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DRAKE UNIVERSITY LESSON PLANNING TEMPLATE

GENERAL INFORMATION Name Michelle Levine Lesson Title: Photosynthesis Grade level(s)/Course 8th grade general biology Day 2 INFORMATION ABOUT THE LESSON Content Standards: Understand and apply forms of energy and energy transfer. Enduring Understanding and/or Essential Question: Everything on earth is connected. How does everyone rely on plants? Instructional Objectives: After doing the photosynthesis activity, the students will be able to state the how photosynthesis works with 90% accuracy. Prior Learning/Prior Thinking Students will have briefly learned about photosynthesis earlier in the year with a simpler explanation. It is also a common term to hear for people in todays society especially if you pay attention to things like global warming. Students have a hard time imagining process, but they find it easier to understand if they go through it as an activity. Misconceptions: energy is just taken from the sunlight into the plant. Students might believe that photosynthesis occurs in more living creature than plants. LESSON IMPLEMENTATION Anticipatory Set/Elicit Prior Knowledge Photosynthesis is a key element in allowing living creatures to survive on Earth. Why? Focus/Purpose Statement We will be covering photosynthesis today. As we do keep in mind how delicate and important this

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chemical reaction is. Procedures The lesson will start off with a review. I will ask the students what did we learn yesterday. I will have the student continue to talk until they have mentioned all the key concepts. If they are having problems remembering what plants need on land, I will ask, What is it that plants need but algae does not? (10 minutes) I will then transition to photosynthesis by saying, How do all plants obtain energy? I will then start lecturing to the students about photosynthesis. I will be talking to the students while writing the information on the board. I will have a model of a leaf in the front where I can show the chlorophyll and chloroplast. I will inform the students that the chlorophyll is the green pigment inside chloroplast that does photosynthesis. I will follow this by showing a diagram and the chemical equation of how water, sun light and Carbon dioxide react together to produce oxygen and glucose. I will have the class then push their tables back and as a class go through photosynthesis by labeling specific students as specific components such as oxygen, hydrogen, carbon and sunlight. This way the students get a more concrete idea of how photosynthesis works. (30minutes) Students will then be asked if they have any questions. They will then be told that their exit slip of the day will be for them to draw photosynthesis. They will also need to write if they have anything they do not understand. While the students are filling out their exit slips, I will be passing out the students photosynthesis worksheet that is homework. (5 minutes)

Differentiation Students who have difficulty listening and writing at the same time will be given fill in the blank note sheets. Students of a higher ability level are expected to help organize the other students in order to run the photosynthesis activity. They will also be asked additional questions for their exit slip such as How is the way a cactus does photosynthesis different from an oak tree doing photosynthesis? I will be moving around the room to help students with any questions they have. Closure The students will be given the chance to ask any questions they have as well as to format their thinking of photosynthesis by figuring out how they would draw the process. Materials and Resources White board, markers, eraser Student notebooks, pens/pencil Textbook Glencoe Science Level Red by Glencoe McGraw Hill

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Classroom Management/Democratic Practices I will have the system of making sure that my students are able to speak, but they must raise their hand first. I will call on these students as they raise their hand; however, I must monitor myself to make sure I do not repeatedly call on the same students. I must keep a positive attitude and watch what I say because it would be bad if I deny students ideas. I will use those ideas instead to further the discussion. Classroom rules will clearly be posted on the wall. If a student speaks out of turn, I will turn to the student and say, _______ thank you for the input, but you know you know it is __________ turn to speak. So, please wait to be called on. If the student continues to talk one the lecture is over I will go up with them and discuss their behavior with them and make sure they know that this is not ok and if it continues there will be repercussions. While doing the group activity, students who are goofing off will be given a warning. If they do not stop, they will have to sit at their desk and watch everyone else participate. ASSESSMENT Before the lesson The day before the lesson the class is having a discussion about plants. I will take notes on whether or not someone states photosynthesis and what they say about it. I will be an informal preassessment. I will then use the discussion the day before to build on the new information being presented for photosynthesis. Gathering information about student knowledge I will have been in a classroom with these students for over half a year already, so I will have identified what the interests are of the students. During the lesson I will understand that the student is learning during the lesson by them participating and asking questions. The students will also be talking to one another, so I can judge based off of their conversation what they have learned. I will also be able to understand what they learned based off of how able they are to direct one another in the photosynthesis activity. I will also be looking for students to be helping one another. At the end of the lesson The students will have an exit slip that they will need to turn in at the end of the lesson. Being able to answer the question means they have learned the lesson; however, they will also put down anything they did not understand. This could show me that they did not understand the importance of the lesson depending on their answer. The students will also have the homework

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sheet, and I can use that to judge what they learned.

LESSON PLANNING CHECKLIST

Does the plan logically lay out what you will say and do? Did you include specific questions you will ask to invite, guide, and develop students thinking throughout the lesson? What strategies will you use? Have you included how you will set expectations for student behavior before and during the lesson (picking up materials; collaborative work time; listening behaviors, moving from one place to the next, etc.)? If students work in groups, have you included how you will group them and why that approach is appropriate to their learning needs? Have you specified how you will ensure students understand the academic language needed to succeed during this lesson? What content-specific vocabulary will you introduce and how will you introduce it? Do you plan for guided work so that students must use the ideas/skills they learn? Do you plan for students to independently work with or apply the ideas/skills? Do you include how you will differentiate for the varying needs of diverse students (gifted/remedial; ELL; social/emotional)? How will you collect evidence of students thinking and learning (formative assessments) during the lesson? REFLECTION In your reflection address each of the following. 1. 2. 3. 4. 5. Focus on student thinking and learning. What was working? What was not working? For whom? Why? Use specific examples of students work, actions or quotes to support your claims. What missed opportunities for student learning are you aware of that happened? If you could do it over, what might you have done to take advantage of missed opportunities to improve the learning of students with diverse needs? 6. In your own classroom what would you teach next to build on this lesson? Link your ideas to your methods class content and readings, using appropriate and accurate quotes from text or theorists as you analyze and evaluate your work. Cite your quotes in APA style.

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