SINGLE SUBJECT CREDENTIAL PROGRAM

EDSC LESSON PLAN TEMPLATE Revised 4.15

For directions on how to complete this form, see EDSC Lesson Plan Directions and Scoring Guide in the SSCP Handbook at www.sscphandbook.org.

Name CWID Subject Area

Lauren Welker 894926096 Biology

Class Title Lesson Title Unit Title Grade Levels Total Minutes

Biology Photosynthesis Cells: Photosynthesis 9th, 10th, and 11th 1 periods @ 53 minutes

CLASS DESCRIPTIONThe class contains 39 students. There are two students who identified as English Learners and five students with Special Needs. One EL student is at Level 3, Intermediate and one student is at Level 4, Early Advanced. Three of the students with special needs are uncharacterized. One student has an auditory special need due to unilateral hearing loss, and is GATE. To accommodate the auditory need of this student, he must sit with his left ear facing the teacher. One student is in RSP and requires extra time for tests. Students sit in fours at their lab tables. There is a projector to display presentations and a classroom set of textbooks. Students will have a student notebook where they write their responses to class assignments and homework. STANDARDS AND LESSON OBJECTIVES

CCSS Math, CCSS ELA & Literacy History/Social Studies, Science and Technical Subjects, NGSS, and Content Standards

English Language Development Standards (ELD)

NGSSHS - LS1 - 5: Use a model to illustrate how photosynthesis transforms light energy into stored chemical energy.

ELD 9 – 10 I.A.1. Expanding – Exchanging information/ideas: Contribute to class, group, and partner discussions, sustaining conversations on a variety of age and grade appropriate academic topics by following ‐turn taking rules, asking and answering relevant, on topic questions, ‐ ‐affirming others, providing additional, relevant information, and paraphrasing key ideas.

ELD 9 – 10 I.A.1. Bridging– Exchanging information/ideas: Contribute to class, group, and partner discussions, sustaining conversations on a variety of age and grade appropriate academic topics by following ‐turn taking rules, asking and answering relevant, on topic questions, ‐ ‐affirming others, and providing coherent and well articulated comments‐

and additional information.

ELD 9 – 10.I.B.5. Expanding – Listening actively: Demonstrate comprehension of oral presentations and discussions on a variety of social and academic topics by asking and answering questions that show thoughtful consideration of the ideas or arguments with moderate support.

ELD 9 – 10.I.B.5. Expanding – Listening actively: Demonstrate comprehension of oral presentations and discussions on a variety of social and academic topics by asking and answering detailed and complex questions that show thoughtful consideration of the ideas or

arguments with light support.

Lesson Objective(s) EvidenceStudents will be able to:

Evaluate why photosynthesis is important to energy and material flow for life on earth.

Analyze the relationship between the cellular respiration and photosynthesis.

Students display evidence of understanding that plants photosynthesize and produce atmospheric oxygen as a by-product of light-dependent reactions by creating a group project.

Students will be able to express orally or written that the products pf photosynthesis are the reactants of cellular respiration.

STUDENT ASSESSMENT Type Purpose/Focus of Assessment Implementation Feedback Strategy How Informs Teaching

EL To help students relate how to two processes are related. Helps get students critically thinking and synthesizing how

BrainstormStudents will be shown a prompt, “Why is photosynthesis important?”

Informal feedback through a class discussion. Teacher will

not provide written comments but will review students

Informs teacher is students understand the big picture of photosynthesis and can provide a rationale of why

cell respiration and photosynthesis are related.

Students will get time to articulate their thoughts before writing them down. The brainstorm will be implemented as a think-write-pair-share activity.

written response to see if students are making progress

toward the learning objectives.

photosynthesis of an important biological process. Informs teaching if students understand the real-world application for photosynthesis and how it is relevant to students’ lives.

PM

To monitor if students have successfully learned about the reactions of photosynthesis and to help them create a model depicting important information from photosynthesis which they can revise and build upon when further topics get introduced.

Concept Map with Popplet Students work in pairs to create a concept map of photosynthesis. Later, when students learn about cellular respiration, they will add more information to their concept maps.

Students will receive feedback by way of written comments. Also, teacher will hold a quick discussion about topics that should be included on the

concept maps.

PM allows the teacher to see if students have learning gaps that need to be addressed before students are introduced to the Summative assessment. Also, informs the teacher if can organize important information learned in a lesson about photosynthesis.

S

To check student making real world application of photosynthesis, students will investigate a plant of their choice and explain how their plant photosynthesizes in an ecosystem.

Go Green Presentation!Students will be paired in groups of 4 to develop a PowerPoint Presentation or Prezi, explaining how a plant undergoes photosynthesis and plays an important role in its ecosystem. Student expectations will be described in a scoring guide and rubric.

Students will get exam at the end of the unit. Students will get formal feedback by way of written comments on a rubric and scoring guide. Also, when students present they will get on-the-spot feedback from peers and teacher through oral comments.

Allows teacher to see if students can relate the content to real world application of why plants are important for the biosphere and the ecosystems which they live.

INSTRUCTIONInstructional Strategies

Indirect Instructional strategies: Students will participate in group discussions after the teacher asks facilitative questions. Think-Write-Pair-Share: in the EL assessment and small group discussions in the PM assessment. Graphic Organizer: Helps students organize complex content and will serve as a study guide/ review Facultative Questioning: Class will be asked open ended questions that will allow students to participate in a meaningful discussion about

photosynthesis. (http://www.beesburg.com/edtools/glossary.html#P )

Lesson Introduction/Anticipatory Set Time Teacher (T) Does Student (St) Does

Day 15

minutes

1. Teacher will introduce EL assessment. Teacher will have students brainstorm about what they know about the importance of photosynthesis and write their response on a piece of paper. Teacher will facilitate students to first think about ideas that will address the prompt then, instruct students to write down their ideas. After think-write- pair-share discussions between students have been concluded, T will gain student attention to facilitate a whole class discussion about what was shared. If students’ responses are short, the teacher will redirect students to be thinking about what the products of photosynthesis are (oxygen and glucose) and why these are important molecules for life.

1. Students will brainstorm about what they know about the importance of photosynthesis. Students should be thinking of how oxygen is a by-product of photosynthesis and is important for cellular respiration. Also, the should be thinking of how glucose is a product of photosynthesis and is a monomer for an important macromolecule. Students will write their response on a piece of paper. Then, students will pair with a partner to share their written idea. Students will share with the class when prompted by the teacher.

1. Students will listen about the class statistics. Then, students will answer the warm-up question. The warm-up question should look familiar because the question was on their quiz from the previous day. Students will participate in a discussion about the correct answer on the quiz.

Lesson BodyTime Teacher Does Student DoesDay 1

45 1.Teacher will inform students to begin work on a review activity where students must construct graphic organizer by making a

1. Students listen to teacher explain how to create a concept map for photosynthesis. Students will work with their shoulder

minutes

Day 245

minutes

concept map of Photosynthesis. Before students get working on constructing their graphic organizers, the teacher will show a model of expectations http://popplet.com/app/#/2168275. Teacher will assign partners for students based on students’ shoulder partner. Prior to this lesson, students have been placed in an assigned seating chart and students are seated based on students’ learning needs. The teacher will project the minimum requirements for what is needed for students to complete their graphic organizers onto the projector. Teacher will pass out materials (paper, colored pencils, markers, etc.) to students so they can begin constructing their concept maps. As students are working in pairs, the teacher will circulate room and help students as needed. As students finish constructing their concept maps, teacher will collect them.

2.Teacher will instruct students to put away all belongings expect a pencil to complete the second PM assessment (quiz). Then the teacher will pass out two quiz forms the eliminate student temptation to cheat. As students are completing the quiz, the teacher will circulate room and monitor students. Teacher will provide clarity if students have issues with the wording/phrasing of the questions. Teacher will verbally cue students when the period is coming to an end. 1. Teacher will review with the class concept maps from previous day by showing them samples of the photosynthesis concept maps from the previous day. Teacher will quickly review about how photosynthesis occurs through the two processes and probe students to answer questions about the reactants and products of photosynthesis.

2. Teacher will then inform students that they will be working with their table partners to complete a group project about photosynthesis. Teacher will explain group project to students and express expectations through a PowerPoint presentation. Then, teacher will handout out scoring guide and rubric to help students construct their PowerPoint presentations. The teacher will allow students to use computers to research plans that students would like to research. If students are stuck coming up with a plant to research, the teacher will suggest plants for groups to research.

partners to construct a concept map of photosynthesis. As students work in pairs, they will refer to the teacher list of expected for the concept map.

2. Students will complete quiz independently. If students are unclear about a question, they will ask teacher to paraphrase the question for clarity.

1. Students will listen to teacher explain concept maps from previous day. Students will be thinking of the process of photosynthesis, the two processes, and the reactants and products of photosynthesis.

2. Students will listen to teacher expectations for summative assessment. They will take notes if they wish to have more information. However, the teacher PowerPoint will be available online for students to refer to at a later date. Students will familiarize themselves with scoring guide and rubric. Lastly, students will begin to research with their groups online about plants.

Lesson ClosureTime Teacher Does Student Does

Day 13 mins

Day 23

minutes

1. Teacher will collect quiz and answer sheets from students. Next, Teacher will inform students that they have no homework and briefly inform students that the next lesson students will be introduced to the summative assessment.

1. Teacher will briefly discuss summative assessment timeline and due dates. Also, teacher will answer any questions students’ have about the summative assessment.

1. Students will hand is quiz as they finish. If they finish early, the should work on a silently activity before the bell rings. Students will listen to teacher explain the summative assessment.

1. Students will listen to teacher explain important due dates and make note of them in their student planner. Students should ask questions if anything on scoring guide or rubric is unclear.

Instructional Materials, Equipment, and Multimedia PowerPoint Projector screen Student computers with Internet connection

Paper for concept map Colored pencils and markers Scoring Guide and Rubric

Co-Teaching Strategies One Teach One Assist: While teacher introduces the concept map requirements co teacher will pass out supplies to students. One Teach One Assist: Teacher and co-teacher will monitor room while students are taking their quiz One Teach One Assist: Co-teacher will pass out rubric and scoring guide while teacher introduces S assessment. Teacher and co-teacher

will support students who are struggling researching or coming up with an idea for their plants DIFFERENTIATION

English Learners (ELS) Striving Readers Students with Special Needs Advanced Students

REFLECTION: SUMMARY, RATIONALE, AND IMPLEMENTATION