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UNIT 3 · LESSON 1 · DAY 1

The Mystery

Where Did the Plant’s Mass Come From?

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Standards

7.LS1.7 — Develop a model using evidence that explains the process of photosynthesis, cellular respiration, and anaerobic respiration in the cycling of matter and flow into and out of organisms.

7.PS3.2 — Develop a model to explain how food is utilized through chemical reactions to form new molecules that support growth, resulting in the release of energy as matter moves through an organism.

Lesson objective

Plan and carry out a controlled investigation, collect and compare plant-growth , and use a model to explain how and are involved in plant growth.

Day objective

Make an initial claim about where a growing plant gets the that becomes new plant material.

DRIVING QUESTION

A small seedling becomes a much larger plant. Where did the extra mass come from?

START HERE

How are you today?

Take a moment to check in before starting today’s learning.

BEFORE READING

What do you already know?

A seedling gains mass as it grows. Which source could supply atoms for its new cells?

ARTICLE

Read & learn

The Mystery: follow the evidence

A seed may be tiny, yet the plant that grows from it can have a much greater mass. Where did the added come from? Imagine weighing a seed, its soil (organic ), and the whole plant over time. A change in plant mass is an observation; an explanation must account for the that entered the plant.

Plants take in (CO₂) from the air and water (H₂O) through their roots. With from sunlight (electromagnetic ), rearranges from these substances into sugars, including (C₆H₁₂O₆). Those sugars can become part of other plant molecules. Sunlight supplies , but its light is not itself the that makes the stem larger.

Soil provides minerals and sometimes organic , but a growing plant does not obtain most of its new mass directly from soil. A convincing investigation would measure inputs and outputs as well as plant growth. In today’s greenhouse model, change the available while keeping light and water alike. The model can show a growth pattern; it cannot measure the exact mass of every atom.

WATCH & THINK

Video lesson

What Is Photosynthesis? · FuseSchool. Selected portion 0:00–3:25 (may end earlier with the video).

Watch for: Watch for carbon dioxide, water, and light in the photosynthesis equation. Which inputs contain the atoms that become sugar?

Watch this lesson’s video. Turn captions on or off with the CC button in the video player.

Pause after the main idea and answer the questions below. You can replay the video at any time.

PROBE 1 OF 4

Observe

Compare a seedling with a larger plant. Record your first idea before reading the explanation.

Which observation starts our investigation?

PROBE 2 OF 4

Explain

Plants build new cells from in entering the system. from the air and water provide important inputs. Light provides for ; light does not become plant .

Which inputs can supply atoms for new plant material?

PROBE 3 OF 4

Use evidence

Sort soil, air, water, and sunlight (electromagnetic ) into possible inputs and inputs. What would test your claim?

What role does sunlight (electromagnetic energy) have in photosynthesis?

PROBE 4 OF 4

Apply

Imagine a plant growing in a sealed container with measured soil. What measurements would help explain its growth?

Which evidence would help test a claim about where new plant mass comes from?

INVESTIGATION

Virtual lab

Greenhouse mass mystery

Where does a seedling get matter as carbon dioxide changes?

Plant the seed, add water, then test how carbon dioxide changes the growing plant. This is an interactive model with relative outcomes, not a measurement from a real organism.

Set up: Greenhouse mass mystery

Plant the seed, add water, then test how carbon dioxide changes the growing plant.

None water

Set up your model, then run a trial.

Brightsoil (organic matter)

CO₂ enters leaves; roots take up H₂O. Photosynthesis releases oxygen (O₂). Fruit can store plant-made glucose.

SIMULATED DAY 0/14RELATIVE GROWTH UNITS 0

Investigation notebook

Compare at least two trials. Change Carbon dioxide (CO₂) in air and keep the other settings alike.

TrialCarbon dioxide (CO₂) in airWater (H₂O)Carbon dioxide (CO₂)Result (relative growth units)

Your first trial will appear here after the simulation finishes.

This model shows how carbon dioxide availability can limit sugar production and growth. It cannot measure the exact origin of every gram.

To open the exit ticket:
  • ○ Run two trials changing only carbon dioxide (co₂) in air. After trial one, select Next trial, prepare the organism again, and adjust the carbon dioxide (co₂) in air slider.
  • ○ Write a prediction above the model.
  • ○ Record an observation using your data here.
ASSESSMENT · 5 QUESTIONS

Exit ticket

Use evidence and models to answer each question. These questions connect to the standards and today’s objectives.

QUESTION 1 · 7.LS1.7
Bean plants after four weeks
PlantLightWaterCO₂Mass change
AYesYesYes+18 g
BNoYesYes+2 g

Which statement best explains why Plant A gained more mass?

QUESTION 2 · 7.LS1.7
CO₂ + H₂O → sugar + O₂

Which change would best improve this photosynthesis model?

QUESTION 3 · 7.LS1.7
Seedling and soil measurements
MeasurementStartEnd
Plant mass4 g19 g
Dry soil mass200 g199 g

Which claim is best supported by these measurements?

QUESTION 4 · 7.LS1.7
A student says: “The plant gets both its matter and energy from sunlight.”

Which response best evaluates the claim?

QUESTION 5 · 7.LS1.7
A plant grows in a sealed container. A student wants to test where its added carbon comes from.

Which measurement would provide the most relevant evidence?

MASTERY REWARD

Antimatter Run

A fictional arcade challenge: keep the antimatter orb clear of matter barriers. Jump over obstacles; the pace increases with distance.

Distance 0Best 0Level 1
Space / ↑ to jump · tap Jump on touch screens