Ms. Khzouz – Page 6 – Dearborn Public Schools

During this week students created a project worth 30 summative points. Students were given a rubric and were to create their own diagram showing photosynthesis and cellular respiration. Students were to show how photosynthesis and cellular respirations are opposite processes that depend on each other for plants to survive. Students had to include certain labels and arrows showing the flow of energy. This is to be due and turned in on Monday March 11, 2019.

This week students were also given their second bellwork quiz for this unit on Friday. Grades will be posted soon.

Next week:

We are coming to the end of this unit! Monday we will give students the study guide and Tuesday we will play a review game in class (either Kahoot or Jeopardy). Wednesday is test prep day and Thursday will be the unit test.

February Week 3 and 4 Update

Posted on March 10, 2019 by Amara Khzouz

Students conducted an experiment on photosynthesis. Prior to the experiement we studied vocabulary for key terms such as

chlorophyll
density
photosynthesis
vacuum

Students created a vocabulary wheel on each word. Students had to include the term, definition, and a picture example.

In the lab students learned how plants need carbon dioxide, water, and sunlight energy to create glucose (food) and oxygen. Students understood that if you were to vacuum out the carbon dioxide gas from spinach leafs in the lab that the leafs would sink. Plants cannot photosynthesize without carbon dioxide gas.

The following week students made connections between photosynthesis and cellular respiration. Students filled in a diagram on each process. Then students compared both diagrams and answered the following questions:

What differences do you notice about photosynthesis and cellular respiration?
What similarities do you notice about photosynthesis and cellular respiration?
What can you conclude about both processes and their relation to one another?