Photosynthesis Lesson Plan

Heather Hawkins
November 2nd, 2016
Class Snapshot: We just completed photosynthesis and cell respiration. Students
completed notes on the cell cycle and mitosis on Monday and Tuesday. Today we will
view stages of mitosis under the microscope and examine pictures of the various stages.
After we complete our mitosis section, we will briefly discuss stem cells before we begin
our body systems unit.
State Standards
2.3 Life Science
a. Gather, analyze, and interpret data and models on the different types of
cells, their structures, components and functions (DOK 1-2)
b. Develop, communicate, and justify an evidence-based scientific explanation
regarding cell structures, components, and their specific functions (DOK 1-3)
c. Compare and contrast the basic structures and functions of plant cells,
animal cells, and single-celled organisms (DOK 2)
d. Employ tools to gather, view, analyze, and report results for the scientific
investigations of cells (DOK 1-2)

IB Criterion/ATLs
1. Self-Management Students will self-manage and demonstrate appropriate class behaviors
during a lab.
2. Social/Communication - Students will communicate their findings with their partner. Then as a
table pod they will collaborate and compare their findings, including discussing how they determined
which phase each onion cell was in.
3. Criterion A: Knowing and Understanding - Students will continue building their knowledge about
cells and their processes as we enter our photosynthesis and cellular respiration portion of the cell
unit
4. Criterion C: Processing and Evaluating - Students will evaluate the data they collect during the lab
and evaluate the data as part of a group.
CSU CEP Criterion
3b. Plan and consistently deliver instruction that draws on results of student
assessments, is aligned to academic standards and advances students' level of content
knowledge and skills.
3e. Establish and communicate high expectations for all students and plan instruction
that helps students develop critical thinking and problem solving skills
3f. Provide students with opportunities to work in teams and develop leadership
qualities.
3g. Teachers communicate effectively, making learning objectives clear, providing
appropriate models of language

Inquiry Questions
1.
2.
3.

Describe the phases of mitosis.

Which phase of mitosis is the most time consuming?
How do the phases of the cell cycle relate to your life?

Learning Targets
1. I can identify the stages of mitosis.
2. I can analyze which stage of mitosis takes the longest using scientific reasoning.
Plan of the Day
1. Journal Question: Describe one phase of mitosis. ~10 Minutes
a. Students will complete their daily journal question as they do at the
beginning of every class. This will serve as a review of the stages of mitosis we
covered yesterday before we begin the lab today.
AE: Students should all write down one or two sentences and be able to share
with the class if called on.
BE: Students are working quietly and individually on journal question.
2. Onion Cell Mitosis Lab ~ 45 minutes
a. Students will work in partners at a lab station looking at an onion root
tip cell. They will draw what their cell looks like in their lab notebooks and note
which phase of mitosis they believe the cell was in. This is the second time
students have used microscopes in this class, thus many of them are still
developing the skills to focus them correctly. I will help them as necessary.
b. Students will then return to their assigned seats and work with a
partner to look at images of onion cells in different phases of mitosis. This
portion of the lab will allow them to analyze how many cells are in each phase
of mitosis. After they have analyzed their onion cell, they will collaborate at
their pod and share their data. As a class we will analyze the data. Students will
form a conclusion about which phase of mitosis the cells are in the most. This
lab will likely carry over into the following day, where students will have time to
write conclusions to their experiments.
AE: Students will use the microscope to focus on the onion cell. They will be
able to depict the onion cell in their notebooks and they will try to identify which
phase of mitosis the cell is in.
BE: Students will responsibly work with a partner and responsibly use their lab
equipment. They will then collaborate with peers in a polite and productive
manner.
MI: Naturalist - students will categorize phases of mitosis and collect data,
Interpersonal - students will discuss and form conclusions
Visual - students will look at an onion cell and then draw the cell
Verbal - students will have a chance to explain what they saw in their own
words