Educ 5501
Unit Plan
Photosynthesis Unit Plan
I.
This unit covers the various topics related to the very important cellular process,
photosynthesis. Photosynthesis plays a major role in the cycling of matter and energy through
the entire biosphere, and it is essential for students to master this concept when engaging in the
study of life. Without this cellular process, many present forms of life on earth simply could not
survive. It produces the oxygen that many forms of life depend on for cellular respiration to
occur. In addition, photosynthesis takes in the carbon dioxide found in the atmosphere that could
otherwise build up and harm the environment. Photosynthesis allows plants and other
photosynthetic organisms to make their own food using sunlight, water, and carbon dioxide.
Due to this autonomy, these organisms supply food and energy for all other forms of life. This
unit is thus an essential component of the following enduring question: What are the scientific
explanations for how matter cycles and energy flows through the biosphere? The previous unit
focused on cellular respiration, which is another cellular process that is essential for the flow of
energy and matter through a biosphere, and cellular respiration could not occur without the
process of photosynthesis. These two cellular processes are interdependent and contain many
similarities and differences. Throughout the duration of this unit, the students will extensively
study these similarities and differences through various comparison activities.
The Photosynthesis Unit will be taught in a classroom that consists of 22 10th grade
students, all of which are normally developing (no IEPs or 504 plans). In this particular class,
there are 12 males and 10 females, all of which are fluent in English. Of those students, 15 are
African American, 5 are White, 1 is Hispanic, and 1 is Asian. Kenwood High School is a Title I
public high school with a high percentage of students who are eligible for free or reduced lunch.
This unit will be taught over a span of 5 lessons, with each of the 5 lessons being taught in a 50minute time period each day from October 22-26, 2012.
II. State Standards
Lesson 1 State Standards:
Biology I: Standard 3 – Flow of Matter and Energy
 CLE 3210.3.1 Analyze energy flow through an ecosystem.
 3210.3.1 Track energy flow through an ecosystem.
 SPI 3210.3.1 Interpret a diagram that illustrates energy flow in an ecosystem.
Lesson 2 State Standards:
Biology I : Standard 3 – Flow of Matter and Energy
 CLE 3210.3.3 Investigate the relationship between the processes of photosynthesis and
cellular respiration.
 3210.3.3 Conduct experiments to investigate photosynthesis and cellular respiration.

SPI 3210.3.3 Compare and contrast photosynthesis and cellular respiration in terms of
energy transformation.
Lesson 3 State Standards:
Biology I: Standard 5 - Biodiversity and Change
 CLE 3210.5.2 Analyze the relationship between form and function in living things.
 SPI 3210.5.2 Recognize the relationship between form and function in living things.
 No Check for Understanding associated with this Course Level Expectation
Biology I: Standard 3 – Flow of Matter and Energy
 CLE 3210.3.3 Investigate the relationship between the processes of photosynthesis and
cellular respiration.
 SPI 3210.3.3 Compare and contrast photosynthesis and cellular respiration in terms of
energy transformation.
 No Check for Understanding associated with this Course Level Expectation
Lesson 4 State Standards:
Biology I: Standard 5 - Biodiversity and Change
 CLE 3210.5.2 Analyze the relationship between form and function in living things.
 SPI 3210.5.2 Recognize the relationship between form and function in living things.
 No Check for Understanding associated with this Course Level Expectation
Biology I: Standard 3 – Flow of Matter and Energy
 CLE 3210.3.3 Investigate the relationship between the processes of photosynthesis and
cellular respiration.
 SPI 3210.3.3 Compare and contrast photosynthesis and cellular respiration in terms of
energy transformation.
 No Check for Understanding associated with this Course Level Expectation
Lesson 5 State Standards:
Biology II: Standard 7 – Botany
 CLE 3216.7.2 Investigate the relationship between form and function for the major plant
structures.
 3216.7.4 Investigate the significance of structural and physiological adaptations of
plants.
 No SPI indicated for this Course Level Expectation.
Biology I: Standard 3 – Flow of Matter and Energy



CLE 3210.3.3 Investigate the relationship between the processes of photosynthesis and
cellular respiration.
SPI 3210.3.3 Compare and contrast photosynthesis and cellular respiration in terms of
energy transformation.
No Check for Understanding associated with this Course Level Expectation
III. Goals/Objectives
The major goal of this unit is for the students to understand that matter cycles and energy flows
through the biosphere constantly, and for them to know and understand the scientific
explanations that support this fact. Photosynthesis is a very prominent player in the cycling of
matter and the flow of energy. Thus, the scientific explanations regarding photosynthesis are
essential for the students to understand this important concept.
Objective
Standards to
which it relates
By completing
the KWL chart
and assigned
reading, the
student will be
able to analyze
the flow of
energy and the
cycle of matter
by explaining the
movement of the
materials as it is
depicted on a
flow chart.
Biology I:
Standard 3 –
Flow of Matter
and Energy
By conducting an
experiment and
using his or her
knowledge of the
formula for
cellular
respiration and
Biology I :
Standard 3 –
Flow of Matter
and Energy
CLE 3210.3.1
Analyze energy
flow through an
ecosystem.
3210.3.1 Track
energy flow
through an
ecosystem.
SPI 3210.3.1
Interpret a
diagram that
illustrates energy
flow in an
ecosystem.
CLE 3210.3.3
Investigate the
Bloom’s
Taxonomy
Level
The students will This objective
analyze a graphic will be assessed
organizer
at the evaluative
showing the flow level of the
of energy and
cognitive domain
cycling of matter of Bloom’s
through an
taxonomy
ecosystem and
because it calls
explain the
for the students
transformation of to both analyze
energy in a short and explain the
paragraph.
flow of energy
and the cycling
of matter in an
ecosystem, not to
just simply
follow them
through an
ecosystem.
Domain
The students will
conduct an
experiment to
discover the
waste products of
photosynthesis,
and turn in a lab
Cognitive
Assessment that
will measure it
This objective
will be assessed
at the evaluative
level of the
cognitive domain
of Bloom’s
taxonomy
Cognitive
its relationship
with
photosynthesis,
the student will
be able to predict
the waste
products of
photosynthesis.
relationship
between the
processes of
photosynthesis
and cellular
respiration.
3210.3.3
Conduct
experiments to
investigate
photosynthesis
and cellular
respiration.
SPI 3210.3.3
Compare and
contrast
photosynthesis
and cellular
respiration in
terms of energy
transformation
report containing
their procedures,
methods, results,
and conclusions
from their
experiments.
Their
conclusions must
include
statements that
compare and
contrast cellular
respiration and
photosynthesis
based on energy
transformation.
because it calls
for the students
to predict the
other waste
products of
photosynthesis as
well as compare
and contrast the
two cellular
processes in
terms of energy
transformation.
Given the
information in
the PowerPoint
presentation, the
student will
analyze the
relationship
between the form
and function of
the chloroplast of
a plant cell by
illustrating how
the granum,
stroma, and
thylakoid of the
chloroplast
contribute to the
light-dependent
reactions of
photosynthesis in
a diagram and a
short essay.
Biology I:
Standard 5 Biodiversity and
Change
The students will
draw a diagram
of a chloroplast
and the diagram
must show the
important
structures of the
chloroplast
involved with
photosynthesis.
This objective
will be assessed
at the analysis
level of the
cognitive domain
of Bloom’s
taxonomy
because it calls
for the students
to illustrate how
the different
structures of the
chloroplast
contribute to
photosynthesis.
CLE 3210.5.2
Analyze the
relationship
between form
and function in
living things.
SPI 3210.5.2
Recognize the
relationship
between form
and function in
living things.
The students will
write a short
essay to
accompany the
diagram of the
chloroplast that
which must
include the
relationship
between form
and function of
the parts of the
chloroplast
Cognitive
involved in the
light-dependent
reactions.
Given the
Each pair will
Biology I:
information
turn in a sheet
Standard 3 –
provided in the
containing two
Flow of Matter
PowerPoint
columns
and Energy
presentation and
(similarities and
engaging in a
differences)
CLE 3210.3.3
think-pair-share
Investigate the
comparing and
activity, the
relationship
contrasting the
student will be
between the
role of the ETC
able to compare
processes of
in the two
and contrast the
photosynthesis
cellular
role of the
and cellular
processes to
electron transport respiration.
assess the
chain in
students’ ability.
SPI 3210.3.3
photosynthesis
Compare and
The students
and cellular
contrast
must include the
respiration in
photosynthesis
electron transport
regards to energy and cellular
chain in this
transformation.
respiration in
comparison,
terms of energy
focusing acutely
transformation.
on the energy
transformation
that occurs in the
ETC.
Given the
The students will
Biology I:
information in
turn in an essay
Standard 5 the PowerPoint
Biodiversity and illustrating the
presentation, the Change
relationship
student will be
between form
able to analyze
and function of
CLE 3210.5.2
the relationship
Analyze the
the parts of the
between the form relationship
chloroplast
and function of
between form
involved in the
the chloroplast of and function in
light-dependent
a plant cell by
living things.
reactions as well
illustrating how
as the lightSPI 3210.5.2
the granum,
Recognize the
independent
stroma, and
relationship
reactions.
thylakoid of the
between form
chloroplast
and function in
A quiz will be
contribute to the living things.
administered
lightcovering the
independent
structures of the
This objective
will be assessed
at the analysis
level of the
cognitive domain
of Bloom’s
taxonomy
because it calls
for the students
to compare and
contrast the two
cellular
processes in
terms of energy
transformation.
Cognitive
This objective
will be assessed
at the analysis
level of the
cognitive domain
of Bloom’s
taxonomy
because it calls
for the students
to analyze how
the different
structures of the
chloroplast
contribute to
photosynthesis.
Cognitive
reactions of
photosynthesis in
the essay started
in the previous
lesson.
chloroplast and
their relationship
to its function in
the process of
photosynthesis.
Given the
information
provided in the
PowerPoint
presentation, the
student will be
able to compare
and contrast
cellular
respiration and
photosynthesis in
terms of the
Calvin Cycle
found in
photosynthesis
and the Kreb’s
Cycle found in
cellular
respiration,
concentrating
acutely on the
energy
transformation
that takes place
in the two cycles.
Biology I:
Standard 3 –
Flow of Matter
and Energy
Given a plant
leaf, the student
will investigate
the importance of
the structural and
physiological
adaptations of
the leaf regarding
photosynthesis,
and be able to list
at least one
feature of the leaf
and its
contribution to
Biology II:
Standard 7 –
Botany
CLE 3210.3.3
Investigate the
relationship
between the
processes of
photosynthesis
and cellular
respiration.
SPI 3210.3.3
Compare and
contrast
photosynthesis
and cellular
respiration in
terms of energy
transformation.
CLE 3216.7.2
Investigate the
relationship
between form
and function for
the major plant
structures.
3216.7.4
Investigate the
significance of
A Venn
Diagram, chart,
poster, or graphic
organizer
developed by the
student will be
used to assess the
students’ ability
to compare and
contrast
photosynthesis
and cellular
respiration in
terms of energy
transformation in
the Calvin cycle
and Kreb’s cycle.
This objective
will be assessed
at the analysis
level of the
cognitive domain
of Bloom’s
taxonomy
because it calls
for the students
to compare and
contrast the two
cellular
processes in
terms of energy
transformation.
Cognitive
The whiteboards
will be consulted
to assess the
level at which
the students
linked the leaf
form and
function to
photosynthesis.
Each student
must contribute
one structural
component of the
leaf on the
This objective
will be assessed
at the application
level of the
cognitive domain
of Bloom’s
taxonomy
because it calls
for the students
to discover the
structural and
physiological
adaptations of
the leaf that
Cognitive
photosynthesis
on a whiteboard.
structural and
physiological
adaptations of
plants.
whiteboard,
along with the
way that
component
contributes to
photosynthesis.
contribute to
photosynthesis.
Given the
information from
the four previous
lessons of this
unit, the students
will be able to
compare and
contrast the
overall processes
of cellular
respiration and
photosynthesis in
terms of the
energy
transformation
that takes place
in every reaction
of the two
processes.
Biology I:
Standard 3 –
Flow of Matter
and Energy
A Venn Diagram
will be used to
assess the
students’ ability
to compare and
contrast
photosynthesis
and cellular
respiration in
their entirety,
rather than just
focusing on parts
of the processes.
The students
must include
energy
transformation in
the diagram.
This objective
will be assessed
at the analysis
level of the
cognitive domain
of Bloom’s
taxonomy
because it calls
for the students
to compare and
contrast the two
cellular
processes in
terms of energy
transformation.
CLE 3210.3.3
Investigate the
relationship
between the
processes of
photosynthesis
and cellular
respiration.
SPI 3210.3.3
Compare and
contrast
photosynthesis
and cellular
respiration in
terms of energy
transformation.
Cognitive
IV. Prerequisite Knowledge and Skills
To be able to succeed in this unit, there are several concepts the students need to already
have mastered. For example, for the students to truly understand scientific explanations, they
need to be familiar with the elements of experimental design. Also, the students must have an
understanding of cell structure and the major biomolecules that are found within them.
Photosynthesis has everything to do with the structure and form of the plant cell, and
understanding the structure and function of cells is a must. The students will also be comparing
and contrasting photosynthesis and cellular respiration to a great extent. Thus, they need to fully
understand cellular respiration to be able to identify similarities and differences between it and
photosynthesis. This comparison will enable the students to undergo exploratory learning in this
unit using their prior knowledge due to the vast similarities between photosynthesis and cellular
respiration. Finally, to truly appreciate the importance of this topic, the students must also be
aware of the interdependence of life. Interdependence is one of the main underlying themes of
photosynthesis, and the students should be aware of that. To assess this prerequisite knowledge
and skills, the mentor teacher will discuss previous summative assessments regarding these
topics with the instructor to make sure that the students have the foundation they need to succeed
in this unit.
V. Unit Assessments
Ecosystem diagram
This formative assessment will be used in the first lesson to assess the students’ ability to
track the flow of energy and cycling of matter in an ecosystem, as well as explain what is
happening in regards to the transformation of energy. The students will analyze a diagram of an
ecosystem and write a short paragraph describing the transformation energy, as well as
explaining the path of matter cycling throughout the ecosystem. The standards expect students
to be able to analyze the flow of these materials through the ecosystem. The instruction of
Lesson 1 will prepare the students to accurately interpret the flow of energy and cycling of
matter in an ecosystem as well as explain the events occurring by providing them with a KWL
chart to complete along with assigned reading.
Photosynthesis Lab Report
This formative assessment allows the students to investigate the relationship between the
processes of photosynthesis and cellular respiration by conducting an experiment that will allow
the students to use their previous knowledge of cellular respiration to predict the waste products
of photosynthesis. The experiment will enable the students to discover and physically see that
photosynthesis gives off oxygen. Knowing that oxygen is used in cellular respiration to generate
ATP, the students will hopefully begin to realize that photosynthesis is essentially the opposite of
that of cellular respiration in terms of energy transformation. If this is the case, the students will
also realize that glucose would be another product of photosynthesis. Thus, transforming light
energy, water, and carbon dioxide into oxygen and glucose. This type of instruction permits
students to discover scientific explanations on their own, giving them concrete, real-world
examples of concepts.
Chloroplast Diagram and Chloroplast Structure Essay
Analyzing the relationship between form and function in living things is a very important
standard of this unit. The structure of the different parts of organisms greatly affects their
function overall function and interaction with the environment. Thus, both form and function
should be looked at as a whole rather than separate. In this assessment, the students will draw a
chloroplast and label the different parts of the organelle. Once this is completed, the students
will write a short essay describing the structures of the organelle, and explaining how these
structures contribute to the light-dependent and light-independent reactions of photosynthesis.
For example, the chloroplast contains thylakoids that have membranes. These membranes serve
as the site for ATP synthase, a key player in the electron transport chain. Facts such as this
should be included to assure the instructor that the students have made the relation between form
and function.
Think-Pair-Share Activity
The think-pair-share activity allows students to come together and present their thoughts
regarding a topic with a partner. For this activity, the teacher will ask the students to compare
and contrast the role of the electron transport chain in photosynthesis and cellular respiration in
regards to energy transformation, and to share their thoughts with their partner. They will
construct a sheet containing two columns to list differences and similarities. This is a great
activity for students because many times students do not want to talk in front of the whole class.
Also, it provides students opportunities to discover other points of views, and it may even reveal
their misunderstandings regarding a topic. The students must have similarities and differences
regarding the electron transport chain and energy transformation in photosynthesis and cellular
respiration to receive full credit on this assesssment.
Venn Diagram, Chart, Poster, or Other Graphic organizer-Calvin cycle and Kreb’s Cycle
This formative assessment allows the students to pick their own form of assessment to
demonstrate their knowledge of the similarities and differences of the Calvin cycle of
photosynthesis and the Kreb’s cycle of cellular respiration. By using their own methods to
categorize information, the students will hopefully understand that the Calvin cycle is essentially
the opposite of the Kreb’s cycle. Rather than breaking glucose apart to produce the ATP and
NADPH, the Calvin cycle uses these electron carriers to build high-energy sugars. The analysis
and comparison of the reactions that take place within photosynthesis and cellular respiration are
essential for the students to be able to compare these cellular processes as a whole.
Light-Dependent and Light-Independent Reactions Quiz
This quiz was used to assess the student’s knowledge of the relationship between form
and function regarding certain structures of the chloroplast and their role in the light-dependent
and light-independent reactions of photosynthesis. The essay previously completed was a good
indicator of student knowledge, but a quiz would enable the instructor to see if there are some
students really struggling since they cannot use additional resources during the quiz. The results
of the quiz will also be a good indicator of areas that may need to be reviewed since the end of
the unit will be near at this point.
Leaf Structure and Function Presentations
This assessment is designed for the students to engage in exploratory learning, and use
their observations to determine the relationship between form and function regarding the overall
plant structure. A manipulative, a leaf, is used to help pull the students out of the plant cell
where the main focus has been this whole unit. Once the student thinking can shift out of the
plant cell, they can use the concepts they gained from the lessons regarding form and function of
the structures involved in the light-independent and light-dependent reactions to make
connections between the form and function of a leaf. The leaf is the site of where photosynthesis
occurs, and it contains many specializations, such as its shape and waxy cuticle, that enables it to
work more efficiently. The students should be able to describe many of these specializations
through observation and their use of prior knowledge.
Venn Diagrams-Overall Comparison of Photosynthesis and Cellular Respiration
The use of a Venn Diagram allows students to categorize what they know about two
concepts, as well as enables them to compare and contrast the them. Classifying information is
an essential cognitive structure for students to have, and Venn Diagrams can help foster the use
of these structures. One of the vastest standards of this unit pertains to comparison of cellular
respiration and photosynthesis. Instead of having the students compare the two without any
guidance, they were instructed to only compare the two based on certain reactions within the
processes throughout this unit. For example, students used a think-pair-share activity to discover
both cellular respiration and photosynthesis use the electron transport chain, but the use of the
series of reactions differs in the cellular processes in regards to energy transformation. By
looking at the individual reactions that take place during photosynthesis and cellular respiration,
it is quite obvious that there are many similarities and differences between the two. This is why
breaking the comparing and contrasting down by different reactions within the processes was
done throughout the unit to help the students tackle the huge task more easily, and in steps. The
last lesson is the only lesson in which the instructor asks the students to compare and contrast all
aspects of the two processes. By this time in the unit, the students will have more knowledge
and understanding regarding this topic, and they will be able to use the past assignments they
completed to help them gain an overall picture.
Summative Unit Exam
Because I did not teach this entire unit, a summative unit exam was never given to the
students. If I had constructed one, it would have been a mixture of short answer, essay, and
multiple-choice questions. I would begin with a diagram depicting the flow of energy and the
cycling of matter through an ecosystem and have the students explain the figure in terms of the
transformation of energy. Also, there would be several short answer questions regarding the
results of the lab report with questions such as:
 What gas accumulated on the plant’s leaves as a result of the experiment?
 What is another product of photosynthesis?
 Where was the source of CO2 for the plant in the experiment?
The students would also be given a diagram of a chloroplast for them to label. Each structure
labeled must be defined based on its function in the light-dependent or light-independent
reactions of photosynthesis. There would be several multiple choice questions regarding the
comparison of photosynthesis and cellular respiration, as well as some regarding the electron
transport chain and Calvin’s cycle of photosynthesis. Finally, the students would end the test
with a short paragraph describing how plant structure contributes to photosynthesis, the flow of
energy, and the cycling of matter in an ecosystem.
Assessment
name
Standards to
which it relates
Objectives that
it will measure
Summative or
formative
Day it will be
assessed
Ecosystem
Diagram
Biology I:
Standard 3 –
Flow of Matter
and Energy
CLE 3210.3.1
Analyze energy
flow through an
ecosystem.
3210.3.1 Track
energy flow
through an
ecosystem.
SPI 3210.3.1
Interpret a
diagram that
illustrates energy
flow in an
ecosystem.
Photosynthesis
Lab Report
Biology I :
Standard 3 –
Flow of Matter
and Energy
CLE 3210.3.3
Investigate the
relationship
between the
processes of
photosynthesis
and cellular
respiration.
3210.3.3
Conduct
experiments to
investigate
photosynthesis
and cellular
respiration.
SPI 3210.3.3
Compare and
contrast
photosynthesis
and cellular
respiration in
By completing
the KWL chart
and assigned
reading, the
student will be
able to analyze
the flow of
energy and the
cycle of matter
by explaining the
movement of the
materials as it is
depicted on a
flow chart.
Formative
Monday, October
22, 2012
By conducting an Formative
experiment and
using his or her
knowledge of the
formula for
cellular
respiration and
its relationship
with
photosynthesis,
the student will
be able to predict
the waste
products of
photosynthesis.
Tuesday,
October 23, 2012
Chloroplast
Diagram and
Chloroplast
Structure Essay
terms of energy
transformation.
Biology I:
Standard 5 Biodiversity and
Change
CLE 3210.5.2
Analyze the
relationship
between form
and function in
living things.
SPI 3210.5.2
Recognize the
relationship
between form
and function in
living things.
Think-Pair-Share
Activity
Biology I:
Standard 3 –
Flow of Matter
and Energy
CLE 3210.3.3
Investigate the
relationship
between the
processes of
photosynthesis
and cellular
respiration.
SPI 3210.3.3
Compare and
contrast
photosynthesis
and cellular
respiration in
terms of energy
transformation.
Given the
Formative
information in
the PowerPoint
presentation, the
student will
analyze the
relationship
between the form
and function of
the chloroplast of
a plant cell by
illustrating how
the granum,
stroma, and
thylakoid of the
chloroplast
contribute to the
light-dependent
reactions of
photosynthesis in
a diagram and a
short essay.
Given the
Formative
information
provided in the
PowerPoint
presentation and
engaging in a
think-pair-share
activity, the
student will be
able to compare
and contrast the
role of the
electron transport
chain in
photosynthesis
and cellular
respiration in
regards to energy
transformation.
Wednesday,
October 24, 2012
Wednesday
October 24, 2012
Chloroplast
Structure Essay
(continued form
previous lesson)
Biology I:
Standard 5 Biodiversity and
Change
CLE 3210.5.2
Analyze the
relationship
between form
and function in
living things.
SPI 3210.5.2
Recognize the
relationship
between form
and function in
living things.
Venn Diagram,
chart, poster, or
graphic
organizer-Calvin
cycle and Kreb’s
Cycle
Biology I:
Standard 3 –
Flow of Matter
and Energy
CLE 3210.3.3
Investigate the
relationship
between the
processes of
photosynthesis
and cellular
respiration.
SPI 3210.3.3
Compare and
contrast
photosynthesis
and cellular
respiration in
terms of energy
transformation.
Given the
Formative
information in
the PowerPoint
presentation, the
student will
analyze the
relationship
between the form
and function of
the chloroplast of
a plant cell by
illustrating how
the granum,
stroma, and
thylakoid of the
chloroplast
contribute to the
lightindependent
reactions of
photosynthesis
by continuing the
essay that was
started in the
previous lesson.
Given the
Formative
information
provided in the
PowerPoint
presentation, the
student will be
able to compare
and contrast
cellular
respiration and
photosynthesis in
terms of the
Calvin Cycle
found in
photosynthesis
and the Kreb’s
Cycle found in
cellular
respiration,
concentrating
acutely on the
Thursday
October 25, 2012
Thursday
October 25, 2012
energy
transformation
that takes place
in the two cycles.
Light-Dependent
and LightIndependent
Reactions Quiz
Biology I:
Standard 5 Biodiversity and
Change
CLE 3210.5.2
Analyze the
relationship
between form
and function in
living things.
SPI 3210.5.2
Recognize the
relationship
between form
and function in
living things.
Leaf Structure
and Function
Presentations
Biology II:
Standard 7 –
Botany
CLE 3216.7.2
Investigate the
relationship
between form
and function for
the major plant
structures.
3216.7.4
Investigate the
significance of
structural and
Given the
Summative
information in
the PowerPoint
presentation, the
student will
analyze the
relationship
between the form
and function of
the chloroplast of
a plant cell by
describing how
the granum,
stroma, and
thylakoid of the
chloroplast
contribute to the
lightindependent
reactions of
photosynthesis
by continuing the
essay that was
started in the
previous lesson.
Given a plant
Formative
leaf, the student
will investigate
the importance of
the structural and
physiological
adaptations of
the leaf regarding
photosynthesis,
and be able to list
at least one
feature of the leaf
and its
contribution to
photosynthesis
Thursday
October 25, 2012
Friday, October
26, 2012
Venn DiagramOverall
comparison of
Cellular
Respiration and
Photosynthesis
physiological
adaptations of
plants.
on a whiteboard.
Biology I:
Standard 3 –
Flow of Matter
and Energy
Given the
Formative
information from
the four previous
lessons of this
unit, the students
will be able to
compare and
contrast the
overall processes
of cellular
respiration and
photosynthesis in
terms of the
energy
transformation
that takes place
in every reaction
of photosynthesis
and cellular
respiration using
a Venn Diagram.
CLE 3210.3.3
Investigate the
relationship
between the
processes of
photosynthesis
and cellular
respiration.
SPI 3210.3.3
Compare and
contrast
photosynthesis
and cellular
respiration in
terms of energy
transforation.
Friday, October
26, 2012
Ecosystem Diagram
Student Name:_____________________
Class Period:______________________
Please describe the following diagram in terms of energy transformation.
Rubric for Photosynthesis Lab Report and Chloroplast Structure Essay
Chloroplast Diagram Key
Venn Diagram: Electron Transport Chain and Overall Comparison of
Cellular Respiration and Photosynthesis
Student Name_______________________
Period_____________________________
Light-Dependent and Light-Independent Reactions of Photosynthesis
Quiz KEY
On the line provided, complete the following sentences:
1. The light-dependent reactions take place within the thylakoid membranes.
2. The light-independent reactions are also known as the Calvin cycle.
3. The energy carriers ATP and NADPH are produced during the light dependent reactions.
4. In the light-dependent reactions, the gas oxygen is produced.
5. High-energy sugars are produced during the light-independent reactions.
6. The light-independent reactions take place in the stroma.
VI. Unit Scope and Sequence Chart
Monday Oct.
22, 2012
Lesson 1:
Energy and
Life
This lesson will
focus on the
flow of energy
and matter
through the
biosphere.
Energy is found
in many forms in
the environment,
and it is
constantly
transforming as
it is passed from
Tuesday Oct.
23, 2012
Lesson 2:
Overview of
Photosynthesis
Wednesday
Oct. 24, 2012
Lesson 3:
LightDependent
Reactions
This lesson is
This lesson is the
designed for the
first of a twostudents to
part lesson that is
investigate
designed for the
photosynthesis by
students to
conducting their
explore how
own experiment plants use radiant
regarding the
energy to fuel
process in class. the production of
The students will glucose. In this
explore
first part of the
photosynthesis in two-day lesson,
this lesson
the students will
Thursday Oct.
25, 2012
Lesson 4:
LightIndependent
Reactions
Friday Oct.
26, 2012
Lesson 5:
Plant
Structure
This lesson is the
second of a twopart lesson that is
designed for the
students to
explore how
plants use radiant
energy to fuel the
production of
glucose. In this
first part of the
two-day lesson,
the students
This lesson will
focus on the
physical
characteristics of
plants that are
associated with
the plant cellular
process,
photosynthesis.
The students will
explore plant
structure in this
lesson through
different
organisms and
the environment.
The students will
explore this
concept by
completing a
KWL chart,
group work,
class discussion,
and the analysis
of a flow chart.
through activities
such as group
work,
experimentation,
and engaging in
class discussion.
discover the
structure of the
organelle located
in the plant cell
in which
photosynthesis
occurs, the
chloroplast, and
how that
organelle uses
sunlight to make
ATP through
effective note
taking and
working in pairs.
discovered the
structure of the
organelle located
in the plant cell
in which
photosynthesis
occurs, the
chloroplast, and
how that
organelle uses
sunlight to make
ATP through
effective note
taking and
working in pairs.
In this lesson, the
students will use
effective note
taking and group
discussion to
discover how the
energy produced
in the lightdependent
reactions will
fuel the
production of
glucose in the
lightindependent
reactions.
activities such as
small-group
whiteboarding,
presentations,
and a class
discussion.
VII. Unit Lessons
Photosynthesis Unit
Lesson 1: Energy and Life
Lesson Design
This lesson will focus on the flow of energy and matter through the biosphere. Energy is
found in many forms in the environment, and it is constantly transforming as it is passed from
different organisms and the environment. The students will explore this concept by completing a
KWL chart, group work, class discussion, and the analysis of a flow chart. This lesson will be
taught in a classroom that consists of 22 10th grade students, all of which are normally
developing (no IEPs or 504 plans). In this particular class, there are 12 males and 10 females, all
of which are fluent in English. Of those students, 15 are African American, 5 are White, 1 is
Hispanic, and 1 is Asian. Kenwood High School is a Title I public high school with a high
percentage of students who are eligible for free or reduced lunch. This lesson is a component of
the photosynthesis unit and will be taught in a 50-minute period at the end of October.
Lesson Rationale
It is essential for students to understand how energy and matter flows through a biosphere
so they can understand the importance of the organisms and environment around them. Without
this knowledge, students would not understand the importance of conserving the environment as
well as the biodiversity of the world. Most of the students have already mastered the concepts
related to the previous unit covering the interdependence of life based on the results of the
formative and summative assessments that the mentor teacher administered. Thus, most of the
students have a firm grasp of the concept that all life depends on other forms of life. What the
students will begin to explore in this lesson is that life also depends on non-living elements in the
environment. The students have learned about food webs since their elementary years, but the
level of understanding that this lesson and unit calls for is much deeper than these students have
ever experienced. In this learning segment, the students will use their knowledge of the
previously discussed topics, a KWL chart, and the textbook to analyze a graphic organizer that
depicts the flow of energy and matter in an ecosystem.
The KWL chart is going to be used in this lesson to help the students develop skills that
enable them to tap into their previous knowledge, ask questions, predict, and show what they
have learned as a result of their reading. A KWL chart is a great tool to show the students how
much they have grown as a result of a lesson. This growth can help encourage students and
enables them to see if their own personal targets, as well as the targets of the class, have in fact
been met. Giving themselves something to investigate helps them claim ownership of their
knowledge because they have discovered something that they were interested in. The students
are also asked to predict the different categories they think the text will organize the information
in. Classification is a very important cognitive structure that is needed for students to succeed in
connecting concepts, and this predictive activity helps reinforce the development of those muchneeded cognitive structures (Garner, 2008). Analyzing the organization of the flow of matter and
energy through an ecosystem in the form a graphic organizer also reinforces this classification of
information and the development of cognitive structures. Thinking about the flow of these
abstract materials can be difficult for some students, but according the Piaget’s Developmental
Theory, they are most certainly capable of performing this high-order thinking activity.
Standards
Biology I: Standard 3 – Flow of Matter and Energy
 CLE 3210.3.1 Analyze energy flow through an ecosystem.
 3210.3.1 Track energy flow through an ecosystem.
 SPI 3210.3.1 Interpret a diagram that illustrates energy flow in an ecosystem.
Performance Objective
By completing the KWL chart and assigned reading, the student will be able to analyze the flow
of energy and the cycle of matter by explaining the movement of the materials as it is depicted
on a flow chart. This objective will be assessed at the evaluative level of the cognitive domain of
Bloom’s taxonomy because it calls for the students to both analyze and explain the flow of
energy and the cycling of matter in an ecosystem, not to just simply follow them through an
ecosystem.






Autotroph
o Plants and some other types of organisms that have the ability to use light
energy from the sun to produce food.
Heterotroph
o Organisms, such as animals, that cannot use the sun’s energy directly. These
organisms obtain energy from the food they consume.
Primary consumer
o Organisms that are primarily herbivores, feeding on plants and fungus.
Secondary consumer
o Mainly carnivorous animals, but omnivorous animals can also be classified as
secondary consumers.
Decomposer
o An organism, often a bacterium or fungus, that feeds on and breaks down
dead plant or animal matter.
Adenosine Triphosphate (ATP)
o One of the principal chemical compounds that cells use to store and release
energy.
The students will have the opportunity to use the academic language of this lesson during the
class discussion and when writing how energy flows through an ecosystem by analyzing and
explaining a graphic organizer. The instructor will scaffold the students’ use of the key terms by
demonstrating how the terms are used during the class discussion, and providing support when
the students use the terms when discussing the topic.
Assessment
The objective to be assessed:
By completing the KWL chart and assigned reading, the student will be able to analyze the flow
of energy and the cycle of matter by explaining the movement of the materials as it is depicted
on a flow chart. This objective will be assessed at the evaluative level of the cognitive domain of
Bloom’s taxonomy because it calls for the students to both analyze and explain the flow of
energy and the cycling of matter in an ecosystem, not to just simply follow them through an
ecosystem.
The formative assessments of the objective:

The students will analyze a graphic organizer (included in this lesson plan) showing the
flow of energy and matter through an ecosystem and explain the transformation of energy
in a short paragraph. This paragraph will be graded with a rubric (included in this lesson
plan). Students must have the correct terminology when describing the flow of energy
through an ecosystem. The students must also indicate when nutrients or energy are
being passed through the ecosystem.
 For students who have trouble writing their thoughts down, the instructor will accept an
oral description of the energy flow depicted in the figure.
Materials





KWL chart
Textbook
o 2010 Prentice Hall Biology text Tennessee Edition; ISBN 0-13-361463-8
Pencils
Paper
Ecosystem Diagram
Instruction: Lesson Delivery and Strategies
Part A: Introduction
The instructor will have the assigned reading on the whiteboard as soon as the students arrive,
and hand out blank KWL charts to every student as they walk into the classroom. The following
clear target will also be posted on the main whiteboard: I can track and explain the flow of
energy and the cycling of matter through an ecosystem. The instructor will have the class
read this target together so the students know exactly what they will be learning for the day.
After this is complete, the instructor will start the class by asking the students what they know
about the flow of energy and the cycling of matter in an ecosystem by asking a question such as,
“How do plants, animals, and the environment exchange energy and nutrients in an ecosystem?”
The instructor will help further guide the students in activating prior knowledge by asking the
following questions:
o “What do we eat to gain energy?”
o “Where does the energy we gain go?”
o “Where do the plants and animals we eat get their energy from?”
o “How are animals classified regarding the food they eat?”
The instructor will introduce the concept of the KWL chart by letting the students know it is
important to first figure out what they already know about a subject, just as they did at the
beginning of the class. In addition, the instructor will explain to the students that the KWL chart
will help them brainstorm what they already know about a topic, and what they would like to
know. The students will then to write down what they know regarding the topic in the “Know”
section of the chart. After the students have completed this section, the instructor will introduce
the students to the “Want to Know” section of the KWL chart. To help the students figure out
how to complete this section of the chart, the instructor will ask questions such as:
o “What would you like to know more about?”
o “What are you most interested in learning?”
o The instructor will really emphasize any questions of students regarding the
flow of energy and matter.
Once the students have brainstormed for a brief time, they will complete the “Want to Know”
section of the chart. After the students are done with this task, the instructor will have the
students use their knowledge and questions to then predict the organization of the text by asking
the students a question such as:
o “How might the author present the information on the flow of energy and
matter in an ecosystem?”
o “What are the possible categories of information?”
o “How are organisms classified in regards to what they eat?”
o “How can the production of adenosine triphosphate by cellular respiration in
plants and animals be involved in the flow of energy in an ecosystem?”
The instructor will write the categories on the board. This is an important pre-reading technique
to enhance reading efficiency, and it will help the students gain more from their reading
exercises. After the “Know” and “Want to Know” sections are completed, the students will read
in the text for the answers to be place in the “Learned” section. The students will have 15
minutes to complete the “Know” and “Want to Know” section of the KWL chart.
Part B: Instruction (direct and/or indirect instruction)
The students will be assigned to read Section 8.1-Energy and Life, pages 201-203.
It should take approximately 15 minutes for the students to complete this reading (the instructor
will allow more time if students need it). During the reading process, the instructor will direct
the students to note the organization of the text and to see if it was similar to categories they
predicted before reading. In addition, the instructor will inform the students that the organization
of information is very important when learning concepts, and noting the organization of the text
can help them organize their thoughts and concepts. In addition to having the students note the
organization of the text, the instructor will also have the students focus strongly on the use of key
terms within the section, and start visualizing how they think energy passes through an
ecosystem based on the information the text provides. After each individual student completes
the assigned reading, they will break into assigned groups (the mentor teacher will best decide
how the students should be broken up given his knowledge of the students). The groups will
then discuss what they learned from reading the section for about 10 minutes. If there were any
students that did not learn something they wanted to, the instructor will have them discuss it with
others to see if they know the answer. If nobody in the group can answer a question, the
instructor will help answer it. Using the knowledge the students gained after reading and
consulting with their group, they will complete the “Learned” section of the KWL chart. After
the KWL charts are completed and the groups are through discussing what they have learned, the
students will return to their original seats. The instructor will then lead a classroom discussion
addressing what the text informed the students regarding the flow of energy and matter for about
10 minutes. It will be at this point that the instructor will assess the students’ knowledge by
using questioning strategies. The instructor will ask questions regarding the following:
 What does it mean to be a heterotroph or autotroph?
o Heterotroph cannot make their own food while autotrophs can use the sun’s
energy to make their own food.
 Where do plants get their energy?
 The sun.
 What happens to the energy we give off?
 It is given off as free energy in the ecosystem.
 What happens to dead organisms?
o Decomposers break the organisms down into nutrients that can be used by
autotrophs.
 What is the difference between radiant energy and chemical energy?
o Radiant energy is from the sun.
 What is chemical energy?
o It can be in the form of glucose or ATP
With this string of questions, the students should be prepared to analyze a graphic organizer
showing the flow of energy and matter in an ecosystem.
Modifications of Instruction
 For students who have trouble getting started and staying on task, provide time
suggestions and checklists for each task.
 For students who have a hard time working in groups, try to assign them a specific
responsibility within the group.
Part C: Deepening Content Learning
If students have extra time during the course of the lesson, the instructor will have them
list some of their favorite organisms and classify them as being autotrophic, heterotrophic,
carnivorous, herbivorous, or omnivorous. The students can then construct a food web
connecting the organisms.
Closure
At the end of class, the students will keep their KWL charts for the students to appreciate
their growth as a result of the lesson. The students will then work on describing the energy flow
chart and explaining how energy and matter flows through an ecosystem in a paragraph in the
last 5 minutes of class. If the students do not complete the assignment, they will complete it for
homework. The students can use their textbooks or other credible resources to fully complete the
assignment. The instructor will inform the students to start thinking about how they think plants
use the sun’s energy to make their own food using the knowledge they already possess regarding
cellular respiration for the next lesson.
References
Garner, B.K. (2008). When students seem stalled. Educational Leadership, 65(6), 32-38.
KWL Chart
Name:__________________________________ Date:_____________________
Macromolecule:
What I know
What I want to know
Predicted Categories of Information
What I learned
Student Name:_____________________
Class Period:______________________
Please describe the following diagram in terms of energy transformation.
Photosynthesis Unit
Lesson 2: Overview of Photosynthesis
Lesson Design
This lesson is designed for the students to investigate photosynthesis by conducting their
own experiment regarding the process in class. The students will explore photosynthesis in this
lesson through activities such as group work, experimentation, and engaging in class discussion.
This lesson will be taught in a classroom that consists of 22 10th grade students, all of which are
normally developing (no IEPs or 504 plans). In this particular class, there are 12 males and 10
females, all of which are fluent in English. Of those students, 15 are African American, 5 are
White, 1 is Hispanic, and 1 is Asian. Kenwood High School is a Title I public high school with a
high percentage of students who are eligible for free or reduced lunch. This lesson is a
component of the photosynthesis unit and will be taught in a 50-minute period at the end of
October.
Lesson Rationale
Understanding the processes of photosynthesis and cellular respiration is essential for
students to comprehend how energy and matter cycle and flow through a biosphere. These two
cellular processes are interdependent, and identifying their similarities and differences enable
students to have a deep understanding of both concepts. Since most of the students have a firm
grasp on cellular respiration based on the student data obtained from the summative assessment,
they have the foundation needed to tackle the concept of photosynthesis. This lesson also builds
on the previous unit regarding the interdependence of life. This is due to the fact that any
organism that requires oxygen to live would not survive without organisms that undergo
photosynthesis and provide the oxygen. In turn, the organisms that photosynthesize need the
carbon dioxide that is given off by other organisms. It is a never-ending cycle, and it deepens the
concept that all life is interdependent and reacts with the environment. In this learning segment,
the students will use their existing knowledge of the process of cellular respiration and the
interdependence of life to explore the process of photosynthesis through conversing with peers
and experimentation. According to Piaget’s developmental theory, students of this age group
have the ability to talk with others about abstract concepts. The group work included in this
lesson enables them to do just that. This type of group work also allows the students to use the
academic language they have been learning to help reinforce the correct usage of key terms.
Finally, group work was utilized in this lesson due to it being very effective in the learning
process. According to Vygotsky’s theory because it provides students with materials to tackle
difficult tasks, encourages the students to talk with others to figure things out, and the instructor
can provide support when necessary for the students to grow even further.
This lesson also allows the students to explore photosynthesis by conducting an
experiment to discover the waste products of the process. Even though these students are
capable of abstract thinking, having this concrete example will really help them remember and
apply the new information in a meaningful way. In addition, familiarizing the students with the
elements of experimental design enables them to really engage in discipline-specific critical
thinking. Finally, this lesson has a great amount of differentiated instruction to keep the students
engaged. It contains group work, independent work, experimentation, and class discussion to
help the students master the concept of photosynthesis. According to Gardner’s multiple
intelligences theory, there are multiple facets of intelligence, and people have strengths in
different areas. Thus, this differentiation of instruction enables all types of students, no matter
how they learn, to be able to succeed.
Standards
Biology I: Standard 3 – Flow of Matter and Energy
 CLE 3210.3.3 Investigate the relationship between the processes of photosynthesis and
cellular respiration.
 3210.3.3 Conduct experiments to investigate photosynthesis and cellular respiration.
 SPI 3210.3.3 Compare and contrast photosynthesis and cellular respiration in terms of
energy transformation.
Performance Objective
By conducting an experiment and using his or her knowledge of the formula for cellular
respiration and its relationship with photosynthesis, the student will be able to predict the waste
products of photosynthesis. This objective will be assessed at the evaluative level of the
cognitive domain of Bloom’s taxonomy because it calls for the students to predict the other
waste products of photosynthesis as well as compare and contrast the two cellular processes in
terms of energy transformation.
Academic Language



Photosynthesis
o A series of reactions that uses light energy from the sun to convert water and
carbon dioxide into sugars and oxygen.
Pigment
o Light absorbing molecules.
Chlorophyll
o The plant’s principal pigment used in photosynthesis.
The students will use the key terms of this lesson when exploring the overall concept of
photosynthesis in their groups using their knowledge of cellular respiration. Also, when writing
the results of their experiments, the students must have these key terms included in their lab
report. This is to provide the students with the opportunity to develop written fluency of the
academic language. Finally, during the class discussion, the instructor will demonstrate how to
use the terms correctly in dialogue.
Assessment
The objective to be assessed:

By conducting an experiment and using his or her knowledge of the formula for cellular
respiration and its relationship with photosynthesis, the student will be able to predict the
waste products of photosynthesis. This objective will be assessed at the evaluative level
of the cognitive domain of Bloom’s taxonomy because it calls for the students to compare
and contrast the two cellular processes in terms of energy transformation in order to
predict the waste products of photosynthesis.
The formative assessments of the objective:

The students will conduct an experiment to discover the waste products of
photosynthesis, and turn in a lab report containing their procedures, methods, results, and
conclusions from their experiments. Their conclusions must include statements that
compare and contrast cellular respiration and photosynthesis based on energy
transformation. For students who struggle with this assessment, the instructor can
verbally assess the students’ experiment results upon request. The grading rubric used
for the assessment of the lab report is attached to this lesson plan.
 Some variation of the following must be included in the lab report: photosynthesis
converts sunlight (radiant energy) to ATP (chemical energy) to make glucose
(chemical energy) while cellular respiration uses glucose to make ATP.
Materials










Textbook
o 2010 Prentice Hall Biology text Tennessee Edition; ISBN 0-13-361463-8
Pencils
Paper
Small whiteboards
Dry erase markers and erasers
Large clear plastic cups
Sodium bicarbonate solution
Elodea plant
Large test tube
Section 8.2 Worksheet
Instruction: Lesson Delivery and Strategies
Part A: Introduction
As soon as the students walk through the door, the instructor will ask them to get into
their assigned groups (assigned by the mentor teacher due to his extensive knowledge of his
students). One member of the group will get a small whiteboard, dry erase markers, and an
eraser, and bring it back to the group. The following clear target will be posted on the main
whiteboard: I can compare and contrast cellular respiration and photosynthesis based on
energy changes. The instructor will have the class read this target together so the students know
exactly what they will be learning for the day. The instructor will begin the class briefly
reviewing the previous unit on cellular respiration. Based on the summative assessment given to
the students at the end of the unit, it is apparent to the instructor that they mastered the concepts
regarding cellular respiration. Thus, the instructor just needs to get them to draw on their prior
knowledge to begin thinking about the new concepts regarding photosynthesis. The key
questions the instructor will focus on will be questions such as the following:
 “What energy form is glucose transformed into during the process of cellular
respiration?”
 “What are the materials needed for cellular respiration to occur?”
 “What are the byproducts of cellular respiration?”
 “What is the equation for cellular respiration?”
These questions will get the students thinking about energy and what they already know about
cellular respiration. The instructor will then ask each group to try to come up with the equation
for photosynthesis by only telling them that it is essentially the opposite of cellular respiration.
This type of exploratory learning is great for children to use critical thinking skills and to apply
information they already know to new concepts. The groups will have 10 minutes to write down
what they think, as a group, is the formula for photosynthesis.
Part B: Instruction (Indirect and/or Direct)
After each group is finished and have their own idea as to what the formula of photosynthesis is,
they will present it to the class. After every group has presented, the instructor will complement
the aspects of the task the students performed very well. The instructor will then write the
correct formula for photosynthesis on the board along with the correct formula for cellular
respiration. The class will discuss compare and contrast the two formulas. Hopefully, the
students will see that the products of one reaction are actually the reactants for another, and vice
versa. The instructor may ask the students the following questions:
 “Do both reactions need glucose to occur?”
 "Where is the energy in both reactions?”
 “What happens to the CO2 in both reactions? What about the O2?”
This discussion should take place for about 10 minutes. After this discussion is finished, each
group will get a large clear plastic cup, sodium bicarbonate solution, elodea plant, and large test
tube. Using the instructions on pg. 206 of the textbook, the students will set up the experiment to
see what waste material is produced during photosynthesis. Once the 20 minutes is up, the
groups will look closely at the leaves to determine what substance accumulated on them. They
should use the discussion that occurred at the beginning of class and their prior knowledge to
hopefully determine that it is in fact oxygen that accumulated on the leaves. For the remainder
of the class and for homework, each individual student will write a short lab report that will be
turned in the next day. The students are to use any resources they want to complete the lab
report.
Modifications of Instruction
 For students who have trouble getting started and staying on task, provide time
suggestions and checklists for each task.
 For students who have a hard time working in groups, try to assign them a specific
responsibility within the group.
Part C: Deepening Content Learning
While the students are waiting on the experiment to finish, as a group, they are to work
on a worksheet covering Section 8.2: Photosynthesis: An Overview (worksheet is provided
with this lesson plan). Also, the students can use this opportunity to pre-read the upcoming
sections regarding photosynthesis to discover what they already know about the topic as well as
to discover what they are going to learn about the topic.
Closure
The students will clean up their experiment materials and put the whiteboards back in
their place when the experiment is finished. In the last few minutes of class, the instructor will
review the key points of the lesson, and provide a short synopsis of the lesson to come the
following day. Before the students leave for the day, the instructor will take up an exit ticket
from the students briefly describing any similarities or differences of cellular respiration and
photosynthesis they discovered today by performing the experiment.
SECTION 8.2 WORKSHEET
PHOTOSYNTHESIS: AN OVERVIEW
Short Answer
1. What is the overall equation for photosynthesis?
2. Explain how light energy affects a chlorophyll molecule.
Reviewing Key Skills
8. Predicting If a plant is kept under green-colored light for an extended amount period of time,
what will happen to the food production?
9. Inferring A plant that has a high amount of the orange pigment carotene would have leaves
of what color? Explain your answer.
10. Design an experiment Design an experiment to test the effects of air pollution on plants.
Be sure to include a control.
SECTION 8.2 WORKSHEET KEY
PHOTOSYNTHESIS: AN OVERVIEW
Short Answer
1. What is the overall equation for photosynthesis?
6CO2+6H2O(Light) C6H12O6+6O2
2. Explain how light energy affects a chlorophyll molecule.
Light energy is transferred to the electrons in a chlorophyll molecule, raising the energy of these
electrons. These high-energy electrons make photosynthesis work.
Reviewing Key Skills
8. Predicting If a plant is kept under green-colored light for an extended amount period of time,
what will happen to the food production?
The production of food will drop because plants do not absorb light well in the green region of
the visible spectrum.
9. Inferring A plant that has a high amount of the orange pigment carotene would have leaves
of what color? Explain your answer.
The plant would have leaves of an orange color. The orange pigment carotene absorbs the
orange wavelength of light very poorly, which makes the leaves appear orange.
10. Design an experiment Design an experiment to test the effects of air pollution on plants.
Be sure to include a control.
Students’ experiments should have controls and manipulated and responding variables, and
should test an effect of air pollution on photosynthesis.
Photosynthesis Unit
Lesson 3: Light-Dependent Reactions
Lesson Design
This lesson is the first of a two-part lesson that is designed for the students to explore
how plants use radiant energy to fuel the production of glucose. In this first part of the two-day
lesson, the students will discover the structure of the organelle located in the plant cell in which
photosynthesis occurs, the chloroplast, and how that organelle uses sunlight to make ATP
through effective note taking and working in pairs. This lesson will be taught in a classroom that
consists of 22 10th grade students, all of which are normally developing (no IEPs or 504 plans).
In this particular class, there are 12 males and 10 females, all of which are fluent in English. Of
those students, 15 are African American, 5 are White, 1 is Hispanic, and 1 is Asian. Kenwood
High School is a Title I public high school with a high percentage of students who are eligible
for free or reduced lunch. This lesson is a component of the photosynthesis unit and will be
taught in a 50-minute period at the end of October.
Lesson Rationale
This lesson is important for students to master to fully understand the flow of energy and
the cycling of matter throughout the biosphere. In this lesson, the students will explore how
sunlight gives plants the energy they need to build glucose molecules. Plants use this glucose for
energy and to grow. If plants were not able to create their own food using sunlight, we as
humans could not exist. Before this lesson, most of the students understood that plants need the
sun to photosynthesize. Once the plants produce the glucose, the students also understand how
the glucose is processed due to their knowledge of cellular respiration and how energy is
released into the environment. Thus, there are just the pieces missing in the middle regarding the
reactions that take place in photosynthesis that the students must understand. This lesson bridges
that gap by demonstrating exactly how plants convert radiant energy to chemical energy using
the pigment, chlorophyll, in the electron transport chain. The students already have a very firm
grasp of the electron transport chain from their previous studies regarding cellular respiration.
The process of photosynthesis also uses this series of reactions. Rather than occurring in the
mitochondria, however, the series of reactions occur in the chloroplast of the plant cell.
There is only a small amount of lecturing in this lesson due to common loss of student
engagement during long lecture periods. To provide differentiation during the lecture, it is
broken up with periodic partner Note Checks for the students to compare their notes with their
partners, as well as for them to come together to answer difficult questions asked by the
instructor. This is a great way for students to build their note taking skills. In addition, the
students will engage in a think-pair-share activity to tackle the main focus of this lesson: to
compare and contrast photosynthesis and cellular respiration in terms of the energy
transformation that takes place in the electron transport chain found in both processes.
According to Piaget’s stages of development and Vygotsky’s social learning theory, the students
can really engage in higher-order thinking when conversing about the difficult and abstract
questions posed by the instructor with others, and are more likely to master difficult concepts
when working with others.
Standards
Biology I: Standard 5 - Biodiversity and Change
 CLE 3210.5.2 Analyze the relationship between form and function in living things.
 SPI 3210.5.2 Recognize the relationship between form and function in living things.
 No Check for Understanding associated with this Course Level Expectation
Biology I: Standard 3 – Flow of Matter and Energy
 CLE 3210.3.3 Investigate the relationship between the processes of photosynthesis and
cellular respiration.
 SPI 3210.3.3 Compare and contrast photosynthesis and cellular respiration in terms of
energy transformation.
 No Check for Understanding associated with this Course Level Expectation
Performance Objectives
Given the information in the PowerPoint presentation, the student will analyze the relationship
between the form and function of the chloroplast of a plant cell by illustrating how the granum,
stroma, and thylakoid of the chloroplast contribute to the light-dependent reactions of
photosynthesis in a diagram and a short essay. This objective will be assessed at the analysis
level of the cognitive domain of Bloom’s taxonomy because it calls for the students to illustrate
how the different structures of the chloroplast contribute to photosynthesis.
Given the information provided in the PowerPoint presentation and engaging in a think-pair
share-activity, the student will be able to compare and contrast the role of the electron transport
chain in photosynthesis and cellular respiration in regards to energy transformation. This
objective will be assessed at the analysis level of the cognitive domain of Bloom’s taxonomy
because it calls for the students to compare and contrast the two cellular processes in terms of
energy transformation.
Academic Language
 Photosystems
o Clusters of pigment and protein that absorb light energy. These are found in
saclike photosynthetic membranes called thylakoids.
 Stroma
o The region outside the thylakoid membranes in the chloroplast.
 NADP+
o Nicotinamide adenine dinucleotide phosphate
 Electron carrier molecule.
 Light-dependent reactions
o Reactions in photosynthesis that require light to take place.
o Produce oxygen gas and convert ADP and NADP+ in to the energy carriers ATP
and NADP+.
 ATP synthase
o A protein that spans the cell membrane and allows H+ ions to pass through it.
The instructor will demonstrate how to use the key terms accurately when presenting the
PowerPoint presentation regarding the topic. The students will have the opportunity to develop
oral fluency in the pair work during the periodic Note Checks throughout the duration of the
presentation. The instructor will walk around the room and monitor the students’ use of the
academic language, and provide any support that is needed. The students will have the
opportunity to develop their written fluency of the academic language when they construct the
diagram of a chloroplast and write a summary of the roles of the different parts of the chloroplast
in photosynthesis.
Formative Assessment
The objective to be assessed:

Given the information in the PowerPoint presentation, the student will analyze the
relationship between the form and function of the chloroplast of a plant cell by
illustrating how the granum, stroma, and thylakoid of the chloroplast contribute to the
light-dependent reactions of photosynthesis in a diagram and a short essay. This objective
will be assessed at the analysis level of the cognitive domain of Bloom’s taxonomy
because it calls for the students to illustrate how the different structures of the chloroplast
contribute to photosynthesis.
The formative assessments of this objective:


The students will draw a diagram of a chloroplast, and this diagram must show the
important structures of the chloroplast involved with photosynthesis.
The students are to write a short essay to accompany the diagram of the chloroplast that
which must include the relationship between the form and function of the parts of the
chloroplast involved in the light-dependent reactions. The key for the chloroplast
diagram and rubric for the essay is included in this lesson plan.
The objective to be assessed:

Given the information provided in the PowerPoint presentation and engaging in a thinkpair-share activity, the student will be able to compare and contrast the role of the
electron transport chain in photosynthesis and cellular respiration in regards to energy
transformation. This objective will be assessed at the analysis level of the cognitive
domain of Bloom’s taxonomy because it calls for the students to compare and contrast
the two cellular processes in terms of energy transformation.
The formative assessment of this objective:

Each pair will turn in a sheet containing two columns (similarities and differences)
comparing and contrasting the role of the ETC in the two cellular processes to assess the
students’ ability. The students must include the electron transport chain in this
comparison, focusing acutely on the energy transformation that occurs in the ETC. To
help the students with this task, a figure illustrating some of the similarities will be
projected on the board (figure is included with this lesson plan).
The chloroplast diagram and sheet showing the similarities and differences of the two cellular
processes must be turned in before the students leave. For students that may struggle with
drawing the chloroplast, the instructor can provide a chloroplast already drawn that just needs to
be labeled.
Materials
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Pencils
Paper
PowerPoint presentation
Projector
Textbook
o 2010 Prentice Hall Biology text Tennessee Edition; ISBN 0-13-361463-8
Figure comparing the Electron Transport Chain in the mitochondria and chloroplast
Instruction: Lesson Delivery and Strategies
Part A: Introduction
The following daily targets will be posted on the main whiteboard at the beginning of the class: I
can identify the relationship of form and function regarding the parts of the chloroplast of
a plant cell that are involved in the light-dependent reactions of photosynthesis and I can
compare and contrast photosynthesis and cellular respiration in terms of the Electron
Transport Chain and energy transformation. The entire class will read these targets aloud to
make sure everyone knows what is expected of them for the day. As soon as the students settle
into the classroom and read the target, the instructor will ask the students to individually write
down everything they can think of regarding the Electron Transport Chain. The students studied
this concept when they studied cellular respiration, and it is a major part of photosynthesis. It is
here where the sunlight is converted to ATP and NADPH, which can be used in lightindependent reactions to produce glucose. Once the students are finished, the instructor will let
the students share what they wrote and write their responses on the board. This activity should
take place for about 10 minutes. After this activity is complete, the instructor will begin the
PowerPoint presentation.
Part B: Instruction (direct and/or indirect)
The beginning of the PowerPoint presentation will be devoted to describing the different parts of
the chloroplast. The granum, stroma, and thylakoids will be emphasized greatly in this lesson
due to their role in the light-dependent reactions of photosynthesis. The students should know by
now that the electron transport chain occurs in the membrane of the mitochondria in cellular
respiration. Thus, the instructor will ask the students where they think the electron transport
chain in the chloroplast is located. Hopefully, they will remember that ATP synthase must span
a membrane in order to function properly, and reason that it must occur in the membranes of the
thylakoids within the chloroplast. At this point in the lecture, the instructor will ask the students
to partner with student to their left and share the notes they have taken thus far. Also, the
instructor will ask the pairs to discuss where they think the Electron Transport Chain in the
chloroplast is located. This should only take approximately 4 minutes to complete. Once the
students are finished, the class will discuss where they think the ETC is located. Once the class
comes to the conclusion that it occurs in the membrane, the instructor will continue the
presentation, and describe how chlorophyll absorbs the sunlight and excites electrons for the
ETC to use to make ATP and NADPH. The instructor will then ask the students what they think
the function of the electron transport chain is in regards to photosynthesis. Again, the students
know from studying cellular respiration that the electron transport chain is used to make a
significant amount of ATP, and hopefully they will draw on this prior knowledge to produce
accurate conclusions. Once again, the students will get with their partner and compare notes as
well as answer this question for about 4 minutes. The class will regroup and discuss until the
entire class comes to the conclusion that it produces ATP. Once the students draw this
conclusion, the instructor will ask the students why plants may need this ATP. To assist the
students in their thinking, the instructor will ask the students to think about the equation of
photosynthesis to answer this question. The entire presentation, including the Note Checks,
should take about 30 minutes to complete.
Modifications of Instruction
 For students who have trouble taking notes, a copy of the PowerPoint presentation
will be available at the end of the class.
Part C: Deepening Content Learning
At the end of the lesson, the teacher will ask the students how the electron transport chain
found in photosynthesis is similar or different to that of the electron transport chain found in
cellular respiration. The instructor will have the students think on it for a few minutes. The
instructor will then ask the students to get back with their partners and talk about what each other
thinks regarding the question. The pairs will write down the similarities and differences of the
electron transport chain in photosynthesis and cellular respiration on a sheet of paper. This will
be the students’ exit ticket for the day.
Closure
After the think-pair-share activity is complete, the students will begin drawing a diagram
of a chloroplast and labeling the structures that are associated with the light-dependent reactions
of photosynthesis. They will then write a short essay that is to accompany the diagram of the
chloroplast. This essay must include the relationship between form and function of the parts of
the chloroplast involved in the light-dependent reactions. Before the students leave for the day,
the instructor will quickly review the key points of the lesson, and let the students know that they
will be studying the light-independent reactions of photosynthesis the next day. Also, the
instructor will let the students know that there will be a small quiz over the light-dependent
reactions and light-independent reactions of photosynthesis the following day at the end of class.
Thus, the students should be advised by the instructor to read ahead to become familiar with the
light-independent reactions of photosynthesis.
References
Garner, B.K. (2008). When students seem stalled. Educational Leadership, 65(6), 32-38.
Photosynthesis Unit
Lesson 4: Light-Independent Reactions
Lesson Design
This lesson is the second of a two-part lesson that is designed for the students to explore
how plants use radiant energy to fuel the production of glucose. In this first part of the two-day
lesson, the students discovered the structure of the organelle located in the plant cell in which
photosynthesis occurs, the chloroplast, and how that organelle uses sunlight to make ATP and
NADPH through effective note taking and working in pairs. In this lesson, the students will use
effective note taking and group discussion to discover how the energy produced in the lightdependent reactions will fuel the production of glucose in the light-independent reactions. This
lesson will be taught in a classroom that consists of 22 10th grade students, all of which are
normally developing (no IEPs or 504 plans). In this particular class, there are 12 males and 10
females, all of which are fluent in English. Of those students, 15 are African American, 5 are
White, 1 is Hispanic, and 1 is Asian. Kenwood High School is a Title I public high school with a
high percentage of students who are eligible for free or reduced lunch. This lesson is a
component of the photosynthesis unit and will be taught in a 50-minute period at the end of
October.
Lesson Rationale
This lesson is important for students to master to fully understand the flow of energy and
the cycling of matter through the biosphere. In this lesson, the students will explore how
sunlight gives plants the energy they need to build glucose molecules. Plants use this glucose for
energy and to grow. If plants were not able to create their own food using sunlight, we as
humans could not exist. Before this lesson, most of the students understood that plants need the
sun to photosynthesize. Once the plants produce the glucose, the students understand how the
glucose is processed due to their knowledge of cellular respiration and how energy is released
into the environment. Thus, there are just the pieces missing in the middle regarding the
reactions that take place in photosynthesis that the students must understand. The previous
lesson bridged that gap by demonstrating exactly how plants convert radiant energy to chemical
energy using the light-absorbing pigment, chlorophyll, in the electron transport chain. This
lesson allows the students to explore how the ATP and NADPH produced in the electron
transport chain fuel the Calvin cycle, which is responsible for building the high-energy sugar
molecules plants need to survive. The students will use their previous knowledge of the Kreb’s
cycle to discover the process of the Calvin cycle, which is essentially the opposite of the Kreb’s
cycle.
The students will engage in a discovery learning group activity and lecture to learn about
the concept of the light-independent reactions of photosynthesis. This type of group work is
effective according to Vygotsky’s theory because it provides students with materials to tackle
difficult tasks, encourages the students to talk with others to figure things out, and the instructor
can provide support when necessary. The mentor teacher will aid the teacher in balancing the
groups so that the group members could help each other achieve the goal of understanding the
concept (zone of proximal development). As stated in the previous lessons of this unit,
classification is a very important cognitive structure that is needed for students to succeed in
connecting concepts (Garner, 2008). The use of a Venn Diagram, chart, poster, or graphic
organizer to compare and contrast the Kreb’s cycle in cellular respiration and the Calvin cycle in
photosynthesis is a great way for students to categorize and classify information and
simultaneously strengthen this essential cognitive structure. Giving the students the option to use
their own choice of method to demonstrate their knowledge will promote the success of all
students due to the different ways that children learn.
Standards
Biology I: Standard 5 - Biodiversity and Change
 CLE 3210.5.2 Analyze the relationship between form and function in living things.
 SPI 3210.5.2 Recognize the relationship between form and function in living things.
 No Check for Understanding associated with this Course Level Expectation
Biology I: Standard 3 – Flow of Matter and Energy
 CLE 3210.3.3 Investigate the relationship between the processes of photosynthesis and
cellular respiration.
 SPI 3210.3.3 Compare and contrast photosynthesis and cellular respiration in terms of
energy transformation.
 No Check for Understanding associated with this Course Level Expectation
Performance Objectives
Given the information in the PowerPoint presentation, the student will analyze the relationship
between the form and function of the chloroplast of a plant cell by illustrating how the granum,
stroma, and thylakoid of the chloroplast contribute to the light-independent reactions of
photosynthesis in the essay started in the previous lesson. This objective will be assessed at the
analysis level of the cognitive domain of Bloom’s taxonomy because it calls for the students to
analyze how the different structures of the chloroplast contribute to photosynthesis.
The student will be given the opportunity use anything they choose (poster, chart, graphic
organizer, etc.) to compare and contrast photosynthesis and cellular respiration, and this
comparison must include the similarities and differences of the two cellular processes in terms of
the Calvin Cycle found in photosynthesis and the Kreb’s Cycle found in cellular respiration,
concentrating acutely on the energy transformation that takes place in the two cycles. This
objective will be assessed at the analysis level of the cognitive domain of Bloom’s taxonomy
because it calls for the students to compare and contrast the two cellular processes in terms of
energy transformation.
Academic Language
 Photosystems
o Clusters of pigment and protein that absorb light energy. These are found in





saclike photosynthetic membranes called thylakoids.
Stroma
o The region outside the thylakoid membranes in the chloroplast.
NADP+
o Nicotinamide adenine dinucleotide phosphate
 Electron carrier molecule.
Light-dependent reactions
o Reactions in photosynthesis that require light to take place.
o Produce oxygen gas and convert ADP and NADP+ in to the energy carriers ATP
and NADP+.
ATP synthase
o A protein that spans the cell membrane and allows H+ ions to pass through it.
Calvin Cycle
o This cycle uses ATP and NADPH from the light-dependent reactions to produce
high-energy sugars.
The instructor will demonstrate how to use the key terms accurately when presenting the
PowerPoint presentation regarding the topic. The students will have the opportunity to develop
oral fluency in the group work at the very beginning of the lesson. The instructor will walk
around the room and monitor the students’ use of the academic language, and provide any
support that is needed. The students will have the opportunity to develop their written fluency of
the academic language when they continue to develop their essays they started in the previous
class period describing how the different structures of the chloroplast contribute to
photosynthesis.
Materials
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Pencils
Paper
Posters
Markers
Small whiteboards
Dry erase markers and erasers
PowerPoint presentation
Projector
Venn Diagram
Textbook
o 2010 Prentice Hall Biology text Tennessee Edition; ISBN 0-13-361463-8
Quiz over light-dependent and light-independent reactions of photosynthesis
Assessment
The objective to be assessed:

Given the information in the PowerPoint presentation, the student will analyze the
relationship between the form and function of the chloroplast of a plant cell by
illustrating how the granum, stroma, and thylakoid of the chloroplast contribute to the
light-independent reactions of photosynthesis by continuing the essay that was started in
the previous lesson. This objective will be assessed at the comprehension level of the
cognitive domain of Bloom’s taxonomy because it calls for the students to describe how
the different structures of the chloroplast contribute to photosynthesis.
The formative assessment of this objective:

The students will turn in an essay illustrating the relationship between form and function
of the parts of the chloroplast involved in the light-dependent reactions as well as the
light-independent reactions. The essay will be assessed using the rubric included in this
lesson plan.
The summative assessment of this objective:

A quiz will be administered covering the structures of the chloroplast and their
relationship to its function in the process of photosynthesis.
The objective to be assessed:

Given the information provided in the PowerPoint presentation, the student will be able
to compare and contrast cellular respiration and photosynthesis in terms of the Calvin
Cycle found in photosynthesis and the Kreb’s Cycle found in cellular respiration,
concentrating acutely on the energy transformation that takes place in the two cycles.
This objective will be assessed at the analysis level of the cognitive domain of Bloom’s
taxonomy because it calls for the students to compare and contrast the two cellular
processes in terms of energy transformation.
The formative assessment of this objective:

A Venn Diagram, chart, poster, or other graphic organizer developed by the student will
be used to assess the students’ ability to compare and contrast photosynthesis and cellular
respiration in terms of energy transformation in the Calvin cycle and Kreb’s cycle.
 A Venn Diagram handout will be available for students struggling with developing
their own method.
Instruction: Lesson Delivery and Strategies
Part A: Introduction
The following daily targets will be posted on the main whiteboard at the beginning of the class: I
can identify the relationship of form and function regarding the parts of the chloroplast
that are involved in the light-independent reactions of photosynthesis and I can compare
and contrast photosynthesis and cellular respiration in terms of the Kreb’s cycle in cellular
respiration and the Calvin cycle in photosynthesis. The entire class will read these targets
aloud to make sure everyone knows what is expected of them for the day. As soon as the
students settle into the classroom and read the target, the instructor will ask the students to get
into their assigned groups (the mentor teacher already has these groups assigned due to his
extensive knowledge of the students). Each group will have a member gather a small
whiteboard, dry erase markers, and an eraser. The instructor will then have the students work as
a group in determining the reactions contained in the Calvin cycle (light-independent reactions).
The instructor will hint that the cycle is essentially the opposite of the Kreb’s cycle of cellular
respiration. This will hopefully have the students think about the Kreb’s cycle breaking glucose
down, and the fact that the Calvin cycle must be building the glucose. This should take about 15
minutes to complete. After the activity is complete, each group will present what they think to
the class. Once every group is done, the PowerPoint presentation will begin.
Part B: Instruction (direct and/or indirect instruction)
The beginning of the PowerPoint presentation will be devoted to reviewing the different parts of
the chloroplast. The granum, stroma, and thylakoids will be emphasized greatly in this lesson
due to their role in the light-independent reactions of photosynthesis. The students should know
by now that the Kreb’s cycle occurs in the matrix (space between the membranes) of the
mitochondria in cellular respiration. Thus, the instructor will ask the students where they think
the Calvin cycle in the chloroplast takes place. Of all of the structures the students have learned
thus far, the stroma of the chloroplast is the closest structure to the matrix of the mitochondria.
Hopefully, with some support from the instructor, each of the students can come to this
conclusion on his or her own. The instructor will then proceed to finish the presentation. This
should only take 10-15 minutes to complete. Before the quiz is handed out, the instructor will
review the following key points of the light-independent and light-dependent reactions of
photosynthesis:
 The light-dependent reactions occur in the thylakoid membranes.
 Another name for the light-dependent reactions is the electron transport chain.
 Another name for the light-independent reactions is the Calvin cycle.
 ATP and NAPDH are produced in the Electron Transport Chain.
 The light-independent reactions occur in the stroma of the chloroplast.
After the review is finished, the instructor will hand out the quiz. The students will have 10-15
minutes to complete it.
Modifications of Instruction

For students who have trouble taking notes, a copy of the PowerPoint presentation
will be available at the end of the class.
Part C: Deepening Content Learning
If any of the students complete their work early during the course of the lesson, the instructor
will ask them to draw and picture a simple plant and write down any physical characteristics of
that plant they think function in photosynthesis, and how they think that structure contributes to
the process.
Closure
Once the quiz is completed, the students will compare and contrast the Calvin cycle in
photosynthesis and the Kreb’s cycle in cellular respiration using any method they choose. This
activity will be the students’ exit ticket at the end of class. The instructor will briefly inform the
students that in the following lesson, they will be investigating the relationship between form and
function of the major overall plant structures, and suggest that they read pg. 214 of the textbook
before the next day. The essay and comparison activity will be taken up at the end of class.
References
Garner, B.K. (2008). When students seem stalled. Educational Leadership, 65(6), 32-38.
Student Name_______________________
Period_____________________________
Light-Dependent and Light-Independent Reactions of Photosynthesis
Quiz
On the line provided, complete the following sentences.
1. The light-dependent reactions take place within the _________________ membranes.
2. The light-independent reactions are also known as the _______________.
3. The energy carriers ______________ and __________________ are produced during the
light dependent reactions.
4. In the light-dependent reactions, the gas_________________ is produced.
5. High-energy sugars are produced during the ____________________ reactions.
6. The light-independent reactions take place in the ______________________.
Student Name_______________________
Period_____________________________
Light-Dependent and Light-Independent Reactions of Photosynthesis
Quiz KEY
On the line provided, complete the following sentences.
1. The light-dependent reactions take place within the thylakoid membranes.
2. The light-independent reactions are also known as the Calvin cycle.
3. The energy carriers ATP and NADPH are produced during the light dependent reactions.
4. In the light-dependent reactions, the gas oxygen is produced.
5. High-energy sugars are produced during the light-independent reactions.
6. The light-independent reactions take place in the stroma.
Photosynthesis Unit
Lesson 5: Plant Structure
Lesson Design
This lesson will focus on the physical characteristics of plants that are associated with the
plant cellular process, photosynthesis. The students will explore plant structure in this lesson
through activities such as small-group whiteboarding, presentations, and a class discussion. This
lesson will be taught in a classroom that consists of 22 10th grade students, all of which are
normally developing (no IEPs or 504 plans). In this particular class, there are 12 males and 10
females, all of which are fluent in English. Of those students, 15 are African American, 5 are
White, 1 is Hispanic, and 1 is Asian. Kenwood High School is a Title I public high school with a
high percentage of students who are eligible for free or reduced lunch. This lesson is a
component of the photosynthesis unit and will be taught in a 50-minute period at the end of
October.
Lesson Rationale
Plants are essential for life to exist due to their very important roles in the flow of energy,
water, and gases through the biosphere. Understanding the physiological adaptations that are
necessary for plants to engage in this cycling of matter and the flow of energy allows students to
fully understand the interdependence of life and the circulation of key inorganic materials
through ecosystems. At this time in the semester, the students have already studied cell
structure, biomolecules, aerobic respiration, and photosynthesis. Thus, the students have the
foundation needed to understand how certain materials are exchanged between plants and the
environment that surrounds them. After consulting with the mentor regarding the previous
knowledge that the students possessed, it was apparent that the students had the knowledge they
needed to take on this topic. Benchmark tests are fast approaching, and thus, the incorporation
of previously mastered material will enable the students to review and apply their knowledge to a
new concept. Since the students have studied photosynthesis very thoroughly and performed
well on various summative and formative assessments, they understand the materials needed for
photosynthesis to occur, as well as the byproducts of the cellular process. As a result, learning
about the physiology of plants will enable the students to discover how these materials are taken
in and out of the plant body, and allow their previous concepts of photosynthesis to grow even
further. Also, the students have studied in a previous unit about the hydrophobic properties of
the phospholipid cell membrane, which allows it to be selectively permeable. This quality of the
membrane plays a very important role in the flow of chemicals in and out of the plant cell. In
addition, the students previously mastered the unit covering passive transport which includes the
process that plants use to absorb water through their roots: osmosis.
In this lesson, students will work in groups to discover the physical characteristics of a
leaf that are associated with photosynthesis, and present the group’s thoughts to the class. This
type of group work is effective according to Vygotsky’s theory because it provides students with
materials to tackle difficult tasks, encourages the students to talk with others to figure things out,
and the instructor can provide support when necessary. The mentor teacher will aid the teacher
in balancing the groups so that the group members could help each other achieve the goal of
understanding the concept (zone of proximal development).
The students of this class are in the Formal Operations stage of Piaget’s Stages of
Cognitive Theory. Thus, they should be able to apply logical process to both abstract and
concrete concepts, as well as discuss abstract concepts with their fellow peers. Though they are
able to think more abstractly, having a tangible object such as a leaf can really help trigger the
thought process needed for this topic. Group learning also gives the students the opportunity to
use academic language in an appropriate manner. After all of the groups have presented, the
entire class will partake in a discussion that is led by the teacher regarding the group
presentations. In this discussion, the teacher will ask key questions to get the students thinking
critically about the topic at hand. The purpose of the discussion is to build on what the students
brought to the table during their presentations, and for the instructor to give the students
additional information they need as well as correct anything the students may have stated in their
presentations that was incorrect. Questioning and class discussion is very important for
academic success of students in the classroom. According to Tienken, Goldberg, and DiRocco
(2009), “The influences on achievement ranged from 12 to 27 percentile points gained on
commercially prepared, norm-referenced, standardized tests by students whose teachers
consistently used productive questions compared to students whose teachers did not regularly use
such questions.” Thus, the majority of this lesson will be that of questioning to guide student
thinking.
Objectives
Given a plant leaf, the student will investigate the importance of the structural and physiological
adaptations of the leaf regarding photosynthesis, and be able to list at least one feature of the leaf
and its contribution to photosynthesis on a whiteboard. This objective will be assessed at the
application level of the cognitive domain of Bloom’s taxonomy because it calls for the students
to discover the structural and physiological adaptations of the leaf that contribute to
photosynthesis.
Given the information from the four previous lessons of this unit, the students will use a Venn
Diagram to compare and contrast the overall processes of cellular respiration and photosynthesis
in terms of the energy transformation that takes place in every reaction of photosynthesis and
cellular respiration. This objective will be assessed at the analysis level of the cognitive domain
of Bloom’s taxonomy because it calls for the students to compare and contrast the two cellular
processes in terms of energy transformation.
Standards
Biology II: Standard 7 – Botany
 CLE 3216.7.2 Investigate the relationship between form and function for the major plant
structures.
 3216.7.4 Investigate the significance of structural and physiological adaptations of
plants.
 No SPI indicated for this Course Level Expectation.
Biology I: Standard 3 – Flow of Matter and Energy
 CLE 3210.3.3 Investigate the relationship between the processes of photosynthesis and
cellular respiration.
 SPI 3210.3.3 Compare and contrast photosynthesis and cellular respiration in terms of
energy transformation.
 No Check for Understanding associated with this Course Level Expectation
Academic Language
The key academic terms (content-specific terms) that will be taught in this lesson are as follows:
 Stomata
 Waxy cuticle
 Chlorophyll
 Venation
o Xylem
o Phloem
 Roots
o Taproot
o Osmosis
The students will be able to use the academic language while they discuss the task with each
other as well as when they present their findings. The instructor will scaffold the correct usage
of the academic language during the class discussion and when using questioning strategies to
deepen the students’ familiarity with the terminology.
Assessment
The objective to assess:
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Given a plant leaf, the student will investigate the importance of the structural and
physiological adaptations of the leaf regarding photosynthesis, and be able to list at least
one feature of the leaf and its contribution to photosynthesis on a whiteboard. This
objective will be assessed at the application level of the cognitive domain of Bloom’s
taxonomy because it calls for the students to discover the structural and physiological
adaptations of the leaf that contribute to photosynthesis.
The formative assessment of this objective:
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The whiteboards will be consulted to assess the level at which the students linked the leaf
form and function to photosynthesis. Each student must contribute one structural
component of the leaf on the whiteboard, along with the way that component contributes
to photosynthesis.
The objective to assess:
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Given the information from the four previous lessons of this unit, the students will use a
Venn Diagram to compare and contrast the overall processes of cellular respiration and
photosynthesis in terms of the energy transformation that takes place in every reaction of
photosynthesis and cellular respiration. This objective will be assessed at the analysis
level of the cognitive domain of Bloom’s taxonomy because it calls for the students to
compare and contrast the two cellular processes in terms of energy transformation.
The formative assessment of this objective:
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A Venn Diagram will be used to assess the students’ ability to compare and contrast
photosynthesis and cellular respiration. The students must include energy transformation
that takes place in each step of the two processes in the diagram to use it as an exit ticket
(photosynthesis using ATP and radiant energy to produce glucose; cellular respiration
using glucose to generate ATP).
Materials
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Small whiteboards
Dry erase markers and erasers
Magnolia leaves
Bags containing the cross-sections of celery sticks
Study guide of lecture material
Venn Diagram worksheet
Pencils
Instruction: Delivery and Strategies
Part A: Introduction (also known as anticipatory set, bell ringer)
When the students first walk in the door, the following clear targets will be on the main
whiteboard: I can identify the relationship between form and function of the major plant
structures associated with photosynthesis and I can compare and contrast photosynthesis
and cellular respiration in terms of energy change. The whole class will read these targets
aloud together so they know exactly what they need to master during this lesson. At the
beginning of the lesson, the instructor will ask the students several questions regarding the
knowledge they have gained from the photosynthesis unit thus far. After the class discussion is
completed, the instructor will have the students to start thinking outside of the chloroplast and
the plant cell entirely, and start looking at the physiological characteristics of the plant as a
whole.
Part B: Instruction (direct and/or indirect instruction)
After the introduction, the students will be put into groups of 3 or 4. The mentor teacher
will help the instructor divide the students into groups that will be most conducive to student
learning. One person from each group will get a dry erase board, marker, and eraser and take the
materials back to their group. The instructor will hand out a Magnolia leaf as well as bag of
celery stick cross sections. The students will be asked to set the celery sticks to the side until
they are needed later on in the lesson. The instructor will inform the groups that they have 7
minutes to write any physical characteristics of the leaf they think is associated with
photosynthesis on the whiteboard, along with the way they think that characteristic is linked to
photosynthesis. This indirect instruction will enable the students to think critically by engaging
in exploratory learning, and will give them an opportunity to use academic language when
conversing with other group members. The mentor teacher shifted to using an extensive amount
of indirect instruction in the past two years and has found that the achievement of his students
has increased dramatically based on the benchmark exams. Thus, it is being used in this lesson
to support student success. Once the time is up, the instructor will call on each group to present
their discoveries to the class. While each group is presenting, the instructor will look for key
terms, such as venation, chlorophyll, waxy cuticle, etc., and write down these terms on the main
whiteboard as the groups present them. The presentations should take no longer than 15
minutes. This activity will give the opportunity for the class to reach conclusions together, as
well as strengthen the students’ presentation skills.
When the groups are finished with their presentations, the instructor will ask them to
return to their original seats. The instructor will commend the students on the key characteristics
of the leaf that they came up with and expand upon those concepts to develop them further. The
instructor will guide a group discussion regarding the physical characteristics of the leaves using
the attached lecture notes as a guide to make sure all points are being addressed. When calling
on students, the instructor will make sure that every student is engaged as well as answering
questions. At the point of the discussion with the vascular tissues of the plant are being
discussed (xylem and phloem) the instructor will have the students look at the cross-sections of
the celery sticks and see if they can see the vascular tissues of the plant. As this is occurring, the
teacher will walk around the room and make sure that everyone has seen the bundles of xylem
and phloem that are located on the outside edge of the celery sticks. When reviewing the
concept of osmosis, the instructor will draw a cell and demonstrate how water moves into the
cells of the roots due to the high concentration of solute inside the cell. The instructor will also
draw a simple plant to demonstrate how H2O, CO2, and O2 move into, out of, and within the
plant. The group discussion should take around 20 minutes to complete.
Part C: Deepening Content Learning
If students find themselves with extra time during this lesson, the instructor will give
them the opportunity to draw a map of the flow of energy and the chemicals through a simple
ecosystem using the knowledge they gained from this lesson, as well as their previous
knowledge. Another option the instructor can provide is to have the students draw and
mitochondria and a chloroplast linking the two together using the knowledge they have regarding
photosynthesis and cellular respiration.
Closure
Once the class discussion is complete, the Magnolia leaves, celery sticks, and
whiteboards are put in their correct place. The instructor will handout a study sheet that has all
the key parts of the class discussion for students who struggled to keep up or could not write the
notes quickly enough. Finally, the instructor will give each student a Venn Diagram for them to
use to compare and contrast photosynthesis (the current unit) and cellular respiration (the
previous unit). For students to be able to do this, they must understand all of the concepts of
both units. Thus, this will be a good tool for students and the instructor to use to see where they
stand regarding comprehension. This activity will also prepare them for the test they will have
the following day, as well as the benchmark test that will be administered in a couple of weeks.
The students are to turn in the completed diagram to the instructor as an exit ticket.
Reflection
I anticipated this first lesson would be difficult due to the fact that I was not particularly
familiar with the students. I was actually quite pleased with the way in which the students
demonstrated their knowledge. They were actually able to connect the information from this
lesson with the information they already knew regarding photosynthesis and cellular respiration,
which showed me that they learned this lesson enough to think critically. One student in this
particular class did not seem to understand many of the concepts that were covered in this lesson.
I asked my mentor about the student’s history to find that the student had just moved here that
week. Thus, the student lacked much of the prior knowledge needed to successfully tackle this
lesson. On the other hand, one student took more from this lesson than even I intended. She
completed her Venn Diagram very quickly and moved on to drawing a very elaborate ecosystem
that which demonstrated the flow of the compounds we discussed as well as energy. She did a
great job with the energy transformation and knew exactly which form of energy was in each
part of the cycle.
There are many modifications that I would have like to have made before I taught this
lesson again. First of all, my introduction was very weak. I should have played on their prior
knowledge more than I did. I briefly discussed the major topics of photosynthesis, but it was
very quick and ineffective. I think they would have performed even better if I had started the
lesson off in a stronger manner. Also, my choice to use indirect instruction may have been a bad
one. Mr. Beauman uses indirect instruction in his more advanced classes, and I thought it would
be great for this particular class. The only problem was the fact that these students had never
experienced a lesson like that, and they had a difficult time undergoing exploratory learning.
One of the biggest moments that occurred while teaching this lesson was when I
reviewed the concept of osmosis. The students had learned that osmosis was the movement of
water from a high concentration of water to a low concentration of water. I learned it was the
movement of water from a low concentration of solute to a high concentration of solute. Thus,
when I worded it in this manner, the students became very confused and frustrated. Trying to
show them that it was the same thing just worded differently was very difficult. This proved to
me that they needed to study that topic more because if they had truly mastered it, they would
have understood the concept explained both ways.
I noticed a good number of students had trouble with the Venn Diagram at the end of the
lesson. Linking the two cellular process seemed to be a problem for the students. I gave them
prompts and different ways to compare and contrast photosynthesis and cellular respiration while
assisting them in filling in the Venn Diagram. I am not sure if it was because they were not used
to using this type of graphic organizer, or if they simply did not know how to tackle the task at
hand. It really helped the students to get going when I would have them think about what is
being used and given off by each process, and how those compounds could possibly be used by
one another.
References
Tienken, C. H., Goldberg, S., & DiRocco, D. (2009). Questioning the Questions. Kappa Delta Pi
Record, 46(1), 39-43.
Biology 1 Lecture Notes and Questioning Guide
Begin getting the students thinking about pulling themselves out of the chloroplast
and out of the plant cell itself, and looking at plant structure as a whole and the
physical characteristics of plants that enable them to take in and transport the
chemicals they need to photosynthesize.
Have the class break into the groups they were in when they were hypothesizing
how photosynthesis works using their knowledge of cellular respiration and get
them each to use a whiteboard.
 Hand out magnolia leaves to each group
 Instruct them to look closely at the leaves and record the physical
characteristics of the leaves that they think contribute to photosynthesis
(or even enable photosynthesis to occur more efficiently) and how these
characteristics contribute to photosynthesis.
 Remind the class of what plants need to photosynthesize!
o H20
o Energy in the form of light energy
o CO2
Have the groups present their boards to the class.
After each group has presented and explained their board, make sure to retouch on
the following:
Look for students describing the shape-flat and broad.
 Have them think about how solar panels are shaped.
o Flat and broad with a lot of surface enable leaves to absorb more
energy!
Look for students describing the color: green.
 Have them think about the green pigment, chlorophyll, and how it is
involved in the electron transport chain to help produce energy.
Look for students mentioning the waxy cuticle on the leaf.
 Remind students that this is an example of a lipid used for something other
than energy storage.
 Water retention!!!
 Also touch on the fact that the students know that lipids are hydrophobic,
and the waxy cuticle keeps the plants from releasing the water, as well as
keeping the leaves from being weighed down during rainfall and from dew.
Look for students describing the venation of the leaf.
 Have them think about the transport of materials: water, glucose, CO2.
 WRITE XYLEM AND PHLOEM ON THE BOARD FOR THE
STUDENTS TO COPY IN THEIR NOTES!
 Xylem brings the water up the plant and to the leaves.
 Photosynthesis occurs in the leaves and the phloem brings the glucose to the
rest of the plant.
 Compare this to veins and arteries in humans.
o Veins taking deoxygenated blood from the parts of the body back to
the heart.
o The arteries carry the blood away from the heart and through the lungs
and thus, supply oxygen to the rest of the body.
o ASK THEM WHY WE NEED OXYGEN SUPPLIED TO OUR
BODY
 Cellular respiration!
 HAVE THE STUDENTS LOOK AT THE CROSS SECTION OF THE
CELERY STALK AND POINT OUT THE BUNDLES OF XYLEM AND
PHLOEM!
 Also, explain that the veins in the leaf are xylem and phloem.
Explain how the venation, midrib (or center crease), and the petiole (I will say
stem like structure at the end of the leaf) help move the leaf to receive sunlight.
DEMONSTRATE WITH THE BRANCH!
Have the students tell me how they think plants take in CO2.
 Stomata
o Pores on the underside of the leaf that enable gas exchange by
regulated opening and closing.
Have the students tell me how they think plants take in H20.
 Through the roots:
o The taproot is the main root from which smaller roots radiate from.
 Carrots are an example of a taproot.
o Roots also store food supplies.
Have the students tell me how they think plants absorb water through their roots.
 Review osmosis
o The movement of water from an area of high concentration of solute
to low concentration of solute through a semi-permeable membrane.
o DRAW A DIAGRAM ON THE BOARD!
o Form of passive transport.
o Moves water, but not the solute.
 Hence the selectivity.
After osmosis has been reviewed, go back to the fact that water will go up the
xylem in the stem to the leaves providing the water, the pores on the underside of
the leaves will take in CO2, and sunlight will be absorbed by the leaves enabling
photosynthesis to occur. After the glucose is produced by photosynthesis, the
phloem will distribute it among the plant.
Start having the students think about where the CO2 and water are coming from.
 The environment of course, but ask them what cellular process that they
have studied produces CO2 and water.
Handout the graphic organizer that will help them determine the similarities and
differences between cellular respiration and photosynthesis, and have them to work
on it at home for the next day’s lesson.
STUDY GUIDE
Leaf Anatomy
Stomata-Pores on the underside of a leaf that allow gases (CO2, O2) to diffuse in and out of the
leaf (and small amounts of water). These stomata can open and close according to the plant's
needs.
Waxy cuticle-This is found on the top of the leaf and prevents water from escaping, as well as
keeps water from accumulating on the leaves which could cause branches to break.
 Wax is a form of lipid.
 Lipids are hydrophobic, meaning they are not soluble in water.
Broad and flat shape-This shape provides more surface area for more light energy to be
absorbed by chlorophyll for photosynthesis to take place.
 Remember to think of solar panels are how they are shaped.
Green color-This is a result of the presence of the pigment, chlorophyll, located in the
chloroplast.
Venation-is the pattern of veins in the blade of a leaf. The veins consist of vascular tissues
which are important for the transport of food, water, and gases.
 The two types of vascular tissues found in plants are that of xylem and phloem.
o Xylem is vascular tissue that is found in plants that is responsible for the
transportation of water. Water is taken in through the roots and taken to the
leaves for photosynthesis by the xylem vascular tissue.
o Phloem is vascular tissue that distributes the glucose made from photosynthesis
in the leaves to the rest of the plant body.
Root Anatomy
Taproot-The main large root that generally grows straight down in the ground and the one in
which smaller roots radiate from.
Roots take in water by the process of osmosis; a form of passive transport in which water moves
across a selective membrane from an area of low concentration of solute to an area of high
concentration of solute.
OVERALL PICTURE
By the process of osmosis, the roots absorb water, which is then taken up the stem of the plant by
the xylem and distributed to the leaves. CO2 enters the leaves through the stomata. With water,
CO2, and light energy, glucose is produced in the leaves. O2 is released through the stomata.
The phloem then distributes the glucose made in the leaves throughout the plant body.
VIII. Unit Resources/Materials/Technology
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Small whiteboards
Dry erase markers and erasers
Magnolia leaves
Bags containing the cross-sections of celery sticks
Study guide of lecture material for lesson 5
Venn Diagram worksheet
Pencils
Paper
Posters
Markers
Photosynthesis PowerPoint presentation
Projector
Quiz over light-dependent and light-independent reactions of photosynthesis
Large clear plastic cups
Sodium bicarbonate solution
Elodea plant
Large test tube
Section 8.2 Worksheet
KWL chart
Energy flow chart
Ecosystem Diagram
Figure comparing the Electron Transport Chain in the mitochondria and chloroplast
References
Garner, B.K. (2008). When students seem stalled. Educational Leadership, 65(6), 32-38.
Tienken, C. H., Goldberg, S., & DiRocco, D. (2009). Questioning the Questions. Kappa Delta Pi
Record, 46(1), 39-43.