Lesson Plan
LESSON PLAN
Date:
13/III/09
Health and Safety
Referencing:
Accommodation:
Lecturer’s Name:
Richard LLopis
Course:
Unit / Module:
Coursework
Level:
Topic:
Photosynthesis
Time: 1:00
H407
Week number:
Equipment:
see resources
COSHH:
n.a.
Biology
A2
Number of learners:
9
Particular considerations: none.
PPE:
Lesson aim:
Objectives:
Activities to achieve objectives:
Differentiation
What do you want to achieve?
By the end of the lesson learners will be able to:
How will you check that learning is taking place?
Examples
The light-dependent reaction in such
detail as to show that
• light energy excites electrons in
chlorophyll
• energy from these excited
electrons generates ATP and
reduced NADP
• the production of ATP involves
electron transfer associated with the
electron transfer chain in chloroplast
membranes
• photolysis of water produces
protons, electrons and oxygen.
1.
2.
3.
4.
Give examples on how all biological
processes need energy
1.
Describe the synthesis of
ATP from ADP and
phosphate and its
role as the immediate source of
energy for biological
processes. And to know the
structure of a chloroplast
2.
Explain how photosynthesis can be
split into two stages
Recall how non-cyclic
photophosphorylation produces
ATP, reduced NADP and oxygen
3.
5.
4.
5.

Produce an general diagram of
metabolic pathway for photosynthesis
Metabolic map on light dependent
reactions for photosynthesis
Past questions

Examples
Assertive questioning
Lecture, note taking
Resources
Computers
Data projector
Interactive board
Coloured paper
Graduated interactive
questions
Peer support


A3 paper /pens
Mind mapping
ILT
Handouts
Assertive questions
Visual/audio CDROM (Campbell)
Art materials

posters
Gapped handouts
White board/pens

Other: past exam questions
Time:
1:00
Content
Lecturer activity:
Learner activity:
Method of assessment –
What aspects of the topic are
covered in this lesson?
(If there is a learning support worker/tutor, what will they
be doing too?)
(And which specific resources will you be using for each activity?)
How will you check that learning
has taken place? Examples- peer
assessment/Q& A/test
Welcome + intro to the
Register
Individual answers to questions
Correct answers
unit
Objectives
Note taking
Correct notes
Recap questions from AS unit (assertive
Poster
Correct formulas in poster
questioning)
Explanation of ATP and ADP cycling
GC/SB/Coaching/June 08
1:15
Light dependent and light
Interactive use of CD-ROM
Copy of the general diagram of photosynthesis
Correct diagram
non-cyclic
Interactive use of CD-ROM
Copy and understand the metabolic pathway for the light
Correct notes and diagram
photophosphorylation
Whiteboard work
dependant processes
in poster
Interactive questions
individual answers to questions
Correct answers
Recap of main points
Correct answers
Q+A
Assertive questioning of pairs
Post-it notes on unclear points
Learner feedback on post-it
independent
1:30
2:15
recap
Set homework of past exam questions
Past exam questions
completed for the next
lesson
Communication
Skills for life and work (including functional skills) please tick and write in the level of the areas you will be covering
Presentation
Reading

Discussion / speaking
listening
Numeracy
Collecting information
IT
Searching information
Problem solving
Identify problem
Improving own learning
and performance
Working with others
Plan their learning
Making calculations

Writing
Presenting findings
Developing information

Presenting information

Plan solution


Identify support needed
Review problem solving
skills
Review performance

Identify roles
Being Healthy Important points
to raise so that learners are:
Physically healthy 
Mentally & emotionally healthy 
Sexually healthy 
Have healthy lifestyle and choose not
GC/SB/Coaching/June 08
Carry out task





Review group
performance
Every Learner Matters: please  or highlight the areas you will be covering in this lesson
Staying Safe Important
Enjoying and Achieving
Making a positive
Achieving Economic
points to raise so that learners
Important points to raise so that
contribution Important points to Well-being Important points
are safe from:
learners:
Maltreatment 
Neglect 
Violence 
Attend and enjoy College 
Achieve stretching national
educational standards at College 
raise so that learners: Engage in
to raise so that learners:
decision making and support the
community and environment 
Engage in law-abiding and positive
Engage in Further Education,
training and employment on
leaving College 
to take illegal drugs 
Sexual exploitation 
Accidental injury and death 
Bullying, discrimination, crime,
anti-social behaviour (in and out of
College) 
Have security, stability and are
cared for 
Correct use of equipment 
Achieve personal and social
development and enjoy recreation 
behaviour in and out of College
Develop positive relationships and
choose not to bully and discriminate 
Develop self-confidence and
successfully deal with significant life
changes and challenges 
Develop enterprising behaviour 
Are ready for employment (or HE)

Live in decent homes and
sustainable communities
Have access to transport and
material goods 
Equality and diversity: How do you ensure that all of your learners get a fair share of your efforts, smiles and good humour whatever their ethnicity, gender or class,
irrespective of how shy or self confident, co operative or disruptive, weak or able? (Geoff Petty)
With all learners; greet them with a smile, make eye contact, address questions to named individuals, ensure that resources and lesson reflect a multicultural society, support
and encourage them to achieve their personal best in the practical assessment
Link to previous lesson:
What worked well in this
lesson?
What should I change?
Link to next lesson:
GC/SB/Coaching/June 08