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
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
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.