St. Edward’s Lesson Plan Template
Subject: Biology Pd: 1&5
Grade level: 9
Date: Tues, 22 Oct/Wed, 23 Oct
CT: Cheri Bielke
*Independent Practice
*Whole group Instruction
*Checking for Understanding
* Guided instruction
OBJECTIVES:
- Students will be able to describe how photosynthesis and
cellular respiration are related, using their chemical
equations to show relation
- Students will be able to describe the stages of
photosynthesis and be able to identify where they happen in
the chloroplast
- Students will observe location of gas exchange in leaves
using a microscope
Teacher: Erica Valdez
Campus: Bowie HS
*Centers *Activity
*Lecture *Reteach
*Informal assessment
TEKS/Standards:
Homework:
None
(5) Science concepts. The student knows how an organism grows
and the importance of cell differentiation. The student is
expected to:
(B) examine specialized cells, including roots, stems, and leaves of
plants; and animal cells such as blood, muscle, and epithelium;
(9) Science concepts. The student knows the significance of
various molecules involved in metabolic processes and energy
conversions that occur in living organisms. The student is
expected to:
(B) compare the reactants and products of photosynthesis and
cellular respiration in terms of energy and matter
MATERIALS
Students: writing utensil
Teacher: copies of notes, PowerPoint, microscopes, pre-prepared
slides
Activity & Time
Student Objectives & Procedures: What
Students Do
I. WARM-UP/
Anticipatory Set
title: Last Minute
Objective(s):
Review
- Students will describe the
differences and similarities
*pedagogical purpose:
between photosynthesis and
independent
cellular respiration using their
practice/checking for
chemical equations as starting
understanding
points
Materials:
Do Now sheet, writing
Student Procedures
- Students will direct attention to Do
Teacher Procedures: What Teacher
Does
Teacher Procedures
- Welcome students, direct
attention to board and instruct
students to begin working on Do
Now, writing it on their Do Now
worksheet: “compare and
contrast cellular respiration and
photosynthesis, starting with their
chemical equations”
St. Edward’s Lesson Plan Template
Subject: Biology Pd: 1&5
Date: Tues, 22 Oct/Wed, 23 Oct
utensil
-
10
minutes
Grade level: 9
CT: Cheri Bielke
Now written on board and begin
writing responses on Do Now sheet
When students have nearly
completed the Do Now, students
will be called on to share their
answers
Students will be called on to
answer probing questions by
teacher
II. LESSON
STRUCTURE/ACTIVITIES*
*(see list at top of form)
1st
Activity
title: Photosynthesis
notes
Objective(s):
- Students will be able to describe
the stages of photosynthesis and
the location where they happen
within the chloroplast
- Students will be able to identify the
different parts of a leaf and
describe why they are necessary
for photosynthesis
*pedagogical purpose:
whole class instruction
Materials: notes sheet,
writing utensil
25 - 30
min
2nd
Activity
Materials:
__35 - 45____
min
Student Procedures:
- When instructed, students will put
away their notes and retrieve a
biology text book from the shelf at
*pedagogical purpose:
Teacher Procedures
- Instruct students to put away Do
Now sheets
- Distribute photosynthesis notes
and instruct students to follow
along with PowerPoint and fill in
notes as appropriate
Student Procedures:
- When instructed, students will put
away Do Now sheets
- Once photosynthesis notes sheet
has been distributed, students will
follow along with PowerPoint as it
is presented to them, filling in notes
along with teacher
Objective(s):
- Students will observe where gas
exchange takes place in the leaf
structure through the use of
microscopes
- Students will observe the action of
xylem and phloem through celery
in food coloring
title: Stomata Lab
Teacher: Erica Valdez
Campus: Bowie HS
- Monitor classroom and observe
when students have completed
Do Now
- Call on students to share their
answers
- Question students further with
probing questions regarding
photosynthesis and cellular
respiration:
1. Why do we say that
photosynthesis and cellular
respiration are a cycle?
2. Where do the reactants of
photosynthesis come from?
Where do its products go?
3. Where do the reactants of
cellular respiration come from?
Where do its products go?
Teacher Procedures
- Instruct students to put away
notes and retrieve biology text
book from back of classroom
- Distribute lab worksheet
- Gather students’ attention & give
directions for Lab activity:
1. Each of your tables will be your
group. You may work together,
but each person is responsible
for turning in their own completed
lab worksheet.
2. Groups 1-3 will be the first
St. Edward’s Lesson Plan Template
Subject: Biology Pd: 1&5
Date: Tues, 22 Oct/Wed, 23 Oct
-
-
-
-
Grade level: 9
CT: Cheri Bielke
back of classroom
Students will receive lab worksheet
and direct their attention to teacher
while directions for lab are
explained
When instructed, Groups 1-3 will
begin working at microscope
station, while Groups 4-7 will begin
completing book portion of the lab
Once students have completed
microscope portion of the lab, they
will return to their seats and
continue completing the book work
portion of the lab if not already
done so
Once all lab worksheets are
complete, students will turn them in
and return Biology textbooks to
shelf at back of room and begin
putting away belongings
Teacher: Erica Valdez
Campus: Bowie HS
groups to utilize the microscopes.
You will have 15 minutes to make
your way to each microscope,
observing the upper side of the
leaf (no stomata), the underside
of the leaf (stomata present), and
the celery cross-section
3. While the first group is using
microscopes, Groups 4-7 will be
completing the other portions of
the lab from the book. After 15
minutes, we will switch
4. Most importantly - do not adjust
any settings on the microscopes!
If the image is not in focus, raise
your hand and I will come put it
into focus for you. We are using
glass slides and do not want to
risk breaking them or the
microscopes. Just ask for help!
5. Work diligently – this lab
worksheet should be complete
and is due before the end of the
period
- Instruct Groups 1-3 to go to
microscopes and begin lab work
- Make rounds walking around
room, monitoring groups as they
work and answering any
questions they may have
- Once all students have
completed microscope portion of
lab, instruct students to return to
their seats and complete rest of
book portion if not already done
so
- Once all students have
completed lab, instruct them to
turn in their lab sheets, put away
Biology text books and their
belongings
III. CLOSURE
title: Exit slip (**see
attached at end of
lesson plan)
Objective(s):
- Students will be able to describe
the purpose and function of guard
cells, xylem, and phloem in leaf
*pedagogical purpose:
structure
checking for
- Students will review content
understanding/informal
obtained through lab activity
assessment
Student Procedures
Materials: exit ticket,
- When instructed, students will take
Teacher Procedures
- Instruct students to take out a
writing utensil
- Distribute exit ticket and instruct
students to turn it in to inbox at
front of classroom when
complete
- When all students have finished,
instruct them to pack up their
St. Edward’s Lesson Plan Template
Subject: Biology Pd: 1&5
Date: Tues, 22 Oct/Wed, 23 Oct
writing utensil
10
min
-
Grade level: 9
CT: Cheri Bielke
out a writing utensil and begin
working on exit ticket once it is
distributed
When complete, students will turn
in exit ticket to inbox at front of
class and gather belongings for the
end of class
Students will remain in their seats
until the bell rings and they are
dismissed by teacher
Teacher: Erica Valdez
Campus: Bowie HS
belongings and remain in their
seats until the bell rings
Planned Modifications and Differentiation:
(ILL/504/SpEd accommodations)
None
Assessment(s): (attach copies of assessment documents, criteria and rubrics)
-
Stomata Lab Worksheet - taken as a daily grade, 5 parts, each 20 points out of 100 points
Exit ticket – taken as a daily grade, 2 questions, each 50 points out of 100 points
Data collection and analysis:
Resources: (Include coursework, internships, Internet resources, colleagues, textbooks, etc)
-
Notes and PowerPoint adapted from Cheri Bielke and Joey Powell
Stomata Lab Worksheet borrowed from Bowie Biology department, with information and questions pulled from
Prentice Hall Biology textbook
Exit ticket created by Erica Valdez
Post-Lesson Reflection:
St. Edward’s Lesson Plan Template
Subject: Biology Pd: 1&5
Date: Tues, 22 Oct/Wed, 23 Oct
Grade level: 9
CT: Cheri Bielke
Teacher: Erica Valdez
Campus: Bowie HS
1. What functions are guard cells responsible for?
2. Explain the roles of the xylem and phloem in plant structure.
Why are they important?
Name:
Pd: