Lesson Plan
Template
1. Lesson Plan Information
Subject/Course: Biology
Grade Level: Grade 12 University
Topic: Photosynthesis
Name: adapted from Jonathan Low
Date: 24 September 2010 Time: 2:00-3:15pm
Length of Period: 75 minutes
2. Expectation(s)
Expectation(s) (Directly from The Ontario Curriculum):
 apply the laws of thermodynamics to the transfer of energy in the cell, particularly with respect to respiration
and photosynthesis
 describe the structure, mechanisms, and dynamics of enzymes in cellular metabolism (e.g., the function of
enzymes in metabolic reactions in mitochondria or chloroplasts)
 describe how such molecules as glucose, ATP, pyruvic acid, NADH, and oxygen function within energy
transformations in the cell, and explain the roles of such cell components as mitochondria, chloroplasts,
and enzymes in the processes of cellular respiration and photosynthesis
Learning Skills (Where applicable):
 Responsibility—HW completion
3. Content
What do I want the learners to know and/or be able to do?
 Identify the three main pigments of leaves (chlorophyll, xanthophylls, and carotene) and how they relate to
colours (green, yellow, and orange) respectively: Most leaves include the pigments of all three colors;
pigment chlorophyll (the pigment that makes the leaves green) is a much stronger pigment than the others.
It covers the yellow (xanthophyll) and orange (carotene) pigments that are natural to a tree's leaves; a
tree's leaves produce less chlorophyll during fall allowing the other colors can show through
 Anthocyanin, which produces reds and purples, isn't present all year long in most green leaves. It only
shows up as the nights get cooler.
 Communicate that the chlorophyll molecule is the active part of the plant that absorbs the sunlight
Today learners will:
 Demonstrate an understanding of the role of photosynthesis and the importance of photosynthesis as a
process
 Identify the three main pigments of leaves (chlorophyll, xanthophylls, and carotene) and how they relate to
colours (green, yellow, and orange)
 Describe the structures and functions of a leaf
 Describe the structure and functions of chlorophyll and chloroplast
4. Assessment (collect data) / Evaluation (interpret data)
(Recording Devices (where applicable): anecdotal record, checklist, rating scale, rubric)
Based on the application, how will I know students have learned what I intended?
- Circulate while students are doing group work and make anecdotal notes about learning skills. Assist students
who are having difficulty.
- Collect homework to check for understanding. Hand it back the next class. Note responsibility—HW completion in
anecdotal notes
5. Learning Context
A. The Learners
(i) What prior experiences, knowledge and skills do the learners bring with them to this learning
experience?
- have an understanding of fundamental molecular principles and mechanisms that govern energy-transforming
activities in plants from previous grade.
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Schulich School of Education – Practice Teaching Handbook 2010-2011
- have an understanding of the flow of energy between photosynthesis and respiration from previous grade.
- can explain important cellular processes from previous classes and years.
- can describe the structures of a leaf from grade 11.
(ii) How will I differentiate the instruction (content, process and/or product) to ensure the inclusion of all
students? (Must include where applicable accommodations and/or modifications for learners identified as
exceptional.)
- T.P. and J.L. cannot work together so I must ensure that they are not in a group together.
- G.H. is having difficulties with the course materials so I should try to group him with some of the more selfmotivated students.
B. Learning Environment
- Classroom
- Seats may be moved together as necessary for group work.
C. Resources/Materials
- projector
- Laptop
- interactive website http://www.purchon.com/biology/flash/leaf.swf
- Leaf diagram handout
- Photosynthesis video website http://videos.howstuffworks.com/hsw/11886-plants-photosynthesis-video.htm
- Chloroplast diagram
Chlorophyll diagrams
6. Teaching/Learning Strategies
INTRODUCTION
How will I engage the learners? (e.g., motivational strategy, hook, activation of students’ prior knowledge,
activities, procedures, compelling problem)
- Photosynthesis video will be shown to give an overview of what photosynthesis is and why it is important. (5 min)
- Have students jot down notes on the video. They should note important aspects of photosynthesis.
- Call on individuals to have them explain which parts of the video they found interesting, funny, or anything that stood
out to them. (5 minutes)
MIDDLE:
Teaching: How does the lesson develop?
How we teach new concepts, processes (e.g., gradual release of responsibility - modeled, shared, and guided
instruction).
- Handout of a leaf diagram with arrows pointing to all of the important structures. Students get into groups and fill in
the diagram collaboratively using their prior knowledge. (10 minutes)
- After 10 minutes is up we will take up the answers together using an interactive site that shows the structures of a
leaf. (5 minutes)
- Have students come to the computer and point out certain leaf structures.
- Ensure that students know the structures of the leaf by having them fill in any blanks or correct any wrong answers
they may have put on their handouts.
- Transition into a lecture on the functions of each of the leaf structures that were identified and jot notes on the board
for students to copy. (15 minutes)
Key question: what colours are leaves in the summer?
- Why are do leaves turn shades of orange and yellow in the fall?
- Did you know that there are other pigments (colours) in green leaves? What are they?
- Use these questions to transition into teaching about the structure and function of chlorophyll and chloroplast.
- Give students a handout with a diagram of the structure of chloroplast.
- Present the structures and their functions of chloroplast to students using diagrams on the projector. Have students
fill in the blanks on the diagram and take notes on each structures’ function. (10 minutes)
- What is the basic function of chlorophyll?
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Schulich School of Education – Practice Teaching Handbook 2010-2011
- Show students the structure of chlorophyll molecules by using a diagram on the projector. Explain the importance
and function of chlorophyll. Have them draw the structures and take notes. (10 minutes)
Consolidation and/or Recapitulation Process: How will I bring all the important ideas from the learning
experiences together for/with the students? How will I check for understanding?
(3 minutes)
- Have students refer back to the video and briefly explain how the material they just learned on leaves, chloroplast
and chlorophyll fit into the overall scheme of things.
- Have students briefly explain again why the leaves turn color in the fall and its importance.
Application: What will learners do to demonstrate their learning? (Moving from guided, scaffolded practice,
and gradual release of responsibility.)
- Students will be put into groups and given questions related to the lesson. Students will work together to come up
with the best possible answers to the questions. Every student will write his/her answers down as it will be needed
for their homework. (10 minutes)
- Question: Many products containing chlorophyll are sold in pharmacies and health food stores.
a) Identify and list 3 different products you can buy at a pharmacy that you think would contain chlorophyll based on
what you have learned.
b) Describe the suggested uses for each of these products.
c) Describe the characteristics of chlorophyll that make it suitable for use in these products. If you do not find suitable
reasons, form your own hypotheses.
- Circulate and help as needed.
CONCLUSION: How will I conclude the lesson?
(2 minutes)
Homework assignment: Students will conduct library and/or Internet research to find specific answers to the questions
they were asked in the application activity. They will record and compare these answers to the ones they came up
with in their groups. Each student will hand these assignments in the following class. Inform them Responsibility—HW
completion will be recorded.
7. My Reflections on the Lesson
What do I need to do to become more effective as a teacher in supporting student learning?
My classroom management is improving as i get to know my students better.
- I am having trouble remembering the names of students who are very quiet and less involved.
- My hook was effective based on the limitations of the material.
- I need to learn all of the students names so I can call on everyone during discussions and make everyone feel
involved.
- I need to ask more questions and have students engage in critical thinking more.
Organize handouts before class to increase time efficiency.
- Topic for next class: Transpiration
- Put J.T. in a group with P.E. to help motivate J.T. to work harder.
- Keep an eye on L.L. during group work to see if he may need more assistance.
Lesson Plan Template
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Schulich School of Education – Practice Teaching Handbook 2010-2011