STATE SCIENCE STANDARDS:
6th, 7th, and 8th Grade Skills and Processes:
1.0.A.1.b
Develop the ability to clarify questions and direct them towards objects and
phenomena that can be described, explained, or predicted by scientific observations.
1.0.C.1.f
Participate in group discussions on scientific topics by restating or summarizing
accurately what others have said, asking for clarification or elaboration, and
expressing alternative positions.
7th Grade Science:
3.0.E.1.c
6.0.B.1.a
Investigate and describe the processes that enable plants to use the energy from
light to make sugars (food) from carbon dioxide and water.
Identify and describe a local, regional, or global environmental issue.
GOAL STATEMENT:
Students will observe the results of photosynthesis and lack of photosynthesis over an extended
period of time.
OBJECTIVES:
 Students will collect and record data.
 Students will learn about the process of photosynthesis.
 Students will be able to explain how photosynthesis affects plant growth.
REQUIRED MATERIALS:
 Potted house plant or tree with more green leaves than there are students
 Tinfoil
 Paperclips (1 or 2 per student)
 “Photosynthesis Data Sheet” worksheet (1 per student)
 “PHOTOSYNTHESIS!” worksheet (1 per student)
AMOUNT OF TIME TO ALLOW:
60-65 minutes divided between two class periods. Extension activities will take additional time.
It is the policy of the University of Maryland Extension that no person shall be subjected to
discrimination on the grounds of race, color, sex, religion, disability, age or national origin.
Obviously plants don’t “eat.” So how do they get energy? The answer is simple: photosynthesis!
Photosynthesis is the process by which plants make their own food. To do this, they combine
hydrogen from water and carbon dioxide from the atmosphere with light to make glucose, a sugar
that plants use for energy. A by-product of photosynthesis is oxygen, which plants release into the air.
Because plants produce their own food via photosynthesis, they are called photoautotrophs. (Algae
and some types of bacteria are also considered photoautotrophs.)
Photosynthesis is a chemical process which occurs inside the cells of the plant. Just as animal cells
contain organelles that do different jobs within the cell, plants have organelles as well. An organelle
unique to photoautotrophs, called a chloroplast, is the organelle responsible for photosynthesis. A
chloroplast is surrounded by a membrane that contains thylakoid, or a cylindrical sheet. Thylakoids contain
pigments, which function to collect and store light energy from the sun. The most well-known of these
pigments is chlorophyll; chlorophyll is responsible for the green coloring of most plants. Carotene and
xanthophylls also are different pigments which also function to collect and store light.
5 - 10 minutes
Ask students what you need to breathe in to live and what you release when you breathe out (oxygen and
carbon dioxide, respectively). Explain that all animals need oxygen to live, but in the entire atmosphere
only about 21% is oxygen. Ask students to hypothesize how we are able to replace/make enough oxygen
to support life for all of the animals and people in the world.
35 minutes
Part 1: (20 minutes)
Directions:
1. Have each student cut out a shape from tinfoil (small enough to fit on the leaves of the plant
or tree that you are using.)
2. Let the students paperclip their shapes to the plant, covering a portion but not all of the leaves.
Explain that they should leave some area of the leaf and some whole leaves completely
unexposed as their control.
3. Have the students write down predictions on how they think the leaves will look after one
week with no sunlight on the “Photosynthesis Data Sheet” worksheet (attached).
4. Put the plant(s) in a sunny area for one week and water as necessary.
Part 2: (15 minutes)
Directions:
5. After a week, remove the foil and have students observe the portions of the leaves that were
covered compared to the portions of leaves that were not. Were their predictions
right?
6. Have students complete the “Photosynthesis Data Sheet” worksheet.
It is the policy of the University of Maryland Extension that no person shall be subjected to
discrimination on the grounds of race, color, sex, religion, disability, age or national origin.
20 minutes
(Can be before or after Exploration Part 2)
Vocabulary Words
 Photosynthesis – process by which plants that contain chlorophyll make carbohydrates from
water and carbon dioxide in the air in the presence of light
 Chlorophyll – the green coloring matter of plants that is found in chloroplasts and is necessary
to make plant food from carbon dioxide and water by photosynthesis
 Oxygen – an element found free as a colorless, tasteless, odorless gas; forms about 21
percent of the atmosphere; is capable of combining with almost all elements; and is
necessary for life
 Carbon Dioxide (CO2) – a colorless gas released into the air by animals and absorbed from the
air by plants during photosynthesis
 Stomata – small openings on the surface of a leaf through which moisture and gases pass in
and out
Give students a copy of the photosynthesis cycle diagram (attached) and explain how people and animals
breathe in oxygen and release carbon dioxide, which the plants “breathe” in and then release in the form of
oxygen. Mention that that this is a repeating process. Explain the formula for photosynthesis (attached) and
that photosynthesis takes place in chlorophyll pigments. Here, carbon dioxide and water combine with light
to form sugar (which the plant uses for energy) and oxygen (which is the plant’s waste product). Carbon dioxide
and water enter the lead through the stomata, and oxygen exits through the stomata.
(After Exploration Part 2)
Ask students to discuss the results of their experiment. Did the covered portions of the leaves grow as well as
the leaves that were still exposed to the sunlight? Why or why not? Were their predictions right or wrong?
The covered part of the leaves should not be the same green color as the unexposed portions because the
chlorophyll was not produced after the plant went for an extended amount of time without
photosynthesizing. Explain that because these portions of the leaves do not have chlorophyll any more, they
cannot photosynthesize.
Next, connect the lesson to its importance to Maryland agriculture. Photosynthesis is essential to Maryland
agriculture, just as it is essential to agriculture anywhere else in the world. It allows the crops that we eat on
a regular basis (i.e. corn, soybeans, wheat, etc) to grow so that they can provide food to humans and
animals, as well as releasing oxygen back into the air for humans and animals to breathe!
It is the policy of the University of Maryland Extension that no person shall be subjected to
discrimination on the grounds of race, color, sex, religion, disability, age or national origin.
Talk about why it is important to have plants in the world. Plants provide oxygen to support every
living, breathing human or animal. If there was no oxygen, the world would be a very different place
with only a variety of anaerobic organisms that would be able to survive. Talk about the dangers of too
much deforestation and possible solutions such as rotating where trees are cut down and planting
trees to replace the ones lost.
Have students research the many benefits of trees or the job description of plant breeders (this
lesson’s career connection), either online or at your school’s library, and discuss their results as a class.
For a fun activity, have students break into small groups and perform the “Photosynthesis Rap” attached
at the end of this lesson plan.
If you have available time, have students prepare a small presentation showing their results, new
knowledge learned from the experiment, and/or new knowledge learned from their research. You
may want to have students use a poster or PowerPoint, or this can be done orally.

Plant breeder – This person uses genetics and related sciences to improve a plant species.
Often, plant breeders genetically modify crops to better suit the needs of the world’s
growing population, both in efficiency and economic value.
 Florist – This person also needs photosynthesis to produce beautiful flowers.
 Farmer – This person needs photosynthesis for crops to grow.
A pre/post test should be completed with the lesson plan. Student understanding of concepts can also
be evaluated through class discussion as well as through evaluation of completed activity data
sheets. Analysis/conclusion questions that are answered incorrectly by a large number of
students should be addressed in a follow-up discussion.
It is the policy of the University of Maryland Extension that no person shall be subjected to
discrimination on the grounds of race, color, sex, religion, disability, age or national origin.
The New York Botanical Garden. <www.nybg.org/files/photosynthesis.pdf>
Nelson Education. <www.nelson.com/albertascience/alb_bio20/student/20c/ch07.html>
Photosynthesis Diagram. Notesmaster.
<notesmaster.com/uploads/orig/variations/medium/Oxygen_Cycle.png>
Photosynthesis Rap. Flocabulary: Hip-Hop in the Classroom.
<blog.flocabulary.com/?s=photosynthesis>
It is the policy of the University of Maryland Extension that no person shall be subjected to
discrimination on the grounds of race, color, sex, religion, disability, age or national origin.
Name:
Date:
Photosynthesis Rap
Hey y’all gotta listen to this
I’m talking bout photosynthesis
Cause that’s the plant’s business.
Making carbohydrates
You know it’s got to fabricate
All its own food.
Take CO2 and H2O
Add sunlight and it’s good to go.
“All this happens where?” you ask?
It happens in the chloroplast.
Carbohydrates are a mix
Of C6 H12 and O6
And don’t forget what else is true:
This process will give off O2
<blog.flocabulary.com/?s=photosynthesis>
It is the policy of the University of Maryland Extension that no person shall be subjected to
discrimination on the grounds of race, color, sex, religion, disability, age or national origin.
Period:
Name:
Date:
Period:
Photosynthesis
Chemical Equation
LIGHT
6CO2
carbon
dioxide
+ 12H2O
water
GREEN PLANTS
C6H12O6
glucose
+
6O2
oxygen
It is the policy of the University of Maryland Extension that no person shall be subjected to
discrimination on the grounds of race, color, sex, religion, disability, age or national origin.
+ 6H2O
water
Name:
Date:
Period:
Photosynthesis Data Sheet
Day 1
Shape you cut out:
Color of the leaf before you put the shape on:
Hypothesis:
Day 2 (after one week)
Color of the uncovered portion of the leaf:
Color of the covered portion of the leaf after you took the shape off:
Was your hypothesis correct? Why or why not?
Conclusion:
Explain why the leaves looked like they did after you removed the shapes compared to the uncovered leaves.
How did this activity represent photosynthesis in the real world?
Extension:
Explain one major concern of cutting down too many trees.
Plant breeders often create genetically modified organisms to better suit the needs of society. Research two genetically
modified organisms and record what they are, why they were created, and what their benefits to society may be.
It is the policy of the University of Maryland Extension that no person shall be subjected to
discrimination on the grounds of race, color, sex, religion, disability, age or national origin.
PRE-Evaluation: Send in the Sun! A Look at Photosynthesis
2. Are you….(Select one.)
A Boy
1. How old are you? ______________
3. Are you….(Select ALL that apply.)
African American/Black
Native American/Alaskan Native
White
A Girl
Asian
Other
Hispanic/Latino
Native Hawaiian/Other Pacific Islander
4. What type of school do you go to? (Select one.)
Public school
Private school
Religious school (Catholic, etc.)
Home school
Your Science and Agriculture Opinions and Knowledge
5. BEFORE going through the AGsploration Program, please circle the degree to which you agree or disagree
with the following statements.
Strongly
Disagree
Disagree
Agree
Strongly
Agree
I like science.
1
2
3
4
I feel that Maryland agriculture is a part of science.
1
2
3
4
Science is useful for solving everyday problems.
1
2
3
4
Maryland agriculture is beneficial to me, my family, and my
community.
1
2
3
4
When I graduate from high school, I would like to have a job in
agricultural science.
1
2
3
4
I can name three jobs in the agriculture industry.
1
2
3
4
6. BEFORE going through the AGsploration Program, please circle your knowledge level about the topics
listed below.
None
Low
Medium
High
Very
High
Maryland agriculture
1
2
3
4
5
Photosynthesis
1
2
3
4
5
Chlorophyll
1
2
3
4
5
Oxygen
1
2
3
4
5
Benefits of plants to humans
1
2
3
4
5
It is the policy of the University of Maryland Extension that no person shall be subjected to
discrimination on the grounds of race, color, sex, religion, disability, age or national origin.
POST-Evaluation: Send in the Sun! A Look at Photosynthesis
Your Science and Agriculture Opinions and Knowledge
5. AFTER going through the AGsploration Program, please circle the degree to which you agree or disagree
with the following statements.
Strongly
Disagree
Disagree
Agree
Strongly
Agree
I like science.
1
2
3
4
I feel that Maryland agriculture is a part of science.
1
2
3
4
Science is useful for solving everyday problems.
1
2
3
4
Maryland agriculture is beneficial to me, my family, and my
community.
1
2
3
4
When I graduate from high school, I would like to have a job in
agricultural science.
1
2
3
4
I can name three jobs in the agriculture industry.
1
2
3
4
6. AFTER going through the AGsploration Program, please circle your knowledge level about the topics listed
below.
None
Low
Medium
High
Very
High
Maryland agriculture
1
2
3
4
5
Photosynthesis
1
2
3
4
5
Chlorophyll
1
2
3
4
5
Oxygen
1
2
3
4
5
Benefits of plants to humans
1
2
3
4
5
7. As a result of participating in this activity, tell one new thing you will try or one thing you will find
information about.
It is the policy of the University of Maryland Extension that no person shall be subjected to
discrimination on the grounds of race, color, sex, religion, disability, age or national origin.
SUPPLEMENTAL - Evaluation: Send in the Sun! A Look at Photosynthesis
Directions: If you are teaching more than one lesson plan in one day, you may attach this to the pre/post
evaluation form for the other lesson you are teaching. Please have the student fill out these during the pre
and post evaluation times. In addition, only have the student fill out the post evaluation questions Q5 – Q7 at
the completion of all lessons.
PRE-Evaluation
BEFORE going through the AGsploration Program, please circle your knowledge level about the topics listed below.
None
Low
Medium
High
Very
High
Maryland agriculture
1
2
3
4
5
Photosynthesis
1
2
3
4
5
Chlorophyll
1
2
3
4
5
Oxygen
1
2
3
4
5
Benefits of plants to humans
1
2
3
4
5
POST-Evaluation
AFTER going through the AGsploration Program, please circle your knowledge level about the topics listed below.
None
Low
Medium
High
Very
High
Maryland agriculture
1
2
3
4
5
Photosynthesis
1
2
3
4
5
Chlorophyll
1
2
3
4
5
Oxygen
1
2
3
4
5
Benefits of plants to humans
1
2
3
4
5
It is the policy of the University of Maryland Extension that no person shall be subjected to
discrimination on the grounds of race, color, sex, religion, disability, age or national origin.