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Prerequisite Skills for LS1.6: Photosynthesis, Matter, and Energy Cycling (Level 1)
To understand how photosynthesis helps matter and energy move into and out of living things (LS1.6), students should know some basic ideas and skills. This list is made for learners who might need a simpler explanation.
About Living Things (Biology)
- Cells are Building Blocks: Living things are made of tiny parts called cells. Cells are the smallest units that are alive.
- Plants and Animals: Plants (like trees and flowers) make their own food. Animals (like us!) eat other living things to get food.
- Living Things Need Stuff: All living things need energy (to do things) and matter (like food and water) to stay alive and grow.
About Stuff and Energy (Chemistry and Physics)
- Different Forms of Stuff: Matter is all the physical stuff around us (like solids, liquids, and gases). Matter can change its form.
- Stuff Doesn't Disappear: Matter can't be created or destroyed. It just changes from one form to another (like when a candle burns, the wax changes, but it's still matter).
- Energy Makes Things Go: Energy is what makes things happen. It can move from one place to another or change into different kinds (like light energy changing to heat energy).
How Scientists Work (Scientific Practices)
- What is
Evidence? Evidence is information or facts that help us understand something. It's important to use evidence when we explain things. - Making
Scientific Explanations: This means using what we observe and the evidence we have to tell why something happens. Cause and Effect: Understanding that one thing can make another thing happen (like if you push a toy car, the push is the cause, and the car moving is the effect).- Looking at
Simple Models: Being able to understand pictures or simple drawings that show how something works.
Basic Ideas for Photosynthesis
- Sun Power: The sun is the main source of energy for almost all life on Earth.
- Plant Parts: Plants have different parts like roots (take in water), stems (hold the plant up), and leaves (where most of the food-making happens). Each part has a job.
Teacher Note: It is recommended to briefly review these skills or administer a quick pre-assessment before introducing LS1.6 to ensure student readiness.
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Prerequisite Skills for LS1.6: Photosynthesis, Matter, and Energy Cycling (Level 2)
To Construct a scientific explanation based on evidence for the role of photosynthesis in the cycling of matter and flow of energy into and out of organisms (LS1.6), students at Level 2 should possess a solid understanding of the following concepts and skills. This list is designed for learners who have a foundational understanding and are ready for slightly more complex scientific language.
Biological Principles
- Cellular Structure and Function: Understanding that cells are the fundamental units of life, including basic knowledge of plant and animal cell differences (e.g., cell wall, chloroplasts).
- Classifying Organisms: Differentiating between autotrophs (producers) and heterotrophs (consumers) and their roles in food chains/webs.
- Metabolic Needs: Recognizing that all organisms require matter (nutrients, raw materials) and energy (for growth, repair, reproduction, movement).
Chemical and Physical Foundations
- Conservation Laws: Applying the Law of Conservation of Mass (matter is rearranged, not lost) and the Law of Conservation of Energy (energy transforms, not destroyed) in simple biological contexts.
- Forms of Energy: Identifying different forms of energy (light, chemical, thermal) and understanding how energy can be converted from one form to another.
- Basic Chemical Components: Awareness that living things are composed of different chemical substances (e.g., water, carbon dioxide, simple sugars).
Scientific Reasoning and Practices
- Analyzing
Evidence: Ability to evaluate data and observations as evidence to support or refute claims. - Developing
Scientific Explanations: Constructing explanations that link claims to evidence and scientific reasoning. - Identifying
Cause and EffectRelationships: Analyzing complex relationships where one event or factor directly influences another. - Interpreting
Scientific Models: Using and interpreting more detailed diagrams, flowcharts, or conceptual models to represent scientific processes.
Key Concepts for Photosynthesis
- Solar Energy Conversion: Understanding that sunlight is captured by plants and converted into chemical energy.
- Basic Plant Organ Systems: Knowledge of how different plant organs (roots for water absorption, leaves for photosynthesis) contribute to the plant's overall function.
- Inputs and Outputs: Awareness that photosynthesis requires specific inputs (carbon dioxide, water, light energy) and produces specific outputs (glucose, oxygen).
Teacher Note: This list can be used to guide instruction for students who are building upon basic knowledge and are ready to deepen their understanding of matter and energy cycling. A pre-assessment based on these skills can help identify areas for focused instruction.
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Prerequisite Skills for LS1.6: Photosynthesis, Matter, and Energy Cycling (Level 3)
To proficiently Construct a scientific explanation based on evidence for the role of photosynthesis in the cycling of matter and flow of energy into and out of organisms (LS1.6), students at Level 3 should demonstrate advanced comprehension of the following concepts and skills. This list is intended for learners who have a strong grasp of scientific principles and can synthesize complex information.
Advanced Biological Concepts
- Cellular Respiration and Photosynthesis Interplay: Understanding the complementary nature of photosynthesis and cellular respiration in the cycling of matter (carbon, oxygen, water) and flow of energy within ecosystems.
- Ecosystem Dynamics: Analyzing the roles of producers, consumers (primary, secondary, tertiary), and decomposers in the transfer of matter and energy through trophic levels.
- Biogeochemical Cycles: Conceptual understanding of major biogeochemical cycles, particularly the carbon and water cycles, and how organisms contribute to these cycles.
Advanced Chemical and Physical Principles
- Molecular Transformations: Understanding that chemical reactions involve the breaking and forming of bonds, resulting in the rearrangement of atoms (e.g., in photosynthesis, CO2 and H2O rearrange to form glucose and O2).
- Energy Transformations and Efficiency: Analyzing energy conversions (light to chemical, chemical to kinetic/thermal) and understanding that energy transfers are not 100% efficient (e.g., energy loss as heat).
- Chemical Equations (Conceptual): Interpreting simple chemical equations to understand the reactants and products in biological processes like photosynthesis and respiration.
Sophisticated Scientific Practices
- Critiquing
Evidenceand Reasoning: Evaluating the quality and sufficiency of evidence and identifying potential biases or limitations in scientific arguments. - Constructing Comprehensive
Scientific Explanations: Developing detailed explanations that integrate multiple pieces of evidence, apply relevant scientific principles, and address potential counterarguments. - Modeling
Systems and System Interactions: Creating and analyzing complex models (conceptual, mathematical, or computational) to represent matter and energy flow within biological systems. - Developing
Arguments from Evidence: Formulating well-supported arguments for the role of photosynthesis using diverse forms of evidence (data, observations, scientific principles).
In-depth Photosynthesis Understanding
- Chloroplasts and Pigments: Knowledge of chloroplasts as the site of photosynthesis and the role of chlorophyll in light absorption.
- Reactants and Products (Detailed): Understanding the specific chemical reactants (carbon dioxide, water, light energy) and products (glucose, oxygen) of photosynthesis and their significance.
- Significance for Ecosystems: Explaining how photosynthesis is the primary process that converts solar energy into usable chemical energy for nearly all life on Earth, forming the base of most food webs.
Teacher Note: This detailed list is for students who are prepared for a rigorous examination of LS1.6. It can be used to challenge advanced learners and guide in-depth discussions or project-based learning activities.