Ellington Academy Lesson Plans
Mrs. Rhoades, Biology
Week of Dec. 2 – Dec. 6
Desired Outcomes
Objectives: Explain the purpose and outcome of photosynthesis and respiration
Evaluate evidence for photosynthesis and/or respiration and propose an explanation for observations
Construct and revise an explanation of the role of oxygen in energy production
Create a model to show how light energy is converted into chemical energy in an ecosystem
Essential Questions: How is change reflected through art and technology?
How do organisms get their energy? Why do we need to care about trees and pollution?
Assessment of Learning
Daily warm-ups; small- and whole-group discussion; monitoring students’ progress during independent work; laboratory experiment; completion of warm-ups and assignments; informal polls/quizzes.
Arts/Technology Integration Strategy
Videos and Powerpoint slides will be shown. Students will watch and analyze a cartoon for closure of the week's lessons. Students will draw a picture showing the connection between photsynthesis and respiration in an ecosystem.
Learning Plan for the Week
Hook: Why can't we create our own food (why do we have to eat it)? Why do plants have mitochondria? Why should we care about trees?
Direct Instruction: The teacher will provide direct instruction on photosynthesis and respiration.
Guided Practice: The teacher will guide students through the beginning of review activities, provide examples, and guide students through the laboratory procedure.
Independent Practice: Students will fill out their own notes and complete individual assignments. They will make predictions, observations, and conclusions alone and/or in groups during the lab.
Closure: Students will use what they have learned about photosynthesis and respiration to explain findings in a lab experiment. Students will also watch a cartoon to recap everything they have learned so far about ecology, including food webs, biotic/abiotic factors, populations, photosynthesis/ respiration, and biodiversity!
Materials/Resources: Handouts will be provided for students; students should have notebooks, folders/binders, and something to write with every day. They should keep their textbooks at home for a resource.
DAILY LEARNING PLAN
Photosynthesis & Respiration 12.2 – 12.6
Monday
(10) new seating chart + expectations
(5) Warm-up: What do you know about photosynthesis?
(20) Notes: photosynthesis
(5) video: Photosynthesis
(10) Practice: photosynthesis reinforcement
HW: Photosynthesis practice
Tuesday
(10) demo: what do you think is happening? (BTB)
(25) Respiration notes & video
(10) Vocab
(10) Set up lab
HW: Respiration reinforcement
Wednesday
(5) WU: Why do plants have mitochondria?
(30) Lab: Photosynthesis and respiration
(10) Brief notes: plants need respiration too, to break down the sugars into usable form
HW: Anaerobic/aerobic respiration
Thursday
(10) WU
(45) Draw a picture diagramming photosynthesis and respiration in an ecosystem.
Friday
(10) WU
(rest of hour) video assignment – impact of human activities and removal of organisms from food web
Mrs. Rhoades, Biology
Week of Dec. 2 – Dec. 6
Desired Outcomes
Objectives: Explain the purpose and outcome of photosynthesis and respiration
Evaluate evidence for photosynthesis and/or respiration and propose an explanation for observations
Construct and revise an explanation of the role of oxygen in energy production
Create a model to show how light energy is converted into chemical energy in an ecosystem
Essential Questions: How is change reflected through art and technology?
How do organisms get their energy? Why do we need to care about trees and pollution?
Assessment of Learning
Daily warm-ups; small- and whole-group discussion; monitoring students’ progress during independent work; laboratory experiment; completion of warm-ups and assignments; informal polls/quizzes.
Arts/Technology Integration Strategy
Videos and Powerpoint slides will be shown. Students will watch and analyze a cartoon for closure of the week's lessons. Students will draw a picture showing the connection between photsynthesis and respiration in an ecosystem.
Learning Plan for the Week
Hook: Why can't we create our own food (why do we have to eat it)? Why do plants have mitochondria? Why should we care about trees?
Direct Instruction: The teacher will provide direct instruction on photosynthesis and respiration.
Guided Practice: The teacher will guide students through the beginning of review activities, provide examples, and guide students through the laboratory procedure.
Independent Practice: Students will fill out their own notes and complete individual assignments. They will make predictions, observations, and conclusions alone and/or in groups during the lab.
Closure: Students will use what they have learned about photosynthesis and respiration to explain findings in a lab experiment. Students will also watch a cartoon to recap everything they have learned so far about ecology, including food webs, biotic/abiotic factors, populations, photosynthesis/ respiration, and biodiversity!
Materials/Resources: Handouts will be provided for students; students should have notebooks, folders/binders, and something to write with every day. They should keep their textbooks at home for a resource.
DAILY LEARNING PLAN
Photosynthesis & Respiration 12.2 – 12.6
Monday
(10) new seating chart + expectations
(5) Warm-up: What do you know about photosynthesis?
(20) Notes: photosynthesis
(5) video: Photosynthesis
(10) Practice: photosynthesis reinforcement
HW: Photosynthesis practice
Tuesday
(10) demo: what do you think is happening? (BTB)
(25) Respiration notes & video
(10) Vocab
(10) Set up lab
HW: Respiration reinforcement
Wednesday
(5) WU: Why do plants have mitochondria?
(30) Lab: Photosynthesis and respiration
(10) Brief notes: plants need respiration too, to break down the sugars into usable form
HW: Anaerobic/aerobic respiration
Thursday
(10) WU
(45) Draw a picture diagramming photosynthesis and respiration in an ecosystem.
Friday
(10) WU
(rest of hour) video assignment – impact of human activities and removal of organisms from food web