Lesson 1
What plant product were scientists investigating in Lesson 1?
Maple syrup or sap
What type of growing system did we use to prove plants can grow without soil?
Hydroponics
What two things were investigated in Lesson 3?
air and light
What three things were measured with sensors?
CO2, water, and oxygen
What tool was used to observe plant leaves closely?
Microscope
Which food molecule is found in large amounts in maple syrup?
What materials were tested with indicators?
water, foods, and plant food
Do air or light contain whole food molecules?
No
Which gas decreased when plants were in the light?
Carbon Dioxide
What tiny openings were observed in leaves?
Chloroplasts
How was maple sap different from maple syrup?
Sap contains much less sugar
What did the indicator tests show about water?
Why isn’t light considered food?
It is a form of energy not matter
Which gas increased when plants were in the light?
Oxygen
What moves in and out of these openings?
Gases
What evidence showed that foods from plants contain food molecules?
Food labels showed carbohydrates, fats, and proteins
Why was the indicator test important evidence?
It helped identify whether food molecules were present
Why isn’t air considered food?
It does not contain any whole food molecules
What happened to water vapor (humidity) during the investigation?
Increased
Why are these openings important for plants?
They allow gases needed for food-making to move in and out
What question were scientists trying to answer by comparing sap and syrup?
How do plants make food molecules?
What conclusion did scientists make about where food comes from in plants?
It does not come from water, soil, or plant food
Why was this lesson important for understanding photosynthesis?
It showed plants must make food instead of taking it in
What pattern did scientists notice about gases and plants?
Plants take in CO₂ and release O₂
How did this investigation help explain the gas data from Lesson 4?
It showed how gases physically enter and leave the plant