Look for: Students discuss and respond to the “Every ti…

10.C Communicate information about the relationship between energy and the cycling of carbon dioxide and oxygen (matter) in and out of plants.

• Students discuss and respond to the “Every time …” items in Communicating Information from Scientific Text Checklist.
• Students effectively use their chosen communication medium to convey their thinking.
• Students explain that photosynthesis is not happening in the dark by comparing evidence obtained in the dark (this lesson) to what they have figured out about photosynthesis in prior lessons.
• Students reference the changes in carbon dioxide and oxygen (matter inputs and outputs) are opposite in the light and in the dark.
• Students note that light (energy) is an input for photosynthesis.
• Students state that some type of chemical reaction (other than photosynthesis) must be occurring in the dark to account for the changes in carbon dioxide and oxygen.
• Students wonder what role energy plays in this other chemical reaction.
• Students use the idea that photosynthesis transfers energy from the sun to the plant.
• Students notice that water is an output of plants in the light and the dark, and wonder why.

If students are struggling to choose a communication medium, remind them of the single notecard constraint. Ask, Which medium conveys the information in a small amount of space?

• If students are struggling to explain why water is an output in the light and the dark, ask them to focus on carbon dioxide and oxygen. They will revisit water in Lesson 11.
• If students are struggling to identify matter and energy inputs and outputs, ask them to consult their Progress Trackers and the data table they created in this lesson to compare light (Lesson 4) and dark conditions.