SCIENCE LESSON PLAN

TEACHER: Mr. D. Atwaroo

DATE: Fri 29th Oct 2010
CLASS: Form 4
TIME: 35 mins

Periods: 1

UNIT: Food and Nutrition

TOPIC: Photosynthesis

REFERENCES (exclude class text

Include page numbers).

CXC Biology by L. Atwaroo-Ali, p. 52-60

Integrated Science for CXC by J. Mitchelmore, et al. p. 71-72

PRE
REQUISITES

Knowledge:- students should know that:

1. All organisms require food to survive

2. Substances move in and out the plant through the process of osmosis and diffusion
3. Substances in the plant move via tubes in a transport network
Skill:- students should know how to:

1. Draw a cross-section of a leaf and label the different parts

MATERIALS AND
RESOURCES

For Teacher

1.
2.
3.
4.
5.

YouTube video
Multimedia projector and Laptop
Corrugated (cardboard) box
Leaf
Water, Balloons, Torch light,
Chlorophyll

School of Education, The University of the West Indies, St. Augustine.

For each group/student

1. Work sheet
2. Markers/ Pen

Page 1 of 4

6. Food - potato, corn, fruit

7. Whiteboard, markers, tape
CONCEPT OR
PRINCIPLE
Plants are called producers because they manufacture their own food. They do this by converting
simple inorganic substances into organic substances such as glucose (food) though a process
called photosynthesis. Human beings obtain food directly or indirectly from plants. Food provides
the energy needed for all our daily activities and is essential for our survival.

OBJECTIV
ES

Classification

At the end of the lesson, student will be able to:

1.
2.
3.
4.
5.

Outline the importance of photosynthesis

Identify where in the plant photosynthesis occurs
State the importance of chlorophyll
List the raw materials and products of photosynthesis
Create a definition and construct an equation to represent
photosynthesis

1.
2.
3.
4.
5.

Valuing
Analysis
Knowledge
Knowledge
Analysis

PROCESS
SKILLS
During this lesson, student will be engaged in:
Please tick

School of Education, The University of the West Indies, St. Augustine.

Page 2 of 4

ACTIVITIES

Introduction:
1. Students (Ss) will view a YouTube video showing food in supermarket
2. Teacher (T) asks Ss - How they obtain food?
3. Ss responses are analysed and links made to food shown on the video
4. T introduces topic by asking Ss - How does plant obtain food?
(5 mins)
Development:
1. T explain the importance of photosynthesis
2. T uses a 'magic plant box' to show the raw materials needed and the products obtained
from photosynthesis
3. Ss are shown a leaf and asked why leaves look green?
4. Ss are shown two leaves, in one of the them chlorophyll was extracted
5. T explains the role of chlorophyll in the process
(10 mins)
6. Ss are divide into groups (gps) and are given two Tasks:
(10 mins)
i) to create a definition of photosynthesis
ii) to construct an equation to represent the entire process
7. Two gps will present their definition and equation on the board or present orally
8. T assess Ss work with textbook definition and equation for photosynthesis
(5 mins)

Consolidation:
Assessment: Ss answers one question on work sheet
T reviews Ss response
Ss answer other questions on worksheet for home work

Summary: T summarises lesson emphasizing main concepts and terminology

School of Education, The University of the West Indies, St. Augustine.

Page 3 of 4

Ss are invited to ask questions

(5mins)

TEACHERS EVALUATION OF LESSONS

TUTOR'S COMMENTS

School of Education, The University of the West Indies, St. Augustine.

Page 4 of 4