Common Components of Lesson and Assessment Plan

Lesson and Assessment Plan Context

Overview This lesson is building on previous knowledge of cellular respiration

and photosynthesis. My students have already been taught the
mechanics of both cell processes. This demonstration is going to
drive the point home that these two processes are linked together,
and without one the other cannot happen. The students have also
been exposed to how we can increase cellular respiration rates. They
will see this happen right before their eyes with the demonstration.
They will be assessed both formally and informally throughout the
unit on several quizzes, labs, and one unit test. They will again be
formally assessed with the district wide midterm that they will take
October 13th.

Student There is about 40% of students in this class on free and reduced
Background, lunch. The class is 32% Caucasian, 32% African American, 29%
Culture, and Hispanic, and 7% other. The class is made up of 20 males, and 11
Context females. There are two students who are repeat biology students, so
they are 10th grade students. From day 1, these students made it
known to the rest of the class that they were retaking this course.
They love to joke around, but I try to keep that to a minimum. They
also love to try to tell everyone answers whenever I am doing notes
with the class. This becomes an issue because they are usually
telling others the wrong answers. I have had a personal conversation
with each one of them because of this issue. They completed
understood, and have been better since. One of the repeat students
has medical issues, and is constantly missing school. I am in frequent
communication with his mom because we both want to ensure he
passes biology this time. The other of the repeat students struggles
with depression. I chose to sit him in the desk that is closest to mine,
and he seems to be thriving. He loves to answer my questions, and
likes to volunteer when I need help with something. Everyone else is
in 9th grade, and this is their first time in biology. 90% of these
students were in Gwinnett county for middle school, so they have had
a miniature course with biology topics in 7th grade. In middle school,
these students were allowed to retake every test, quiz, and turn in
any assignment with no time constraints. As they transition to high
school, they are not allow this luxury. This is harmful for a lot of these
students because they have been conditioned to “retake” everything,
 and when we do not allow it their grades suffer. Research has shown
that there is already a negative effect on math and science when
students transition from middle to high school, and this policy is only
making that divide worsen (Rice, 1997). These students have to
improve their study skills, so they can succeed in biology the first
time. This creates some power issues within my classroom. Before
our first unit test, one student asked what was the date for the retake.
When I informed the whole class that there are no retakes, they are
appalled by this. This is a school policy, and needs to be addressed
with parents as well. I also have parents email me to ask when their
child can retake something or turn in a not turned in assignment (NTI)
from several weeks ago. At Parkview, at the beginning of the school
year there is a night for parents to come meet their child’s teachers.
Parents of 6 students in this class showed up to meet me. I think part
of the reason parents did not show up is because of the timing of the
curriculum night. It was on a Tuesday night toward the end of August,
and it lasted until 9 o’clock at night. These students are extremely
involved with sport or clubs at school, so I doubt the parents wanted
to make trips back to school when their child was doing fine in their
classes. I think the parents did not feel the need to meet with their
child’s teachers at this time. There is a direct correlation with parental
involvement and academic achievement (Deka, 2016). I want to get
my parents more involved in the class, so I try to send out a weekly
email summarizing what we are doing in class.

Rationale This specific lesson was developed for these students because they
are a group where majority play some sort of sport at their high
school. I knew I could make them understand the ADP/ATP cycle and
how it relates to cellular respiration through the demo activity. I also
knew the students would enjoy the demo, and see how it related to
their own lives. The student who I chose to do the exercise demo is a
football player. There are several other football players, soccer
players, cheerleaders, and member of the band in this class. I knew
the students would love relating school to their personal lives. After
they could connect the cycle to cellular respiration, I knew I needed to
figure out how to also link it to photosynthesis. I came up with the
idea to put the solution they created in a test tube with a plant, and let
it do photosynthesis and do the same but block photosynthesis from
happening. I wanted my students to see how the activities related to
one another, and how they are dependant on each other. I think this
lesson is important because without these processes life on earth
would be impossible. It is a beautiful thing to show students how we
 help the world work, and humans are not all bad to our environment.
This lesson connects the students to future learning about chemical
processes. They now know the foundation they need to carry on into
chemistry next year. Next semester, we are going to revisit
photosynthesis when we talk about renewable resources. I am going
to do a lesson all about solar energy, and how we can use
photosynthesis to create a renewable fuel (Cogdell, R., Gardiner, A.,
& Cronin, L. 2012).

Lesson and Assessment Plan Learning Objectives

Purpose of the How can you tell the difference between photosynthesis and cellular
Lesson: Central respiration?
Focus How do photosynthesis and cellular respiration work together?
How is cellular energy related to cellular transport?

Learning ● I can identify that ATP has more energy than ADP.
Objective(s) ● I can recognize ATP as an energy carrying molecule for a cell.
● I can state the reactants and products of both cellular
respiration and photosynthesis.
● I can explain how cellular respiration and photosynthesis work
together to create a cycle.

GSE - Georgia SCBI.A.4: ask questions to investigate and provide explanations on

Standards of the role of photosynthesis and cellular respiration in the energy
Excellence exchange of organisms, examining their function in the cycling of
matter and the flow of energy in ecosystems
SCBI.A.4.a: develop and use models to investigate the structure,
function, and renewable nature of ADP/ATP and their role in
providing energy for cellular processes.
 Formal and Throughout the lab, I will informally assess the students understanding
Informal by asking questions. The students will be actively participating in the
Assessment demo of the lab. They will be formally assessed through the
summative assignment that they will be given on October 12th. There
is a question on the summative that is directly about this lab. The
question is pictured below. The correct answer is C, and the students
will know this information from seeing the demonstration.

Facilitation & My classroom has rows of desks, and some students sit at the lab
Safety benches. The students will grab the necessary papers from the cart at
the front of the classroom. This has been a procedure since the start
of school, so students know to look for papers for the day. This
ensures that the class runs smooth and there are minimal distractions
and minimal moving around. I will place 1 group at each of the 7 lab
station, and 1 group will be placed at the front lab station. During labs,
students are not allowed to sit at the lab benches. They must always
be standing. There are not enough stools for everyone to sit down, so I
made a rule that no one can. The students usually enjoy this because
it gives them a break from sitting in a desk all day. I will have the
supplies presorted for each group. I will ask for one group member
from each group to come get the supplies from me. In order to
transition from one section of the lesson to another, the students must
get me to initial their papers at 2 separate checkpoints. This will
ensure students are transition from one section to another. Once all
groups have completed the lab, they will make their way back to their
desks to complete the analysis questions. Students can again work
together, or ask me questions if help is needed. If the lab involves
glass, then the students will be informed the day before that they must
wear closed toed shoes. If we are working with chemicals, than
 students with longer hair must keep it tied back. For most labs,
students will be wearing safety goggles.

Academi Lang The students will compare the outputs of photosynthesis and cellular
c uage respiration.
Languag Funct The students will argue their reasoning, and tell me why one reaction
e ion happens faster than the other reaction.

Voca Students will verbally answer questions throughout the demonstration.

bular After the demonstration, the students will complete a compare and
y contrast activity to practice their understanding. The students will later
be formally assessed, and have to use the vocabulary on a short
answer portion of the summative assessment.

Synta Students have to understand the different outputs and inputs in

x or photosynthesis and cellular respiration.
Disco
urse

Daily Lesson and Assessment Plan

Day 1: Monday, June 5

Instructiona Introduction The students need a background knowledge before being able
l Strategies (10 minutes) to start the 2 part lab. The main idea for the day is tonicity of
& Learning cells. I plan on using vocabulary the students have already
Tasks that written in their notebooks to teach the lesson. I will show the
Support students the video linked​ h​ ere​ to start off class. This video
Diverse models blood cells becoming hypertonic, isotonic, and finally
Student hypotonic. The video ends when the blood cells burst. I will start
Needs off the notes by asking “What happened to these blood cells,
and can this happen in your cells?”
 Body The students have a blank piece of the notes paper below glued
(30 minutes) in their notebook. I have a smart board in my room, so I project
a blank notes paper on the board. I can take note directly on the
picture from the smart board. We start the notes with
hypotonic. I ask the students for a volunteer to read the
definition. One student will raise their hand and say “when the
concentration of solutes outside the cell is less than the
concentration of solutes inside the cell, and when water moves
into the cell.” We talk about when cells in our body become
hypotonic. The students come to the realization that when they
bloat from drinking water, their cells are hypotonic.

Next we talk about hypertonic solutions. The student reads the

definition “solutes outside the cell are greater than solutes
inside the cell, so water will move out of the cell.” The students
think about when this happens within their own bodies. We
come up with together that when we are in water, like pools or
bathtubs that we are becoming hypertonic. Our fingers and toes
will prune because of this.

Lastly, we talk about isotonic solutions. The students come to

the conclusion that the concentration of solutes inside and
outside of the cell are the same. We talk about equilibrium and
homeostasis, and why it is important for our cells to maintain
 this.

Closure I will ask the students a few review questions like “Why would
(10 minutes) we spray water on vegetables in the grocery store?” and “what
type of solutions cause cells to swell?” I also will remind
students about their upcoming lab. This means no open toed
shoes, and coming in prepared to listen.

Differentiation, 504- I have one student with a 504 plan in this class. He
Modification(s), and has epilepsy, and tends to miss class several days at a
Accommodation(s)
time. I have made sure he has all the background
information for this lab. He scored an 80% on the quiz
about this material, so he has a understanding thus far. I
do not allow students to sit during labs, so if he were to
have a seizure he would not hit any stools on the way
down.
 IEP- No IEP students in this class.

I have no ESOL students in this class, but I do have a few

struggling readers. I will support those students by
answering any questions they may have. I will also
continuously check in with this student to make sure he is
understanding everything.

Materials ● Notebooks
● Pens/pencils
● Handout

Daily Lesson and Assessment Plan

Day 2: Tuesday

Instructiona Introduction I will start the lab by reading the background information below.
l Strategies (10 minutes) I will then let the students begin to design their own
& Learning experiment.
Tasks that
Background​:
Support
Diverse The life of a cell depends on transporting materials and particles
Student into and out of the cell across its semipermeable membrane.
Needs Cells need to take in certain materials to survive, and they also
produce waste that must be removed. Materials that are
transported include, but are not limited to: oxygen, glucose,
water, carbon dioxide, ions etc. The plasma membrane is
semipermeable, which means some materials may diffuse
passively with no energy needed from the cell. Other materials,
like sodium and potassium ions, require the use of cellular
energy and must be pumped across the membrane.

This modeling exercise is focused on the passive transport of

water, osmosis, into and out of different cell types. Water
moves down a concentration gradient- from a high volume of
water to a low volume of water. Another way to determine the
movement of water is to determine the solute concentration. A
solute is something that has been dissolved in a solution (like
salt in saltwater). Water always moves to an area that has a
 higher concentration of solutes. Hint: Solutes suck! Water
wants to dissolve the solutes!

There are three different types of osmotic solutions you will

observe in this activity: Isotonic, hypertonic, and hypotonic.
When a cell is placed in a hypertonic solution, water will leave
the cell and moved toward the higher concentration of solutes.
When a cell is placed in a hypotonic solution, water will enter
the cell because the solute concentration is higher inside.
When placed in an isotonic solution, water will enter and leave
the cell at the same rate, which is called dynamic equilibrium.

Objectives​:

During this investigation, you will observe how different cell

types (plant and animal) react to different osmotic solutions. In
Part 1 you observed a plant cell in two different solutions and
determine which solution is best for the survival of the plant
(celery solutions last week). In Part 2, you will be given a
mystery solution along with materials to design your own
investigation to determine which solution is isotonic to your
mystery solution.

Body Objective:​ Students will set up an experiment to determine

(30 minutes) which of the three solutions is most hypotonic to the potato
cubes.

Experimental Design​: (you must receive teacher approval before

you begin your investigation)

● WHAT will you measure to determine which solution is

hypotonic to the potato? HOW will you collect this
data?
● HOW does this show the movement of water across the
potato cells?
● Procedure: give a step by step list of instructions for
how you will set up your investigation
● Diagram your set up:

● Create a Data Table

Results:
 1.​ ​ hich solution is hypotonic to the potato
W
cells?
2.​ H​ ow do you know?

Student Teacher

· ​Be assigned · ​Assign students into

groups by the · ​Dismiss groups 1 by
teacher. lab stations.
· ​Go to
assigned lab station
after getting safety
goggles.
· ​Go to lab
stations and await
further instruction.

· ​Read through · ​Make sure groups re

ALL lab instructions before beginning
before beginning. · ​Monitor groups thro
· ​Design process
experiment with · ​Approve group desig
group members · ​Answer all student q
· ​Obtain
teacher approval of
experimental
design

· ​Implement · ​Monitor students th

approved · ​Answer any question
experimental
design.
· ​Diagram
Set-up
 · ​Create a data
table

· ​When · ​Make sure all glassw

finished, wait for graduated cylinders are cle
instruction from · ​Instruct students ac
teacher. questions.
· ​Clean lab
station, and return
to seat to discuss
and complete post
lab questions.

Closure Students are to answer post lab questions listed below to end
(10 minutes) the class. If they have questions, they should first discuss with
group members. If they cannot figure out the answers, they
should obtain help from the teacher.

Differentiation, 504- I have one student with a 504 plan in this class. He
Modification(s), and has epilepsy, and tends to miss class several days at a
Accommodation(s)
time. I have made sure he has all the background
information for this lab. He scored an 80% on the quiz
about this material, so he has a understanding thus far. I
do not allow students to sit during labs, so if he were to
have a seizure he would not hit any stools on the way
down.

IEP- No IEP students in this class.

I have no ESOL students in this class, but I do have a few

struggling readers. I will support those students by
answering any questions they may have. I will also
continuously check in with this student to make sure he is
understanding everything.

Materials ● Potato Cubes

● Pre-made sucrose solutions (3)
● 3 50 mL beakers per group
● Scale for each group
 ● Graduated cylinder for each group
● Handout

Daily Lesson and Assessment Plan

Day 3: Wednesday

Instructiona Introduction Today we will be taking a quiz on cell transport before

l Strategies (20 minutes) moving into cell energy. Students need to understand that
& Learning these two processes are connected, so they must first
Tasks that understand cell transport before we can move on. The quiz
Support will be a great way for me to formally assess if students
Diverse understand the material. They will have the first 20 minutes
Student of class to take their quiz.
Needs
Body Now that we have finished our quiz, we will start to talk
(25 minutes) about cellular energy. Students will be taking notes on the
ATP/ADP cycle, and how they are connected. Notes are
linked below. I will explain how ADP and ATP are like
batteries. The fully charged battery is ATP, when it loses a
phosphate it become ADP, a partially charged battery. The
become fully charged again, it has to gain a phosphate.
​The ATP/ADP Cycle​ notes

Closure Students will answer a ticket out the door question. I will
(5 minutes) pass out a sticky note to each student. I will ask “How does
the ATP/ADP cycle relate back to cellular transport?”
Students will put their sticky note on the door on their way
out of class.

Differentiation, 504- I have one student with a 504 plan in this class. He
Modification(s), and has epilepsy, and tends to miss class several days at a
Accommodation(s)
time. I have made sure he has all the background
information for this lab. He scored an 80% on the quiz
about this material, so he has a understanding thus far. I
do not allow students to sit during labs, so if he were to
 have a seizure he would not hit any stools on the way
down.

IEP- No IEP students in this class.

I have no ESOL students in this class, but I do have a few

struggling readers. I will support those students by
answering any questions they may have. I will also
continuously check in with this student to make sure he is
understanding everything.

Materials ● Quiz
● Notebook
● Pens/pencils
● ATP/ADP Cycle picture

Daily Lesson and Assessment Plan

Day 4: Thursday

Instructiona Introduction I will start class by showing ​this​ video. This will give
l Strategies (10 minutes) students an introduction in photosynthesis and cellular
& Learning respiration. While the video is playing, I will take student
Tasks that attendance.
Support
Diverse
Student
Needs Body Students will be making 2 different flip-books for cellular
(35 minutes) respiration and photosynthesis. ​Here​ is the filled out
photosynthesis book. ​Here​ is the cellular respiration book
filled out. I have to give the students information before we
can do any experiments with this information. I want them
to know specifics about these two processes.
 Closure We will do a Kahoot to end class. Students will be asked
(5 minutes) content based questions on the kahoot because tomorrow
they will be applying the content knowledge.

Differentiation, 504- I have one student with a 504 plan in this class. He
Modification(s), and has epilepsy, and tends to miss class several days at a
Accommodation(s)
time. I have made sure he has all the background
information for this lab. He scored an 80% on the quiz
about this material, so he has a understanding thus far. I
do not allow students to sit during labs, so if he were to
have a seizure he would not hit any stools on the way
down.

IEP- No IEP students in this class.

I have no ESOL students in this class, but I do have a few

struggling readers. I will support those students by
answering any questions they may have. I will also
continuously check in with this student to make sure he is
understanding everything.

Materials ● Notebook
● Pens/pencils
● Handouts

Daily Lesson and Assessment Plan

Day 5: Friday

Instructiona Introduction The class will start off with a “test prep” question. The
l Strategies (10 minutes) question is pictured below. The students will use prior
& Learning knowledge to be able to answer it. I will ask for volunteers
Tasks that to come up and read, and then answer the question. The
Support students will use prior knowledge to answer the question.
Diverse The correct answer is C. The students were previously
Student shown a demo with elodea. I will then show the students
Needs this​ review video.
 Body The students have learned about cellular respiration and
(30 minutes) photosynthesis in previous lessons. They have also
learned about the ADP to ATP cycle. The teacher is going
to demo the relationship between ADP and ATP, and then
show how cellular respiration is playing a role in the cycle. I
will have a beaker with 50 milliliters of water in it. I will add
10 milliliters to the beaker of bromothymol blue color
indicator solution. I will ask for a student to volunteer to
help me. I will pick from the students, and then I will ask
the other students sitting to get out a stopwatch on their
phones. I will tell the volunteer that they are going to blow
through a straw into the solution. I will explain the solution
will turn yellow when exposed to acidic solutions. I will ask
the students “What acidic compound is going to be blown
into the beaker?” The students should know from previous
lessons that carbon dioxide will form and that will turn the
solution yellow. I will tell the students to tell the volunteer
when to start blowing into the straw. They will then time
how long it takes for the volunteer to turn the solution
yellow. It should take between 25-45 seconds. We will
record the time on the board. I will thank the student who
volunteered, and ask for another volunteer. The second
volunteer will come up. I will ask the students sitting to set
a timer for 1 minute. The volunteer will run in place for a
minute. This is getting their heart rate up, and will make
their respiration rate go up as well. After the minute is up,
the volunteer will repeat the same experiment. I will be
getting the solution ready whenever the student is running
in place. I will also be asking the students for predictions
on what we think about the second trial. The second trial
should take less time than the first. This is because cellular
 respiration would increase, and thus produce carbon
dioxide at a faster rate. I will then start the second part of
the demo. I will cut a piece of Elodea in half, and place
each part into test tubes. I will put water, and a few drops
of bromothymol blue into the test tubes. I will then explain
to the students that I am going to turn the solution yellow. I
do this by blowing into the test tube with a straw. I put a
cap on each test tube. I put one tube by the window, and
leave overnight. I put the other in my desk (where there is
no light) and leave it overnight. The students will make
predictions about what they think is going to happen in
each test tube. I will then hand out a review activity for the
students to complete before they leave class. The activity
is linked here and here. This activity requires the students
to label the reactants and products of both photosynthesis
and cellular respiration. They will make sure everything is
glued into their notebook.

Closure Before the students can leave, we will go over the answers
(10 minutes) to the review activity. I will remind the students to study for
the upcoming quiz tomorrow.

Differentiation, 504- I have one student with a 504 plan in this class. He
Modification(s), and has epilepsy, and tends to miss class several days at a
Accommodation(s) time. I have made sure he has all the background
information for this lab. He scored an 80% on the quiz
about this material, so he has a understanding thus far. I
do not allow students to sit during labs, so if he were to
have a seizure he would not hit any stools on the way
down.
IEP- No IEP students in this class.
I know specific groups to put students in so they can thrive
during instruction. There was one issue between a boy and
girl in class. The girl’s mother made me aware, and I know
to not put them in groups together.

Materials ● Beakers
● Pipettes
● Water
● Bromothymol Blue Solution
● Elodea Plant
 ● Straws
● Test tubes
● Test tube lids
● Hand-Out 1 and 2

References:
Cogdell, R., Gardiner, A., & Cronin, L. (2012). Learning from photosynthesis: How to use solar
energy to make fuels. ​Philosophical Transactions: Mathematical, Physical and
Engineering Sciences,​ ​370​(1972), 3819-3826.
Deka, P. P. (2016). A study on parental involvement in higher level of education : voices of
parents and students in Pub-Kamrup College and Patidarrang College, Kamrup district.
Clarion: International Multidisciplinary Journal, 5(1), 57-64.
Rice, J. K. (1997). Explaining the Negative Impact of the Transition from Middle to High School
on Student Performance in Mathematics and Science: An Examination of School
Discontinuity and Student Background Variables.