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Lesson Plan Design

Subject: Science Grade: 7th Lesson Topic: Photosynthesis

Candidate’s Name: Emily Atkins ID #023822469
Site Supervisor: Carol Strampfer NU Supervisor: Naomi Bell
Date: April 10, 2018

1. Introduction: (Identify Grade Level K12 Academic Content Standard(s), rationale, focus learner, create
bridges from past learning, behavior expectations).
Next Generation Science Standards Rationale:
Middle school integrated science classes
LS1.C: Organization for Matter and Energy Flow in
lay the groundwork for content knowledge.
Organisms
In this unit, students will about cellular
- Plants, algae (including phytoplankton), and many respiration, photosynthesis, how the two
microorganisms use the energy from light to make are connected, and how matter and energy
sugars (food) from carbon dioxide from the atmosphere cycle through living and nonliving things
and water through the process of photosynthesis, which on Earth. This content knowledge will
also releases oxygen. These sugars can be used provide them with the material and skills
immediately or stored for growth or later use. (MS-LS1- they will need to succeed in high school
6) level science classes and make connections
LS2.A: Interdependent Relationships in Ecosystems across subjects and the real world.
- Organisms, and populations of organisms, are
dependent on their environmental interactions both with
other living things and with nonliving factors. (MS-
LS2-1)
PS3.D: Energy in Chemical Processes and Everyday Life
- The chemical reaction by which plants produce complex
food molecules (sugars) requires an energy input (i.e.,
from sunlight) to occur. In this reaction, carbon dioxide
and water combine to form carbon-based organic
molecules and release oxygen. (secondary to MS-LS1-6)

2. Learner Outcome(s)/Objective(s): (What will students learn from this lesson? How will you measure
mastery of the outcome?)
1. Students will analyze data to identify key features of Rationale:
graphs and uncover trends. This lesson will ensure that students
2. Students will plot data correctly onto a graph to understand what photosynthesis is, how it
analyze the effect of the independent variable on the works, and the different chemicals
dependent variable. involved so they can make connections
3. Students will understand the what the process of between photosynthesis and cellular
photosynthesis does for a plant and the molecules respiration. They also will learn valuable
and compounds that are involved. skills such as graphing and how to interpret
data and use that evidence to form
conclusion. These learning goals will help
students make progress toward the overall
learning goals of the unit and develop
skills that will help them throughout life.
 3. Pre-assessment Activity: (Determine students’ abilities to achieve the learner outcome and prescribe
instruction accordingly. Consider: linguistic background, academic language abilities, content
knowledge, cultural and health considerations, interests and aspirations, physical development, social
development, emotional development. )
The day before, students took a survey that assessed their Rationale:
prior knowledge of photosynthesis and their comprehension The assessment will help me gauge the
of how different variables affect the rate of photosynthesis. level of prior knowledge the students have
on the topic. I will be able to determine
how much review needs to be done before
moving on and what I need to re-teach. It
will also tell me which students need more
exposure to this content and who would
benefit from more one-on-one attention.

4. Differentiation, Adaptation & Accommodation Strategies: (Based on the pre-assessments, modify

Learning Activities based on learner characteristics to meet the needs of ELL & special needs students,
highly achieving students and low achieving students)
This lesson will be differentiated to meet the needs of Rationale:
different students by providing independent, whole class, and By presenting the information in a variety
group activities. The simulation activity is independent, the of ways, it is ensuring that all students are
notes will be guided as I model for students what they are receiving the information in ways they can
supposed to write down in their notebooks, and students will understand. The accommodations for
have discussions in their pre-assigned lab groups. students with special needs and ELLs will
Accommodations and adaptations for English Language provide them with the same information as
Learners, students on IEPs or 504 plans include extra time to everyone else, but in a way that is tailored
complete assignments, guided notes, opportunities to retake to their learning style and pace. It will
assessments, priority seating, and restating/rephrasing ensure that they do not fall behind the rest
directions and discussion questions. One-on-one instruction of the class and are provided with an
will happen if needed for specific students. equitable environment in which they can
succeed.

5. Resources: (Identify materials needed for this lesson accounting for varying degrees of skill level)
1. Student computers Rationale:
2. Simulation instructions (printed and digital) These materials will be needed for the
3. Simulation worksheet students to complete the activities of the
4. Student notebooks lesson. They are also to help the teacher
differentiate the lesson and make
accommodations for those who need them.

6. Learning Activities: Explicit Teacher Instruction - (Explain, model, demonstrate, check for
understanding)
1. I will instruct students to complete the Elodea
Simulation activity that they started before we left
for spring break.
2. I will instruct students to discuss reflection
questions with their lab groups.
3. I will model for students how to write the chemical
equation for photosynthesis and lead a class
discussion about photosynthesis, review our past
photosynthesis labs (including the simulation), and
start making connections to cellular respiration
which was covered previously.
Check for Understanding:
Rationale:
1. The instructions for this task will
be given both verbally and in
written format in order to
differentiate for students with
different learning modalities.
2. The instructions for this task will
be given both verbally and in
written format in order to
differentiate for students with
different learning modalities.
3. I will guide students through these
 1. When I give students directions I will ask random notes because it is a new concept
students to repeat them back to me to check for they have been investigating. We
understanding as well as have the whole class repeat will discuss connections between
simple directions to me. photosynthesis and cellular
2. During the guided notes I will class on random respiration in order to have
students to answer questions or have students raise students practice making
their hands to answer questions. I will also have connections which they will need
students hold up their notebooks so I can see that to do in the lessons to follow.
everyone is following instructions.
Check for Understanding:
1. Having the students repeat
instructions to me is a better way
to make sure they understood
what is expected of them than
asking them a yes or no question.
It requires them to restate or
rephrase the instructions so that I
can really see if they
comprehended my directions.
2. Having multiple ways to check
for understanding, and checking
frequently during a lesson will
provide me will the most data
possible regarding student
learning and progress so that I can
design appropriate future lessons.

6. Learning Activities: Guided Practice/ Collaborative Practice (Check for understanding and provide
feedback and re-teaching)

1. Students will participate in a group discussion about Rationale:

trends they saw in the data from the Elodea 1. The group discussions allow
simulation. students to reflect on the activity
2. The whole class will follow the teacher as she they just completed in a way that
models the photosynthesis equation and takes notes. exposes them to different
perspectives from their
Check for Understanding: classmates. This helps them
1. During the group discussions I will walk around the develop their own ideas and
room looking at student work and listening to group understand the content better.
conversations. I will provide help and clarification, 2. The purpose of guiding students
and restate directions when needed. through these notes is because it is
2. During the guided notes I will class on random a new concept they have been
students to answer questions or have students raise investigating. We will discuss
their hands to answer questions. I will also have connections between
students hold up their notebooks so I can see that photosynthesis and cellular
everyone is following instructions. respiration in order to have
students practice making
connections which they will need
to do in the lessons to follow.

Check for understanding:

1. By walking around the room to
check on students while they are
working I am able to manage the
classroom as well as check on any
 students who may be struggling
but wouldn’t have asked for help
themselves.
2. By asking students review
questions while we work together
through the notes I am able to
check their understanding as we
go. Having them hold their
notebooks up to me is a quick
way for me to see that everyone is
following along.

7. Independent Practice: (Provide practice that supports the learning outcome. Note: Independent activities
are assigned assuming that students understand the concept well enough to work on their own.)
1. The Elodea simulation is independent practice for Rationale:
students. 1. Making the Elodea simulation
2. A portion of the notes will be an independent time independent practice allows
for students to reflect on what they have learned so students to investigate
far. photosynthesis on their own and
draw their own conclusions about
Check for Understanding:
the variables that affect the rate of
During both of these activities I will walk around the room the reaction. It also provides them
looking at student work. I will provide help and clarification, with a time to practice
and ask leading questions when needed. interpreting data tables and trends
and drawing conclusions from the
evidence.
2. Having students reflect in their
notebooks gives them writing
practice as well as an opportunity
to process the new content.

Check for understanding:

By walking around the room to check on
students while they are working I am able
to manage the classroom as well as check
on any students who may be struggling but
wouldn’t have asked for help themselves.

8. Assessment and Evaluation: (Describe how you will assess and/or evaluate the students’ learning.
Describe differentiating assessment strategies you will use for ELL, special needs students, highly
achieving students and low achieving students.)
Students will be given a formative assessment in the form of Rationale:
an online google form quiz to track their progress through This lesson comes in the middle of the unit
this unit. so it is a good place to stop and check-in
with students and evaluate their progress
toward achieving the unit learning goals
and standards. An online google form quiz
provides me with concise information in an
organized way so that I can quickly
evaluate their progress and provide helpful
feedback. Another benefit is that I am able
to modify or adapt lessons based the data
from this assessment.

9. Closure: (Describe how students will reflect on what they have learned.)
The independent part of the notes will act as a closing
reflection of this lesson.
Rationale:
Independent reflection is a valuable closure
strategy because it helps students process
information and ideas at the end of an
activity or unit. Students need to be taught
how to reflect on their knowledge and
skills in order to achieve learning goals and
master standards.