Week 3: Monday

March 14, 2011

This lesson is designed for 10th grade biology students

Michigan Content Expectations:

Objectives:
B2.1A – Explain how cells transform energy (ultimately obtained from the sun)
from one form to another through the processes of photosynthesis and
respiration. Identify the reactants and products in the general reaction of
photosynthesis.
B2.1B – Compare and contrast the transformation of matter and energy during
photosynthesis and respiration.
B2.5C – Describe how energy is transferred and transformed from the sun into
energy-rich molecules during photosynthesis.
B2.5D – Describe how individual cells break down energy-rich molecules to
provide energy for cell functions.
B3.1A – Describe how organisms acquire energy directly or indirectly from
sunlight.
B3.1B - Illustrate and describe the energy conversions that occur during
photosynthesis and respiration.
B3.1C – Recognize the equations for photosynthesis and respiration and identify
the reactants and products for both.
B3.1D – Explain how living organisms gain and use mass through the processes
of photosynthesis and respiration.

Resources:
• Students will need:
o Guided notes (to be picked up at the beginning of class)
o Lab book (to be passed back at the beginning of class)
o Half sheet of paper (to be picked up at the beginning of class)
• Teacher will need:
o Power Point
o Film Canisters (prepared on Friday)
o Celery
o Beaker
o Water
o Food Coloring
Safety:
There are no safety concerns for this lesson
Opening:
Welcome students back from the weekend, take roll, pass back lab books

Instructional Flow:
 Set up demo: Celery
 Guided notes: Photosynthesis
o Connect plant processes back to the lab, “Leaves, Stems and
Roots”
 Note Quiz: to be done on a half sheet of paper
 Explain Celery demo, to show xylem and phloem
 Discuss film canister results
o Students record results in a data table using tally marks
o Why don’t plants grow in green light?
 Also write on half sheet of paper
Closure:
Have students turn in their half sheets before leaving

Assessment:
The exit slips will be informally assessed, and students will be given points
for completing them. I will use the information to determine what may
need to be re-taught in tomorrow’s lesson.

Modifications:
ELL students will discuss “Leaves, Stems and Roots” prior to the notes.
We will finish taking notes on Tuesday.

Rationale:
This lesson is the halfway point of this unit. There will be no new
information covered on Tuesday. It will be this same content, just in a
different format. Students will quiz on photosynthesis on Wednesday.

Annotation:
Based on the post- observation conference, I would alter some of the
content presented in my lesson if I teach this lesson again. Namely, I would
change the reactants for the Calvin Cycle, removing water from the list.
Furthermore, I would alter the language of the Big Idea for the Calvin Cycle,
saying “FIXING CARBON” rather than Carbon Dioxide.

Between 1st and 2nd hour, I added a video clip to my notes, since class
was running short. I also added an image of the different wavelengths of visible
light to explain what wavelength is. This was used to connect the different
amounts of energy in red and blue light.
 In my 5th hour, one student asked why the blue peak was higher than the
red peak on the absorption spectrum. I welcomed this question and used it as a
springboard to talk about why plants grow better in blue light.
There were a lot of blank stares throughout the day, but also a lot of great
questions. Judging from the week that we spent on cellular respiration, many
students who were confused today will hopefully have a better grip tomorrow,
with a graphical representation of photosynthesis.

I also ended up integrated the film canister results into the power point.
This seemed to flow well. I paused during the slide on the photosynthesis
equation to discuss the celery as well. 5th hour asked me to place the control in
the blue water as well. I did, and it worked by the end of the hour!