SINGLE SUBJECT CREDENTIAL PROGRAM

LESSON PLAN FORMAT

Last Revised: August 10, 2014
Directions: The lesson plan functions as a guide map to your instruction. Deliberately choose several strategies/scaffolds that will
help to guide your students through your lesson. Identify the estimated time frames for each activity in the Lesson Introduction,
Body, and Closure sections. After considering the needs of the majority of your students, remember to consider the specific needs
of striving readers, English learners, students with learning needs, and advanced students. This will help you with pacing and
delivery of the lesson. Develop the structure of notes, if you will lecture; the directions for any activities; and details about the
examples you will use, if appropriate; and place at the end of the lesson plan along with any handouts that will be used.
Note: The boxes in the format will expand as it is a Word document.

TEACHER CANDIDATE NAME /CO-TEACHER NAME:

FERNANDO VARGAS

SUBJECT: BIOLOGY
COURSE TITLE, GRADE LEVEL(S): COLLEGE PREP/HONORS BIOLOGY
UNIT DESCRIPTION, ONLY REQUIRED IF THIS LESSON IS PART OF A LARGER UNIT (ONE
SENTENCE): Start your sentence here and keep on typing.
LESSON TITLE: PHOTOSYNTHESIS AND FACTORS THAT AFFECT PLANT GROWTH/PHOTOSYNTHETIC RATE
INSTRUCTIONAL RESOURCES/TECHNOLOGY INTEGRATION:

CLASS DESCRIPTION: This lesson plan is met for two college prep biology classes and one honors biology. Al

classes have about 35- 40 students with various races and a majority of the class being Hispanics, Asians, and
Whites. The honors class has one student with special needs. The college prep classes in total have seven English
learners and five special need students.

LESSON SUMMARY (ONE BRIEF PARAGRAPH OR A FEW BULLET POINTS WILL SUFFICE)
HOW WOULD YOU SUMMARIZE THE LESSON? IF YOU WERE ASKED TO DESCRIBE YOUR LESSON TO A PRINCIPAL, A SUBSTITUTE
TEACHER, OR PARENT/GUARDIAN, WHAT INFORMATION WOULD YOU PROVIDE? THE SENTENCE FRAMES BELOW MAY HELP GET YOU
STARTED.
The purpose of this lesson is to have students understand the process of photosynthesis and how different environmental factors
affect specific parts of the process.
You will see students engaged in. creating and analyzing a graph of one environmental factor that influences photosynthetic rate in
plants. Also, students will share their graph with other group members. We will then go through the process of photosynthesis so that
students can determine how and why their factor affected the process. During this process, students will be engaged by drawing the
thylakoid membrane and the proteins associated with it.
You, the teacher, will . give students a KQHL chart that is an inquiry epistemic practice that will have students investigate how an
environmental factor affects the photosynthetic process. The teacher will also monitor how well students are engaging with each
other during the graphing portion.
The evidence that students demonstrate mastery of the content or perform the expected skills will include. The "what I learned"
section of the modified KQHL chart will be similar to an exit slip, in which students will fill out exactly how their factor influenced
photosynthesis. Additionally, students will be

STANDARDS AND OBJECTIVES

Content STANDARD COMMON CORE STATE
STANDARDS
(s)if applicable

ENGLISH LANGUAGE
DEVELOPMENT STANDARDS
(ELD)

COPY AND PASTE THE

ENGLISH LANGUAGE ARTS

AND LITERACY IN
HISTORY/SOCIAL STUDIES,
SCIENCE, AND TECHNICAL
SUBJECTS, PUBLICATION
VERSION
OR
MATHEMATICS, PUBLICATION
VERSION WITH FEBRUARY
2014 CORRECTIONS
COPY AND PASTE THE

RELEVANT STANDARDS INTO

THIS AREA.

RELEVANT STANDARDS INTO

THIS AREA.

RELEVANT STANDARDS INTO

THIS AREA.

HS-LS1 FROM
MOLECULES TO
ORGANISMS:
STRUCTURES AND
PROCESSES

INTEGRATE

EXCHANGING

QUANTITATIVE OR
TECHNICAL ANALYSIS
WITH QUALITATIVE
ANALYSIS IN PRINT OR
DIGITAL TEXT

INFORMATION AND
IDEAS WITH OTHERS
THROUGH ORAL
COLLABORATIVE
DISCUSSIONS ON A
RANGE OF SOCIAL AND
ACADEMIC TOPICS.
LISTENING ACTIVELY
TO SPOKEN ENGLISH
IN A RANGE OF SOCIAL
AND ACADEMIC
CONTEXTS

COPY AND PASTE THE

OBJECTIVE (s) of Lesson

(Students will be able to.)

PAY CLOSE ATTENTION TO HOW YOU WRITE YOUR

INSTRUCTIONAL OBJECTIVES. THEY SHOULD BE SPECIFIC,
CONCISE, MEASURABLE, AND OBSERVABLE.
REVIEW THE URL FOR WRITING INSTRUCTIONAL OBJECTIVES:
HTTP://WWW2.GSU.EDU/~MSTMBS/CRSTOOLS/COGVERBS.HT
ML

STUDENTS WILL BE ABLE TO IDENTIFY THE INPUTS

AND OUTPUTS OF PHOTOSYNTHESIS
STUDENTS WILL BE ABLE TO EXPLAIN THE
PROCESS OF PHOTOSYNTHESIS
STUDENTS WILL BE ABLE TO EVALUATE THE
EFFECTS OF AN ENVIRONMENTAL FACTOR ON
PHOTOSYNTHETIC RATE

ASSESSMENT STRATEGIES (INDICATE EL (ENTRY-LEVEL), PM (PROGRESS-MONITORING) OR S

(SUMMATIVE)
Add boxes as needed.

Type
(TITLE/ AND FORM)
IS THIS A FORMAL OR
INFORMAL ASSESSMENT?
IS IT EL, PM, OR S?

Purpose
HOW DOES THIS
ASSESSMENT BENEFIT
INSTRUCTION; YOU, THE
TEACHER; AND STUDENTS?
WITH WHICH OBJECTIVE(S)
DOES THIS ASSESSMENT
ALIGN?

Implementation
DESCRIBE HOW WILL YOU,
THE TEACHER, ADMINISTER
THE ASSESSMENT?
INDIVIDUAL OR GROUP? INCLASS OR OUT?

Feedback Strategy
(to the students)
HOW WILL STUDENTS BE
INFORMED OF RESULTS/
CORRECT ANSWERS?

How Will the

assessment Inform
your teaching
HOW WILL YOU, THE
TEACHER, MAKE DECISIONS
ABOUT RE-TEACHING?
IF ALL STUDENTS DO
POORLY ON THE ENTIRE
ASSESSMENT, THE TEACHER
MAY

IF ALL STUDENTS DO
PARTICULARLY WELL ON AN
ASSESSMENT, THE TEACHER
MAY

IF THE RESULTS ARE MIXED,

THE TEACHER MAY.

Entry-level

The purpose of the

assessment is for the
teacher to gain an
understanding of

Students will do a
think-write-pairshare strategy.

There are not

correct or incorrect
answers in this

This will inform me

if I need to make
more of a

students relationship
with plants
influencing their
daily lifes.

Progress
Monitoring

The purpose is to
monitor how well
students are
formulating
questions and
hypothesis.

Progress
Monitoring

To determine how
well students
understood
photosynthesis to
apply to their
environmental
factor graphs.

Summative

The purpose of this

assessment is to
determine if the
students met the
evidence of the
learning objectives.

The lecture will ask

students randomly
after the lecture to
explain the
importance of one
of the steps in
photosynthesis
When students are
discussing in their
groups, the
teacher will walk
around asking
students questions
about how
photosynthesis is
affected by their
environmental
factor.
When the students
turn in their
modified KQHL
chart, they will fill
in the "what did
you learn section"
as part of their exit
slip.

assessment.

connection of
plants to student
lives.

Teacher will correct

or agree with the
student's answer.

This will inform the

teacher if the
teacher needs to
re-teach certain
aspects of
photosynthesis

I will give feedback

right away to the
group of students
if they are on the
right track or guide
them towards the
right track.

This will inform me

if students are able
to apply their
variable to what
we have just
covered in lecture.
If students are
struggling then I
would re teach
photosynthesis.

Students, as a
class, will be
informed the
following day of
misconceptions
after their KQHL
charts have been
reviewed.

The assessment
will determine if
the process of
photosynthesis
needs to be reteached.

LESSON INTRODUCTION/ANTICIPATORY SET

HOW WILL YOU, THE TEACHER, INTRODUCE STUDENTS TO THE LESSON, CAPTURE THEIR INTEREST, AND HOLD THEIR ATTENTION?
DESCRIBE WHAT YOU, THE TEACHER; CO-TEACHER(S); AND STUDENTS WILL BE DOING, INCLUDING IF/HOW STUDENTS WILL BE GROUPED.

TIME

TEACHER(S)

STUDENTS

LENGT

DESCRIPTION:
TEACHER WILL PASS OUT GUIDED NOTES FOR
THE LESSON
TEACHER WILL PUT A BRAINSTORMING
QUESTION ON THE PROJECTOR THAT STATES
"HOW DO PLANTS PLAY A ROLE IN YOUR
DAILY LIVES?
TEACHER WILL UTILIZE THINK-WRITE-PAIRSHARE STRATEGY FOR THE BRAINSTORMING
QUESTION.
TEACHER WILL THEN ASK A STUDENT TO
COME UP TO THE BOARD TO WRITE STUDENT
IDEAS. THE TEACHER WILL PICK ON
STUDENTS WHO HAVE THEIR HANDS RAISED
TO SHARE THEIR IDEA.
TEACHER WILL THEN TRANSITION BY STATING
A SCENARIO "ALL OF THE FARMERS ON THE
PLANET WENT ON STRIKE AND WE ARE NOT
ABLE TO BUY OUR FOOD FROM THE GROCERY
STORE. THEREFORE, WE MUST GROW OUR
OWN CROPS. BUT WE MUST KNOW WHAT
KIND OF CONDITIONS TO GROW OUR CROPS
BASED ON SCIENTIFIC DATA."
TEACHER WILL PASS OUT KQHL CHART AND
HAVE STUDENTS WRITE DOWN THE PURPOSE
ON TOP OF THEIR CHART
TEACHER WILL TELL STUDENTS TO GO INTO
THEIR LAB GROUPS.

DESCRIPTION:
STUDENTS WILL RECEIVE THEIR GUIDED NOTES AND WRITE THEIR
BRAINSTORMING RESPONSES ON THE GUIDED NOTES.
STUDENTS WILL WRITE DOWN THEIR BRAINSTORMING RESPONSES
SHARE WITH A NEARBY BY STUDENT, AND THEN SHARE THEIR IDEAS
WITH THE TEACHER (THINK-WRITE-PAIR-SHARE).
STUDENTS WILL RECEIVE KQHL CHART AND WRITE DOWN THE
PURPOSE ON TOP OF THEIR CHART FROM THE POWERPOINT SLIDE.

H IN
MINUTE
S:10
MIN

BODY OF LESSON
HOW WILL YOU, THE TEACHER, TEACH, SUPPORT, AND MONITOR STUDENT LEARNING?
DESCRIBE WHAT YOU, THE TEACHER; CO-TEACHER (S); AND STUDENTS WILL BE DOING, INCLUDING IF/HOW STUDENTS WILL BE GROUPED.

TIME

TEACHER(S)

STUDENTS

LENGTH
(MINUTE
S)
25MIN
15MIN

DESCRIPTION:
( 25 MIN) TEACHER WILL HAVE STUDENTS
FILL OUT THE "WHAT YOU KNOW " AND
"WHAT QUESTIONS CAN YOU FORMULATE"
SECTION BASED ON THE PRIMARY PURPOSE.
ONCE STUDENTS COMPLETE THE K AND THE
Q PART OF THE CHART. EACH MEMBER OF
THE GROUP WILL RECEIVE A DIFFERENT
ENVIRONMENTAL FACTOR DATA SHEET (I.E.
TEMPERATURE, WATER, LIGHT INTENSITY,
WAVELENGTH, CO2 VS PHOTOSYNTHETIC
RATE). THE TEACHER WILL TELL THE
STUDENTS THAT THEY NEED TO FORMULATE A
HYPOTHESIS AND THEN GRAPH THE DATA.
THE TEACHER WILL CIRCULATE AROUND
CLASS HELPING STUDENTS DETERMINE THEIR
HYPOTHESES, CLARIFY ANY QUESTIONS, AND
HELP STUDENTS WITH GRAPHING THEIR
ENVIRONMENTAL FACTOR.

DESCRIPTION:

(15

MIN) TEACHER WILL HAVE STUDENTS

RETURN TO THEIR SEATS AND PASS OUT
OUTLINE OF THE THYLAKOID MEMBRANE.
TEACHER WILL START THE LECTURE, WHICH
WILL INCLUDE PICTURES TO HELP STUDENTS
CREATE A VISUAL WITH NEW VOCABULARY
TERMS. THE TEACHER WOULD DRAW THE
PROCESS OF PHOTOSYNTHESIS ON THE
BOARD (THE THYLAKOID MEMBRANE WOULD
BE DRAWN PRIOR) FOR THE STUDENTS TO
COPY. WHEN THE TEACHER COMPLETES THE
LECTURE OF PHOTOSYNTHESIS.
THE TEACHER WILL DISCUSS WITH THE
STUDENTS HOW THEIR ENVIRONMENTAL
VARIABLE AFFECTS THE PROCESS OF
PHOTOSYNTHESIS. THE TEACHER WILL WRITE
THE EFFECTS ON THE BOARD FOR THE
STUDENTS TO COPY.

STUDENTS

WILL QUICKLY GO INTO THEIR LAB GROUPS OF FOUR AND

FILL OUT THE "WHAT DO YOU KNOW" AND THE "WHAT QUESTIONS
CAN YOU FORMULATE "GROUPS PREVIOUSLY ESTABLISHED BY THE
TEACHER, MIXING ALL LEVELS OF STUDENTS TOGETHER IN EACH
GROUP, NO GROUP WILL HAVE MORE THAN ONE ENGLISH LEARNER
OR STUDENT WITH SPECIAL NEEDS).
ONCE COMPLETED, THEY WILL RECEIVE AN ENVIRONMENTAL FACTOR
DATA SHEET THAT THEY WILL GRAPH ON THE BACKSIDE OF THE
KQHL CHART. THEY WILL ALSO WRITE A RESULTS SENTENCE ABOUT
THE GRAPH ON THE SAME SIDE. STUDENTS CAN COLLABORATE WITH
EACH OTHER TO PROPERLY GRAPH. STUDENTS WILL THEN SHARE
THEIR RESULTS AND GRAPH TO THE REST OF THEIR LAB MATES.

STUDENTS

WILL RETURN TO THEIR SEATS AND RECEIVE AN OUTLINE

OF THE THYLAKOID MEMBRANE THAT THEY WILL NEED TO DRAW IN
THE STEPS WHEN THE TEACHER PRESENTS IT. STUDENTS WILL
LISTEN AND FILL IN GUIDED NOTES AS THE TEACHER GOES THROUGH
THE LECTURE.
STUDENTS WILL HAVE THE OPPORTUNITY TO DRAW THE PROCESS OF
PHOTOSYNTHESIS WHICH WILL INCLUDE THE PHOSPHOLIPID BILAYER
AND ENZYMES. THE STUDENTS WILL FOLLOW THE TEACHER AND
DRAW ARROWS ON THEIR NOTES ON WHAT EXACTLY HAPPENS IN
PHOTOSYNTHESIS.
STUDENTS CAN ASK ANY QUESTION DURING THE LECTURE.
ONE STUDENT FROM EACH ENVIRONMENTAL VARIABLE WILL BE
RANDOMLY SELECTED TO EXPLAIN TO THE CLASS WHAT THEIR GRAPH
WAS ABOUT AND HOW THEY THINK INFLUENCED THE PROCESS OF
PHOTOSYNTHESIS.

LESSON CLOSURE
HOW WILL YOU, THE TEACHER, AND THE CO-TEACHER HELP STUDENTS PROCESS AND ORGANIZE WHAT WAS LEARNED? DESCRIBE WHAT
(S) AND STUDENTS WILL BE DOING, INCLUDING IF/HOW STUDENTS WILL BE GROUPED.

YOU, THE TEACHER,

TIME

TEACHER(S)

STUDENTS

LENGTH
(MINUTE
S)

DESCRIPTION:
TEACHER WILL TELL STUDENTS TO FILL IN
THEIR "WHAT THEY LEARNED" SECTION. THIS
WOULD ACT AS THEIR EXIT SLIP BEFORE THEY
LEAVE CLASS.

DESCRIPTION:
STUDENTS WILL COMPLETE THEIR KQHL CHART AND TURN IT INTO
THE TEACHER PRIOR TO LEAVING THE CLASSROOM. THIS SECTION
WOULD BE THE STUDENTS EXIT SLIP.

CO-TEACHING STRATEGIES PLANNED (CHECK ALL THAT APPLY)

SUPPLEMENTAL TEACHING
X ONE TEACH, ONE ASSIST
STATION TEACHING
DIFFERENTIATED
TEAM TEACHING
TEACHING

PARALLEL TEACHING
ONE TEACH, ONE
OBSERVE
NOT APPLICABLE

ADAPTATION OF LESSON PLAN (INSTRUCTION AND ASSESSMENT)

HOW WILL YOU, THE TEACHER, SUPPORT STUDENTS WITH LEARNING NEEDS? PROVIDE A DESCRIPTION OF ALL MAJOR ADAPTATIONS
(INCLUDING ASSESSMENTS) FOR THE LESSON.

ENGLISH

STRIVING READERS

LEARNERS
During the graphing portion,
the teacher can help these
students formulate a complete
sentence on what their graph
is showing. Also the teacher
will provide guided notes for
the students. Additionally, the
teacher will use visualizations
on the PowerPoint.

Guided notes are provided to

the students so that they are
able to write one or two words
rather than a whole sentence to
obtain complete notes.

STUDENTS

WITH
IDENTIFIED
SPECIAL NEEDS

Teacher will walk around class

helping students with their
graphs and helping those
students interpret their graphs.
Guided notes will be provided
for the lecture portion so that
students do not need to write
everything from the lecture.

ADVANCED
STUDENTS
During the graphing stage,
advanced students will get the
graph that will take the
longest and be more
challenging to interpret. Also,
advanced students can help
their lab mate in interpreting
their graph.

RATIONALE SECTION:
WHAT ARE THE REASONS FOR YOUR DECISIONS? PROVIDE AN EXPLANATION FOR WHY YOU CHOSE YOUR INSTRUCTIONAL STRATEGIES, STUDENT ACTIVITIES,
ASSESSMENTS, AND ADAPTATIONS.

Photosynthesis is a topic that I know many students do not enjoy because it deals with plants. I first engage students by making them
realize how much of their lives revolve around plants, for example, plants are on the bottom of the food chain and used to make
biofuel, coffee, clothes etc. The students will then do an inquiry based lab in which they are to determine how an environmental
variable affects the process of photosynthesis. The teacher will then set-up the inquiry based lab by telling students that all farmers on
the planet went on strike and it is up to you to grow your own crops, but you need to determine what conditions to grow your crops to
in (light intensity, carbon dioxide concentrations, etc.) Once the students are engaged, students will go into their lab groups, use their
previous experience about plants to come up with various questions, and then create a hypothesis based on an environmental factor
provided by the teacher. Each group member will have a different variable to graph (e.g. carbon dioxide vs photosynthetic rate, water
availability vs. photosynthetic rate) that they will also analyze, and write a sentence about their graph. I believe that students will be
involved with their variable that will cause them to be more intrigued in the following lecture about photosynthesis. The KQHL chart
was provided to the students so that they are able to undergo a scientific process (an organized process of questioning, construct a
hypothesis, formulate a conclusion based on observing a graph they created. Once the lecture is presented, it will help clarify exactly
how their variable affected photosynthesis).
During the lab activity, the teacher will be able to assess how much knowledge students currently have by reading their "what do I
already know" section and can ask students directly about what they think plants need to photosynthesis. The assessment would give
the teacher an assessment of how much knowledge students currently have about plants. Also, after the lecture when the students
present the graph, they will explain where in the photosynthetic cycle their variable affects photosynthesis. This would determine if
students are capable of understanding the lecture presented by the teacher.
Adaptation included a lecture with visuals and guided notes to help students who are English learners and special needs. When
students are working in mixed groups, advanced learners will be to help ELs and SSNs on graphing and analyze their graph. The
layout of the lesson is that students are involved in short activities that will help keep their focus.

INSERT SUPPORT MATERIALS.