high school photosynthesis 3d model project

Teach Photosynthesis with a 3D Tree Leaf Model - FREEBIE

This morning I was feeling motivated and decided to create a model to help students understand photosynthesis a little bit better.  I think the end product came out really well.  The 3D tree leaf model can be used in a variety of different classes.  In my school we will use it in 7th grade as a supporting project for our photosynthesis unit, and in 8th grade as a review station for our state science test.

There is quite a bit of cutting for this model but you can definitely finish it in a 45-min class period if the students are on task.  My suggestion would be to allow about 15 minutes to cuts out all of the pieces and then put together the model as a class using an overhead camera or the completed images that come with the templates.  I also feel like this could be valuable time that you could be reinforce concepts on photosynthesis.

Not to worry…I’ve also included a black and white template so that you can copy the templates for your classes.   You don’t think that my school lets me run 275 color copies do you?!

You can download the   3-D Leaf Model here  or grab it over at my   TPT store .

I’d love to hear some feedback about it either here in the comments or on TPT.  Enjoy the activity!

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Modeling Photosynthesis and Cellular Respiration

In this kinesthetic model, students will learn that plants need carbon dioxide, water, and sunlight to carry out photosynthesis. Using ping pong balls and egg cartons, they will simulate the production of sugar molecules to store energy (photosynthesis), and then break apart these molecules to acquire energy (cellular respiration). This active simulation makes it easier to remember both processes!

Through this kinesthetic model, students will learn:

• that plants need carbon dioxide, water, and sunlight to carry out photosynthesis.
• that photosynthesis produces sugar molecules that store energy.
• that plants and animals can use that energy after breaking apart the sugar molecules through cellular respiration.
• that plants exchange gasses through the stomata and land vertebrates exchange gasses through the lungs.
• egg cartons (6 per group)
• ping-pong balls (36 per group)
• “energy tokens” (24 per group)
• three signs, one that says “stomata”, one that says “stem”, and one that says “lungs”
• (optional) Travel Deep Inside a Leaf video to set the stage

Teacher Tip: Gathering and preparing these materials will be time-consuming the first time you do the activity. However, all of the materials can easily be stored and reused year after year. 

• Determine how many groups you will have. Each group will need 4 – 6 students. (If you are short on supplies, groups as large as 8 students could work.) You will need 36 ping-pong balls, 24 energy tokens, and 6 egg cartons for each group.  
• Prepare ping-pong balls. These will represent carbon, hydrogen, and oxygen atoms. Use a sharpie to label the ping-pong balls. For each group of students, you will need 6 balls labeled “C”, 12 balls labeled “H”, and 18 balls labeled “O.”  
• Collect egg cartons. These will be used to structure the molecules that students will be constructing. (Ask students to bring in egg cartons from home for a few weeks before the activity to help collect enough.) You will need 6 egg cartons for each group.  
• Prepare the egg cartons. Cut the egg cartons apart into the shapes shown in the attached document. These shapes will “frame” the molecules that students will assemble. Label the inside of each compartment to show what atom should be placed in it. Note that the shapes of the O 2 , CO 2 and H 2 O frames are roughly accurate; however, the shape of the sugar molecule is greatly simplified. Each group needs 6 CO 2 frames, 6 O 2 frames, 6 H 2 O frames, and 1 sugar frame.  
• Prepare “energy tokens.” These should be small squares of paper or cardstock (about 2 inches by 2 inches is ideal). Each group of students will need at least 24 energy tokens. Prepare them for the simulation start by folding in half to represent “light energy.”  
• Post signs in the classroom. These label areas for the simulation. The door will be the “STOMATA” and the sink (or a place of your choice) will be the “STEM”.  
• Prepare filled H 2 0 and C0 2 “molecules.” As you describe the simulation to your students, you’ll place the water near the sink, the carbon dioxide in the hallway, and the empty oxygen frames in the hallway, too.

Your Task: Build a sugar molecule in a leaf cell!

Consider using the Travel Deep Inside a Leaf video to "set the stage" for what the classroom looks like.

• Review (or introduce) the term photosynthesis . This is the process that plants use to get energy (whereas humans and other animals get energy by eating food). Through photosynthesis, plants create sugar molecules that store energy for them to use later. Some of the sugar molecules become part of the structure of the plant in the form of cellulose.  
• Have students discuss with a partner what they think plants need in order to do photosynthesis. Let them brainstorm ideas, then tell them they will discover this through the activity.  
• Review (or introduce) the concept of stomata , which are small openings on the underside of the leaf. When the stomata are open, air can move in and out of the leaf. When they are closed, the inside of the leaf is sealed off from the outside air.  
• If appropriate for your students, review the difference between atoms and molecules . An atom is the smallest possible piece of a pure substance, like carbon or hydrogen. A molecule is made of two or more atoms bonded together.

Explain that the classroom will represent a leaf, and that each table within the classroom will represent a cell within the leaf. Students will be working in groups to build a sugar molecule in their cell.

• Give each group an empty sugar frame . Look at labels in the frame. Review what atom each letter represents. (C = carbon. H = hydrogen. O = oxygen.)  
• Tell students the carbon atoms will be coming from carbon dioxide molecules (CO 2 ). Where is CO 2 found? (In the air.) How does CO 2 gets into the leaf? (CO 2 in the air enters the leaf through the stomata.) Tell students that the classroom represents the leaf and the area outside the room represents the air surrounding the leaf. Open the door and place filled CO 2 molecules just outside.  
• The hydrogen atoms will be coming from water molecules (H 2 O). How does water get into the leaf? (It is drawn from the soil into the roots, up the stem, and into the leaf.) Place the filled H 2 O molecules under the sign.  
• Some of the oxygen atoms will come from CO 2 molecules and some from H 2 O molecules.  
• Show students the energy tokens . Explain that sugar molecules store energy. To represent this, students will have to pack an energy token under each atom in the sugar frame. Ask students where the leaves get this energy. (From sunlight.) However, the energy in light is not in a form that can be used by a plant. Show students the folded energy tokens. Folded in a rectangle, they represent “light energy” from the sun. Folded in a triangle, they represent “chemical energy” that they plant can use. Explain that plants convert energy from one form to another so that it can be stored in sugar molecules. Act as the sun and will sprinkle the “light energy” tokens around the room.
• Students will have to work together within their groups to gather the things they need and put the sugar molecule together. Teacher Tip: You can decide whether to assign a role to each student or to let the groups work out the process on their own.  
• Sugar molecule must be completed. As the materials are gathered, take atoms from the CO 2 and H 2 O molecules and place them in the appropriate places in the sugar frame.  
• Carbon dioxide molecules must be carried to the cell. Bring CO 2 molecules from the outside area to the table.  
• Water must also be carried to the cell. Bring these molecules from the sink to the table.  
• You have to get rid of empty frames . Put them where they belong!  
• Energy must be collected and converted into a usable form. Gather energy tokens to the table and convert them from “light energy” into “chemical energy.” Pack an energy token under each atom in the sugar molecule. This represents the energy stored in the bonds within a sugar molecule.  
• Atoms cannot be wasted. When you take apart a molecule, take all the atoms out of the frame. For example, you can’t take the hydrogen out of the water frame and leave the oxygens in. Without the hydrogen, it’s not a water molecule anymore.  
• Leftover atoms go from the cell to the air. At the end of the activity, the only thing students should have on their table is the completed sugar molecules. Any leftover materials need to be taken out of the leaf and expelled into the air.  
• Only fetch one thing at a time.  
• You can split up the tasks , but STILL only one thing at a time!

Once students are clear on what to do and where to find the materials, have them start building sugar molecules.

Teacher Tip: Now is a good time to put the empty 0 2 molecule containers in the hallway.

After the simulation, discuss some of these questions:

• What did the plant need to do photosynthesis? (Carbon dioxide, water, and light energy)
• Where did it get those things? (Carbon dioxide from the air outside the leaf, water taken up from the soil, and light energy from the sun)
• Where did the oxygen come from? Where do it go? (Oxygen was leftover after the carbon and hydrogen had been used from the CO 2 and water; the oxygen went out through the stomata into the air)
• Is the air outside the cell any different than it was before? (After photosynthesis, the air contains less CO 2 and more oxygen)

If desired, you can emphasize the ingredients that are needed for photosynthesis by repeating the activity with limited access to the different components. This also highlights some ways that plants can be affected by the environment.

In each scenario, start by putting all materials back in their original starting places. Tell students the scenario, remove access to one resource, and let them try to produce a sugar molecule. They will soon realize they can’t do it without light/ CO 2 / H 2 O. Ask students why this is so.

Round 2: Take away all the energy tokens. Tell the students the sun has gone down and no light is available. They must try to produce a sugar molecule without light, while still following all the rules. Do they think it’s possible? [Try -> fail -> discuss!]

Round 3: Close the door. Tell students the stomata have closed and no air is able to enter or exit the leaf. They must try to produce a sugar molecule with no air. [Try -> fail -> discuss!]

Round 4: Remove all the water molecules from the stem area. Tell students there is a drought and there is no water for the plant to take up from the soil. They must try to produce a sugar molecule without water. [Try -> fail -> discuss!]

Your Task: Find something cells need to break down sugar, so we can use energy from our sugar molecule!

• Let’s use some of the energy that they stored in their sugar molecules.  
• Tell students that when cells break down sugar to access energy, they release CO 2 and water. However, there is a piece missing—they need to get something in addition to sugar to make this happen. Their task is to discover what that is and how to get it.  
• Give groups empty CO 2 and H 2 O frames. Tell them success is achieved when these molecules are complete and released in to the air as byproducts.
• Give them time to break apart the sugar molecule, remove the energy tokens, and try to make the CO 2 and H 2 O molecules. Leave the door (stomata) open and the oxygen atoms from earlier outside.  
• Students will find that they need oxygen in order to complete the molecules, and should figure out that they can get it from the “air” outside the leaf.  
• The CO 2 and H 2 O molecules should then be taken out the stomata (released into the air.)
• Reassemble the sugar molecules for this round and put all materials back in their starting places.  
• Explain that animal cells need energy, and also get it by breaking apart sugar molecules. BUT animal cells can’t make their own sugars the way plant cells can. So where do animals get the sugar they need? (By eating plants.)  
• Tell students that the leaf they are a part of is about to be swallowed by a hungry herbivore. The leaf is getting chewed up and digested. Then the sugar molecules that were contained within the leaf are passed to cells in the body.  
• Take down the “stomata” sign and the “stem” sign. Tell students that the classroom now represents the animal’s body. Each table is a cell within the animal. The cells need to break apart the sugars to release energy so the animal has can use it to keep moving around. Just like in plants, the process will release CO 2 and water. What are they missing to make this happen? (Oxygen.) Where will the animal get that oxygen? (By breathing it in.) Put a new sign over the door that says “lungs.”  
• Now go through the respiration process again. This will be the very same process as it was for plants—the only difference is that oxygen enters through the lungs instead of the stomata. Students should bring oxygen in through the lungs (door) and release the CO 2 and H 2 O produced in the process out through the lungs.
• If desired, discuss the terms respiration and cellular respiration . This can be confusing since they refer to different but related processes.  
• The task students were doing at the tables—breaking apart sugar to release energy—is called cellular respiration . It’s a metabolic process—essentially a chemical reaction.  
• The task of bringing O 2 , CO 2 , and H 2 O molecules to and from the cell is called respiration . It’s not a chemical reaction, it’s simply the exchange of gasses (CO 2 , H 2 O, O 2 , etc.) between cells and the environment.  
• The process of cellular respiration is exactly the same in plants and in animals.  
• The process of respiration differs between plants and animals. In plants, gas is exchanged passively through the stomata. In land-dwelling vertebrates (like humans), gas is exchanged actively through the lungs. (Other animals have other methods, like gills, tracheoles, etc.)

Photosynthesis is an essential process in plants. Through this process, energy from light is converted into a form that can be used by the plant. The energy is stored in sugar molecules. Animals (including humans) are not able to make this conversion, so we depend on plants to provide energy in a form that our bodies can use.

Plants take in water through the roots and carbon dioxide (CO 2 ) through the stomata. A pigment called chlorophyll, found in green parts of the plant such as leaves and green stems, captures energy from the sun. All three of these components—water, CO 2 , and light—are required in order for photosynthesis to occur. Oxygen is produced as a waste product.

Cellular respiration is also an essential process, and takes place in all living things. Through this process, large molecules, such as the sugar molecules produced by photosynthesis, are broken down so that the energy stored within them can be used by the organism. Oxygen is required in order for this to occur, and CO 2 and water are produced as waste products.

Since both plants and animals do cellular respiration, they both need to take in oxygen from the air and release CO 2 and water into the air. In plants, this occurs through the stomata. In land vertebrates (like humans) this happens through the lungs. (Other animals have other methods, like gills, tracheoles, etc.)

In this activity, students will act out both processes (photosynthesis and cellular respiration), providing a tangible illustration of what components are needed for each process, as well as what the waste products are.

Disciplinary Core Ideas

• LS1.C: Organization for Matter and Energy Flow in Organisms
• PS3.D: Energy in Chemical Processes and Everyday Life

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Science and Engineering Practices

• Using Models

Crosscutting Concepts

• Systems and System Models
• Energy and Matter

Performance Expectations

5-PS3-1. Use models to describe that energy in animals’ food (used for body repair, growth, motion, and to maintain body warmth) was once energy from the sun.

MS-LS1-6. Construct a scientific explanation based on evidence for the role of photosynthesis in the cycling of matter and flow of energy into and out of organisms.

HS-LS1-5. Use a model to illustrate how photosynthesis transforms light energy into stored chemical energy.

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Welcome to the Visible Body Blog!

Teaching photosynthesis with visible body: a free lesson plan.

Posted on 10/8/21 by Laura Snider

In any introductory biology class, photosynthesis is a big topic—that’s hardly surprising, given just how important photosynthesis is to all life on Earth! It can also be challenging to teach, since there’s so much information students need to not just memorize but understand, from plant structures to chemical equations.

Fortunately, Visible Body Suite 's got you covered! Today, we’ll walk you through a free lesson plan and set of lab activities on photosynthesis. 

Ultimately, after finishing the lesson and labs, students should be able to answer these three questions: 

• What are the reactants and products of photosynthesis? What is the photosynthesis equation?
• Why is photosynthesis important for a plant’s survival?
• What are the main steps in the process of photosynthesis?

1. Introduce the reactants and products of photosynthesis

Our lesson plan begins with a zoomed-out view of photosynthesis—identification of the reactants and products. If you want to assign some before-class reading on this topic, the Reactants and Products article on Visible Body’s Biology Learn Site and the Photosynthesis Overview chapter of OpenStax’s Concepts of Biology are both good resources. 

You can have students use the Photosynthesis interactive simulation in VB Suite to identify the following: 

• carbon dioxide (CO 2 ) molecules
• a glucose (C 6 H 12 O 6 ) molecule
• oxygen (O 2 ) molecules
• photons of light 
• water (H 2 O) molecules

Photosynthesis models and simulations in the Energy Unit in VB Suite .

These animated 3D models show how each reactant enters the plant, and what happens to each (by)product. 

All of Visible Body's biology content is now exclusively available in VB Suite !

2. Walk through the roles of plant structures involved in photosynthesis

Next, use the dicot leaf 3D model in VB Suite to show students the leaf structures they’ll need to know: 

• The upper and lower epidermis that contain the stomata and their guard cells
• The palisade and spongy mesophyll, where photosynthesis takes place
• The phloem and xylem, which move nutrients and water through the plant. 

For more information on these structures, students can read the Leaf Structures Involved in Photosynthesis article on the Biology Learn Site. 

3. Get into more detail with light-dependent and light-independent reactions inside the chloroplast

For those instructors who want to give students a more detailed look at the chemical reactions taking place during photosynthesis, the chloroplast simulation in VB Suite shows the light-dependent and light-independent reactions of photosynthesis, as well as the internal structures of the chloroplast where these reactions occur. 

Students will be able to identify the following:

• The reactants and products of photosynthesis as well as chlorophyll
• The inner and outer membrane of the chloroplast
• Thylakoids, organized into grana

They will also be able to see how oxygen is produced when water molecules are broken down in the light-dependent reactions, and how the light-independent reactions use carbon dioxide to produce glucose.

Video footage of the chloroplast simulation in VB Suite .

Students can brush up on their knowledge of these structures and processes by reading the Light-Dependent and Light-Independent Reactions of Photosynthesis article on the Biology Learn Site . The Light-Dependent Reactions of Photosynthesis and Calvin Cycle chapters of OpenStax Concepts of Biology are also great background reading. If you want to introduce students to how photosynthesis compares to and relates to cellular respiration, check out this post from the Visible Body Blog.  

4. Check students' knowledge with Lab 1: Plant Structures, Reactants, and Products of Photosynthesis

Now that your students have completed the introductory lessons and readings, it’s time to assess their understanding of photosynthesis with this first lab. The official VB lab contains five activities, which take about 45 minutes total to complete. There is also a set of more general background questions, which could be assigned as pre-lab homework along with the reading and structure identification lessons. Students can conveniently access the photosynthesis models for help during the lab activities with the Study tab in VB Suite. 

The photosynthesis simulations and models students will need for the photosynthesis lab activities are located in the Lab Activities section under the Study tab in VB Suite .

In Lab 1, students will review what they learned about products and reactants and plant structures from the reading and from the 3D models and simulations. They will need to label the following:

• The reactants and products of photosynthesis
• The leaf structures involved in photosynthesis
•  A chloroplast within a plant cell
• The internal structures of a chloroplast 

They will also be asked to match different plant structures to their roles in photosynthesis and to complete a chart detailing each product, reactant, and step of photosynthesis.

5. Observe photosynthesis with Lab 2: Floating Leaf Disk Experiment

Once students have a thorough understanding of the reactants and products of photosynthesis, as well as the structures of the plant that allow it to occur, the floating leaf disk experiment will show them photosynthesis in action and lead them to deduce the conditions under which it can occur. Check out this video to see an overview of the procedure for the floating leaf disk experiment activity.

In this lab, students will submerge leaf disks in different solutions and environments (a bicarbonate solution in light conditions, a bicarbonate solution in dark conditions, and distilled water in light conditions). They will then measure how many leaf disks sink and how many remain floating at the end of each minute for 20 minutes. Afterwards, they will graph their results and answer several short answer questions to evaluate their significance.

6. Put it all together with Lab 3: Photosynthesis in the Chloroplast

The final lab activity gives students the chance to demonstrate their knowledge of photosynthesis by drawing a chloroplast and illustrating the light-dependent and light-independent reactions. They will need to explain the process of photosynthesis and its equation in their own words, showing that they understand each component and step.  

All in all, VB Suite's content and lab activities bring the process of photosynthesis to life and put students in the driver’s seat, letting them manipulate 3D models and simulations to find the answers they need, helping them draw connections to other biology topics (like cellular respiration), and engaging their writing and critical thinking skills to explain what they’ve learned. 

You can download the lesson plan and lab activities here . For a free instructor trial, contact our Education Team . Happy teaching!

NGSS Standards

The above lesson plan fits these Next Generation Science Standards (NGSS):

HS-LS1 From Molecules to Organisms: Structures and Processes. Students who demonstrate understanding can: 

• Develop and use a model to illustrate the hierarchical organization of interacting systems that provide specific functions within multicellular organisms. (HS-LS1-2)
• Use a model to illustrate how photosynthesis transforms light energy into stored chemical energy. (HS-LS1-5)

HS-LS2 Ecosystems: Interactions, Energy, and Dynamics.   Students who demonstrate understanding can: 

• Develop a model to illustrate the role of photosynthesis and cellular respiration in the cycling of carbon among the biosphere, atmosphere, hydrosphere, and geosphere. (HS-LS2-5)

Did you know that the Visible Body Education Team has created a library of lesson plans and lab activities? Here's where you can find these resources , complete with NGSS standards.

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Photosynthesis Model for School Project | Simple Model and Drawing for School Science Project

Welcome to our DIY Kids Projects ! In this detailed tutorial, we’re creating a comprehensive Photosynthesis Model perfect for school science projects. This video covers everything you need to understand and present photosynthesis, from building a 3D model to creating informative drawings.

What You’ll Learn in This Video:

-Building a 3D Photosynthesis Model: Step-by-step instructions to make a clear and educational model showing the process of photosynthesis. -Creating a Photosynthesis Drawing: Easy techniques for drawing photosynthesis in plants, ideal for visualizing and explaining the concept. -Understanding Photosynthesis in Higher Plants: A detailed explanation of the photosynthesis process, including the roles of chlorophyll, sunlight, and water. -Tips for School Projects: Advice on how to present your model and drawing effectively for school science projects.

Whether you’re in primary, middle, or high school, this video will help you create an impressive and educational project on photosynthesis. Ideal for students, teachers, and anyone interested in learning more about plant biology.

Questions or Comments? Share your photosynthesis models or ask questions in the comments below. We’d love to see your projects and help with any queries!

Don’t forget to like, comment, and subscribe for more creative and educational DIY projects and science tutorials!

#PhotosynthesisModel #DIYScienceProject #PhotosynthesisInPlants #SchoolScienceProject #EducationalDIY #ScienceForKids #PhotosynthesisDrawing #3DPhotosynthesisModel #scienceeducation #DIYScienceProject #SchoolScience #PhotosynthesisInPlants #PhotosynthesisDrawing #3DPhotosynthesisModel #ScienceForKids #ScienceEducation #MiddleSchoolScience e [Music] a [Music]

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