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SUSME Study Lesson Plan?Title: ?Photosynthesis – Shed A Little Light on MeAuthors: ?LaRhonda Brown, Angela Day, Tiffany Goldsmith, Raven McDonald, Sandra McKell, Mary Moss, Pam Weaver?Grade/Subject: 7/ Life Science, 9th/ Pre-AP Biology????????????????? Date: September 2010?I.??? Need for this Lesson?? There is a distinct need for lessons and laboratory experiences covering cellular processes within the science curriculum. Based on state test data, many students cannot identify the overall chemical processes for both photosynthesis and cellular respiration.? It is evident students are having difficulty making the connection between the following two relationships: chloroplast with photosynthesis and the mitochondria with cellular respiration.???? Prior to this lesson, students should know the difference between plant and animal cells and be familiar with the structure and function of plant and animal cell organelles.???? This lesson should give students multiple opportunities to relate the chloroplast with photosynthesis.? During this lab students will perform a photosynthesis activity with manipulatives, a wet photosynthesis lab activity, view a short photosynthesis video, and view the chloroplasts within an elodea leaf.? This lab should reinforce prior knowledge of chloroplast function.II.? Unit Information????? A.?Name of the Unit: The Cell and Cell Processes???? B.?Goal(s) of the Unit:??????????? 1.? Recognize that cells are the basic units of structure and function.????? ?????2.? Identify organelles of animal and plant cells.?????????? 3.? Compare and contrast the organelles involved in the processes of photosynthesis ??????????????? and cellular respiration.??????????? 4. Write the overall reactions, list the reactants and the products, and explain the ??????????????? reactions of photosynthesis and cellular respiration.?C. Relationship of the Unit to the Curriculum??? Prerequisite Knowledge - ??? Students Should Know:Concepts for this Unit←Bridge from?????? ?Bridge to →Concepts in Future Units - Prepare Students to Learn:??Students should know the differences between plant and animal cells.?Students should know how to use the microscope.?Students should recognize the differences between prokaryotic cells and eukaryotic cells.?Students should know and recognize the organelles common to plant and animal cells.?Students should be able to differentiate between autotrophs and heterotrophs.????Relate plant and animal cellular structure with cellular function. ?Give examples of photosynthetic organisms, photosynthetic organs, and photosynthetic cells.?Relate the structure of the chloroplast with photosynthesis.?Perform an experiment that will test the effect of light on chloroplast function during photosynthesis.?Construct the overall reaction of photosynthesis by listing the reactants and products.??In high school biology students will analyze the overall chemical pathway of photosynthesis and cellular respiration.?View and learn about photosynthetic protists. (euglena)?D.? Possible Student MisconceptionsStudents do not realize that cellular respiration takes place in both animal and plant cells.Photosynthesis takes place in plants, regardless of color. Ex. Green, --Purple, red, orange, yellow, Students are often confused about the purpose of indicators in science.4.? Photosynthesis is much more than the simple reaction that students often memorize.? It is a complex chemical reaction composed of 80 – 100 chemical reactions.E. ?Unit Instructional Plan:???? Unit Concept/Topic# of Lessons??Relate plant and animal cell organelle structures with functions.?Relate plant cell structure with photosynthesis.?Write the equation for photosynthesis, list the reactants and products, and explain how a change in light, water, and carbon dioxide can affect the results of photosynthesis. ?31*2*??????? * concept(s) covered in this Study Lesson Plan?III. Study Lesson InformationA.?Title of the Study Lesson: Photosynthesis – Shed A Little Light on MeB.?Standards Addressed (national, state/local): ?? National?Grades 6-8?Grades 9-12?Structure and function in living systems.?The cellInterdependence of organisms, matter, energy, and organization in living systems.?? State/local?ACOS????7.1? Describe characteristics common to living things, including growth and development, reproduction (sexual and asexual), cellular organization, use of energy, exchange of gases (oxygen, carbon dioxide, and nitrogen), and response to the environment.7.2? Identify and give functions of organelles found in eukaryotic cells, including the nucleus, chromosomes, cell membrane, cell wall, mitochondria, chloroplast, and vacuoles.?Biology Core 3. Identify reactants and products associated with photosynthesis and cellular respiration and the purposes of these two processes.4.? Describe similarities and differences of cell organelles, using diagrams and tables.5.? Identify cells, tissues, organs, organ systems, organisms, populations, communities, and ecosystems as levels of organization in the biosphere.10.? Distinguish and monocots and dicots, angiosperms and gymnosperms, vascular and nonvascular plants.14.? Trace biogeochemical cycles through the environment, including water, carbon, oxygen, and nitrogen.?C. Lesson Overview: Students will use a microscope to observe chloroplasts then conduct an activity to demonstrate the necessity for light and the use of CO2 during photosynthesis. This lesson teaches students that CO2 is used and O2 is produced during photosynthesis.?D.?Performance Objective(s):? The student will: Use a microscope to observe parts of a cell.Perform an activity to demonstrate photosynthesis.Use scientific reasoning to draw conclusions from an experiment.List the reactants and products of photosynthesis.?E. Assessment Timeline?DiagnosticBefore student work begins.Assessment strategies, possible feedback, scaffolding techniques:?Formative During lesson.Assessment strategies, possible feedback, scaffolding techniques:?Summative After lesson is completed.Assessment strategies, possible feedback, remediation:??Informal assessment of students’ misconceptions.? The teacher will hold up a bean seed in one hand and a bean plant in the other hand and ask the students, “What was needed to get from this seed to this plant?”? The students will be expected to name the materials needed and the process required.?Teacher’s observation of students’ accuracy of laboratory procedures.?Teacher will also use formative assessment during the photosynthesis manipulative activity.Ongoing questions and answers Student lab reportsPhotosynthesis exit slip: Relate the process of photosynthesis and plant cell structure to what is happening when leaves change color in the fall.Student role-play of photosynthesis (later date).Photosynthesis test (later)?F.? Materials/Resources????? LCD projector, computer, computer, microscope, lab materials listed in handout, photosynthesis manipulative pictures that are in PowerPoint, tape, one lab handout per student, slides, cover slips, elodea G.?Teaching/Learning Process for the Study LessonStepand time allocation(min)?Teaching/Learning ActivitiesHandouts, equipment, supplies. ?Points to remember.Evaluate: Assessment techniques for each activity.?Engage(10 min)??Teacher will hold a bean seed in one hand and a bean plant in the other hand and then ask the students, “What was required to get from this seed to this plant?”?Students earlier grew some bean seeds in a plastic bag (one with soil and one without soil)?Teacher will look for such answers as: water, light, pigment, CO2Teacher will address the misconception that soil is needed (Plants can be grown without soil.)?Explore(40 min)??Students will perform the lab “Shine a Little Light on Me”?see attachment?Students will observe chloroplasts in?living elodea cells under the microscope?Students will need lab procedure and handout.? All supplies are listed on lab sheet.? See handout.?Formative assessment during lab and summative assessment with lab report.?Explain(during 30 minute wait time)???Photosynthesis manipulative activity - Each student group will select pictures that represent either photosynthetic: organisms, organs, cells, organelles, reactants, or products.??The pictures will be?laminated and placed in a separate envelope – one per group?Students will place their selections on the large poster displayed on the front board.?Extend(10 min) Exit slip – The leaves on the trees are beginning to change to red, orange, or yellow.? Eventually, the leaves will fall off the trees.? Using the information you have learned about plant cells, organelles, and photosynthesis, describe what is happening in the leaves.??Exit slip – Relate photosynthesis to the color change in leaves.IV.? Attachments (worksheets, labs, project guides, tests, rubrics, etc.)?Photosynthesis Shine a Light Lab.doc ? - Laboratory directions and lab sheetChloroplasts_and_Photosynthesis[1].asf PHOTOSYNTHESIS final pp.ppt photosynthesis exit slip.docx Photosynthesis Test.doc ................
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