Learning+Experience+3+Everything+Under+the+Sun

= Learning Experience 3: //Everything Under the Sun// = pages 21-32
 * Student Learning Objectives **
 * Identify the resources in a plant’s environment that are essential for survival.
 * Explore how plants transform the resources from their environment into matter and energy required for life
 * Determine the basic reactants and products of photosynthesis


 * Driving Questions **
 * What can be considered a resource to maintain life?
 * What resources are essential for plant life?

//You Light Up My Life,// page 22-24 Initial Set Up [if radishes were not germinated, find small, recently germinated plants at nursery]

 * Read aloud intro page 22; take notes on photosynthesis and plant structures that take in and transport nutrients.
 * Set Up six plants according to procedure (class demo).
 * All students take observations and organize in a table (leave room for two weeks of observations).
 * come back and take final observations later in the week

// How Does Your Garden // Grow, pages 26- 27

 * Read aloud; Take notes on
 * For von Helmont, what were the initial **question** and **hypothesis**?
 * What are the variables (independent and dependent)?
 * Did use a control? What purpose does it serve?
 * Answer Analysis Questions #1-5 in sentences in student notebook.

Day 2: 65-75 minute period
Debrief answers to // How Does Your Garden // Grow, pages 26- 27

// Sunlight Becomes You, // pages 27-30
Watch Video on Photosynthesis [|Photosynthesis Video]
 * Take notes on photosynthesis, use of plant nutrients.
 * Create a class or group Concept Map(s) that includes all terms at the top of page 30.
 * Discuss video ideas
 * light energy
 * energy transformation light --> chemical
 * role of electrons, and molecular carriers in transferring energy
 * reactants, products
 * plant gains
 * Adjust the Concept Map
 * Review Plant resources