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Enrichment 3-1: Teacher Activity Notes

The Drama of Carbon Dioxide and Oxygen

PLAN

Summary

Students write and perform a play to demonstrate their knowledge of cellular respiration, photosynthesis, and their relationship to each other. Each process is examined separately and then combined.

Objectives

Students:

\checkmark demonstrate their knowledge of the respiration and photosynthesis cycles.

\checkmark explain the interdependence between the two cycles.

Student Materials

  • Activity Guide
  • Resources 1 and 2
  • Activity Report
  • Construction paper; Scissors; Blue cards; Markers; Costumes; Some scenery

Teacher Materials

  • Activity Report Answer Key
  • Resources 1 and 2
  • Provide “cell sheets” and materials for animal and plant cells (sheets, fabric, paints, markers).

Advanced Preparation

Prepare diagrams of large cells on sheets or large pieces of butcher paper. Use fabric paint or markers to draw cell structures for the plant and animal cells. A group of students can make these ahead of time.

Cast students yourself or select a group of interested students to do the casting.

Allow time for students to make props, i.e., signs with their roles, such as CARBON DIOXIDE, WATER, etc.

Estimated Time

One to two 50-minute periods-One period is set aside for writing, rehearsing, and preparing the play. Another period is set aside for presenting the play to the class.

Interdisciplinary Connections

Language Arts or Visual and Performing Arts Students can write the play in language arts, and can prepare diagrams of large cells on sheets of paper and make props such as signs in art class. Students also can rehearse the script.

Prerequisites and Background Information

Students should have some knowledge of the processes of cellular respiration and photosynthesis. The play itself will put these processes together and demonstrate student knowledge.

Students could benefit from familiarity with the following summaries of respiration and photosynthesis.

Respiration: 6O_2 + C_6H_{12}O_6 \longrightarrow 36 \ \text{ATP} + 6H_2O + 6CO_2

Photosynthesis: sunlight + \ 6H_2O + 6CO_2 \longrightarrow 6O_2 + C_6H_{12}O_6

Students should have completed Activities 3-1 and 3-2.

IMPLEMENT

Introduce Enrichment 3-1 by reviewing the concepts of photosynthesis and respiration before students write the script and play production begins.

Steps 1-3 Provide resource materials and/or background information for the processes of photosynthesis and respiration.

Steps 4-5 Determine where the play will be performed. You might want to make a connection between circulation and breathing. Also connect this activity to physical science through balancing chemical equations and/or discussions of atoms, molecules, and energy.

As an alternative approach you can have students use the script provided in Resource 2 on TE pp. 44 titled Model Respiration/Photosynthesis Play. This script can be used as a model for the students to review before they write their play, or allow them to use the script for their performance.

Helpful Hints

This activity is best at the end of Section 3 after completion of Activities 3-1 and 3-2.

Videotape the presentations. The tape can be used for assessment purposes and as a review for students. The students like to see themselves in action, and their play can be shared with other classes and with parents or guardians.

ASSESS

Use the performance of the play, students' discussion, and their written answers on the Activity Report to assess if students can

\checkmark identify the reactants and products involved in the process of respiration.

\checkmark identify the reactants and products involved in the process of photosynthesis.

\checkmark explain the role that energy (light) plays in photosynthesis.

\checkmark describe the relationship between photosynthesis and respiration.

\checkmark complete the diagram with appropriate labels.

\checkmark accurately fill in the chart comparing cellular respiration with photosynthesis.

Enrichment 3-1: The Drama of Carbon Dioxide and Oxygen – Activity Report Answer Key

  • Sample answers to these questions will be provided upon request. Please send an email to teachers-requests@ck12.org to request sample answers.
  1. What process is used by cells to get energy?
  2. What process is used by plants to capture the sun's energy?
  3. What substance in the plant cell is needed for photosynthesis to take place?
  4. Complete the chart below.
    Cellular Respiration Photosynthesis
    Where? Animal cells, plant cells, or both animal and plant.
    When? Day, night, or all the time.
    What is used?
    What is produced?
    Purpose?
  5. Place the materials in the appropriate place on the chart below. CO_2 sunlight O_2 sugar (glucose) H_2Ochlorophyll ATP
    I. Involved in cellular respiration only II. Involved in both respiration and photosynthesis III. Involved in photosynthesis only
  6. What is a relationship between respiration and photosynthesis?

Enrichment 3-1 Activity Guide: The Drama of Carbon Dioxide and Oxygen (Student Reproducible)

Introduction

Do you know the chemical reactions involved in cellular respiration and photosynthesis? Do you know how these two processes are connected? In this activity you write and perform a play to demonstrate your knowledge of cellular respiration, photosynthesis, and their relationship to each other.

If you studied the Ecology unit, you performed in a play about photosynthesis. In this unit, you write and perform a play that connects respiration and photosynthesis.

Materials

  • construction paper
  • scissors
  • blue cards
  • markers
  • costumes
  • some scenery
  • Resources 1 and 2

Procedure

Step 1 Brainstorm a list of roles in the play. For example, someone will need to play the role of “Sugar,” and someone else will play the role of “Carbon Dioxide.”

Step 2 Write a script to represent the steps that occur in a plant and animal cell during the processes of photosynthesis and respiration.

Step 3 Design and create signs, props, or costumes so that the audience knows what each person represents.

Step 4 Perform Acts I, II, and III, of “The Drama of Carbon Dioxide and Oxygen.”

Step 5 Answer the questions on the Activity Report.

Enrichment 3-1 Resource 1: The Drama of Carbon Dioxide and Oxygen (Student Reproducible)

The information you need for Acts I, II, and III is listed below. Review the list and use separate paper to plan and write your script.

Act I: Cellular Respiration

& \text{Cast}: && \text{Narrator} && \text{Glucose (sugar)} && \text{Blood} && \text{Oxygen}\\& && \text{Carbon dioxide} && \text{Mitochondrion} && \text{Water} && \text{Energy (ATP)}

Scenery:

Draw parts of an animal cell on a sheet. Drape it over 4 stools or hang it as a curtain. Characters stand off-stage.

Play: Roles and scripts.

Act II: Photosynthesis

& \text{Cast}: && \text{Narrator} && \text{Sugar}\\& && \text{Sun} && \text{Water}\\& && \text{Carbon dioxide} && \text{Oxygen}

Scenery:

Draw parts of a plant cell on an old bed sheet with markers. Hang it over 4 stools. Leave a place for people to hide in the back. Every character, except Oxygen, Sugar, and the Sun, stands off-stage. Oxygen and Sugar hide behind the sheet. The sun crouches a few feet away from the cell.

Play: Roles and scripts.

Act III: Photosynthesis and Respiration Together

Cast:

&\text{Narrator} && \text{Carbon dioxide} && \text{Chloroplast} && \text{Water}\\&\text{Sun(energy)} && \text{Mitochondrion} && \text{Blood} && \text{Lung}\\&\text{Sugar} && \text{Oxygen} && \text{ATP (energy)} && \text{Digestive tract}

Scenery:
Draw the layout on the stage with chalk
Chloroplast stands on leaf.
Sun stands on sun spot.
Lung stands on lung circle.
Digestive tract stands in DT circle.
Mitochondrion stands on body cell.

Play: Roles and scripts.

Enrichment 3-1 Resource 2: The Drama of Carbon Dioxide and Oxygen (Student Reproducible)

Model Respiration/Photosynthesis Play

Act I (Action in parentheses)

Narrator Here is an animal cell. It is dark because the cell is in your body. Blood circles around the cell in a capillary.

Blood (Enters, walks around the cell and leaves the stage.)

Narrator You see blood in a capillary flowing by the cell. The blood brings glucose and oxygen, and leaves with water and carbon dioxide.

Blood (Enters with oxygen and glucose. As blood passes the cell, oxygen and glucose go behind the sheet. Blood leaves.)

Narrator The mitochondria inside the cell take oxygen and glucose, and release energy.

Energy Here I am! (Pops up holding an energy card.)

(Blood reappears with oxygen and glucose. As these two duck under the sheet, carbon dioxide and water emerge and follow blood off the stage.)

(Curtain falls)

Act II (Action in parentheses)

Narrator The sun rises on a new day.

Sun (Sun stands up and opens arms out.)

Narrator A young plant cell prepares for photosynthesis. Deep inside, a chloroplast with chlorophyll absorbs Sun's energy.

Sun (Waves arms over cell.)

Narrator The plant takes water from the soil through the roots.

Water (Jumps up behind the cell.)

Narrator Carbon dioxide enters the leaf through stomata, which are openings on the underside of the leaf.

Carbon dioxide (Carbon dioxide makes hissing sound and pops up behind cell.)

That was a tight squeeze but I'm here!

Narrator As long as there is light, the cell works hard performing photosynthesis.

(Water and carbon dioxide move about behind the cell.)

Narrator Finally, photosynthesis is finished.

Chloroplast Boy, that was hard work!

Sugar I'm the product. I'm sweet. I'm sugar.

Oxygen Don't leave me out. I'm the by-product of photosynthesis. I'm oxygen.

(Water and carbon dioxide drop down out of sight, as oxygen and sugar rise up.)

Narrator Sugar is stored as starch in the leaf for later use. Oxygen enters the atmosphere.

Oxygen Just wait. You'll see me again in the next act.

(Curtain falls)

Act III (Action in parentheses)

Sun It's day. I shine on the leaf. I warm the world. I have a sunny personality.

(Sun touches the chloroplast over and over.)

Chloroplast I'm the energy factory of the leaf. I get water, sunlight, and carbon dioxide. When I have these, I make sugar and oxygen. People breathe the oxygen in that I release to the atmosphere. They also consume the sugars in me when they eat plants.

(The chloroplast passes cards to the digestive tract. The cards say “sugar.” Chloroplast passes cards to lung that say oxygen.)

Enrichment 3-1 Activity Report: The Drama of Carbon Dioxide and Oxygen (Student Reproducible)

1. What process is used by cells to get energy?

2. What process is used by plants to capture the sun's energy?

3. What substance in the plant cell is needed for photosynthesis to take place?

4. Complete the chart below.

Cellular Respiration Photosynthesis
Where? Animal cells, plant cells, or both animal and plant.
When? Day, night, or all the time.
What is used?
What is produced?
Purpose?

5. Place the materials in the appropriate place on the chart below.

&CO_2 && \text{sunlight}\\&O_2 && \text{sugar (glucose)}\\&H_2O && \text{chlorophyll}\\&\text{ATP}

I. Involved in cellular respiration only II. Involved in both respiration and photosynthesis III. Involved in photosynthesis only

6. What is a relationship between respiration and photosynthesis?

Image Attributions

Description

Authors:

Grades:

6 , 7 , 8

Date Created:

Feb 23, 2012

Last Modified:

Sep 04, 2014
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