Lesson Title: Metabolism: Photosynthesis and Cell Respiration

Grade and Subject: 9th Grade Biology

Week of: October 30
Page 1

COMMON COMPONENTS OF LESSON AND ASSESSMENT PLAN

Lesson and Assessment Plan Context
During this week, we will go over the different types of metabolism we see in
organisms focusing mainly on plants and animals. On Monday, we will go over
the process of photosynthesis and Tuesday, we will go over the process of
cellular respiration. Thursday will be dedicated to a full review of the unit
with a review game, and Friday will be the unit test on metabolism. On
Monday and Tuesday, we will complete a foldable, one for cellular respiration
Overview
and the other for photosynthesis which will count as a formative assessment.
The summative assessment will be a test on Friday. This test will cover
photosynthesis, cellular respiration, energetics, and fermentation. The
foldable activity is meant to be an interactive study tool because it has all the
information needed, meaning it will explain, who does the process, what it
entails, where it occurs, why, when, and how it occurs.
South Forsyth high school is predominantly white school. This school is 68%
white, 10% Hispanic, 14% Asian, 4% black, 3% two or more races, and 1%
native American and pacific islander (2017). South Forsyth High School has a
graduation rate of 96% and a total student population of 2,693 (2017). Many
students whom attend this school tend to come from upper middle-class
families, as South Forsyth is situated in a place with relatively high property
taxes. Most families in this area of metro Atlanta tend to be fairly well off, so
the children need not worry about where their next meal is coming from.
In this class, there are about 60% white, 25% black, and 15% Asian, mixed
race, pacific islander, and Native American. The students in this class are on
Student level 9th grade biology students. There are no IEP or 504 plans to consider in
Background, this class.
Culture, and This class includes students who seem genuinely interested in the material
Context that they are learning. They can be talkative at times, but I find that they are
mature enough to listen when I tell them to stop talking. This class tends to
know that they need to listen when the teacher is talking, and that the teacher
has their best interests at heart. I have noticed that this class enjoys activities
more than lecture, and so I have modified my lectures to be shorter and allow
more time for discussion. This allows the students to talk to their friends in a
way that is productive because they are working together in order to get a
worksheet done. Since this is a science class, culture takes on a different role,
meaning that as I get deeper into the curriculum, meaning closer to the
evolution unit, I am going to have to be more careful with how I state facts
(Hue and Kennedy, 2012).
This lesson was designed to illustrate the processes of photosynthesis and
cellular respiration. According to Yang and Lin, interactive notes allow
students to become more engaged in their own learning, allowing them to
Rationale extract more from the lesson than they would have with traditional notes.
Foldable notes also allow students to design and fill in the information as they
understand it, taking out most of the jargon. This means that the notes that
they take are written in words that they can understand. This will help them
Lesson Title: Metabolism: Photosynthesis and Cell Respiration
Grade and Subject: 9th Grade Biology
Week of: October 30
Page 2

to remember the processes much more easily. The reason for the illustration
of the processes activity and the jeopardy game is to allow students to work
together to understand the material. This will also clear up any last minute
misconceptions that the students may have. The idea behind the “last chance
questions” is to allow students to ask me anything that they do not feel
comfortable with in the material. This week is mainly designed to ensure that
students understand the material, and are able to think about it scientifically.
Lesson and Assessment Plan Learning Objectives
• How do photosynthesis and cellular respiration work together?
Purpose of the • Glycolysis is an ancient process. How can we tell?
Lesson: Central • Where do the different phases of photosynthesis and cellular
Focus respiration take place in the cell?
• How do these processes help organisms to maintain homeostasis?
• Students will be able to describe how photosynthesis and cellular
respiration work together to maintain a biological balance.
• Students will be able to describe each phase of photosynthesis and
Learning cellular respiration and where in the cell it occurs.
Objective(s) • Students will be able to discuss how we know that glycolysis is an
ancient process.
• Students will be able to discuss how homeostasis is maintained with
the use of cellular respiration and photosynthesis.
SB1. Obtain, evaluate, and communicate information to analyze the
nature of the relationships between structures and functions in living
cells.
e. Ask questions to investigate and provide explanations about the
GSE - Georgia
roles of photosynthesis and respiration in the cycling of matter and
Standards of
Excellence flow of energy within the cell (e.g., single-celled alga). (Clarification
statement: Instruction should focus on understanding the inputs,
outputs, and functions of photosynthesis and respiration and the
functions of the major sub-processes of each including glycolysis, Krebs
cycle, electron transport chain, light reactions, and Calvin cycle.)
This lesson will consist of both formal and informal assessments. Formal
Formal and assessments will include the two foldables that illustrate the processes of
Informal photosynthesis and cellular respiration, and the test at the end of the week.
Assessment Informal assessments will include lightening rounds and verbal questioning
during class to ensure that the information is retained.
• Students will not horseplay in the room.
• Students will be respectful to each other (this material is difficult, so
they should not make fun of their peers for not understanding the
Facilitation &
concept the first time)
Safety
• During lecture students will not have their phones or other
technology out as it is distracting to them as well as other students.
• During the test, students will be given folders, to stop them from
Lesson Title: Metabolism: Photosynthesis and Cell Respiration
Grade and Subject: 9th Grade Biology
Week of: October 30
Page 3

cheating.
Students will discuss how and why photosynthesis and cellular respiration
evolved, and how that changed the course of evolution. They will also be able
to talk about how the two processes coevolved to create a balanced
Language
ecosystem, to that not one gas or molecule is too prevalent in the natural
Function
environment. Students will need to know how these processes take place, and
where in the cell they take place. This will allow them to remember the
functions of the cell organelles from the previous unit.
• Cellular Respiration • Cristae
ACADEMIC LANGUAGE

• Photosynthesis • Thylakoid
• Homeostasis • Stroma
• Stable internal environment • Leaf
• Chloroplast • Sun
Vocabulary • Chlorophyll • Photon
• Mitochondria • Krebs Cycle
• Glycolysis • Calvin Cycle
• Electron Transport Chain • Light dependent reactions
• Light independent reactions • Glucose

Students will create a foldable with all the information of the photosynthesis
Syntax or
and cellular respiration that they need to know. This will be used as a study
Discourse
tool, and allow all the information to be in one place.
Lesson Title: Metabolism: Photosynthesis and Cell Respiration
Grade and Subject: 9th Grade Biology
Week of: October 30
Page 4

DAILY LESSON AND ASSESSMENT PLAN

Day 1: Monday, October 30
To start the day, the students will come in and pick up their guided notes
Instructional Strategies & Learning Tasks

Introduction handout on photosynthesis. We will start with a quick check on the students’
that Support Diverse Student Needs

(5-10 prior knowledge about photosynthesis, keeping in mind that students are not
minutes) blank slates. This will allow students to recall information from 7th grade life
science.
The notes will be given on a PowerPoint, and the students will take notes on
their guided notes sheets. This worksheet includes the guided notes, a
Body
concept map, and a chart detailing the process of photosynthesis. Once I finish
(20-25
lecturing, the students will be given a sheet of white paper to create their
minutes)
foldable. This foldable will answer who, what, where, why, when, and how
photosynthesis takes place within a plant.
As students are finishing I will tell them that if their foldable is not finished,
Closure they will need to finish it for homework because I will collect it tomorrow for
(5-10 a formative grade. I will also tell that tomorrow they will make another
minutes) foldable on cellular respiration. This will allow the information to be in one
place.
Since this is a lecture day, we will have short periods of time where we will do
Differentiation,
a lightening round just to make sure that the students are paying attention
Modification(s),
and understanding the information. There are no IEP or 504 plans in this
and
class. There is one student who has been struggling, and she will be given
Accommodation(s)
individualized attention after the lecture to complete her work.

• Guided notes
• Paper
• Colored pencils
Materials
• Crayons
• Markers
• PowerPoint
Lesson Title: Metabolism: Photosynthesis and Cell Respiration
Grade and Subject: 9th Grade Biology
Week of: October 30
Page 5

Photosynthesis Overview
Why are plants
GREEN???  Plants take in:
– energy from the sun
(absorbed by chlorophyll)
– water through the roots
– CO2 through the stomata!
 Plants convert light energy
to chemical energy stored
in the bonds of glucose
http://www.youtube.com/watch?v= (C6H12O6) and produce O2
QlXVF3uVMJY&feature=related as a waste product

Inside a Chloroplast
 thylakoids – saclike photosynthetic membranes
(chlorophyll resides here)
 grana – stacks of thylakoids
 stroma – space outside the thylakoids
 Chlorophyll = pigment that gives chloroplasts the
green color

Photosynthesis
Lesson Title: Metabolism: Photosynthesis and Cell Respiration
Grade and Subject: 9th Grade Biology
Week of: October 30
Page 6

Two Processes The Light Reactions

 Reactants (what goes in):

 H2O

 Light

 Products (what comes out):

 Oxygen (O2)

 ATP
•Products of the light reactions drive the  NADPH
Calvin Cycle

Step 2:The Calvin Cycle

 Carbon enters the Calvin cycle in the form of
CO2 through the stomata in the leaves

stomata
reflected
 ATP and NADPH are generated in the Light
Reactions

The Light Reactions Step 2 – The Calvin Cycle

 Reactants:
– CO2
– ATP
 Goal: Make enough energy (ATP) to drive – NADPH
Calvin Cycle  Products:
 Light energy splits stored H2O molecules – One carbon sugar molecule (called GLUCOSE) –
into: can be used to make other carbon compounds

– Hydrogen, Oxygen, Electrons (e-)

Lesson Title: Metabolism: Photosynthesis and Cell Respiration
Grade and Subject: 9th Grade Biology
Week of: October 30
Page 7

Review of Photosynthesis
 Light reactions:
___________________________________
– Are carried out in the
thylakoid membranes
– Convert light energy to
___________________________________
the chemical energy of
ATP and NADPH
– Split H2O and release O2 ___________________________________
 Calvin Cycle:
– Take place in the
stroma
___________________________________
– Use ATP and NADPH
to convert CO2 to the
sugar
___________________________________
___________________________________
___________________________________

After Photosynthesis is ___________________________________

complete…
___________________________________
 The sugar produced:
– supplies the plant with chemical energy
– is used to make all the major organic
___________________________________
molecules (lipids, proteins, etc.)
– is consumed as fuel (in the form of
sucrose) for cellular respiration
___________________________________
– is used to make cellulose for the cell walls
– is stored as starch ___________________________________
___________________________________
___________________________________

Photosynthesis Concept Map ___________________________________

Photosynthesis
includes
___________________________________
Light-

___________________________________
Dark Reaction
dependent
reactions aka Calvin Cycle
takes place in uses
use take place in

Energy from Thylakoid Stroma ATP CO2

___________________________________
Sunlight membranes
and water NADPH
to produce to produce
of

ATP NADPH O2 Chloroplasts Glucose

___________________________________
Go to

___________________________________
Section:

___________________________________
Lesson Title: Metabolism: Photosynthesis and Cell Respiration
Grade and Subject: 9th Grade Biology
Week of: October 30
Page 8

DAILY LESSON AND ASSESSMENT PLAN

Day 2: Tuesday, October 31
To start the day, the students will come in and pick up their guided notes
Introduction handout on cell respiration. We will start with a quick check on the students’
Instructional Strategies & Learning Tasks

(Number of prior knowledge about cell respiration, keeping in mind that students are not
that Support Diverse Student Needs

minutes) blank slates. This will allow students to recall information from 7th grade life
science.
The notes will be given on a PowerPoint, and the students will take notes on
their guided notes sheets. This worksheet includes the guided notes, a
Body
concept map, and a chart detailing the process of cellular respiration. Once I
(Number of
finish lecturing, the students will be given a sheet of white paper to create
minutes)
their foldable. This foldable will answer who, what, where, why, when, and
how cellular respiration takes place within an animal.
As students are finishing I will tell them that if their foldable needs to be
finished by the end of today as I will be collecting both foldables for a
Closure
formative grade. I will also hand out their study guide and tell them remind
(Number of
them that their test is on Friday, and on Thursday we will be doing a full
minutes)
review. They will have a chance to work on their study guides and ask me
questions on any part of the material.
Since this is a lecture day, we will have short periods of time where we will do
Differentiation,
a lightening round just to make sure that the students are paying attention
Modification(s),
and understanding the information. There are no IEP or 504 plans in this
and
class. There is one student who has been struggling, and she will be given
Accommodation(s)
individualized attention after the lecture to complete her work.

• Guided notes
• Paper
• Colored pencils
Materials
• Crayons
• Markers
• PowerPoint
Lesson Title: Metabolism: Photosynthesis and Cell Respiration
Grade and Subject: 9th Grade Biology
Week of: October 30
Page 9

1.Glycolysis

•Name means ‘splitting of sugar’

•Occurs in the cytoplasm of the cell
Cellular Respiration •Requires Glucose, ATP, and enzymes
General Biology
•Results in the Glucose molecule being
split to form two 3-carbon molecules of
Pyruvic Acid/Pyruvate

SONG

Glycolysis
Cellular Respiration
• The process where cells use oxygen and Reactants (What goes in?) Products (What comes out?)
glucose to generate ATP= ENERGY!
• Glucose (6 Carbon Sugar)
• When oxygen is required, respiration is • 2 Pyruvate
called AEROBIC
• 2 NADH
• If oxygen is NOT required, respiration is
called ANAEROBIC
• 4 ATP= NET
GAIN= 2 ATP
• 2 ATP

Glycolysis
Cellular Respiration
Where does this happen?- NO OXYGEN REQUIRED

• C6H12O6 + 6O2 ? 6CO2 + 6H2O + ATP CYTOPLASM

•Each one glucose molecule can produce
up to 38 molecules of ATP
• Process occurs in three phases
•Glycolysis
•Krebs Cycle
•Electron Transport Chain
Lesson Title: Metabolism: Photosynthesis and Cell Respiration
Grade and Subject: 9th Grade Biology
Week of: October 30
Page 10

KREBS Cycle Krebs Cycle

• Pyruvate is broken down into a two carbon molecule. That molecule • Happens in the Matrix of the mitochondria
attaches to Acetyl-CoA (AKA: coenzyme A) which carries it to a four
carbon molecule-> creates Citric Acid, which when broken down
releases energy to generate NADH and FADH2
• As Acetyl-CoA is being broken down, CO2 is being released as a waste
product
• The NADH and FAHD2 are the electron carriers (BATTERIES!) that help
supply energy to the ETC

Electron Transport Chain

• Uses the NADH and the FADH2 to
generate ATP
• Occurs in the inner membrane of the
mitochondria – called the cristae

How the ETC works

• NADH donates an electron to the first molecule in the transport
Krebs Cycle chain. The first electron acceptor uses the energy from the
electron to pump a hydrogen atom across the inner
mitochondrial membrane
• Reactants • Products
• Pyruvate • NADH- “battery” • The hydrogen continues to be pushed back and forth across the
• Acetyl Co-A • FADH- “battery” membrane
• Oxygen • Carbon Dioxide (waste) • Each transport protein in the membrane uses the produced
• 2 ATP energy from the hydrogen (electron) when it diffuses with its
concentration gradient to generate ATP, and then passes the
electron to the next protein in the chain
• When the ‘energy’ is used up, the electron is passed on to
oxygen – which acts as the final electron acceptor, creating
WATER as the waste.
Lesson Title: Metabolism: Photosynthesis and Cell Respiration
Grade and Subject: 9th Grade Biology
Week of: October 30
Page 11

Intermembrane
Pyruvate from
cytoplasm
Inner
mitochondrial H+
H+ space The Overview of Cellular Respiration
membrane
Electron
transport • 1 Glycolysis (splitting of glucose) •2 Krebs Cycle
Q
C system
• Uses Glucose • Uses Acetyl CoA (which
• Forms 2 molecules of carries the 2 broken
NADH e- 2. Electrons provide H+
1. Electrons are harvested and
energy Pyruvic Acid/Pyruvate down molecules of
to pump protons
Acetyl-CoA carried to the transport
system. across the
e- Pyruvic Acid
NADH e-
membrane.
H2O
• Creates NADH and FADH2
e-
•3 Electron Transport
Krebs 3. Oxygen joins with 1 O
FADH2
cycle protons to form 2 +2 O2
water.
CO2 H+
2H+ Chain
H+
• Uses NADH and FADH2
ATP
ATP
ATP • Forms ATP
4. Protons diffuse back in
down their concentration ATP
Mitochondrial gradient, driving the synthase
matrix synthesis of ATP.

ETC
• Happens in the Cristae of the mitochondria
The Yields of Cellular Respiration
• Glycolysis
•2 Molecules of ATP
• Krebs Cycle
•2 Molecules of ATP
• Electron Transport Chain
•34 Molecules of ATP

•TOTAL of 38 ATP molecules, per

molecule of Glucose

ETC Flowchart

•Reactants •Products Cellular Respiration

•NADH •ATP- 34! ATP + Carbon

•FADH •Water (H2O) Glucose (Oxygen) Electron
Dioxide
(CO2)
•Oxygen (C6H1206) Glycolysis Krebs
Cycle
Transport
Chain
+
Water
(H2O)
Lesson Title: Metabolism: Photosynthesis and Cell Respiration
Grade and Subject: 9th Grade Biology
Week of: October 30
Page 12

Anaerobic Respiration Flowchart

• Occurs if Oxygen is not present as the final electron acceptor
• Instead of using the electron transport chain to accept the electron from
NADH, it is added to Pyruvic Acid/Pyruvate – product called LACTIC ACID Anaerobic Cellular
Respiration
• Lactic Acid is carried back to the liver, and regenerated to Pyruvic
Acid/Pyruvate
This is called Lactic Acid Fermentation
Glucose Lactic Acid
Glycolysis Fermentation
(C6H1206) Or
Alcohol

With oxygen

Fermentation Respiration Review

• Yeast can undergo both aerobic and anaerobic respiration.
• When forced to undergo anaerobic respiration, the yeast produces ethyl
alcohol and CO2
• We use these waste products to generate bread and beer/wine Glucose

• This is called Alcohol Fermenation

Glycolysis Krebs Electron
cycle transport

Fermentation Alcohol or
(without oxygen) lactic acid

With out
oxygen
Go to
Section:
CLIP

Cellular Respiration in Microbes

• Obligate aerobe – dependent on oxygen and cellular respiration to

stay alive

• Obligate anaerobe – Cells actually harmed by oxygen – undergo a

type of fermentation

• Facultative aerobe – can generate ATP through either cellular

respiration or fermentation
Lesson Title: Metabolism: Photosynthesis and Cell Respiration
Grade and Subject: 9th Grade Biology
Week of: October 30
Page 13

DAILY LESSON AND ASSESSMENT PLAN

Day 3: Thursday, November 2
Students were given a study guide for their test on Tuesday. They will be able
to use the first half of this block period to work on their study guide. I also
Instructional Strategies & Learning Tasks that Support

Introduction have the different components of photosynthesis and cellular respiration

(5-10 written on slips of paper, and the students will have to use these to illustrate
minutes) both photosynthesis and cellular respiration. During the second half of class
we will play a jeopardy review game as a way to build in a fun review game to
help the students study for their test tomorrow.
Diverse Student Needs

The first half of class will include students working in pairs to construct both
the photosynthesis and cellular respiration pathways out of the printed clips
of paper. Since I only made eight sets of these slips, students who are not
constructing the pathways will be working on their study guide or updating
Body their interactive notebooks.
(60-70 The second half of class will be jeopardy game. This is a fun way for the kids
minutes) to think about what concepts they know and which ones they need to go over
again. The students will be assigned into 6 teams, and each team will be given
a white board and a marker. Team one will start and then the team that
answers the question the fastest and correctly will get to pick the next
question.
Students will be given a chance to ask “last chance questions” on material that
Closure
they still do not understand. Since this material is harder to grasp, this review
(Number of
day allows for the students to have access to the teacher. If they use this day
minutes)
wisely then they will benefit for the test tomorrow.
This class will start with a lightening round in which I will ask the students
Differentiation,
various questions about the unit that we have completed, and they are not
Modification(s),
allowed to use their notes to try and answer the question correctly. There are
and
no IEP or 504 plans in this class, so modifications to this particular dya were
Accommodation(s)
not necessary.
• Photosynthesis and cellular respiration slips
• Study guide (students)
Materials • Jeopardy review game PowerPoint
• White boards
• Dry erase markers
Lesson Title: Metabolism: Photosynthesis and Cell Respiration
Grade and Subject: 9th Grade Biology
Week of: October 30
Page 14

PHOTOSYNTHESIS- 100
Organelle that does photosynthesis.

JEOPARDY
Pallavi Rallapalli

What is the chloroplast?

SOME QUESTIONS TO START PHOTOSYNTHESIS- 200

• How do photosynthesis and cell respiration work together to keep a Glucose and O2.
balanced system?

• Who has a higher metabolic rate? People with more fat or more muscle?
Why?

• What is homeostasis?
What are the products of photosynthesis?

• How do we know that glycolysis is an ancient process?

LET’S PLAY JEOPARDY! PHOTOSYNTHESIS- 300

Photosynthesis Cell Respiration Fermentation Energy Blast from the
Past The point in photosynthesis where ADP and NADP+ are made into ATP and
NADPH.
100 100 100 100 100

200 200 200 200 200

300 300 300 300 300

400 400 400 400 400

What are the light dependent reactions?

500 500 500 500 500
Lesson Title: Metabolism: Photosynthesis and Cell Respiration
Grade and Subject: 9th Grade Biology
Week of: October 30
Page 15

PHOTOSYNTHESIS- 400 CELLULAR RESPIRATION- 200

Pigment that is broken down giving leaves different colors in the fall. Electron carriers in cellular respiration.

What is NADH and FADH2?

What is chlorophyll?

PHOTOSYNTHESIS- 500 CELLULAR RESPIRATION- 300

Thylakoid and Stroma CO2 and H2O.

Where do the light dependent and light independent reactions take place What are the waste products of cellular respiration?
respectively?

CELLULAR RESPIRATION- 100 CELLULAR RESPIRATION- 400

O2 and C6H12O6. Krebs cycle and electron transport chain.

What are the reactants of cellular respiration?

What are the aerobic processes of cell respiration?
Lesson Title: Metabolism: Photosynthesis and Cell Respiration
Grade and Subject: 9th Grade Biology
Week of: October 30
Page 16

CELLULAR RESPIRATION- 500 FERMENTATION- 300

Mitochondrion Cristae Ability to make limited energy without O2.

What is the location of the electron transport chain?

What is anaerobic respiration?

FERMENTATION- 100 FERMENTATION- 400

Substance which makes muscles sore. Product that yeast make when performing fermentation.

What is alcohol?

What is lactic acid?

FERMENTATION- 200 FERMENTATION- 500

Process that is allowed to continue with fermentation. Place in the body where lactic acid is broken down.

What is glycolysis? What is the liver?

Lesson Title: Metabolism: Photosynthesis and Cell Respiration
Grade and Subject: 9th Grade Biology
Week of: October 30
Page 17

ENERGY- 100 ENERGY- 400

The breaking down of large molecules into smaller ones. Process that produces the most ATP in the cell.

What is catabolism? What is the electron transport chain?

ENERGY- 200 ENERGY- 500

Principle energy molecule used by most organisms. Bond broken to release energy from the principle energy molecule.

What is ATP? What is the third phosphate bond in ATP?

ENERGY- 300 BLAST FROM THE PAST- 100

Process that uses 2 ATP and releases 4 ATP. Macromolecule that is the preferred energy source for cells.

What is Glycolysis? What are carbohydrates?

Lesson Title: Metabolism: Photosynthesis and Cell Respiration
Grade and Subject: 9th Grade Biology
Week of: October 30
Page 18

BLAST FROM THE PAST- 200 BLAST FROM THE PAST- 500
Cell organelle that is responsible for synthesizing lipids. More mitochondria are present in these cells.

What are muscle cells?

What is the smooth endoplasmic reticulum?

BLAST FROM THE PAST- 300

A cell with no membrane bound organelles.

What is a prokaryotic cell?

BLAST FROM THE PAST- 400

The location for the storage of most of the genetic information in a eukaryotic
cell.

What is the nucleus?

 Lesson Title: Metabolism: Photosynthesis and Cell Respiration
Grade and Subject: 9th Grade Biology
Week of: October 30
Page 19

DAILY LESSON AND ASSESSMENT PLAN

Day 4: Friday, November 3
Students will come in, turn in their interactive notebooks to the back table,
Introduction
Learning Tasks that Support

put their phones in phone jail at the back of the room, and clear everything off
Instructional Strategies &

(5-10
Diverse Student Needs

of their tables. Since this test tends to be one of the harder tests, students will
minutes)
need the entire time to think through each answer.
Students will spend the remainder of class working on the test and I will be
Body
grading their notebooks. This test should take the entire class period. Once
(35-40
the students are finished, they may read a book, or something else quietly.
minutes)
They may only get their phones once everyone has completed their test.
Closure Students will then come get their notebooks, and take them home. Since the
(5-10 midterm is in December, the students are encouraged to keep their notebooks
minutes) to study from.
This test did not require any modification because there are no IEP or 504
Differentiation, plans in this class, but depending on the average of the test, I may consider
Modification(s), giving the students an opportunity for test corrections in which they can get
and back 40% of the points they missed. There is one student who we are
Accommodation(s) currently trying to put on a plan due to a language barrier, and so she will be
given extra time to complete the test.
• Test
• Answer Sheet
Materials
• Writing Utensil
• Folders- to ensure no cheating occurs
Lesson Title: Metabolism: Photosynthesis and Cell Respiration
Grade and Subject: 9th Grade Biology
Week of: October 30
Page 20

References

Hue, M., & Kennedy, K. J. (2012). Creation of culturally responsive classrooms: teachers’

conceptualization of a new rationale for cultural responsiveness and management of diversity

in Hong Kong secondary schools. Intercultural Education, 23(2), 119-132.

doi:10.1080/14675986.2012.686021

South Forsyth High School. (2017). Retrieved October 30, 2017, from

https://www.usnews.com/education/best-high-schools/georgia/districts/forsyth-

county/south-forsyth-high-school-5903

Wu, S. P., & Rau, M. A. (2017). Effectiveness and efficiency of adding drawing prompts to an

interactive educational technology when learning with visual representations. Learning And

Instruction, doi:10.1016/j.learninstruc.2017.09.010

Yang, Y., & Lin, Y. (2015). Online collaborative note-taking strategies to foster EFL beginners'

literacy development. System, 52127-138. doi:10.1016/j.system.2015.05.006