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Photosynthesis and Respiration

Why Are Some Ideas so Difficult?

Supplement to Section IV. This short 1 minute clip shows a middle school student describing how plants make food from water, sunlight, and soil.

Bibliographic Citation: 
Harvard Smithsonian Digital Video Library: http://hsdvl.org/video.php?record_serial=86&source=4

Session 7- Energy Flow in Communities

Supplements to CTS: Section I- An ecologist describes what happens to energy as it flows through a community and distinguishes between energy and matter. A distinction is made between energy and matter and how both relate to food. Scientists describe the key role of photosynthesis and respiration to the energy needs of organisms. A visit to a compost research facility looks at decomposers and their role in energy flow. Section II- Dr. Herbert Their discusses the importance of building understandings of community-level phenomena in elementary grades.

Bibliographic Citation: 
Essential Science for Teachers- Life Science. Annenberg/CPB Professional Development Videos at www.learner.org

Private Universe- Tape 2 Lessons from Thin Air

Clips of Harvard and MIT graduates and middle school students, showing their misconceptions and struggles with ideas related to photosynthesis. Useful for Sections I and IV.

Bibliographic Citation: 
Available from Annenberg CPB

Plants in the Dark and Light

This assessment probe can be used with CTS Section IV.This probe targets student ideas related to how plants use food for growth. The probes can be used to examine student work related to the idea that plants can grow for a time in the dark by using stored food. In addition, the teacher notes provide further information for CTS Sections II, III, and IV.

Bibliographic Citation: 
Keeley, P., Eberle, F., and Tugel, J. (2007). Uncovering student ideas in science-25 more formative assessment probes. Arlington, VA: NSTA Press (available at nsta.org; also available through amazon.com).

Is It Food for Plants?, Giant Sequoia Tree

These assessment probes can be used with CTS Section IV.These probes target student ideas related to how food is made and used in a plant The probes can be used to examine student work related to the biological concept of food and the transformation of matter that is involved when food is made or used. In addition, the teacher notes provide further information for CTS Sections II, III, and IV.

Bibliographic Citation: 
Keeley, P., Eberle, F., and Tugel, J. (2007). Uncovering student ideas in science-25 more formative assessment probes. Arlington, VA: NSTA Press (available at nsta.org; also available through amazon.com).

Chapter 4. 4- Photosynthesis pp 57-59

Describes the basic process of photosynthesis and use of food by plants. This book is an excellent resource for elementary teachers. Originally published in the UK, the book is designed to explain science ideas and concepts to elementary teachers with a limited science background.

Bibliographic Citation: 
Wenham, M. (2005). Understanding primary science: ideas, concepts, and explanations. Thousand Oaks, CA: Corwin Press.

Avoid Misconceptions When Teaching About Plants

This web article from actionbioscience.org, describes several misconceptions students have about plant physiology, structure, and behavior. The resource can be used with CTS Section I and IV to both improve adult understanding of botanical concepts as well as be aware of misconceptions students might develop based on factual errors in textbooks and flawed representations.

Bibliographic Citation: 
Hershey, D. (2004). Avoid Misconceptions When Teaching About Plants. In http://www.actionbioscience.org/education/hershey.html. <http://www.actionbioscience.org/education/hershey.html>
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