Belmont Lesson Plan Template

DEPARTMENT OF EDUCATION
Building together for excellence in education
Lesson Planning Document
1.
General Information
Teacher: Shannon Cain
Subject: Biology
Mentor: Mrs. Turner
Grade: 9th
Date: 11/20/14
Time Allowed: 45 min
Unit Title: Cells
2.

Topic: Chapter 8.3 Photosynthesis

3.

Subjects Integrated: Biology

Number of Students: 23-28

Lesson Number: 1

4.

Readiness and Background Knowledge

The purpose of the lab is to introduce the concept of photosynthesis to the students.
We are starting Chapter 8, but this lab will be completed prior to lecture and discussion
about Chapter 8. The students have been familiarized with photosynthesis in the last two
chapters covered.
5.

Goals
CLE 3210.3.3 Investigate the relationship between the processes of photosynthesis
and cellular respiration.
HS-LS1-5 Use a model to illustrate how photosynthesis transforms light energy into
stored chemical energy.
6.
Objectives
Student learning objectives:
The students will be able to identify the waste product of photosynthesis and what
organelle is involved in photosynthesis.
The students will be able to explain the light-dependent reaction.
Given analysis questions about the lab, the class will be able to answer these
questions with 90% accuracy.
Given an exit ticket, the class will be able to answer these questions about the lightdependent reaction with 90% accuracy.

Teacher learning objectives

I will work on giving individualized guidance to students as they are completing
their lab.
Assessment (statement of how you will assess your objective for the lesson)
The students will complete the lab procedures and answer the analysis questions as a
group (informal assessment). The students will write a lab report for this lab and turn this in
for a grade (formal assessment).
7.

Resources and Materials

-beaker
-sodium bicarbonate solution
-elodea plant
-large test tube
-student lab composition notebook
-PowerPoint or overhead projector

8.

Instructional Model, Procedures, and Strategies

-Introduction to lab ~5 minutes
-Completion of the lab setup with their lab partner ~10 minutes
-Introduction to photosynthesis discussion ~30 minutes
-Observe lab results and answer questions ~5 minutes
-Clean up lab station ~5 minutes
-Exit ticket ~5 minutes

a.)

Attention Signal
My mentor teacher uses a bell to get the students attention when they are conversing.
The students will raise their hands to answer and ask questions.
b.)

Opening and Advanced Organizer

The students love lab days. I will introduce the lesson by explaining the procedure
briefly (the students have already read the procedure and wrote it in their lab notebooks).
c.)

Behavioral Expectations
We expect the students to treat the teachers and each other with respect. The students
will follow the lab safety procedures that we taught the first week of school. Students will
work together with their lab partners to complete their lab.
d.)

Instructional Steps

-The students will enter the classroom and sit at their desks in the front of the room.
-The students will complete the daily attendance and exercise procedures.
-We will briefly introduce the lab.
-I will discuss the lab procedure and point out where the materials are located. (The students
were given the lab handout the day before, so they have read and written down the
procedure in their lab notebooks.)
-The students will work with their lab partner to complete the lab (see lab instructions at the
end of the lesson plan).
-After the students set up their lab, they will move to the front of the room for a class
discussion about photosynthesis.
-The students will return to their lab stations to observe their results and clean up.
-I will walk around the room to assess the students and give them the opportunity to ask
questions.
-I will remind the students that their lab report is due on Friday.
-The students will complete an exit ticket to close the lesson.
e.)

Lesson Closure
The students will complete their lab reports, and we will close the lesson at the
beginning of the following class through a discussion about what the student observed and
concluded from their lab.
f.)

Feedback and Evaluation

I will evaluate the students informally as I walk around and listen to their discussions
about the lab questions. The students will also be assessed formally through their lab
notebooks. I will write individualized feedback into their lab notebooks.
9.

Modifications
If a student is struggling with a concept, we will find new ways to explain this
concept until the student understands. We will encourage students to come to our room
during their study hall if they have any questions or confusion. Students may also come
into our room during lunch or their study hall to complete the lab if they need more time.

Chapter 8 Quick Lab

What Waste Material is Produced During Photosynthesis?

Materials: beaker, sodium bicarbonate solution, elodea plant, large test tube
Procedure:
1. Fill a large clear plastic cup about half full with sodium bicarbonate solution. The
sodium bicarbonate solution is a source of carbon dioxide.
2. Place an elodea plant in a large test tube with the cut stem at the bottom. Fill the
tube with sodium bicarbonate solution. CAUTION: Handle the test tube carefully.
3. Hold your thumb over the mouth of the test tube. Turn the tube over, and lower it
to the bottom of the cup. Make sure there is no air trapped in the tube.
4. Place the cup in bright light.
5. After at least 20 minutes, look closely at the elodea leaves. Record your
observations.
Analyze and Conclude:
1. Observing: What did you observe on the elodea leaves?

2. Inferring: What substance accumulated in the leaves? Should that substance be

considered a waste product? Explain.

3. Applying Concepts: What plant organelle carries out photosynthesis and produces
the gas?