LESSON PLAN TEMPLATE
Name:Joshu
a McQuade
Subject:
Biology
Topic:Classification
Lesson no.:1
School:CRC Melton
Duration: 75
min
Date:
23/2/16
Learning Purpose/Rationale:
Year level: 11
Organisms expend energy to sustain living state.
Plants gain energy by capturing sunlight & transform it to chemical energy (carbs) through
photosynthesis
Introduce students to the ATP molecule and its role in organic energy.
VCAA focus:
The distinction between photosynthetic, chemical synthetic and heterotrophs.
Photosynthesis as a chemical process in which solar energy is captured and transformed to
chemical energy by fixing carbonto produce a carbohydrate and releasing oxygen as a by
product.
Learning outcomes:
LO1: Students will be able to correctly identify all stored organic molecules within a human
that are used for energy.
LO2: Students will be able to correctly label a photosynthesis equation (just words, no
numbers yet)
LO3: Students will be able to correctly identify and distinguish between autotrophs and
Assessment:
-
Formative: Direct questioning on current and past content
Formative: Photosynthesis construction activity:
Diagnostic questioning: determining student knowledge of foundational
concepts at beginning of class & questions about future content.
Timing
in
minutes
10:45
11:30ish
2-3 minutes
2-3minutes
2minutes
11:37ish
2minsextend to be
clear
11:40ish
11:50 (try to
rush students
to begin)
Procedure:
The steps in the lesson are laid out in order in the columns below. The
learning outcomes should be specifically addressed and assessed.
Lauren teaching first 45minutes (Slides 9 14)
Explain expectations
Students give focus, positive attitudes towards
learning, accountability (Did I achieve the learning
goals? Do I understand the content from today?)
how they should seek myself or Mrs. Spearman out.
Explain what they can expect from me:
-Classes that provide a variety of learning
experiences not all power points and doing
textbook questions -Constructive feedback on work
-Engaging extension work for those who want it
Organic molecules:
- Slide 15
- All contain C, commonly bonded to O, H, N.
- How one obtains the organic molecules determines
if one is an autotroph or heterotroph.
Quiz the exception to Carbon makes all molecules
organic except(CO2)
- Slide 16
- Define heterotroph Cannot build own ORGANIC
molecules
- discuss food items, method of obtaining food, type
of food DONT RUSH BE CLEAR CONFIRM BEFORE
MOVING ON
- Slide 17 Autotrophs
- Builds own food from CO2 & H20 (+sunlight)
- QN What does it make? What are CO2 and H20
called in this equation? (reactants)
Photosynthesis - Ask if anyone can remember what
it is what form of energy is required what it
produces
-
Breathe give instruction, be clear
breathe relax
Jump up, in the groups youre sitting in,
should be 3-4 people, head to a work
bench
Arrange the green then the blue cards
youve got a few minutes then someone
can draw it on the board
Photosynthesis activity Students recreate
photosynthesis with the green cards. Review. Then
with blue. (Write instructions clear on the
board) - Short discussion (have this drawn on
board by the end of discussion of activity)
(predraw teacher copy on loose paper)
11: 50 12:00
Slide 19 - Discuss radiant energy
Chlorophyll is required to capture
radiant energy (Found in grana in
chloroplasts)
Fun fact The leaf is green but it
doesnt absorb greens due to that
Expand on purple Anthocyanins
Carotenoids and phycoblins absorb
other forms of light wavelengths and
transfer to chlorophyll
Qn 17 20 FOR HOMEWORK IF
NOT ENOUGH TIME
12:00 end of
class
Next lesson Thursday ( Lauren teaching)
Slides 21 on wards
Reintroduce photosynthesis (Slide 21)
Quick review of qns:
17 A: a) Brown algae .b) red algae c)
all plants and all green algae
18 A: a) Pycoerythrin b) Chlorophyll b
c) Carotenoids
19 A: Grana 20 A: Enables more
sunlight to be captured from different
wavelengths
Teachers resources: Laptop, projector,
Students resources: JacPlus (ebook), iPad,
(Homework) Q17-20.
Extension activities: StudyON Photosynthesis
Learning space set-up Teacher oriented, rows + teacher at front of room. Try to
teach from the middle side of the room when possible (questioning, reading long slides).
Use board for explanations.
Self-evaluation:
What I did right:
Pushed through when kids didnt repeat terms back until they did. (pretty big
improvement for me)
Followed up on content from prior classes to reengage knowledge and show that im
listening (purple leaf, CO2 being inorganic)
Decent voice projection (pretty big issue from first placement)
Managed group activity well, gave a clear instruction about what to do and what to
expect once at desk (however didnt say dont open it until some already had) BUT I
addressed this and built off it.
Asked questions which could be built off
Asked closed questions to ensure knowledge comprehension
Worked through the thought processes students would have and simplified some things
(Hetero = consumer, Auto = creator)
I thought I recovered decently after I got caught out (on the exception to autotrophs)
due to poor preparation and content knowledge/panicking a bit and forgetting. I moved
on after a good save from Lauren and did the old theres an exception to everything
but it wasnt very confident so some students may have been a bit iffy about that.
Rotated around the room well when instructing from the front
Got them up and about with an activity, which Is always good if I can then use it to
emphasize a point (if I was teaching Thursday Id reference back to that activity several
times, pointing out how some people got their chemical equations mixed up, how some
put glucose first, simple ways to remember it)
Things to improve on :
Clarity when explaining
Pre-planned examples
Expand more when moving around the room, have a relatable example for each topic
used.
CONTENT KNOWLEDGE The more I know, the more confident I will be with it. Ill speak
it when I study it prior, Ill get used to saying the words and creating little things I can
say with each section.
Need to rehearse my talking moments more. Be
confident in my words and where Im going with it.
Next time I will:
Review the activity as an entire class, rotating across the entire room wasted a bit
of time when I could have emphasized some key points about photosynthesis
(where the 6H 20 and 12H20 went and why).
Emphasis on clarity
Not just repeat the same confusing thing I just said twice and go yeah you get it?
Slow down, break it down, explain why each part is happening/what is expected.
Make sure I identify extension work they can do.
Identify and integrate the learning objectives written on the board to give relevance and show progression as a
class.
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