Lesson Plan Template

Date: 10/29/2021 Teacher’s Name: Sabrina Groth

Subject: Biology Grade level: 9th

Learning Segment Title: Photosynthesis
Length of each lesson: 45 minutes

Central Focus:
Introducing students to photosynthesis and lab procedures and techniques

Essential Question(s):
Why are plants so essential for life on Earth?

Learning Standards:
HS-LS1-5: Matter and Energy in Organisms and Ecosystems:
- Use a model to illustrate how photosynthesis transforms light energy into stored chemical energy

SEP: Constructing Explanations and Designing Solutions:

- Construct and revise an explanation based on valid and reliable evidence obtained from a variety
of sources (including students’ own investigations, models, theories, simulations, peer review)
and the assumption that theories and laws that describe the natural world operate today as they
did in the past and will continue to do so in the future.

Learning Objectives: Students will: Assessments:

Day 1 explain photosynthesis in order to draw
a model
Day 2 perform an experiment and see
photosynthesis in action in order to practice
lab techniques and analysis
Day 3 evaluate and analyze experiments from
lab in order to solve a problem with
photosynthesis
Day 1: Homework will consist of drawing a
basic model of both processes in photosynthesis
and will include all major compound involved in
both. This model must include labels but does
not need to include drawings.
Day 2: Students will receive an in-class packet
to record their data and observations, which
students will use to complete the analysis of
their experiments by explaining specific process
of photosynthesis in relation to the lab. Students
can finish the graphing and discussion questions
outside of class, as they will use it next class

Day 3: Homework assignment will consist of an

in-class work packet that builds off the lab by
analyzing the effect of temperature on the rate of
photosynthesis. The in-class portion of the
packet will consist of group brainstorming on
how to solve the NASA problem. Students will
put together a presentation (of their choice; ppt,
report, lecture, etc.) to NASA on how we can
save the plants and the astronaut.
Differentiation:

Approaching: On Level: Beyond:

Students who are still
struggling with photosynthesis
are given the option to watch a
few extra videos explaining
photosynthesis and, if needed,
given simplified models of
photosynthesis. All students will
be offered times to come into
the classroom outside of class to
deepen their understanding.
Students who are right on target
would be able to successfully
complete the t-table and
photosynthesis lab on time and
would be able to put together a
meaningful presentation for the
mission to mars assignment.
Students who are ahead of the
learning target will be given 1
worksheet to encourage further
learning (they will be allowed to
choose from one of three
worksheets).

Academic Language:
Students will need to know the following vocabulary:
- Light-Dependent Reactions
- Light-Independent Reactions
- Calvin Cycle
- Chloroplast
- Glucose
- Carbon Dioxide
- Molecule
- ATP/ADP
- NADPH/NADP+
- Organelle
- Membrane
- Chlorophyll
- Protein

Procedure:
Day 1- Lesson Topic: Lecture on Photosynthesis

Anticipatory Set
Have students stand on their feet once they are settled in their seats. Ask each student one of the following
questions, and, once they answer, they can sit back down.
- Name one thing you know about how plants make food. (Can be asked multiple times)
- Could plants still live if the sun stopped shining?
- Could we breathe without plants?
- Where do you think plants make their food, the leaves, stem, or roots?
- What do you call animals that only eat plants?
- Are plants producers or consumers?
o *Terrible plant joke*

Initial Phase Direct Instruction

1. PowerPoint slide that breaks down the two main processes of photosynthesis
a. Light-dependent reactions
b. Light-independent reactions
Middle Phase
1. Guided Practice
As a class, check students’ understanding of the photosynthetic process by doing a t-table as a
class. Draw students’ names and have each student move one magnet (17 total) to the correct
location. Once all magnets have been placed, ask the class if they think all of the magnets are
placed correctly. If any say no, have them move the magnet they think is incorrect to the correct
place. If there are any errors at the end, move the magnets out of the t-table and draw names until
all magnets are placed correctly.

T-Table Answer Sheet:

Where does photosynthesis happen? (Chloroplast)
Light-Dependent Reactions Light-Independent Reactions
- ATP - ADP
- NADPH - NADP+
- ETC - Glucose
- Photosystem I - Calvin Cycle
- Photosystem II - Stroma
- Light Absorption - G3P
- Carbon Dioxide - Rubisco
- Oxygen
- Thylakoid

2. Independent Practice
Students will use the t-table to help them with their drawing of a photosynthesis model that will be
assigned for homework.

Concluding Phase
3. As a closure exercise have students do a “snowstorm,” in which each student is given a piece of
scrap paper to write one thing they learned and then they ball up the piece of paper (like a
snowball) and, on my signal, throw the ball in the air and then everyone must pick up a snowball
that isn’t theirs and read it aloud.

Follow up:
For homework, students will have to draw a basic model of photosynthesis that shows all the major
processes of photosynthesis. This model does not require any artistic ability (but drawings are always
appreciated). This will be turned in next class.

Day 2 – Lesson Topic: Photosynthesis Lab

Anticipatory Set
Riddle: “I don’t eat food, but am always well fed. I enjoy laying out in the sun, but I never get a sunburn.
What am I?” (A Plant)
How many of you have seen photosynthesis happen?
What do you think it would look like?

Initial Phase Direct Instruction

Go through the procedure as a class to make sure there is no confusion on how to perform the lab or use
any of the equipment (should include a demonstration of how to vacuum the syringe).
Middle Phase
1. Guided Practice
Have students run through the lab a few times as the teacher walks around the classroom, pointing out any
incorrect equipment usage and being sure students are recording data.

2. Independent Practice
Have students finish the lab on their own and begin working on their analysis if they have time in class.

Concluding Phase
3. As a closing activity, students will be tossed a beach ball with reflective questions on it (e.g.
Were there any challenges that you had to overcome? What was one thing you learned today?
What did you find most interesting? Etc.) and whichever question their right thumb lands on is
the one they must answer. Once they’ve answered their question, they GENTLY pass it to
someone else.

Follow up: Students should complete their graphs and discussion questions within the lab packet before
next class.

Day 3 – Lesson Topic: Mission to Mars Project

Anticipatory Set - Anticipatory Set, Activating Prior Knowledge

Have students watch a short video clip from the movie The Martian
(https://www.youtube.com/watch?v=DKd6-ugozkA ; up until 1:55, then pause) and ask them if they think
he got the potatoes to grow. Once students have voted on whether he was successful or not, play the clip
until 4:00.

Initial Phase - Direct Instruction

1. Explain the situation of the stranded astronaut:
- He was left behind after a bad storm made his team abort the mission and they thought he was
dead
- He managed to create an oxygen pocket with materials from the ship
- He plants a bunch of potatoes for food but starts to notice he is running out of oxygen
- He realizes most of his potato plants are suddenly starting to die
- Use the background information from previous lessons and the data table given to you to figure
out why the plants are dying and how to stop it.

Middle Phase
1. Guided Practice
Break students into groups (using a random name generator) and have them brainstorm for 5 minutes on
what they think could be the reason before getting the work packet with the data table. Have each group
write their best hypothesis out on the board and then hand them the packets.

2. Independent Practice
Each group must come up with an explanation and a presentation of their hypothesis with evidence to
support it. These presentations can be done in written form (e.g., scientific report), a slideshow
presentation, or a simple lecture style presentation.
Concluding Phase
3. Closure/Summary
Have each student choose one word (this word cannot be photosynthesis) to describe the lesson today an
hand it in. This can be in relation to their understanding, how they felt, or a celebration.

Follow up:
Students will complete their presentations of their solutions to the Mars problem, which they will present
next class.