Photosynthesis Follies
Activity Overview
Students take part in a play that illustrates the process and importance of
photosynthesis.
Objectives
Students will:
• Identify the main parts of a plant
and name the part where photosynthesis takes place.
• Name the “ingredients” needed in
the process of photosynthesis and
how they get to the chloroplasts of
the cell.
• Recognize the significance of the
photosynthesis process and the role
it plays in providing oxygen in the
environment.
• Identify how plants produce and
use sugars for energy
Subjects Covered: Science, Language
Arts, Drama
GradeSUNLIGHT 3 through 6
Activity Time: 1 hour on the school
grounds; 45 minutes classroom discussion
Season: Any
MaterialSUNLIGHT Name tags
identifying performer’s roles and other
propos as desired.
State Standards
Science: Use scientific vocabulary &
themes (C.4.1)
Use data to answer questions (C.4.5)
Use scientific themes to explain physical & chemical interactions (D.8.4)
Use models of energy transmission
(D.8.9)
Identify different physical & chemical
properties of earth materials (E.4.2)
Analyze influence of living organisms
on earth’s systems (E.8.4)
Background
To understand how life is possible on our planet, we must understand the flow
of energy, the cycling of matter, and the interdependence of life-forms here on
Earth. The process called photosynthesis involves all of these interactions.
Energy from the sun arrives daily, powering the great cycles of air, water,
and soil. Green plants are the only living things that can use the sun’s energy
directly, along with molecules of air and water, and transform it into food
energy for themselves and all other living things. The leaves of green plants are
food factories, and act as solar collectors for sunlight. Within the chloroplasts
of plants’ leaves, sunlight energy is used to split water molecules (H2 O) into
hydrogen (H) and oxygen (O) molecules and carbon dioxide (CO2) molecules
in air into Carbon (C) and Oxygen (O). Using sunlight energy further, these
molecules are recombined into glucose, or simple sugars; the basic food for all
life on this planet.
In photosynthesis, solar energy is converted to chemical energy. The chemical
energy is stored in the form of glucose (sugar). Carbon dioxide, water, and
sunlight are used to produce glucose, oxygen, and water. The chemical
equation for photosynthesis is usually written as follows:
6CO2 + 12H2O + sunlight energy → C6H12O6 + 6O2 + 6H2O
6 molecules of carbon dioxide (6CO2) and 12 molecules of water (12H2O) are
consumed in the process, while glucose (C6H12O6), six molecules of oxygen
(6O2), and six molecules of water (6H2O) are produced.
The “waste products” of the photosythesis process at work in each green leaf
are oxygen and water, essential ingredients of life. Plants “breathe in” carbon
dioxide and “breathe out” oxygen, the exact opposite of humans, so they play a
critical role in maintaining a healthy atmosphere.
This equation can help us understand the molecular splitting and recombining
that occurs during this instantaneous process, but it inadequately describes
the wondrous magic involved as well as the enormous gratitude it should
inspire in all of us. Sunlight energy fuels the lives of all living things through
photosynthesis.
The sun’s energy flows through every life form, in every ecosystem and habitat
on earth. This energy flow can be conceptualized through food webs and food
chains, with plants as producers and animals as consumers. This involves the
the cycling and recycling of all matter as well as interdependence of all life
forms.
Discover how organisms meet their
needs (F.4.1)
Find connections among living and
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Woodland Study the Model 1-3
Photosynthesis Follies
non-living things (F.4.4)
Investigate structure & function of
organisms (F.8.1)
Show organism’s place in ecosystems
(F.8.8)
Language ArtSUNLIGHT
Orally communicate (C.4.1, C.8.1,
C.12.1)
Listen & comprehend oral communications (C.4.2, C.8.2, C.12.2)
Participate in discussion (C.4.3, C.8.3,
C.12.3)
Develop vocabulary (D.4.1, D.8.1,
D.12.1)
Theatre:
Pretend to be someone else, creating
a character based on scripted material
or through improvisation, using props,
costume pieces, and ideas (B.4.1)
Activity Description
Note: This play has two parts, beginning with the Photosynthesis Rap
as an introduction, followed by the Photosynthesis Follies. Complete
directions for both are in the script.
This activity will involve students in acting out a drama about photosythesis.
Begin by having the class gather in front of the audience (some standing,
some kneeling, some sitting). You will want to have the class divided into two
groups for the first part, the Photosynthesis Rap. Then six students will play
the parts of chloroplast, sunlight, water. carbon dioxide, sugar and oxygen.
You may be able to incorporate more than one student for each part, so that
all can participate or by taking turns throughout. See the complete directions
in the following script. Don’t be afraid to get creative with costumes and
set..... students may have some great ideas of how to act out and dress the
part!
Extensions
• Develop a 3-D model representing the process of photosynthesis.
• Illustrate the gas cycle between plants and animals.
Create a human or animal character
through physical movement with
sounds and/or speech, using facial expressions (B.4.2)
• Develop posters showing the essential elements needed for photosynthesis
and the products and byproducts of photosynthesis.
Create a character that is appropriate
to the context of the scene, using facial
expressions. (B.8.4)
• Bang M. and Chisholm P. (2009). Living sunlight: How plants bring the
earth to life. New York, NY: Scholastic, Inc.
Create a character (physically, verbally,
and facially) from a scripted scene
(B.8.6)
Create a scene or play based on a
story, another piece of literature, or an
idea,with a beginning, middle, and end
(E.4.1)
Use props or furniture to create an
environment for drama and create a
characterwith costume pieces (E.4.2)
Additional Resources
Assessments
• Draw and identify the main parts of a plant and name the part where
photosynthesis takes place.
• Name the “ingredients” needed in the process of photosynthesis and how
they get to the chloroplasts of the cell.
• Desribe the significance of the photosynthesis process and the role it plays
in providing oxygen in the environment.
• Describe how plants produce and use sugars for energy
Rehearse and perform a scene or
play for peers and invited guests
(E.4.6,E.8.7)
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Photosynthesis Follies
SCRIPT
Photosynthesis Rap
For this part, half of the students recite Part A, the other half recites Part B.
A: This is a play about photosynthesis
B: Photo what?
A: Photosynthesis.
B: So what’s that all about?
A: A plant making sugar
B: A plant making sugar?
A: Yes-so it can grow
B: Oh-so it can grow.
A: Grow in the roots
B: And grow in the stem.
A: And grow with more branches.
B: And grow bigger fruit!
A: Where does this happen?
B: In the chloroplast
A: Where’s the chloroplast?
B: In the cell.
A: Where’s the cell?
B: In the leaf.
A: Where’s the leaf?
B: On the stem.
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Photosynthesis Follies
A: The stem on a plant?
B: The stem on a plant.
A: The leaf on the stem.
B: The cell in the leaf
A: The chloroplast in the cell.
A: The chloroplast
All: The chloroplast.
All: The chloroplast.
All: The chloroplast.
Student actors performing Photosynthesis Follies at Cambridge Elementary, Cambridge, WI. Photo by
Mary Beth Steven.
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Woodland Study the Model 1-3
Photosynthesis Follies
Photosynthesis Follies-Play
DIRECTOR’S NOTES:
Begin by having the class gather in front of the audience (some standing, some kneeling, some sitting).
Then they recite the Photosynthesis Rap. Half recite part A and half recite part B. The last four lines fade
away in volume.
The actors then go backstage and divide into their groups for the “Setting the Stage” portion. This is
performed as a prelude to the script.
Then the class disperses, some going to sit with the audience and some going backstage. The characters
with a part to play next put on their signs and/or custumes. Someone can be in charge of the lights and
two students play music when the Sunlight, Carbon Dioxide, and Water become the Sugar and Oxygen.
Each character wears a name tag hanging around his/her neck:
• The Chloroplast wears a sign that says “chloroplast”, and it is green.
• The Sunlight wears a sun shaped sign that is yellow. It says “light energy.”
• The Water wears a blue sign that is shaped like 6 drops of water.
• The Carbon Dioxide wears a grey sign that is shaped like 6 molecules (circles).
• The Sugar wears a pink sign that says “sugar” on it.
• The oxygen wears a white sign that is shaped like 6 molecules (circles).
Staging notes are in bold and not meant to be read out loud.
CAST:
CHLOROPLAST
SUNLIGHT
WATER
CARBON DIOXIDE
SUGAR
OXYGEN (nonspeaking part)
Setting the Stage: ALL ACTORS
This section can be performed by any number of students. the director can decide how many to
involve in ten groups: A, B, C, D, E, F, G, H, I, and J.
Group A: It’s a blast
Group B: Being a chloroplast.
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Groups A+B+C+D: Being a chloroplast.
Group A: There’s not just one of us you know
Group B: Inside each cell there’s many
Group CHLOROPLAST And when we each do our part
Group D: We make enough food for the plant
Group E: And enough oxygen for all you humans!
Group A: You can’t see us by looking close at the leaf
Groups B+C : We’re too small.
Group D: Even if you put special glasses on, you still couldn’t see us [a few students turn around
with big funny glasses on]
Groups A+B+CHLOROPLAST We’re too small. We’re itty bitty. [small voices]
Group E: [a few students turn around with oversized magnifying glasses] If you got out a hand
magnifier and looked closely at a leaf, you’d see the surface...and it would look cool.
Groups C+D: But you still couldn’t see us. We’re very petite [small voices]
Group B: [a few studentts turn around with microscopes] You’d have to get a high powered micro
scope and look at a thin slice of the leaf,
Groups A+B+C+D: AND THEN.......you’d be able to see chloroplasts in a cell!
Group A: And if you did
Group B: Get that microscope out
Group CHLOROPLAST and look at that thin slice of leaf
Group D: You’d see rows and rows of cells.
Groups E+A: And in each cell
Groups B+CHLOROPLAST you’d see chloroplasts
Groups D+E: Happy Chloroplasts!
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Photosynthesis Follies (cont.)
Groups A+B: Having a blast
Groups C+D: just being a chloroplast!
Group F: You might say
Group G: it’s a happeninplace
Group H: ‘Cuz it’s a place where stuff is happening!
Group I: And not just blah blah blah stuff!
Group J; What happens here
Group F: Is important
Group G: hugely important
Group I: gigantically, colossally, overabundantly
Group J: important
Groups F+G+H+I+J: to the plant!
Group F: And to
Group G: everything on the planet that breathes oxygen
All the other students who have not been speaking chant: ONE MORE TIME!
Group F: What happens here is hugely,
Group G: Vastly, gigantically,
Group H: Colossally important
Group I: to the plant.....AND [pause]
Group J: to everything on the planet earth
that breathes oxygen.
Student actors performing Photosynthesis Follies at
Cambridge Elementary, Cambridge, WI.
Photo by Mary Beth Steven.
© Earth Partnership for Schools • University of Wisconsin – Madison Arboretum
Woodland Study the Model 1-3
Photosynthesis Follies (cont.)
Photosythesis Follies Script
CHLOROPLAST: Hello! How are you today? I’m a chloroplast and I live inside this here plant cell. There
are many other chloroplasts in this same cell, and they all do what I do–make food for this here plant! Yup
it all happens here in this tiny space. Now I know that some of you are wondering how, so let me show
you. I’m fixing to start up a new batch right now anyway.
Boy, is it ever a beautiful bright day out. Oh! Here comes some light energy direct from the sun.
SUNLIGHT: [enters] It sure is dark in here. I wonder what kind of place this is. [CHLOROPLAST
grabs SUNLIGHT] Hey! Let go!
CHLOROPLAST: Gotcha! Ha!
SUNLIGHT: What’s this all about?! Let go!
CHLOROPLAST: Nope. I need you. Now you’re working for me! [C lets go of S]
SUNLIGHT: What do you mean?
CHLOROPLAST: Well, you see, water will be entering this cell any second now.
SUNLIGHT: Water? Where’s it coming from? I entered this leaf which was about three feet off the
ground! There was no water around.
CHLOROPLAST: The water is coming from the roots of this plant. The roots are pulling it out of the
ground.....and some of the roots reach down pretty deep to find it!
SUNLIGHT: Okay, so the water is coming....no wait. That’s not possible! How can water flow up? Gravity doesn’t work that way.
CHLOROPLAST: Well you see, the water travels in tubes called the xylem. And you’re right. Normally
water doesn’t travel up. But in a plant like this (and even in a tree) the water is kind of sucked up the way
soda is sucked up through a straw. It’s called transpiration.
WATER: [Enters] Here we are boys!
SUNLIGHT: Isn’t this more water than we’ll need?
CHLOROPLAST: Yes....but don’t fret. The water that’s not needed will evaporate through the surface of
the leaf.
WATER: So why am I here? Somebody tell me what to do!
CHLOROPLAST: Okay, calm down. I need you to be patient. We are waiting for one more special guest
to arrive. As soon as everyone’s here we can get this party started.
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Photosynthesis Follies (cont.)
WATER: Exactly what kind of party will it be? I didn’t bring a present or anything! Will you be serving
cake and ice cream? Do we get to wear party hats?
CHLOROPLAST: No my friend. This is not that kind of a party. It’s really more like being part of an
incredibly important work crew. This plant can’t grow without you.
SUNLIGHT+WATER [Begin shivering] Say, we feel a draft all of a sudden.
CHLOROPLAST: There are no windows in a cell! Air can pass right through these cell walls.....and that
air you’re feeling is just what we need next. Well, we don’t need all of it, just the carbon dioxide that is in it.
CARBON DIOXIDE: Say, mister, keep your paws off me!
CHLOROPLAST: Don’t be afraid. I’ve been waiting for you.
CARBON DIOXIDE: Oh, I’ve heard about you. What do you want me to do?
CHLOROPLAST: My friend, you are going to help make food for this plant that we are inside of.
CARBON DIOXIDE: What’s this? [points to SUGAR and WATER]
SUNLIGHT: I was light energy from the sun. This here chloroplast trapped me as I entered this plant cell.
WATER: I was water mixed with minerals. I was pulled out of the ground by the roots and carried up
here in the xylem (a tube in the stem).
CARBON DIOXIDE: So let me get this straight. The sun entered through the top of the leaf and was
trapped by the chloroplast, and the water traveled through an “up only” tube called the xylem?
SUNLIGHT+WATER: That’s right. Say, how did you get in here?
CARBON DIOXIDE: Well, you might say that I slipped in through the back door!
SUNLIGHT+WATER: What do you mean?.....like the underside of the leaf?
CARBON DIOXIDE: Exactly. You see, there are little openings on the underside of the leaf that are
called stomata. A whole lot of air molecules came in with me! The rest of the guys are traveling through
the other plant cells in this leaf to see where they can help.
CHLOROPLAST: Yes, that’s right. And now it’s time for the water molecules to join hands with the carbon dioxide molecules. The combination should produce food, also known as sugar.
SUNLIGHT: Say! If they are combining to make the sugar, what do you need me for? You didn’t really
capture me so that I could just watch, did you? Because I am really very busy. There are lots of dark places
to explore and there are lots of gloomy people that need me to help them cheer up!
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Photosynthesis Follies (cont.)
CHLOROPLAST: We need you VERY badly! In fact, the water and carbon dioxide can’t make sugar
without you. You are light energy. You will supply this water and this carbon dioxide with the energy
needed to make all this happen!
SUNLIGHT: Cool. Now you’re talking. I’m cool. I’m cool. You can’t do this without me.
WATER+CARBON DIOXIDE: And you can’t do this without us! Get over yourself and let’s get serious.
We’re ready.
CHLOROPLAST: Okay. Light energy, you stand behind the water and carbon dioxide. ready? Set? Begin!
WATER+CARBON DIOXIDE: Say, I feel funny.......Whoaaaaaaa! [WATER, CARBON DIOXIDE, and
SUNLIGHT exit. Then Sugar and Oxygen enter]
SUGAR: It worked out all right, but who’s this little guy hanging around by us?
CHLOROPLAST Oh! I almost forgot. This is oxygen. Whenever a plant makes sugar (or food) it also
makes oxygen. Now when the sugar is sent to parts of the plant that need it, some oxygen will be sent with
it. But we always seem to make more oxygen than we need, so a lot of oxygen will be extra and will have to
leave the plant.
SUGAR: Oh, let me guess. Will the oxygen leave through the “back door”? ......you know, through the
STOMATA?
CHLOROPLAST: Exactly. Now, it’s time for you to be on your way, sugar.
SUGAR: Where exactly are we being sent and HOW are we getting there?
CHLOROPLAST : You will go wherever you are needed. Some of you may be used in the stem, some
may go to the fruit part of this plant where you will become starch, and some of you will probably be sent
to the roots so that they can get bigger.
SUGAR: Sent to the roots?!! Isn’t that a long way down? What do we do....parachute?
CHLOROPLAST: No, silly. You ride the phloem. It’s a tube like the xylem, except that it takes sugar to
other places.
SUGAR: Okay. So now that we’ve become sugar, we need to ride the phloem to wherever we’re needed?
CHLOROPLAST: Yessiree! Now! On our way! I’ve got to get busy again. There’s light energy coming my
way and I’m fixing to lay my trap.
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Photosynthesis Follies (cont.)
When the play is finished, the class comes back up to the front and faces the audience. Six students read
the fact cards. Then one student says to the audience:
“When does six plus six equal seven? When we’re talking photosynthesis!
Six molecules of water [Water steps forward] plus six molecules of carbon dioxide,
[Carbon Dioxide steps forward] with, of course, the help of light energy [Sun steps forward]
yields one molecule of sugar [Sugar steps forward] and six molecules of oxygen [Oxygen steps forward].
Then one student steps forward and thanks the audience for coming to the play.
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Photosynthesis Follies
FACT CARD 1
FACT CARD 2
Remember when we talked about
water leaving a plant through its
stomata? Well, cottonwood trees
will lose 100 gallons of water every
hour during hot desert days.
Each year plants use more carbon
in photosythesis than is mined
throughout the world.
FACT CARD 3
FACT CARD 4
One million acres of corn can
produce enough oxygen in 11 days
to supply 10 million people with
enough oxygen to breathe for a
whole year.
If there was no more
photosynthesis, there would be little
food on earth. More organisms
would disappear, and in time there
would be no more oxygen in our
atmosphere.
FACT CARD 5
FACT CARD 6
In 1774, Joseph Priestly first
documented the process
of photosynthesis.
That’s 235 years ago!
The fossil fuels we use today all have
their origins in photosynthesis. Coal
was formed around 370 million
years ago when (after they photosythesized and stored sugar) large
trees fell into swampland. High
temperature and pressure changed
their organic matter into coal.
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