How do Snails and Elodea Interact in this Lab?

NGSS Phenomena: An underwater snail sliding along a stick.

Students are studying the result of of photosynthesis, so they design an experiment to test whether or not plants produce oxygen. Using elodea (a water plant) and snails (an animal that requires oxygen to live), the class creates the setup below.
NGSS Phenomena: In bottle A, there is only water. In bottle B, there is water and an elodea plant. In bottle C, there is water and a snail. In bottle D, there is water, a snail, and an elodea plant.
Tube A has nothing but water.




Tube B has elodea and water.




Tube C has snails but not elodea in them.




Tube D has water, snails and elodea.





The vials are left sealed on the roof of the school for several days in the Sun, to help the class discussion to help them “prove” what goes in and out of the snail and elodea.





In the class discussions before the tubes are looked at,


Alex, suggested that photosynthesis keeps plants alive, but isn’t really all that important.


Saraj says that nearly all life on earth depends on photosynthesis because plants produce oxygen through photosynthesis.
NGSS Phenomena: An underwater plant with a string of tiny bubbles floating up from its leaves.

1. One output of photosynthesis that the water snail uses for cellular respiration is .

Drag the answers below into the grey placeholders above

carbon
carbon dioxide
sunlight
water
oxygen

2. Which of the following outcomes would best support Saraj’s claim that plants produce oxygen?

3. Where do plants get the carbon atoms that they use in photosynthesis?

4. In the gif we see bubbles coming out of the plant, but can't see what's going into it. The two reactants of photosynthesis are and .

5. Which of the following would best support Saraj’s idea that plants produce oxygen?

6. Provide reasoning to explain how each piece of evidence is related to photosynthesis and how it would be bad for animals/humans if there were no photosynthesis.

7. Explain your reasoning to supports your claim and shows how each piece of evidence is connected to your prediction about what will happen to the living things in tubes B, C, and D.

8. What evidence can you use to support your claim about what will happen to the living things in tubes B, C, and D?

9. Another student, Rabiya, makes the following claim: “Things would be bad for animals (including humans) if there were no photosynthesis.” Provide 3 pieces of evidence to support Rabiya’s claim.

10. Write a claim to answer the following question:

What do you predict will happen to the living things in tubes B, C, and D?

11. Saraj claims that nearly all life on earth depends on photosynthesis because plants produce oxygen through photosynthesis. Construct a scientific explanation to either support or reject Saraj’s claim. Be sure to discuss the importance of the transfer of energy and use at least two pieces of evidence to support your response.

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This matching question aligns to the following standards

  • PS3.D: Energy in Chemical Processes and Everyday Life

  • MS-LS1-6

  • LS1.C: Organization for Matter and Energy Flow in Organisms

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This multiple choice question aligns to the following standards

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  • LS1.C: Organization for Matter and Energy Flow in Organisms

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  • LS1.C: Organization for Matter and Energy Flow in Organisms

  • MS-LS1-6

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  • LS1.C: Organization for Matter and Energy Flow in Organisms

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  • Energy and Matter: Flows, Cycles, and Conservation

  • PS3.D: Energy in Chemical Processes and Everyday Life

  • LS1.C: Organization for Matter and Energy Flow in Organisms

  • Constructing Explanations and Designing Solutions

This free response question aligns to the following standards

  • MS-LS1-6

  • Energy and Matter: Flows, Cycles, and Conservation

  • PS3.D: Energy in Chemical Processes and Everyday Life

  • LS1.C: Organization for Matter and Energy Flow in Organisms

  • Constructing Explanations and Designing Solutions

This free response question aligns to the following standards

  • MS-LS1-6

  • Energy and Matter: Flows, Cycles, and Conservation

  • Constructing Explanations and Designing Solutions

  • PS3.D: Energy in Chemical Processes and Everyday Life

  • LS1.C: Organization for Matter and Energy Flow in Organisms

This free response question aligns to the following standards

  • LS1.C: Organization for Matter and Energy Flow in Organisms

  • PS3.D: Energy in Chemical Processes and Everyday Life

  • Energy and Matter: Flows, Cycles, and Conservation

  • MS-LS1-6

  • Constructing Explanations and Designing Solutions

This free response question aligns to the following standards

  • LS1.C: Organization for Matter and Energy Flow in Organisms

  • PS3.D: Energy in Chemical Processes and Everyday Life

  • Constructing Explanations and Designing Solutions

  • MS-LS1-6

  • Energy and Matter: Flows, Cycles, and Conservation

This free response question aligns to the following standards

  • Energy and Matter: Flows, Cycles, and Conservation

  • Constructing Explanations and Designing Solutions

  • LS1.C: Organization for Matter and Energy Flow in Organisms

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