Sei sulla pagina 1di 4

L​ESSON​ P​LAN ​Name:​ Brandy McCurdy

Date: 11/20/19
Time: 8:45 am

VITAL COURSE INFORMATION


Subject(s): Biology
Topic or Unit of Study: Energy For Life
Grade/Level: 9-10
CCSS Standards/State HS-LS1-5​ Use a model to illustrate how photosynthesis
Frameworks: transforms light energy into stored chemical energy.
HS-LS1-7 ​Use a model to illustrate that cellular respiration is a
chemical process whereby the bonds of food molecules and
oxygen molecules are broken and the bonds in new compounds
are formed resulting in a net transfer of energy.
HS-LS2-5 ​Develop a model to illustrate the role of photosynthesis
and cellular respiration in the cycling of carbon among the
biosphere, atmosphere, hydrosphere, and geosphere.
Interdisciplinary Subject CCSS.ELA-LITERACY.W.9-10.1
Standards: Write arguments to support claims in an analysis of substantive
topics or texts, using valid reasoning and relevant and sufficient
evidence.
Visual and Performing Arts Responding 7. ​Students will perceive and analyze artistic work.
Standards (or Activity):
Corresponding Big Idea(s): 1. The materials needed for life are neither created nor
destroyed.
2. Human activities are harming the environment by increasing
the amount of CO​2​ in the atmosphere.
Corresponding Essential 1. Are forests helping in the fight against climate change?
Question(s): 2. How is carbon cycled throughout the biosphere?
Core/Central Idea of Lesson The core idea of the lesson is to reinforce that photosynthesis and
cellular respiration are involved in the cycling of carbon
throughout the biosphere as well as get students thinking about
the impacts humans have on the environment.

IMPLEMENTATION
Learning Objectives Matched to EQ1:
an Essential Question: 1. Students will verbally describe the processes that require the
intake or output of carbon dioxide in plants.
2. Students will describe the role of CO​2​ as a greenhouse gas.

EQ2:
1. Students will be able to identify whether forests are a carbon
source or carbon sink.
2. Students will be able to describe the change in CO​2
production/absorption over time.
Learning Context: Students have learned the basic inputs and outputs of both
(Which Part of Unit; Classroom photosynthesis and cellular respiration. Students are now
Environment) learning about fermentation, including what kinds of organisms
carry out fermentation and how it is different from cellular
respiration. They will complete a CER activity on fermentation in
the next lesson, so this lesson is a review of how to write a CER
with content they are already familiar with (the next lesson is still
part of my TPA, so this lesson cannot be part of that unit. Instead
it is separated from the unit without being too far off-topic)
Tier 2 Vocabulary: claim, evidence, reasoning
Tier 3 Vocabulary: greenhouse gas, photosynthesis, cellular respiration,
decomposition, carbon sink, carbon source
Instructional Input: Step 1 (5 minutes): Do now- Students answer the prompt “A
buisiness person described one local business as a “money sink”
and one as a “money source.” What do you think they mean?
Which of the businesses is making more money?”

Step 2 (7 minutes): Introduce vocabulary- Students are already


familiar with photosynthesis with cellular respiration. Introducing
carbon sink and carbon source by using the terms money sink and
money source to describe businesses. Ask students which one
they think is taking money in and which they think is generating
money. Then relate these to carbon dioxide. Explain that
greenhouse gases trap heat in the atmosphere, which has
damaging effects to many ecosystems.

Step 3 (10 minutes): Background- Read research background to


class as they follow along. Have students underline the main idea
of each paragraph, circle key terms, and put a question mark next
to anything they’re confused about. Give students time to discuss
their confusions and clarify them with their partners. Allow
students to ask questions if necessary.

Step 4(5 minutes): Help students to fill in the chart indicating


whether each forest condition is a carbon source or carbon sink,
and whether the corresponding Net Ecosystem Exchange is
positive or negative.

Step 5(5 minutes): CER review- Place two easy to interpret data
on whiteboard. With first, show students how to write a CER.
With second, have students help to write CER.

Step 5(15 minutes): Allow students to review data in packet and


complete CER on data. Students will submit CER as their exit
ticket and self-assess by rating their CER.
Differentiated Instruction English Language Learners: ​As a class, we reviewed the new
- ​Tailoring to individual needs of vocabulary that would be found in the text before reading. This
specific students​ ELL, GATE, was important for the whole class, but especially important for
Special Needs: my EL student, as pre-teaching vocabulary is shown to help EL
- Be specific for each Focus students. The handout also included a short graphic organizer
Student: that helped students make sense of the vocabulary. Again, this
was beneficial for all students, but particularly important for my
EL student, as graphic organizers have been shown to help EL
students.

GATE: ​I think that the lesson was appropriately engaging and


challenging for my GATE students, and it was a short lesson, so
they didn’t have a lot of opportunity to finish considerably sooner
than the rest of the class.

Special Needs: ​Pre-teaching vocabulary was also helpful for my


students on IEPs. The handout provided also included a
vocabulary organizer which students could refer back to later in
the lesson. These kinds of graphic organizers have been shown to
help students with Specific Learning Disabilities. In addition to this
academic differentiation, I also ensured to circle the room and
give reminders to my many students on IEPs to stay on track or to
complete something that they might have missed as a class.

Student Product(s) that will be Student CER


Collected:
Informal Checking for Asking students questions, circling the room to observe students
Understanding that will Occur: who have/have not completed questions
Student Collaboration and Students will work independently on the assignment.
Grouping:
Time Allotment: 45 minutes
Author’s Comments and
Reflections:

MATERIALS AND RESOURCES


Instructional materials and ​Student CER​ , whiteboard and markers,
Resources (Including
Technology):

STANDARDS AND ASSESSMENT


Student Self-Assessment, This lesson did not include self-assessment, self-reflection, or
Self-Reflection and metacognition. However, the lessons in the unit that students
Metacognition: have been working on have included these.
Assessment(s)/Rubric(s) with
Connection Back to an Essential
Question and Appropriate
Learning Objectives:

Potrebbero piacerti anche