Task 2 Lesson Plan

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Feb 20, 2024

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Direct Instruction Lesson Plan Template General Information Lesson Title: Photosynthesis Diagram Subject(s): Science (Biology) Grade/Level/Setting: 9 th grade, Portland Oregon Prerequisite Skills/Prior Knowledge: Students should have an understanding of Photosynthesis and the process in order. Standards and Objectives State/National Academic Standard(s): HS-LS1-5.Use a model to illustrate how photosynthesis transforms light energy into stored chemical energy. (Education) Learning Objective(s): Given a blank diagram, students will be able to accurately identify the stages of photosynthesis, with 100% accuracy. Materials Technology Textbook, pencils, paper, color pencils, students individualized journals Computers/Tablets PowerPoint, Online Video, Computer for research and google doc for Exit Ticket The technology in this lesson will allow for students to get a more detailed look at the process of photosynthesis. https://youtu.be/CL9A8YhwUps Language Demands Specific ways that academic language (vocabulary, functions, discourse, syntax) is used by students to participate in learning tasks through reading, writing, listening, and/or speaking to demonstrate their understanding. Language Function(s): Students will accurately identify the process of photosynthesis

Vocabulary: Chloroplasts, sunlight, carbon dioxide, glucose, chlorophyll. Discourse and/or Syntax: Students will independently create a diagram representing photosynthesis, while labeling and representing all steps of the process. Planned Language Supports: Video and Power Point with key terms. Access to class textbook Instructional Strategies and Learning Tasks Anticipatory Set: Activity Description/Teacher Student Actions Before students arrive in class, put this journal prompt up on the board. “In fewer than three sentences, sum up what you know about photosynthesis.” Students are already conditioned to come into class, get their Student arrives in class, gets their journal and follows the directions for their warm up/”do now” activity. Students will use this beginning time in class to reflect on their prior knowledge of photosynthesis.

journals and look for the daily “do now.” This will set the tone for the class, get them focused right away and thinking about today’s lesson. Presentation Procedures for New Information and/or Modeling: Activity Description/Teacher Student Actions Teacher will: Start the video on photosynthesis. While the video is playing, pause when appropriate to identify the key terms. The key terms to identify and review are: Glucose, Oxygen, Carbon Dioxide, Chlorophyll, Chloroplast, Water, Sunlight. Pause the video when talking about the photosynthesis formula. During each pause, ask students what questions they have. https://youtu.be/CL9A8YhwUps Students will watch video and when the teacher pauses to discuss the key terms, students will take notes on said terms. During each pause, students will have the opportunity to ask clarifying questions.

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Guided Practice: Activity Description/Teacher Student Actions As a class, we will analyze a diagram of photosynthesis, and fill out the key terms and stages together. Teacher will lead using blank diagram on the board, and have students volunteer to come up and label different parts of the diagram. Teacher will ask questions (as formative assessment), such as, “explain how you knew that was the correct term?” When necessary, teacher will refer to the video they previously watched as reminders for the different steps of photosynthesis. Students will participate in a class discussion about photosynthesis and will take turns filling in the blanks of a class diagram. Students will also be filling in their own copy of the diagram on the board. When the class is finished filling out this diagram and discussing together, they can put it in their notebooks for future reference. Independent Student Practice: Activity Description/Teacher Student Actions Now, teacher will provide students with a worksheet consisting of multiple-choice questions and fill in the blank word problems. Instruct students to work independently for 10 minutes This will allow students to refer to key terms and processes of photosynthesis from prior knowledge learned in the lesson. Students will independently complete the assigned worksheet in the 10- minute window. Students will work at their seats while they do this. Students may not refer to their notes for help prior to the 10 minutes that is allotted.

After the 10 minutes the class will split into previously arraigned groups to discuss answers. Teacher will be mobile in class room listening to discussion. Students will then meet in their science groups to go over the worksheet, students may refer to notes during this time to correctly answer the worksheet. Culminating or Closing Procedure/Activity: Activity Description/Teacher Student Actions Before students leave class, they need to complete their Google Form exit ticket. Instruct students to get onto their emails or google classroom to find the link to the form. I will request two definitions of key terms that they learned about photosynthesis. List one question you have about photosynthesis Students will fill out google form exit ticket. They will give two key term definitions and ask one question. When students finish, they may turn in and put away all materials. Differentiated Instruction Consider how to accommodate for the needs of each type of student. Be sure that you provide content specific accommodations that help to meet a variety of learning needs. Gifted and Talented: Not only make the model but explain in detail each step of the process.

EL: I will create a list of key terms translated in the student’s native language and let the student label Key terms in their native language. Students with Other Special Needs: Allowed to work with a partner. Assessment Formative  Being mobile while the students are independently working. Asking questions to students to keep engagement and expand on their diagrams.  Exit Ticket consisting of two term definitions and one question about the process of Photosynthesis Summative Creating an accurate diagram of the photosynthesis process. If a student can independently complete this task that will show that they mastered the understanding of photosynthesis without assistance. Students will need to accurately show the terms, Oxygen, Sugars, Sunlight, Carbon Dioxide and Water. For a score of 100% a student must represent these 5 terms accurately in the diagram. B. I would add History and Language Arts to the lesson. I could modify the assignment to have the students be more descriptive of the process and include historical context into the assignment. For the instruction of the lesson, I could include historical detail and context while also showing how different experiments led to the discovery of photosynthesis as we know it today. The skills shown in this cross disciplinary lesson would be the ability to see the process of photosynthesis and translate that into words and use the key terms to create context for the text. I could modify my instruction by creating pairs and let them work together on creating a diagram and an informative essay on why photosynthesis is necessary and what would happen without the process. 1 . WHST.9-12.2 Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes. (HS-LS1-1),(HS-LS1-6). By allowing the

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students to not only create a visual diagram but also turn that diagram into words and a deeper understanding of the terms. This will encourage the students to not only look at the process of photosynthesis but be able to master the concepts enough to add a literacy aspect to the assignment. This would allow students to do their own guided research and gain additional knowledge. 2. Modifying my instruction will show a more expansive look into photosynthesis and the history of how we got to where we are today. By going online and looking for extensive videos that can give a little deeper look into the microscopic level of photosynthesis at work, you can see more than what a textbook would describe. Myself I am very much a visual learner, so trying to reach that learner is another way to increase engagement. One modification I made to the skills is that students will need to fully understand the diagrams to be able to relate that to an informative text but with the partner aspect added to the assessment, students will need to show a willingness and ability to positively work together. I think this can challenge some students while also making some students feel more comfortable talking in front a small group as compared to in front of the whole class.

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Course Engagement Activity: Modeling Metabolism Instructions: Illustrate the processes of photosynthesis and cellular respiration using the figures below. Be sure to include all of the provided terms (some will be used more than once). Upload your complet- ed illustration to the assignment on Carmen. You may work together with others in class, but everyone needs to upload their own drawing. Terms: Light, glucose, H2O, O2, pyruvate, NADH, NADPH, FADH2, acetyl-CoA, CO2, G3P, ATP

+ Final Exam Graphic Ox S Schoology -assessment-delivery/start/6466191368?action=onresume&submissionid=991453145 ogy COURSES CROUDS. DECOURGES GRADE REPORT 12.5-SWYK: Energy in Photosynthesis and Cellular Respiration Ô reaction, in which there must be an Contrastingly, cellular respiration is an its products. The words exergonic and endergonic can be used to describe many reactions, including those essential to life. Photosynthesis is an ✓of energy. The reactants have POSSIBLE POINTS: 0.86 reaction. This reaction energy than the products in this type of reaction. ✓energy, and therefore its reactants have ◄ energy than 1 2 3 3 1 of 3 M NO [] Next

Bio 1111 Lab 5 Instructions: Energy Pathways: Photosynthesis, Aerobic Cellular Respiration, and Fermentation In this lab, you will learn about photosynthesis, aerobic cellular respiration, and fermentation. Please type your answers in a different color or highlight them to make it easier for your instructor to read them. Read the lab and answer the pre-lab questions below. Type all of your answers in this Word document. When you have completed this worksheet, save your responses and upload them in Blackboard. PRE-LAB QUESTIONS Read about photosynthesis in the Introduction to Procedure 5.1, about aerobic cellular respiration in the introduction to Procedure 5.2, and fermentation in the introduction to Procedure 5.3. Then fill in the table below. ALL OF THE INFORMATION FOR THIS TABLE CAN BE FOUND IN THE LAB BOOK. Photosynthesis Aerobic Cellular Respiration Alcoholic Fermentation Chemical equation that summarizes the process: What is the purpose…

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Course Home Course Home Syllabus Scores Pearson eText Document Sharing User Settings Course Tools 76°F Mostly sunny > X Qbartebly - Search b Success Confirmation of Question X + https://openvellum.ecollege.com/course.html?courseld=17044720&OpenVellumHMAC=02ab23286d132bee2c1ff7fb0c33c5f5#10001 A Problem 12.52 - Enhanced - with Feedback Part A List the energy yield in ATP molecules for each of the following reactions. If the reaction needs ATP give the answer as a negative number. FADH₂ → FAD Express your answer using one decimal place. If energy is being lost, indicate it by using a negative value. IVE ΑΣΦ ? n₁ = ATP molecules Submit Previous Answers Request Answer X Incorrect; Try Again; 3 attempts remaining Part B glucose +6 0₂ →→ 6 CO₂ + 6H₂O Express your answer as an integer. If energy is being lost, indicate it by using a negative value. V—| ΑΣΦ ? n₂ = ATP molecules Submit Request Answer Part C glucose → 2 lactate Express your answer as an integer. If energy is being lost, indicate…

Course Home Course Home Syllabus Scores Pearson eText Document Sharing User Settings Course Tools 76°F Mostly sunny > X Qbartebly - Search b Success Confirmation of Question X + https://openvellum.ecollege.com/course.html?courseld=17044720&OpenVellumHMAC=02ab23286d132bee2c1ff7fb0c33c5f5#10001 A Problem 12.52 - Enhanced - with Feedback 2 of 2 Review | Constants | Periodic Table n3 = 2 Air molecules Submit Previous Answers List the energy yield in ATP molecules for each of the following reactions. If the reaction needs ATP give the answer as a negative number. ✓ Correct This reaction has two steps. In the first step, ATP is generated as glucose is broken down into two molecules of pyruvate. Under anaerobic conditions pyruvate is converted to lactate. In this second step, ATP, in the form of NADH+H+, is used to power the conversion of pyruvate to lactate. Energy- producing steps can be summarized as follows glucose → 2 pyruvate + 2 ATP + 2 NADH (5 ATP) ATP produced = 2 ATP +2 NADH(1 NADH…

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