MS-LS1-6
The standard
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.
Next Generation Science Standards
What this standard means
Students need to explain how plants use light, carbon dioxide, and water to make sugars, and how those sugars become food matter and stored energy for organisms. They should trace where atoms go and where energy comes from, without naming the detailed chemical steps.
Mastery looks like a clear claim with evidence from a model, data table, or investigation. Students can separate matter from energy, use arrows correctly, and connect photosynthesis to food webs. Common sticking points are saying plants “eat” soil, treating energy as matter, and forgetting carbon dioxide becomes plant mass.
Ways to teach it
- Give groups cards labeled sunlight, carbon dioxide, water, sugar, oxygen, plant, animal, and have them build a matter and energy flow model.
- Ask students to write: How can a tree gain mass if it is not eating food from the soil?
- Use an exit ticket with two arrows: one for matter and one for energy, and ask students to label each in photosynthesis.
- Connect to lunch by tracing how energy in a sandwich started as sunlight captured by wheat, lettuce, or another plant.
Plan a lesson for MS-LS1-6
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Related standards
- MS-LS1-5
Construct a scientific explanation based on evidence for how environmental and genetic factors influence the growth of organisms.
- HS-LS2-4
Use a mathematical representation to support claims for the cycling of matter and flow of energy among organisms in an ecosystem.
- HS-LS2-5
Develop a model to illustrate the role of photosynthesis and cellular respiration in the cycling of carbon among the biosphere, atmosphere, hydrosphere, and geo...
- HS-LS2-3
Construct and revise an explanation based on evidence for the cycling of matter and flow of energy in aerobic and anaerobic conditions.