP and NADPH generated in the light-dependent reactions are used to
convert 3-phosphoglycerate into glyceraldehyde-3-phosphate (G3P), which can be
used to synthesize glucose and other carbohydrates.
c. Regeneration. Some G3P molecules are used to regenerate the initial acceptor
molecule (RuBP) to continue the cycle.
 The diagram below shows the process of light-independent reaction.

Activity:
A. On-Site: Video Presentation, Table Talk, and Game. A video about Calvin cycle will be
played and students must pay attention to it to understand the concept of the video. Once
done, a Table Talk activity follows. This activity is initiated with a “pass the pen” game with
the music being played. When the music stops, whoever holds the pen will be the one to go
in front of the class and share his/her learnings about the Calvin cycle based on the
presented video while the rest of the class listens to him/her. Passing of pen will be done
three times in order to identify students who will share their key take aways from the video.
https://youtu.be/0UzMaoaXKaM

B. Online: Video Presentation and Worksheet. Same video will be presented to the
students attending online classes. After watching, students will be tasked to accomplish the
g given worksheet and upload it to the LMS.
Synthesis: Prompting to effortful thinking, Using of examples and non-examples, Prompting
connection to prior knowledge

Based on the given diagram, students will synthesize the connection between the two
phases of photosynthesis guided by the following questions.

Guide Questions:
1. What is the relationship between the two stages of photosynthesis?
2. Compare and contrast the two stages of photosynthesis in terms of its input and
output.
3. How important photosynthesis is in the ecosystem?

RUA of a Student’s Learning: Prompting connection to prior knowledge, Drawing attention to

meaning
 Remember: Describe how photosynthetic organisms use light energy to combine
carbon dioxide and water to form energy-rich compounds.
 Understand: Trace the energy flow from the environment to the cells.
 Apply: Investigate factors affecting photosynthesis using experimental approach.
Post-lesson Remediation Activity: Prompting to effortful thinking, Using of examples and non-
examples, Prompting connection to prior knowledge

For Insufficient:
KWL Chart. Supply the third column with what you have learned.
For Fairly Sufficient and Sufficient:
Photosynthesis Experiment: Investigating Factors Affecting Photosynthesis

Learning Target: To explore how different factors (light intensity, carbon dioxide
concentration, temperature) affect the rate of photosynthesis.

Pre-experiment Question
1. What is the purpose of having a control group in this experiment?
2. How will you measure the rate of photosynthesis accurately?
3. What are some potential sources of error in this experiment?

Materials:
 Aquatic plants (e.g., Elodea)
 Sodium bicarbonate (baking soda)
 Graduated cylinders
 Light source (e.g., lamp)
 Thermometer
 Stopwatch
 Test tubes
 Water

Procedure:
1. Set up control groups: Prepare several test tubes with Elodea and water.
2. Vary one factor: For each experimental group, modify only one factor (light intensity,
CO2 concentration, or temperature) while keeping the others constant.
3. Measure photosynthetic rate: Measure the amount of oxygen released by the
Elodea over a set time period. This can be done by collecting the oxygen gas in a
graduated cylinder and measuring its volume.
4. Data analysis: Compare the oxygen production rates of the different groups to
determine how the varied factor affected photosynthesis.

Possible variations:
 Light intensity: Use different distances between the light source and the test tubes.
 Carbon dioxide concentration: Add different amounts of sodium bicarbonate to the
water.
 Temperature: Conduct the experiment at different temperatures (within a safe
range).
Data analysis and conclusion:
 Students should graph their results to visualize the relationship between the
independent variable (light intensity, CO2 concentration, temperature) and the
dependent variable (oxygen production).
 They should analyze the data to draw conclusions about how each factor affects
photosynthesis.
 Encourage students to discuss potential sources of error and how to improve the
experiment.

Post-experiment Questions
1. How did the different factors (light intensity, carbon dioxide concentration,
temperature) affect the rate of photosynthesis?
2. Which factor had the greatest impact on photosynthesis? Why do you think this is?
3. Based on your results, what conditions would be optimal for plant growth?
4. How do the results of this experiment relate to real-world situations, such as
agriculture or climate change?
5. Can you suggest ways to improve the experimental design for more accurate results?

Reflection Prompting to effortful thinking

These questions encourage deeper thinking and exploration:

1. What other factors might influence the rate of photosynthesis that were not
tested in this experiment?
2. How do different plant species respond to changes in light intensity, carbon
dioxide concentration, and temperature?
3. Can you design a follow-up experiment to investigate the effect of light color
on photosynthesis? Please explain.
4. How does photosynthesis relate to cellular respiration?
5. What is the ecological significance of photosynthesis?

References:
Photosynthesis. Earth and Life Science. 2019. Rex Education
Energy Transformation. General Biology 1. 2020. Diwa Learning Systems, Inc.
Photosynthesis. retrieved from Photosynthesis - Wikipedia
Photosynthesis. Retrieved from Photosynthesis | Khan Academy
Light Reaction Video. Retrieved from https://youtu.be/Le7KOX91w7U
Light Independent Reaction Video. Retrieved from https://youtu.be/0UzMaoaXKaM
Photosynthesis Experiment. Retrieved from Photosynthesis Lab Experiments | Sciencing