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Teacher: Itzel Carrillo

Lesson Plan (Direct Instruction)


Subject/Grade: Biology 9th

Date: 10/13/15

Standard:
S4-C1-PO 1. Describe the role of energy in cellular growth, development, and repair.
S4C1-PO2. Compare the form and function of prokaryotic and eukaryotic cells and their cellular components.
Objective (Explicit):

SWBAT: Complete a diagram and explain the process of cellular respiration including reactants
and products, and how they relate to photosynthesis.
Sub-objectives, SWBAT (Sequenced from basic to complex):
Explain where cellular respiration takes place
Explain how is energy released from ATP
Explain how living things get energy
Evidence of Mastery (Measurable, include variety of methods of checking for understanding):
Informal assessment throughout class time, asking them questions abut previous concepts and
cellular respiration.
Checking for understanding to see if groups correctly rearrange sticky notes to show
photosynthesis and cellular respiration equation.
Checking students individual diagrams to see if correctly filled in photosynthesis/ cellular
respiration diagram and explanation on how both processes relate.
Key vocabulary:
Materials:
ATP
Cellular respiration PowerPoint
Cellular respiration
Student guided notes
Mitochondria
Manila folders
Aerobic
Sticky notes
Anaerobic
Summary questions/ diagram
worksheet
Fermentation
Opening/Anticipatory Set: (state objectives, connect to previous learning, and make relevant to real life)
Teacher will begin by discussing how students will focus on how living things get energy and by
the end of the class students should be able to draw a diagram to explain cellular respiration and
how it relates to photosynthesis. Teacher will have students do a small intro activity with
partners, in which students will get the reactants and products of photosynthesis (CO2, H2O,
O2, C6H12O6) written on sticky notes and they must place them under the correct label written
on the manila folder (Sugar, Oxygen, Carbon dioxide, water). The teacher will walk around to
make sure students placed the correct sticky note with the correct label. Teacher will ask
students, Carbon dioxide and water are needed to make glucose and oxygen in a process
called? students response should be photosynthesis. Teacher will then ask, Why do organisms
need food? Why might plants need glucose? some students may know, but it is a question to
get them thinking about energy and why living things need energy. Teacher will have them think
about food chains (past concept) and how energy is used in each trophic level, to get them
thinking about why energy is important to living organisms. Teacher will mention that we will be
focusing on how we get energy and explaining the process through the use of diagrams.

Instructional Input

Teacher Will:
Student Will:
Provide students with guided notes
Glue their guided notes into their
notebook.
Introduce Do now
Complete Do Now with a partner and
Walk around and check for completion of
show teacher.
Do Now and o over correct answers
Actively listen and fill in their notes as
with the whole class
teacher goes through each slide.
Use a PowerPoint to go over cellular
respiration and what is ATP.
Point out what students should write in
their notes.
Display pictures of the cellular respiration
equation.

Guided Practice

Differentiation
Provide notes already filled in if needed.
Seating arrangement
Provide visuals
Teacher Will:
Student Will:
Review the cellular respiration reactants
Actively listen to instructions.
and products while demonstrating the
Turn over their manila folder to the side
equation to students.
that contains the two arrows, and make
Ask students what products and
sure they have all the sticky notes,
reactants are involved in the process of
total of 4 (CO2, O2, H2O, C6H12O6)
photosynthesis.
Turn their notebook page to their
Ask students to work with a partner for
diagram/summary questions.
their activity.
Work with a partner
Explain to students that they will use the
sticky notes from their Do now to place
them in the correct order on the back of
the manila folder that contains two
arrows, one for photosynthesis and the
other for cellular respiration.
Explain that they will first place them in
the correct order for the photosynthesis
equation and must show teacher and if
correct can move on to placing sticky
notes in the correct order for the cellular
respiration equation.
Differentiation
Providing an example of how their manila folder should look like with sticky notes

Independent Practice

Teacher Will:
Explain to students that they will
independently work with a partner to
rearrange their sticky notes on the
manila folder with arrows, to show the
correct equation for photosynthesis and
cellular respiration.
Explain the photosynthesis/ cellular
respiration diagram students will fill in
after rearranging their sticky notes
Walk around classroom and check
groups photosynthesis equation and
cellular respiration equation.
Assist students with their diagram

Student Will:
With a partner rearrange the sticky
notes to form the photosynthesis
equation and cellular respiration
equation.
Ask teacher to check each equation.
Fill in their photosynthesis/cellular
respiration diagram.

Differentiation
Provide extra time
Closure/Lesson Summary:
As a whole class briefly discuss each process (Photosynthesis/cellular respiration) and review
the answers for the diagram.
Have students complete the summary questions:
-What is cellular respiration important to us?
-What is the ultimate end product of cellular respiration?
-How is cellular respiration and photosynthesis related?

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