an innovative approach
an innovative approach
an innovative approach
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Table 4.1 Photosynthesis Lesson Pl<strong>an</strong>s<br />
Lesson<br />
1. Pl<strong>an</strong>t<br />
food.<br />
Periods<br />
(min)<br />
2<br />
(100)<br />
Learning outcomes Concepts<br />
Students would be<br />
able to…<br />
1. Elicit own<br />
existing ideas<br />
about pl<strong>an</strong>t<br />
food.<br />
2. Develop the<br />
concept map<br />
about pl<strong>an</strong>t<br />
food.<br />
3. Illustrate the<br />
ideas with each<br />
others.<br />
1. All org<strong>an</strong>isms need to take food (matter<br />
containing nutrients) in order to respire, grow <strong>an</strong>d<br />
reproduce. These nutrients are minerals,<br />
carbohydrates, proteins <strong>an</strong>d fats.<br />
2. Pl<strong>an</strong>ts <strong>an</strong>d some other org<strong>an</strong>isms, such as algae,<br />
are able to use very simple molecules, like carbon<br />
dioxide <strong>an</strong>d water, to produce their complex food<br />
materials through their photosynthesis process,<br />
which requires light energy especially from<br />
sunlight.<br />
3. Pl<strong>an</strong>t cells have chloroplasts which contain<br />
chlorophylls. These green pigments, mostly<br />
located in the leaves <strong>an</strong>d the stems, are the place<br />
of photosynthesis.<br />
4. Food produced by the photosynthesis process is<br />
carbohydrate, in the form of sugar (glucose).<br />
Light energy, chlorophyll, <strong>an</strong>d carbon dioxide,<br />
<strong>an</strong>d water are necessary factors of the process.<br />
Water is absorbed through the roots. Carbon<br />
dioxide is taken in by the green leaf (or green<br />
stem) <strong>an</strong>d then sugar <strong>an</strong>d oxygen are produced<br />
during the photosynthesis.<br />
light energy<br />
CO2 + H2O sugar + O2<br />
chlorophyll<br />
Learning<br />
Activities<br />
1. Think pair<br />
share<br />
2. Think pair<br />
square<br />
3. The post-box<br />
method called<br />
“circus of<br />
misconceptio<br />
ns (true or<br />
false)”.<br />
4. Concept<br />
mapping<br />
Materials Assessment<br />
1. The work<br />
sheet: What is<br />
pl<strong>an</strong>t food?<br />
2. The student<br />
booklet: Why<br />
do pl<strong>an</strong>ts<br />
make sugar?<br />
3. The game: the<br />
True or False<br />
4. The concept<br />
mapping<br />
115<br />
1. Use the work<br />
sheet: What is<br />
pl<strong>an</strong>t food? to<br />
probe the<br />
students’ existing<br />
ideas.<br />
2. Use the student<br />
booklet: Why do<br />
pl<strong>an</strong>ts make<br />
sugar? to improve<br />
the students’<br />
misconceptions.<br />
3. Use the True or<br />
False for students’<br />
own assessment of<br />
learning.<br />
4. Use the concept<br />
mapping to<br />
evaluate<br />
development of<br />
the students’<br />
learning.<br />
115
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