PHOTOSYNTHESIS

INTERACTIVE DIAGRAM
Elem & M.S.

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 P h o t o s y n t h e s i s I n t e ra c t i v e
D i a g r a m L e s s o n B un d le
Reading Passage, Interactive Diagram
Activity, Task Cards, & Assessment Page

Developed by: Marianne Dobrovolny and Tobi McMillan

© Think Big Learning - www.thinkbiglearning.org
Overview : T h is h a nd s - on ma nipul a tiv e r eq uir es s tud ents to id entify c omponents
a nd ex pl a in th e rol e of ea c h in th e proc es s of ph otos y nth es is . U s ing th is c ol orful ,
c l ea r g a me b oa rd , s tud ent g roups wil l work c ol l a b ora tiv el y to na me a nd d es c rib e
a l l c omponents inv ol v ed in ph otos y nth es is a nd d ev el op a n und ers ta nd ing of th e
c a rb on d iox id e- ox y g en c y c l e in pl a nts . Stud ents h a v e th e oppor tunity to pr a c tic e
th e g a me mul tipl e times until th ey a tta in ma s tery of th e b a s ic c onc epts of
ph otos y nth es is . T h ere is a l s o a rea d ing c onnec tion th a t wil l h el p s tud ents eng a g e
with informa tiona l tex t to c ontinue to s treng th en a c a d emic v oc a b ul a ry a nd c ontent
k nowl ed g e. T h e s tud ent a s s es s ment pa g e a l l ows ea c h s tud ent to ind iv id ua l l y
d emons tra te th eir k nowl ed g e of h ow th e k ey c omponents mov e into a nd out of th e
pl a nt in th e proc es s of ph otos y nth es is . A d d itiona l l y , th ere is a writing a s s es s ment
th a t a s k s s tud ents to c onnec t c ontent - s pec ific v oc a b ul a ry to d es c rib e h ow th e
d ifferent c omponents c y c l e into a nd out of th e pl a nt. T h is d ownl oa d is a
c ompreh ens iv e, eng a g ing s et of a c tiv ities d es ig ned to h el p s tud ents

Big idea : Pl a nts a r e a n impor ta nt pa rt of th e b ios ph ere b ec a us e th ey h a v e th e

uniq ue a b il ity to c onv ert l ig h t energ y into food energ y ( s ug a r) in a proc es s
c a l l ed ph otos y nth es is . T h is c onv ers ion of one form of energ y ( l ig h t) into a noth er
us a b l e form of energ y ( c h emic a l ) is not onl y nec es s a ry for pl a nts to g row a nd
s urv iv e b ut a l s o for a l l org a nis ms rel y ing on pl a nts / prod uc ers a s a d irec t or
ind irec t food s ourc e in th e food web .

Material Prep:
• Print boards (1 per group of 3-4 students)
• Print/cut set of diagram label cards (1 set per group)
• Print/cut set of task cards per group OR project the
supplemental PowerPoint with tasks for whole group option
• Copy reading passage and assessment page -1 per student

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 (Continued)
Instructions:
• Students review the concept of photosynthesis and the
carbon dioxide-oxygen cycle using the reading passage.
Once they have finished reading, each student will identify key words
and summarize the passage. These activities serve as preparation for
students to complete the interactive diagram activity successfully.
• Divide the class into groups of 3 or 4, and distribute a board and set
of label cards to each group.
Whole group option:
• Project the supplemental PowerPoint and have student group set up the
activity by completing the following steps: stack all green text cards
face down and to the side for now, spread the label cards (black text)
face up for all to see, place the board in the middle of group.
• The teacher will read the first task from the PPT (or assign a student
to read it). Each small group will complete the task on their board.
The teacher can specify that each student in the group take a turn
completing a task so that all students are equally participating in the
activity.
• Once a task has been completed by each group, the teacher can click
to the next slide with the answer so groups can check their thinking.
• This is repeated until all task cards are completed.
Small group option:
• Each group is given a set of task cards. Students take turns drawing
a card, reading it aloud, and completing the task. Another student in
the group can use the back of the card to check their peer.
• This is repeated until all task cards are completed.
• After students have completed the board (either using the small group
task cards or the whole group PowerPoint) have them try a silent
round where no one can talk. In this round, students would take turns
drawing any card (black or green) and playing it in the correct box
without any conversation or help.
• Individual Assessment: Each student completes the student assessment
page independently. This is a great opportunity to formatively assess
their understanding after they have practiced with the interactive
diagram a few times.

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 (Continued)
Standard(s):
NGSS:
Core Disciplinary Ideas
LS1.C - Plants acquire material for growth chiefly from air, water, and
process matter and obtain energy from sunlight, which is used to maintain
conditions necessary for survival.
LS2.B - Matter cycles between the air and soil and among organisms as
they live and die.

Crosscutting Concepts: Systems and System Models, Energy and Matter:

Flows, Cycles, and Conversions

Scientific and Engineering Practices: Developing and using models,

constructing explanations (for science), obtaining, evaluating, and
communicating information

Common Core State Standards

CCSS.ELA-LITERACY.SL.1, CCSS.ELA-LITERACY.W.2, CCSS.ELA-
LITERACY.RI.4

Science Texas Essential Knowledge and Sills (TEKS)

4.9A – TSIET investigate that most producers need sunlight, water, and
carbon dioxide to make their own food, while consumers are
dependent on other organisms for food.
4.9B – TSIET describe the flow of energy through food webs, beginning
with the sun, and predict how changes in the ecosystem affect the
food web such as a fire in a forest.
5.9B – TSIET describe how the flow of energy derived from the Sun,
used by producers to create their own food, is transferred through
a food chain and food web to consumers and decomposers.
5.9D – TSIET identify the significance of the carbon dioxide-oxygen cycle
to the survival of plants and animals.

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 Reading Passage
Print one per student

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 Photosynthesis in Plants
In order for a plant to survive, it depends
on substances from the environment.

All plants need sunlight, water, and carbon

dioxide (CO2) to make their food. They go
through a process called photosynthesis to
convert light energy into sugar that they
need to grow and thrive.

The plant’s leaves absorb energy in the form of sunlight that

is used to help make sugar. The plant also needs to have
roots that grow downward to take up water from the soil
and move it up through the plant’s stem. In addition, the
plant’s leaves have openings that allow it to absorb carbon
dioxide (CO2).

Underline 5 key words from the passage that you think are
most important for understanding its meaning.
Summarize the passage in a complete sentence. Try to
include all 5 of your key words in the summary sentence.
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

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 Interactive Diagram
Board
Print one board per group of 3 or 4 students

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 Photosynthesis

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 Key Light Energy
Absorbed by chlorophyll
in the leaves

Carbon Dioxide
Taken in by the
leaves

Photosynthesis
Process that turns light
energy into food for the
plant

Sugar
Made, stored, and
used by the plant
Oxygen
Released from the
leaves

Water
Taken in by the roots
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 Diagram Label Cards
Print 1 set per group
Each page has 3 sets of cards (enough for 3 groups)

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 Carbon Dioxide Oxygen Sugar Water
(CO2) (O2) (chemical energy) (H2O)

Process that turns Absorbed by

Light
Photosynthesis light energy into chlorophyll
Energy food for the plant in the leaves

Taken in by the Made and used

Taken in Released from
roots and moves by the plant – if plant
by the leaves the leaves into
up though doesn’t need it right
from the air away, it is stored the air
© 2019 - THINK BIG LEARNING the stem WWW . THINK BIG LEARNING . NET

Carbon Dioxide Oxygen Sugar Water

(CO2) (O2) (chemical energy) (H2O)

Process that turns Absorbed by

Light
Photosynthesis light energy into chlorophyll
Energy food for the plant in the leaves

Taken in by the Made and used

Taken in Released from
roots and moves by the plant – if plant
by the leaves the leaves into
up though doesn’t need it right
from the air away, it is stored the air
© 2019 - THINK BIG LEARNING the stem WWW . THINK BIG LEARNING . NET

Carbon Dioxide Oxygen Sugar Water

(CO2) (O2) (chemical energy) (H2O)

Process that turns Absorbed by

Light
Photosynthesis light energy into chlorophyll
Energy food for the plant in the leaves

Taken in Taken in by the Made and used Released from

by the leaves roots and moves by the plant – if plant
the leaves into
from the air up though doesn’t need it right
the air
away, it is stored
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 Task Cards
Print only if using the small group method - 1 set for each
student group
Use the task set included in the supplemental PowerPoint
for the whole group method

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1 Plants are unique in that
2
they can produce their own For plants to make this
food through a process called food through photosynthesis,
photosynthesis. This process they must take in carbon dioxide
converts energy from light into from the air. Label carbon
sugar (a form of chemical dioxide (CO2) using the
energy). Label light energy correct card.
using the correct card.

3 4
In addition to CO2, plants Water moves up the stem
must also have water for to the leaves where it, along
photosynthesis to take place. with carbon dioxide, is used in
This water is taken in through the photosynthesis process.
the roots. Label water using Label photosynthesis using
the correct card. the correct card.

5 6
Photosynthesis makes A waste product of
sugar for the plant. Sugar is photosynthesis is oxygen gas.
the plant’s food source. This This oxygen waste is either
food can be used as energy to used by the plant in other
fuel growth and development, processes or released from
or it can be stored for later the leaves back into the air.
use. Label the sugar using the Label oxygen (O2) using the
correct card. correct card.

7 8
Take turns drawing a card with
Point to the part of the model
green text, reading it aloud to
that shows what is absorbed
your group, and playing it in the
by chlorophyll.
correct location on the board.

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 Light Energy Light Energy

Carbon
Dioxide

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Light Energy
Light Energy

Carbon
Carbon
Dioxide
Dioxide

Photosynthesis

Water Water

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Light Energy Light Energy

Carbon Carbon
Dioxide Dioxide

Photosynthesis Photosynthesis

Sugar Sugar
(chemical energy) (chemical energy)
Oxygen

Water Water

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Absorbed by
Light Energy
chlorophyll
Light Energy in the leaves

Carbon Carbon
Taken in by the
Dioxide Dioxide
leaves

Photosynthesis Process that turns

Photosynthesis
light energy into
food for the plant

Sugar Made, stored,

(chemical energy)
Oxygen Sugar
and used by
(chemical energy)
the plant Released from
Oxygen
the leaves

Water
Taken in by the
Water
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9 10
Point to the part of the model Point to the part of the model
that is taken in by the roots that shows what can be stored
and moves up the stem to the in other parts of the plant, such
leaves where it is used in as the roots or fruits, or it can
photosynthesis. be used as energy.

11 12
Point to the part of the model Point to the
that shows what is taken in part of the model that is the
from the air through tiny process that converts radiant
openings on the leaf. light energy into sugar.

13 14
Point to the part of the model
that is a waste product that Explain why the process shown
can be used in other processes in this model is important to all
in the plant or released through life on Earth and not just plants.
tiny openings on the leaf.

15 16
All living things that use
Humans and other animals
photosynthesis are called
rely on photosynthesis.
producers; explain why this
Explain why we rely on
term is used to describe
photosynthesis to live.
these organisms.

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 Light Energy Light Energy

Carbon Carbon
Dioxide Dioxide

Photosynthesis Photosynthesis

Sugar Sugar
(chemical energy) (chemical energy)
Oxygen Oxygen

Water Water

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Light Energy Light Energy

Carbon Carbon
Dioxide Dioxide

Photosynthesis Photosynthesis

Sugar Sugar
(chemical energy) (chemical energy)
Oxygen Oxygen

Water Water

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Light Energy

Photosynthesis turns the Sun’s energy

into food (sugar). This sugar is the
Carbon
Dioxide

beginning energy source for all food

webs. Organisms such as animals eat Photosynthesis

the plants or sugars from plants. This

consumed energy is then passed on to Sugar
(chemical energy)
Oxygen
other organisms that consume those
animals that ate the plants.
Water

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We rely on photosynthesis to turn solar

energy into food sources. We are then They are capable of making or
able to eat plants or parts of plants to producing their own food in the form
get this food energy. We also need the of sugar (chemical energy).
oxygen that they give off to live.

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17 18
This model only shows
Carbon dioxide and terrestrial (land) plants
oxygen are cycled between undergoing photosynthesis.
plants and animals. Explain However, there are plants that
this cycle using the model as live in water that also undergo
needed. photosynthesis. Explain how they
might get oxygen.

19 In addition to land and water 20

plants, there are also tiny
microorganisms living on the Predict what would
surface layers of the ocean that happen to a food chain or
can produce their own food as
well. What process would you web if organisms that undergo
say must be happening in these photosynthesis were killed off.
microorganisms if they are
making their own food?

21 22

Explain why a plant might die if

Predict what changes would
the soil it was growing in was
happen if this model was shown
completely dry for a long
at night rather than day time.
period of time.

23 24
Humans cut down forest
all over the world so they can
Predict what would happen if sell the lumber and have space
you painted clear fingernail to build cities and grow crops.
polish over all of the leaves If these practices continue,
on this plant. predict what might happen to
the amount of carbon dioxide
in the air.
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 Plants release oxygen as a waste
product of photosynthesis. Animals take
in this oxygen and use it for important
Plants living in the water take in oxygen energy processes. These energy
from tiny dissolved oxygen bubbles in processes release carbon dioxide as a
the water. waste product, which the animal then
breathes out. This CO2 is then cycled
back to plants, where it is used in
photosynthesis.

O rgan is m s that go thro u gh

pho to s y n the s is are c al l e d pro du c e rs .
T his is be c au s e the y are abl e to
pro du c e fo o d (c he m ic al e n e rgy ) u s in g
the s u n ’ s e n e rgy . A l l o the r o rgan is m s
in the fo o d we b, c al l e d c o n s u m e rs , Photosynthesis
re l y o n the s e pro du c e rs fo r fo o d. If
the pro du c e rs we re de s tro y e d, the re
wo u l d be n o fo o d fo r the c o n s u m e rs
in the we b an d the re fo re the
e c o s y s te m wo u l d be de s tro y e d.

Photosynthesis would not happen

Without water, the plant cannot make because it does not have the light
food (sugar), which is the energy energy needed to drive the process.
source it needs to survive. Probably less CO2 would be taken in,
and less O2 would be released.

The plant would still receive the light it

The amount of carbon dioxide would
needs but the polish would likely plug
increase because there are not as
the openings that allow CO2 in and O2
many plants pulling it from the air and
out. The plant could not make food
converting into food.
(sugar) without this exchange.

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 Student Assessment
Page and Key
Print 1 per student
Print key as needed

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 Name:______________________________

Checkpoint Assessment

Name Letter Coming from Going

Oxygen Leaf

A Into Leaf (Chlorophyll)

Sugar Throughout Plant

E Roots à Stem à Leaves

B Outside Plant

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 Checkpoint Assessment - KEY

Name Letter Coming from Going

Oxygen D Leaf Outside Plant

Light Energy A Sun Into Leaf (Chlorophyll)

Sugar C Photosynthesis Throughout Plant

Water E Soil Roots-> Stem -> Leaves

Carbon Dioxide B Outside Plant Into Leaf

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