Photosynthesis Lab Report - Differentiated Versions

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VERSION 1: APPROACHING GRADE LEVEL (with ELL Support)

Name: _________________ Date: _________________

Photosynthesis Lab Report

Key Vocabulary:

• Photosynthesis: The process plants use to make food using light
• Hypothesis: Your prediction about what will happen
• Procedure: The steps you follow in an experiment
• Results: What you observed (saw) during the experiment
• Conclusion: What you learned from the experiment

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Part 1: HYPOTHESIS (Your Prediction)

What will happen when plants get different amounts of light?

Complete this sentence:

I think that plants with _____________ light will _____________ because _____________.
                    (more/less)              (grow better/not grow well)

Word Bank: more, less, grow better, not grow well, plants need light, plants use light to make food

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Part 2: PROCEDURE (Steps We Followed)

What did we do in our experiment?

Fill in the missing words:

1. We took _______ plants that were the same size.

2. We put one plant in a _____________ place.
   (sunny/dark)

3. We put one plant in a _____________ place.
   (sunny/dark)

4. We gave both plants the same amount of _____________.

5. We measured the plants every _______ days.

6. We did this for _______ weeks.

Word Bank: water, two, sunny, dark, 3, 2

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Part 3: RESULTS (What We Saw)

What happened to the plants?

Plant Location	Day 0	Day 7	Day 14
Sunny spot	___cm	___cm	___cm
Dark spot	___cm	___cm	___cm

Draw your plants:

Plant in sunny spot (Day 14): Plant in dark spot (Day 14):

[Drawing box] [Drawing box]

Describe what you saw:

The plant in the sunny spot: ___________________________________________

The plant in the dark spot: ____________________________________________

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Part 4: CONCLUSION (What We Learned)

Answer these questions:

1. Which plant grew more?

The plant in the _____________ spot grew more.

2. Was your hypothesis correct?

My hypothesis was _____________ because _________________________________.
(correct/not correct)

3. Why do plants need light?

Complete the sentence:

Plants need light because _______________________________________________.

Sentence Starters:

• “Plants use light to…”
• “Without light, plants cannot…”
• “Light helps plants make…”

4. What did you learn about photosynthesis?

I learned that photosynthesis __________________________________________.

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VERSION 2: ON GRADE LEVEL

Name: _________________ Date: _________________

Photosynthesis Lab Report

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Part 1: HYPOTHESIS

Write a hypothesis predicting what will happen when plants receive different amounts of light. Use the “If… then… because…” format.

Hypothesis:

If ___________________________________________________________________,

then _________________________________________________________________,

because ______________________________________________________________.

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Part 2: PROCEDURE

Describe the steps you followed in your experiment. Number each step clearly.

Materials Used:

Steps:

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Part 3: RESULTS

Record your observations and measurements.

Data Table:

Day	Plant A (Light Condition: _____)	Plant B (Light Condition: _____)
0
7
14

Observations:

Describe any changes you observed in:

• Plant height:
• Leaf color:
• Number of leaves:
• Overall plant health:

Visual Documentation:

Sketch or describe the appearance of both plants at the end of the experiment.

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Part 4: CONCLUSION

Answer the following questions in complete sentences.

1. Was your hypothesis supported by the data? Explain.

2. What role does light play in photosynthesis?

3. How did the amount of light affect plant growth?

4. What can you conclude about the importance of photosynthesis for plants?

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VERSION 3: PROFICIENT

Name: _________________ Date: _________________

Photosynthesis Lab Report

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Part 1: HYPOTHESIS

Develop a testable hypothesis about the relationship between light exposure and plant growth. Support your hypothesis with background knowledge about photosynthesis.

Hypothesis:

Background Information:

Explain what you know about photosynthesis that led you to this hypothesis. Include the basic equation for photosynthesis.

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Part 2: PROCEDURE

Write a detailed procedure that another scientist could follow to replicate your experiment.

Materials:

Variables:

• Independent variable:
• Dependent variable:
• Controlled variables (at least 3):

Procedure:

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Part 3: RESULTS

Present your data in multiple formats and describe patterns you observed.

Quantitative Data (Measurements):

Create a data table showing all measurements taken during the experiment.

Qualitative Observations:

Describe observable changes in plant appearance, color, and health.

Data Analysis:

1. Calculate the total growth for each plant:

   • Plant A:
   • Plant B:

2. Calculate the average daily growth rate for each plant:

   • Plant A:
   • Plant B:

3. Identify trends or patterns in your data:

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Part 4: CONCLUSION

Analysis Questions:

1. Was your hypothesis supported? Use specific data to support your answer.

2. Explain how your results demonstrate the process of photosynthesis.

3. What sources of error might have affected your results?

4. How does this experiment relate to real-world plant growth? Give at least one example.

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VERSION 4: ADVANCED (with Gifted Extensions)

Name: _________________ Date: _________________

Photosynthesis Lab Report - Advanced Analysis

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Part 1: HYPOTHESIS

Formulate a comprehensive hypothesis about the relationship between light intensity and photosynthetic rate. Include the chemical equation for photosynthesis and explain the theoretical basis for your prediction.

Hypothesis:

Theoretical Framework:

Explain the light-dependent and light-independent reactions of photosynthesis. How do these processes relate to your experimental design?

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Part 2: PROCEDURE

Design and document a replicable experimental protocol with proper scientific controls.

Materials: (Include specific quantities and specifications)

Experimental Design:

• Independent variable (with specific levels):
• Dependent variable (with measurement method):
• Controlled variables (minimum 5):

Procedure: (Write in passive voice, as in scientific journals)

Safety Considerations:

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Part 3: RESULTS

Data Collection:

Create a comprehensive data table with all measurements, including units and significant figures.

Statistical Analysis:

1. Calculate mean growth for each condition:

2. Calculate standard deviation (if multiple trials):

3. Calculate percent difference between conditions:

Graphical Representation:

Create a line graph showing plant growth over time for both conditions. Include:

• Properly labeled axes with units
• Title
• Legend
• Data points and trend lines

Qualitative Observations:

Document color changes, structural changes, and other observable phenomena.

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Part 4: CONCLUSION

Comprehensive Analysis:

1. Hypothesis Evaluation: Was your hypothesis supported? Discuss using specific quantitative evidence and statistical analysis.

2. Mechanism Explanation: Explain how light energy is converted to chemical energy during photosynthesis. How do your results demonstrate this conversion?

3. Sources of Error: Identify systematic and random errors. How could the experimental design be improved?

4. Real-World Applications: Discuss applications of this principle in agriculture, environmental science, or biotechnology.

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GIFTED EXTENSIONS:

Extension 1: Experimental Design Challenge

Design a follow-up experiment to test one of these questions:

• How does light wavelength (color) affect photosynthetic rate?
• What is the optimal light intensity for maximum plant growth?
• How do different plant species respond to varying light conditions?

Write a brief experimental proposal including hypothesis, materials, and procedure.

Extension 2: Cross-Disciplinary Analysis

Chemistry Connection: Balance the photosynthesis equation and calculate the theoretical yield of glucose from given amounts of reactants. If your plant received 12 hours of sunlight and absorbed 0.5 moles of CO₂, how much glucose could theoretically be produced?

Mathematics Connection: Create a mathematical model (equation) that predicts plant height based on days of light exposure, using your experimental data. Use this model to predict plant height on day 21.

Environmental Science Connection: Research and explain how photosynthesis rates affect global climate. How might reduced photosynthesis (due to deforestation) impact atmospheric CO₂ levels?

Extension 3: Critical Thinking Challenge

Some scientists are engineering plants to photosynthesize more efficiently to address food shortages. What are the potential benefits and ethical concerns of this technology? Support your position with scientific reasoning.

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TEACHER NOTES

Version 1 (Approaching/ELL Support):

• Simplified sentence structures and academic vocabulary support
• Key terms defined with student-friendly language
• Step-by-step sentence frames and word banks
• Visual supports (drawing boxes, data table with clear structure)
• Reduced writing demands while maintaining core concepts
• Bilingual word banks may be added for specific ELL populations

Version 2 (On Grade Level):

• Standard 6th-grade scientific writing expectations
• Basic hypothesis-procedure-results-conclusion structure
• Appropriate scaffolding (sentence starters for hypothesis)
• Data collection and observation skills
• Standard lab report format

Version 3 (Proficient):

• Increased scientific rigor
• Introduction of variables (independent, dependent, controlled)
• Quantitative analysis (calculations)
• Pattern identification and trend analysis
• Real-world connections
• Error analysis

Version 4 (Advanced/Gifted):

• College-preparatory scientific writing
• Chemical equations and theoretical framework
• Statistical analysis concepts
• Passive voice scientific writing
• Multiple extension challenges integrating chemistry, mathematics, environmental science
• Critical thinking about biotechnology ethics
• Advanced experimental design skills

Standards Alignment (All Versions):

• NGSS MS-LS1-6: Construct scientific explanation based on evidence for role of photosynthesis
• Science Practice: Planning and carrying out investigations
• Science Practice: Analyzing and interpreting data
• ELA: Writing informative/explanatory texts

Grouping Recommendations:

• Version 1: ELL students (all proficiency levels), students with reading disabilities, students 2+ years below grade level in science
• Version 2: Students working at grade level, typically developing 6th graders
• Version 3: Students reading above grade level, advanced science students
• Version 4: Gifted/talented identified students, students with strong interest in science, high school credit preparation

Implementation Tips:

1. Conduct the same experiment with all groups simultaneously
2. Consider pairing Version 1 students with peer buddies for support
3. Allow Version 4 students to pursue extension questions independently or in small groups
4. All versions can be graded using the same rubric with different expectations for depth
5. Display key vocabulary words during lab for Version 1 support

Time Estimates:

• Version 1: 60-75 minutes (with additional support time)
• Version 2: 45-60 minutes
• Version 3: 60-75 minutes (includes calculations)
• Version 4: 75-90 minutes (includes extension work)

Differentiation Features Summary:

| Feature | V1 | V2 | V3 | V4 |
|———|––|––|––|––|––|
| Vocabulary support | Extensive | Minimal | None | Technical |
| Sentence frames | Yes | Hypothesis only | No | No |
| Word banks | Yes | No | No | No |
| Calculations | None | Basic | Intermediate | Advanced |
| Extensions | No | No | Real-world | Cross-disciplinary |
| Writing complexity | Simple | Grade-level | Advanced | Scientific |