Spring Arbor University School of Education Lesson Plan Template Title: Photosynthesis and Respiration Subject: Biology Grade

Level: 9th Time Allotted: 1hr

aterials !e"uired: Notebook paper, pencil/pen, journal, textbook, Contextual Redefinition Chart (CRC , !lodea plant, beaker, "odiu# bicarbonate, $% &ater, #ini la#p, blanks sheet of paper, coloring utensils

ichigan #urriculum $rame%or&: B'(1 Photosynthesis and Respiration 'bjective(s): TSW read and follo& textbook and co#plete CRC on photosynthesis and respiration TSW identify and dra& the products and reagents in photosynthesis and respiration TSW obser)e photosynthesis &ith the !lodea plant Purpose: *he purpose of this lesson is for the students to be able to #ake connection bet&een photosynthesis and respiration+ and obser)e it take place &ith the !lodea plant( *nstructional Procedure: +hat information do students need to accomplish the objective, -. Anticipatory Set: a( "et up !lodea experi#ent and ha)e students record their hypothesis about &hat they think &ill happen in their journals

/. State Purpose and 'bjective of Lesson: a( % &ant the students to identify &hat is in)ol)ed in photosynthesis and respiration( Because, doing this &ill help gi)e the students a better understanding of &hat goes into the for#ula for photosynthesis and respiration b( % &ant the students to obser)e the !lodea plant throughout the lecture( Because, this &ill allo& the students to obser)e photosynthesis taking place and be able to dra& a diagra# 0. Plan for *nstruction: a( Before lecture the instructor &ill set up de#onstration &ith !lodea b( "tudents &ill co#plete journal fro# board c( *eacher &ill guide students through text using a Contextual Redefinition Chart, see ,supporting docu#entsd( "tudents &ill then look at the de#onstration at the end of lecture and see if their hypothesis &as correct e( "tudents &ill then co#plete their ,ticket out the door-.$ra&ing and Pictograph "trategy

1. 2ifferentiation #onsiderations: a( "tudents &ho get done early or are gifted b( "tudents &ho need #ore ti#e or are struggling

3. Assessment: Formal Formative Assessment of learning can be seen by the notes taken during the lesson &ith C$C and the ,ticket out the door-( / Formal Summative Assessment &ill be gi)en at the end of the unit for a co#plete understanding of #aterial 4. #losure: a( Collect students0 Contextual Redefinition Chart b( "tudents &ill co#plete their dra&ing/pictograph and hand it in as their ,ticket out the door-