GENEVA COLLEGE

BEAVER FALLS, PA

LESSON PLAN FORMAT

NAME: ___SHANNON STAVER_____________________________________________D ATE: ___11/12/20__________

COURSE: HONORS BIOLOGY__________________________________ G RADE LEVEL: ____9TH GRADE _______________

I. TOPIC AND GENERAL GOAL

TOPIC: CELLULAR RESPIRATION
THE GOAL OF THIS LESSON IS TO HAVE STUDENTS IDENTIFY RESPIRATION AND OXYGEN PRODUCTION OF A PLANT IN DIFFERENT CONDITIONS
USING AN ONLINE SIMULATION.
II. PA COMMON CORE STANDARDS
STANDARD - 3.1.B.A2
DESCRIBE THE RELATIONSHIP BETWEEN PHOTOSYNTHESIS AND CELLULAR RESPIRATION IN PHOTOSYNTHETIC ORGANISMS.
STANDARD - 3.1.B.A9
EVALUATE EXPERIMENTAL INFORMATION FOR RELEVANCE AND ADHERENCE TO SCIENCE PROCESSES.
INTERPRET RESULTS OF EXPERIMENTAL RESEARCH TO PREDICT NEW INFORMATION, PROPOSE ADDITIONAL INVESTIGABLE QUESTIONS, OR
ADVANCE A SOLUTION.
III. LEARNING OBJECTIVES
TSWBAT- INTERPRET DO LEVELS IN EACH TRAIL OF THE SIMULATION.
TSWBAT- GENERATE HYPOTHESIS FOR EACH CONDITION OF THE SIMULATION
TSWBAT- EXPLAIN WHY OXYGEN DECREASES WHEN THE LIGHT IS AT ZERO INTENSITY.
TSWBAT- ACCURATELY FOLLOW DIRECTIONS TO COMPLETE THE LAB.
TSWBAT- IDENTIFY HOW DOES TEMPERATURE AFFECT OXYGEN PRODUCTION?
TSWBAT- IDENTIFY HOW DOES LIGHT INTENSITY AFFECT OXYGEN PRODUCTION?
TSWBAT- IDENTIFY HOW DOES LIGHT COLOR AFFECT OXYGEN PRODUCTION?
TSWBAT- DESCRIBE THE RELATIONSHIP BETWEEN PHOTOSYNTHESIS AND CELLULAR RESPIRATION IN PHOTOSYNTHETIC ORGANISMS.

IV. MATERIALS
I WILL NEED ACCESS TO GOOGLE CLASSROOM TO DISPLAY MY BELL RINGER, TO SHOW MY THINGS TO REMEMBER SLIDE, AND TO SHOW THE
PHOTOSYNTHESIS AND CELLULAR RESPIRATION COMPARISON ORGANIZER. IT WILL ALSO BE HELPFUL TO HAVE ACCESS TO THE SIMULATION. I
WILL ALSO HAVE A HARD-PRINTED COPY OF THE SIMULATION ANSWER KEY.
THE STUDENTS WILL NEED TO BE ABLE TO ACCESS TO GOOGLE CLASSROOM TO BE ABLE TO ANSWER THE BELL RINGER AND HAVE ACCESS TO
THE SIMULATION DATA/ANSWER SHEET.
V. LESSON
A. INTRODUCTION
THE TEACHER WILL DIRECT STUDENTS TO LOOK AT THE BOARD, THEN THE TEACHER WILL READ THE BELL RINGER QUESTION, “WHAT
ARE THE REACTANTS AND PRODUCTS OF CELLULAR RESPIRATION”? AFTER, A COUPLE OF MINUTES, THE TEACHER WILL ASK “DOES
ANYONE HAVE THE ANSWER TO THE BELL RINGER”? A STUDENT WILL ANSWER.

B. LESSON DEVELOPMENT (ACTIVITIES, PROCEDURES)

FIRST, THE TEACHER WILL BRING UP THE “THINGS TO REMEMBER” SLIDE.
SECOND, THE TEACHER WILL READ THE SLIDE AND EXPLAIN WHAT THE SIMULATION IS
THIRD, THE TEACHER WILL PLEAD WITH THE STUDENTS TO READ DIRECTIONS
 FOURTH, THE TEACHER WILL BRIEFLY EXPLAIN THE TOPIC/IDEA OF SIGNIFICANT FIGURES.
FIFTH, THE TEACHER WILL EXPLAIN HOW STUDENTS SHOULD MAKE THEIR GRAPHS AND ANSWER THE RESPONSE QUESTIONS.
LASTLY, THE TEACHER WILL TELL THE STUDENTS THAT IF THEY NEED ANY HELP TO ASK QUESTIONS AND TO HAVE FUN EXPLORING!
C. CLOSURE (SUMMARY)
THE TEACHER WILL BRING THE LESSON TO A CLOSE BY SHOWING STUDENTS A DOCUMENT COMPARING PHOTOSYNTHESIS AND
CELLULAR RESPIRATION.
THE TEACHER WILL EXPRESS HOW IMPORTANT IT IS TO KNOW THE SIMILARITIES AND DIFFERENCES BETWEEN PHOTOSYNTHESIS AND
CELLULAR RESPIRATION, AS THEY WILL BE TESTED ON THEM.
THE TEACHER WILL EXPRESS THE IMPORTANCE OF GRAPHIC ORGANIZERS AND HOW THEY ARE A HELPFUL STUDY TOOL.

VI. ASSESSMENT/EVALUATION
I WILL ASSESS THE STUDENTS PERFORMANCE BY LOOKING AT THEIR ANSWERS FROM THE BELL RINGER. I WILL ALSO BE ASSESSING
STUDENTS PERFORMANCE BY LOOKING AT AND GRADING THEIR RESPONSES ON THE SIMULATION RESPONSE SHEET.

VII. DIFFERENTIATION
PROCESS- INSTEAD OF LECTURING TO STUDENTS AND TELLING THEM INFORMATION THEY NEED TO KNOW; I WILL BE LETTING THEM TEST AND
DISCOVER THE KNOWLEDGE THEMSELVES. ALLOWING STUDENTS TO DISCOVER INFORMATION INSTEAD OF THEM BEING FORCE FED INFORMATION
WILL LET THEM HAVE MORE INTEREST IN THE CONTENT. I WILL BE GUIDING THEM THROUGH THE SIMULATION AS THEY NEED HELP, BUT THEY
WILL BE DOING FACILITATING THEIR OWN LEARNING.

LEARNING ENVIRONMENT- INSTEAD OF HAVING THE STUDENTS LEARN IN ONE BIG GROUP WITH ME AS THE LEADER, THE STUDENTS WILL BE
ABLE TO WORK INDEPENDENTLY OR IN PAIRS AS I GUIDE THEM. THIS ALLOWS FOR PEER TO PEER DISCOVERY AND LEARNING.

VIII. INTERDISCIPLINARY CONNECTIONS

THIS LESSON INTRODUCES THE IDEA OF SIGNIFICANT FIGURES WHICH IS USED IN CHEMISTRY AND MATHEMATICS.
IX. SELF-EVALUATION
This lesson did not go as well as I would have liked it too. First, the students did not read the directions even
though I stressed it. I had to go around and make sure they were calculating the dissolved oxygen correctly. It
was frustrating. It was literally in the instructions. Second, the simulation didn’t work as well on their tablets as
it did on my computer. It cut off the one part and students could change the color of light in the aquatic
environment. Since they couldn’t do that, we had to do it together on Mrs. Rossi’s computer up front. The
students did not finish the simulation like I hoped they would. A lot of students were off task and again they
did not read the directions like I told them too. I asked Mrs. Rossi if I was too ambitious with this simulation.
She told me that it wasn’t and that it is hard to gauge how long activities like this will take. However, I think
the students had fun playing with the simulation and discovering how Dissolved oxygen changed. I personally
liked this lesson a lot, I was not as stressful on my end.