WOODLAND HILLS HIGH SCHOOL LESSON PLAN
SAS and Understanding By Design Template
Name Matcuk/ Grischow
week:
Date 03/09/15
Length of Lesson 13 daysContent Area Biology
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STAGE I – DESIRED RESULTS
LESSON TOPIC:
Photosynthesis and Cellular Respiration
BIG IDEAS:
(Content standards, assessment anchors, eligible content) objectives, and skill
focus)
• Describe and interpret relationships between structure and function at
various levels of biochemical organization (i.e., atoms, molecules, and
macromolecules).
• Identify and describe how organisms obtain and transform energy for their
life processes.
• Identify and describe the cell structures involved in processing energy.
UNDERSTANDING GOALS (CONCEPTS):
Students will understand:
• Forms of energy are required to maintain life.
• Describe and interpret relationships between structure and function at various
levels of biological organization (i.e., organelles, cells, tissues, organs, organ
systems, and multicellular organisms).
• Photosynthesis is the process that transforms light energy into potential
chemical energy.
• Describe the fundamental roles of plastids (e.g., chloroplasts) and mitochondria
in energy transformations.
• Cellular respiration is the process by which potential chemical energy in the
bonds of glucose is transformed into potential chemical energy in the bonds of
ATP.
• Describe the role of ATP in biochemical reactions
VOCABULARY: Photosynthesis, Calvin cycle, autotroph,
aerobic, heterotrophy, anaerobic, cellular respiration,
glycolysis, pigment, NADH, chlorophyll, Krebs cycle,
carotenoid, FDH2, thylakoid, fermentation, ETC, NADPH,
carbon dioxide fixation
ESSENTIAL QUESTIONS:
• How does energy flow through living systems?
• How do different organisms obtain and use energy to survive
in their environment?
• Describe the role of ATP in metabolism
• Summarize how energy is captured from sunlight in the first
stage of photosynthesis.
• Identify three environmental factors that affect the rate of
photosynthesis.
STUDENT OBJECTIVES (COMPETENCIES/OUTCOMES):
Students will be able to:
•
•
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Describe the flow of energy through living systems.
Compare and contrast aerobic/anaerobic respiration.
Compare and contrast respiration and photosynthesis.
Explain why energy is important to living organisms.
Explain how ATP is produced with and without oxygen
Describe the processes of glycolysis.
STAGE II – ASSESSMENT EVIDENCE
PERFORMANCE TASK:
• Warm-up activity
• Etymology
• Green Goop Science World Article & WS
• Photosynthesis Lab
• DR 5-1
• DR 5-2
• Leaf Structure Worksheet
• Cellular Respiration HW sheet
• Walnut Lab
FORMATIVE ASSESSMENTS:
#1. Summarizing Main Ideas
#2. Graphic Organizers
#3. Exit Tickets
Others:
STAGE III: LEARNING PLAN
INSTRUCTIONAL
PROCEDURES:
MATERIALS AND
RESOURCES:
Active Engagements used:
#1. Higher Level Thinking Skills
#2. Partnering
Others:
• Projector
• Power Point
• Lap top
• DVD
• Worksheets
• Green and red paper
• White card stock ovals
• Glue sticks, glitter,
constuction paper
• Scissors
•Pipe cleaners
Describe usage:
• Students will identify the flow
of energy through living things
and how energy is initially
captured from sunlight.
• Students will identify factors
that affect the rate of
photsynthesis.
• Students will analyze the
function of the electron transport
chains in photosynthesis,
• Students will relate the Calvin
cycle to carbon dioxide fixation.
• Students will describe how
energy from food is converted to
ATP.
• Students wll relate the role of
the mitochondria to the creation
of ATP from food.
• Students will summarize how
glucose is broken down in the
first stage of cellular respiration
and identify the role of
fermentation in the second stage.
• Students will evaluate the
importance of oxygen in aerobic
respiration
Scaffolding used:
#1. Build on Prior Knowledge
#2 . Provide Visual Support
Others:
Describe usage:
• Students will compare the
metabolism of autotrophs and
heterotrophs.
• The student will build on his
knowledge of the organelles of
cells and the role they each play
in photosynthesis and
respiration.
• Students will use their
knowledge of the differences in
the structures of plant and
animal cells to explain the
differences in the process of
metabolism in each type of cell.
CONTENT AREA
READING:
Chapter 5
INTERVENTIONS:
ASSIGNMENTS:
• Student portfolio
• Test Corrections
• Extended time for
homework and tests
• Alternative assignments
• Tutoring
• College Access
• Green Goop Science World
Article & WS
• Photosynthesis Lab
• DR 5-1
• DR 5-2
• Leaf Structure Worksheet
• Cellular Respiration HW
sheet
• Walnut Lab
• Describe how energy is released
from ATP for metabolism.
Other techniques used:
Prompting if necessary.
MINI LESSON:
• Photosynthesis Lab
• Starch Balloon Lab
• Cellular Respiration: Walnut
Lab
• Alcoholic Fermentation of
Fruit Juices Lab
• “Built to Swim” Packet