MIA Marinized Infusion
Marine Biology
Rev. Date:
By:
Lesson Plan no. 01
12 July 2012
Gina Doney
Ecology & Energy- Processes
COURSE / Unit: Marine Biology/Ecology-Energy
Lesson Number:
1
TRAINING AREA (Title): Photosynthesis/Chemosynthesis/Cellular respiration
Duration:1-Class (75 minutes)
Author:
Gina Doney
Date:
XX October XXXX
LEARNING OBJECTIVES:
The student will be able to:
CLG
CCSS
Students will identify the reactants and products
of photosynthesis and cellular respiration in order
to explain how low oxygen levels in the affects
marine organisms.
1.1.1-1.1.3(more than one
answer to a problem)1.5.2,
1.5.8,3.3.1,
3.2.1(photosynthesis,
cellular respiration,
chemosynthesis)
WHST.11.1.a,e
RST.11.2 (central
ideas),11.7 (different
media)
CFR / STCW
TEACHING AIDS REQUIRED:






A1. Projector
A2. Large Presentation
Screen
A3. Videos / Multi Media –
osmosis, plasmolysis and
turgid elodea videos
A4. Presentation(s) / Power
points
A5. White or Blackboard or
Flip Paper and Easel
Add any other Aids required Here:
Dissolved Oxygen Video
Fertilizers video
Photosynthesis, Chemosynthesis and Cellular
Respiration Power Point
Marine Science Text Book page 109
STUDENT ASSIGNMENTS:
1. Warm up
2. Cornell notes over photosynthesis/chemosynthesis & cellular respiration
STUDENT ASSESSMENTS:
3. Students draw a picture of how photosynthesis and cellular respiration form a continuous cycle
* STUDENT ACCOMMODATIONS MADE
Notes Pages
Extended time
Reduced distractions from others
Reduced distractions to others
Checks for understanding
Heterogeneous grouping
*Graphic organizer for Cornell Notes
and/or
*Copy of PowerPoint
*Graphic organizer of energy cycles to help
pull key concepts for responding to the
video.
BIBLIOGRAPHY / REFERENCES / WEB RESOURCES USED:
1.
2.
Marine Sicence-2nd Edition-Thomas F. Greene page 109
http://streaming.discoveryeducation.com/ (Videos-Use e with employee
*As needed depending on student (prepare ahead
of time!)
Marine Biology – Ecology and Energy- Photosynthesis, Chemosynthesis and Cellular Respiration
1
MIA Marinized Infusion
Marine Biology
Rev. Date:
By:
Lesson Plan no. 01
12 July 2012
Gina Doney
Ecology & Energy- Processes
1.0 Begin the Lesson
WARM UP
1. What process do plants do to make sugar?
2. What process do all organisms do to make energy?
3. Explain how photosynthesis and cellular respiration make
a cycle.
4. Why would low levels of oxygen in the water pose a
problem for marine life?
Students are recalling information from previous
classes in order to answer the warm up.
ENGAGE:
Blow into a beaker of bromothymol blue and water mixed together
(or have a volunteer participate).
WHY did the water turn green when I blew into it? Do I have bad
breath?? NO!
What is the gas that humans breathe out during cellular
respiration? (Carbon Dioxide).
Before moving forward in Marine Biology, I need to make sure
that everyone remembers basics on energy cycles.
EXPLAIN:
Direct students to take Cornell Notes over photosynthesis,
chemosynthesis and cellular respiration.
ENGAGE:
EXTEND:
Next, direct students use energy unit review questions slides to
make a study tool (notecards/foldable/basic Cornell Notes fold etc)
about energy cycles.
Suggest:
Stations: Students move about the room to “stations” where the
power point slides have printed off with the question and
appropriate answer.
Accommodations: encourage students to answer
questions.
Students are observing the chemical change of
bromothymol blue when put in contact with carbon
dioxide.
Accommodation: Heterogeneous grouping to help
students feel more comfortable in participating.
EXPLAIN:
Students are taking Cornell Notes. Students should
be comfortable with taking the notes provided and
using the margin to either ask questions OR high
light main ideas.
Accommodation: Give students a copy of the power
point for note taking. Some students may benefit
from a copy of Cornell Style notes for this topic.
EXTEND:
Students are creating their own study tool on energy
transfer.
Accommodation: Provide students with a graphic
organizer that will help to save time in making a
study tool.
Marine Biology – Ecology and Energy- Photosynthesis, Chemosynthesis and Cellular Respiration
2
MIA Marinized Infusion
Marine Biology
Rev. Date:
By:
Lesson Plan no. 01
EVALUATE:
Students watch a quick video on dissolved oxygen to answer the
following question (suggest having students use their notes to find
the answers).
• Dissolved Oxygen:
• Use the following words to explain WHY marine organisms
will suffer from low oxygen levels in the water:
– Cellular respiration
– Reactants
– Products
– Oxygen
– Carbon dioxide
– Water
– Energy (ATP)
– Energy (sunlight)
 Fertilizers video
 After the video, please write a short summary of how
fertilizers affect the oxygen levels in the water.
12 July 2012
Gina Doney
Ecology & Energy- Processes
EVALUATE:
Students are using their notes to answer the video
questions with a short essay.
ACC: Write verbatim as needed and/or provide the
students with a fill in the blank that shows the
exchange of gases and molecules between
photosynthesis and cellular respiration.
SCHOLARS:
At the start of this unit, it would be great to have a few visuals around the room. Ask students to choose 2 organisms
(producer and consumer) to draw a diagram of how molecules are exchanged between photosynthesis and cellular
respiration.
Marine Biology – Ecology and Energy- Photosynthesis, Chemosynthesis and Cellular Respiration
3