Connor Plumb

Photosynthesis Lesson #1:

Freshman Biology
Time Length: 45 min
Topic: Photosynthesis

Standards:
HS-LS1-5 From Molecules to Organisms: Structures and Processes
Use a model to illustrate how photosynthesis transforms light energy into stored chemical
energy.
CCSS.ELA-LITERACY.RST.9-10.5
Analyze the structure of the relationships among concepts in a text, including
relationships among key terms (e.g., force, friction, reaction force, energy).

Educational Objectives:
● The students will be able to identify key components of photosynthesis
● SWBAT understand the importance of photosynthesis
Assessment on Learning:
● Drawing a digram of how photosynthesis works due at end of class along with
answering a few questions based on lecture and notes.

Central Focus
● Students will be able to explain and describe the process of photosynthesis

Accommodations for students with specific learning needs:

● Supplemental Graphic organizer and vocab sheet will be provided

Academic Language
Language Function (select 1):

Analyze Compare/Contras Construct Describe Evaluate

t

Examine Identify Interpret Justify Locate

Explain Prove Argue Synthesize

 Identify a learning task from your plan that provides students with opportunities to
practice using the language function identified above:
Describe how photosynthesis occurs:

Additional Language Demands. Given the language function and learning task identified
above, describe the following associated language demands (written or oral) students need to
understand and/or use:

Vocabulary: Light energy

Solar radiation
Energy
Transpiration
ATP
Sunlight
Conversion
Energy storage mechanisms
Chloroplast

Plus at least one of the following:

Syntax
Discourse

Materials: White board

Anticipatory Set/ Attention Getter: Student led discussion on what they think
photosynthesis is

Questions to Ask
1. What is the purpose of photosynthesis?
2. Why is photosynthesis beneficial to other organisms?
3. Why can’t humans partake in photosynthesis?
4. What organelle is crucial in the process of photosynthesis?
5. What is the end result of photosynthesis?
Sequence of Events (include time needed):
1. Into activity discussion (5 minutes) followed by short video song
https://www.youtube.com/watch?v=C1_uez5WX1o
2. Explain each component of photosynthesis on white board with diagram on white board (15
mins)
3.Video to help explain diagram while they take notes (guided notes for students with
accommodations) (10 minutes)
4. Students work on their own diagrams for remainder of class (15 mins)

Conclusion/Summary:
In conclusion the process of photosynthesis is one that is a crucial part every ecosystem. Plants
set the foundation for which we live on. Without photosynthesis we would not be able to have
this conversation now. It is necessary component of life and without it we would cease to exist.

*Some lesson plan prompts come from SCALE.

Lesson Plan Guidelines

1. NGSS Standards
▪ Standards provide the focus, foundation for school curriculum and daily lessons
▪ Standards provide the guidance for teachers to create new learning opportunities for
students to meet and exceed the Illinois State Standards
▪ To make standards work, resources need to be carefully targeted toward students’
achievement of the standards
▪ Cite the standards using text and numbers

2. Educational Objective(s)

▪ Always begin with the statement: The student(s) will be able to:
▪ What is the purpose of the lesson?
▪ What do you want the students to learn or accomplish?
▪ What concepts are you attempting to teach?
▪ Have you achieved connection to the standards listed?
▪ What is the intended learning?

3. Assessment On Learning

▪ Reflect on how you will assess the intended learning.

▪ What is the method of assessment?
 ▪ Include the assessment tool—rubric, test etc..
▪ Describe the assessment plan.
▪ Include any rubric or other assessment plan with the lesson plan.
▪ How will you know if the students achieved the standards, goals, benchmarks and
behavioral objectives listed.

4. Central Focus

▪ What is the central focus of the lesson you are planning?

▪ What are students learning?

5. Academic Language

▪ Identify Language Demands

▪ Support student’s academic language development
▪ Include evidence of language use in the lesson plan

6. Materials Required for the Lesson

▪ List ALL materials needed to teach the lesson
▪ Think about the beginning, middle and end of the lesson

7. Set or Attention Getter

▪ Plan an opening to gain the students’ attention
▪ Engage students in learning
▪ Begin to deepen student learning during instruction
▪ Set the state-of-the-lesson (overview—what can the student expect).
▪ Link new material to previously learned material

8. Sequence of Activities
▪ What are you going to teach?
▪ How are you going to teach it?
▪ When are you going to teach it?
▪ What Academic Language will be used?
▪ Independent work? How? Include materials
▪ Cooperative work? How? What roles? Etc..
▪ List each step as if a substitute teacher was teaching the lesson—Do not assume!—be
complete and thorough by writing details
▪ Assessment
✓ Analyze student work
✓ Use feedback to guide further learning
✓ Use assessment to inform instruction

9. Questions to Ask
▪ Use Bloom’s Taxonomy and LABEL each question choosing one of the taxonomy’s labels:
▪ knowledge
▪ comprehension
▪ application
▪ analysis
 ▪ synthesis
▪ evaluation
▪ Plan questions that demand higher levels of thinking.

9. Conclusion and Summary

▪ Bring the lesson to a close.
▪ Check for student understanding. How will you do this?
▪ Include a transition to the next content area, activity or lesson. How will you accomplish
this?