Photosynthesis

Photosynthesis is a simple process that is a fundamental building block for understanding the transfer of matter through an ecosystem. For my learning object, I introduced photosynthesis in a simplistic, yet interesting way to begin to develop a strong scientific foundation for the learner. Photosynthesis is introduced to the learner through a journey with a tree character named Arbol. The learner is first introduced to Arbol and presented with a task; continue on a journey with them to discover how plants produce their own food. Along the journey, basic background information is presented about plants and photosynthesis. The learner is then instructed to use a scalpel and dissect one of Arbol’s leaves then view it under a microscope under different magnifications. Once plant cells and chloroplasts are discovered, the module moves onto the reactants necessary for photosynthesis. The learner interacts with water, sun and carbon dioxide to learn that those are necessary for photosynthesis to occur. Once Arbol has all of the ingredients necessary, the reaction can proceed and produce oxygen and glucose, which is a source of energy for the plant. There is a quiz to assess the learners knowledge, with a detailed review with correct answers. 

It is critical to have clear and defined learning goals based on the identification of the gaps between what the students know and what they need to know by the end of the lesson (Dirksen, 2016). The learning objectives vary based on how proficient the learning must be by the end. (Dirsken, 2016). In this case, the learners are expected to gain familiarization of the content and comprehension of the process (Dirsken, 2016).Students have several different opportunities in the module to interact with the material in various ways.  There are three learning objectives for this learning object. By the end of the lesson, students should be able to describe the phenomenon of photosynthesis. They will be able to list the three components necessary for photosynthesis to take place as well as the products it produces. These objectives are assessed at the conclusion of the lesson. These objectives will build one another and get the students closer to meet the science standards set forth in the Next Generation Science Standards ((NGSS Lead States, 2013)). The standard, MS-LS1-6, in which this learning object corresponds states “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.” ((NGSS Lead States, 2013)). The learning objectives are stated clearly on an opening slide and reviewed at the conclusion of the module. 

While designing my learning object, it was critical to first assess who my learner was going to be. In order to assess the learner, it's important to include learner characteristics, prior knowledge, demographics and access to technology (McDonald et al, 2021). The target audience for my learning object would be a 7th/8th science grade classroom student. Based on my experience, I feel it represents an average sampling of what a middle school learner would be. The learners are 13 year old boys and girls who are socially motivated. Attitudes of the students range from apathy to inquisitive. Motivation is slowly transitioning to intrinsic yet it varies. The reason the students are learning this topic is due to the NGSS standards yet the teacher will have to aid the students in making personal connections to the material. The prior knowledge of each student will vary but the NGSS standards state that by the end of Grade 5 will understand that both plants and animals have internal and external structures that have various functions, yet the focus is on a macroscale (NGSS Lead States, 2013). Not all students will have had the same science education by the time they get to 7th grade, but this is a sufficient baseline to start with.  The students come from lower to middle class backgrounds, encompassing all races and ethnicities. All of these learners have access to a basic Chromebook and internet at school. The amount of technology and internet access greatly varies beyond the classroom. My goal for this lesson is to not only enhance remote learning, but also be used as a supplement in the classroom alongside experiments. 

When any type of learning is set up to deliver material and access students' understanding but does not account for learning differences, it is a disservice to our students (Kooman et. al., 2018). It was imperative to me that my learning objective was accessible for as many students as possible. Students with various learning disabilities, including dyslexia, benefit from text being read aloud to them (Afeli, 2019). I have added a black (easy to find) audio button at the bottom left hand screen of each slide. It reads the text on the screen to the learner at a slow pace. The learner can also go back and listen again if they need to review anything that they missed. The nature of the learning object and its ability to be revisited time and time again, is also allowing increased accessibility to students with learning disabilities. Students with dyslexia benefit from being able to relisten to classroom material (Afeli, 2019). The interface is also clean and organized which will help students be able to navigate the module effectively.

Educators must also be aware of racism that exists in the current school system and how it is constantly reproduced all while moving to make equitable, anti-racist decisions in their daily teaching (Bedard, 1999).  Education must be analyzed through a lens of race and culture and avoid confusing vocabulary and racist imagery (Bergstahler, 2001). All images were thoughtfully chosen to avoid any stereotypes or racism. The images and language are strictly factual and science based. All students will feel welcomed and engaged in this lesson.

ARTICULATE STORYLINE - ADOBE ILLUSTRATOR - CANVA 

While developing the course content, I focused on the main principles of cognitivism. Cognitivism focuses on making the scientific information meaningful and helping learners organize new information in their cognitive schema (Agarkar, 2019). The students are interacting with the material as opposed to it being fed to them.  Quality instruction should be based on the student’s existing mental structures (Yilmaz, 2011). The learner is not only given important scientific information, but they are forced to manipulate and interact with it. 

To maintain the learner's attention you must talk to the visceral part of the brain and one of these ways is to use a story (Dirksen, 2021). A story is used by the tree being introduced as the main character/narrator then asks for the learners' help on a journey to help discover how plants can make their own food and collect the ingredients.  This gets the learner invested into the journey and consequently, into the material. 

I carefully chose elements that would make the course appealing to the audience, which was a middle school science student. The graphics of the narrator are an illustrated tree with a friendly demeanor. The interactivity was chosen based on adding impact to understanding. For example, when the learner clicks on an ingredient that is necessary for photosynthesis, it moves across the screen, into the chloroplast (where photosynthesis takes place). This reinforces both what is needed and what organelle it happens in. 

Various interactivity elements were incorporated in this learning object. The learning objectives are clearly stated on the third slide of the module which are based off of the Next Generation Science Standards (click to reveal). The lesson is then scaffolded, from simple to a more complex understanding of photosynthesis. The assessment questions are directly related to the learning objectives (drag and drop, multiple choice). The learner must answer questions regarding the reactants, products and process. I created custom quiz review pages so the learner could receive feedback and understand why they got the questions wrong that they did. This customized feedback not only gives them the correct answer, but explains the reasoning behind the correct answer. 

The module begins with being introduced to the narrator and going on a journey. Basic background information about plants and photosynthesis are introduced (click-and-reveal). This is activating their previous knowledge and reminding the learner of what they already know about plants and how they make their own food. There is a scalpel that the learner must cut a plant leaf open (drag-and-drop) and place it on a microscope (use of a slider) where they can view the leaf at different magnifications. This is gaining a deeper understanding of where the chloroplasts are located and create a visual, clear picture of where photosynthesis occurs. 

Next, the learner goes on a search for the chemicals necessary for photosynthesis. They must search through the nature scene to find them. Each chemical has even more in depth information (use of layers, triggers to activate motion path), building on the previous slides.  The learner's attention can be kept by having them use the material they are learning right away (Dirksen, 2016). The learner interacts with the material immediately and then utilizes that information right away by finding ingredients and placing them in the chloroplast. The ingredients are moved inside a chloroplast, demonstrating that water, sun and carbon dioxide are necessary for photosynthesis as well as this process is happening in the chloroplast. The chloroplast was already located under the microscope for the learner (creating further connections). It then goes one step farther which shows the learner, as well of them being a part of the chemical equation, introducing reactants and products. It concludes with the assessment and learning objective review.