Teacher Candidate Name:

Grade Level:
Subject:
Date:

Dillon Dahl
10th grade
Biology
Wednesday, Oct 12, 2016

Millicent Atkins School of Education: Common Lesson Plan Template

PLANNING
List the Common Core/State Standard(s) to be addressed in this lesson:
-HS-LS1-5 Use a model to illustrate how photosynthesis transforms light energy into stored
chemical energy. (SEP: 2; DCI: LS1.C; CCC: Systems, Energy/Matter)
List the Learning Objective(s) to be addressed in this lesson. Use the following format:
Students will be able to
-Students will learn how energy is captured and stored during photosynthesis in autotrophs
and how energy becomes usable to both autotrophs and heterotrophs through cellular
respiration.
Describe how the objective is relevant to students lives.
-It will also help student make a connection to nature around them because we are
heterotrophs.
-Photosynthesis and cellular respiration are complementary processes necessary to the
survival of most organisms on Earth.
List the words relevant to the content area that you will either introduce and/or review
during your lesson.
-Energy, thermodynamics, photosynthesis, metabolism, cellular respiration, ATP, autotrophs,
heterotrophs

List the materials you will need to teach the lesson.

-Computer, notes, PowerPoint, projector, white board, markers, television, VCR, video

ASSESSMENT
Pre-Assessment: Describe the instrument or process you will use to measure students level
of understanding toward the learning objective(s) prior to teaching the lesson.
-Before I give my lesson I will be handing out an assessment to see the prior knowledge of
the students. There are 7 selective response and 3 short answer/critical thinking. The

selective response is working with some of the important vocabulary for the lesson. The
short answer I have one question pertaining to vocabulary, one pertaining real world critical
thinking, and one about the chapter.
APPENDIX: Include a blank copy of the lesson pre-assessment. (if applicable)
Is your pre-assessment included at the end of this lesson plan?
Describe the timeline as to when you plan to administer the pre-assessment?
(Recommended timeline is a minimum of two days prior to teaching your lesson).
-I will hand out the pre-assessment a day before I start to cover it. Due to a long weekend
and a lab that will run the whole class period there isnt a lot of time to hand out the preassessment. Ideally it would be better to hand it out two days before so if then If needed I
could change the lesson a bit to meet the development of the students.
Create and insert a table/chart/graph that shows the pre-assessment data results. (if
applicable)

Insert an image of your table/chart/graph here.

Describe how the results of the pre-assessment (what the students have demonstrated they
know) will be used to design the lesson objectives, instruction, and post-assessment.
-From looking at the pre-assessment, the students have demonstrated that most of material
is new to the students. The average score for the assessment was a six out of fifteen, which is
40%. I had two students who did well on the pre-assessment and scored above passing. So,
when give instruction, I must make sure the students are understanding the material so no
one gets left behind. I will ask questions when giving instruction to make sure the students
are following along and engaged in the learning. Based on the data collected, we might have
to go in depth on the materials or spend a little extra time to make sure the students are
grasping the main concepts we would like them too.

Post-Assessment: APPENDIX: Include a blank copy of the lesson post-assessment you will
use to measure students level of understanding toward the learning objectives after teaching
the lesson.

Is your post-assessment included at the end of this lesson plan?

APPENDIX: Include a copy of a Key/Product (completed by you, the teacher) which provides a
model of the desired outcome.

Is your key included at the end of this lesson plan?

TECHNOLOGY
Describe the instructional and/or assistive technology that you plan to incorporate into the
lesson to enhance instruction and student learning.
-PowerPoint, laptop, and projector, television, VCR, Photosynthesis video

ACCOMMODATIONS
Describe the accommodations/differentiation/modifications you will use to meet the needs
of all learners and accommodate differences in students learning, culture, language, etc. *
Be sure that these accommodations are based on what you identified/described in your
contextual information (Task II).
-My input should be directional and clear up any misunderstanding. With having a student
that is new to the country it is important that lectures and instructions are clear and direct.
-Pacing myself while giving notes is important. I dont want to lose a student by going too
fast on notes.
-Having transitions in slides allows the students to focus on me and not just writing down the
notes. This also helps by not overwhelming students with a lot of notes at once. Just giving
them piece by pieces helps some students a lot.
-The video will meet the needs of those students who are visual learners.

MANAGEMENT
Identify the management and motivational strategies you will use to meet student
behavioral/developmental needs to keep students on task and actively engaged throughout
the lesson.

Management:
-If there is a student misbehaving I will use prompts to get him to start behaving again. I will
remind the student of the expectations, cues, and using person proximity. Cues are visual or
physical reminders. So, If I talking or waiting for them to write down notes and a student
starts causes trouble I will give him a cue. If that doesnt work I will remind the student
verbally. One strategy that I think is very interesting and effective at times is getting in
personal proximity with the student while he is misbehaving. The only problem here is
sometimes the student will start up again after you walk away.
Motivation:
-Ways I will be motivating students is by praising the students. This is a way also to help
manage a classroom as well. If a student is not cooperating with getting his notes out I could
simple say, thank you students for getting ready for notes. Its much appreciated! Or I can
use it for praise and motivation. Thats correct! Good Job! Acknowledging them for doing
hard work can go a long way.

LESSON IMPLEMENTATION
I Do
(Teacher introduces lesson and models expected outcome of learning objectives)
Describe how you will activate student interest and present the learning objective in an
engaging way (this is your lesson opening).
-For my opening to the new chapter, I will have a bell ringer. This is a little tool that I can use
to get their brains thinking about the new chapter. I will ask the students how many forms of
energy they can name, such as heat, light, chemical energy, mechanical energy, and electrical
energy.
-For some motivation or making the content relatable, the students and I will walk through
an activity called sandwich energy. As a group, we will start with ham and trace back the
energy all the way to the sun. This allows the students to think about how something is made
at a cellular level. I really like this activity because students are also walking through the food
chain.
-By creating the content personable and relatable student will be so much more engaged in
learning process.
-After the bell ringer and the sandwich activity then I will ask the students to get ready for
notes. Then I will do a few slides of notes on autotrophs and heterotrophs. This will just be
an introduction about the new chapter to start.
-After the few slides of notes, we will shift direction and watch a video on photosynthesis. I
will let the students know that they are supposed to take notes because there will be a
worksheet after the video. The video will be describing photosynthesis. I will breakdown the

word photosynthesis for better understanding. I will give the students some background on
the video, so that they are not worried about getting a lot of notes down.
Describe how you will communicate (to students) how the objective is relevant to their lives.
-By doing the sandwich activity that traces the energy, students can relate to the content.
Because we are heterotrophs, we must get energy from outside sources such as sunlight or
inorganic substances. I might mention that every time we eat were not only taking in food
but energy.
- Students will be able to relate their knowledge to the real-world and every time the eat.
Describe what instructional strategies you will use to model/explain/demonstrate the
knowledge and skills required of the objective. (cite theories/theorists)
-Students naturally make connections between pieces of knowledge of the world around
them.
-Visuals are very important in the classroom, whether it is drawing things out on the board or
videos. Howard Gardner identified visual or spatial as one of the seven distinct intelligences.
Visuals help the students nail in concepts where words are alone dont help.
-Sound with the video will also help draw a line from words to visuals. Audio is beneficial for
students who are poor readers.
Describe how you will check for students understanding before moving on to guided
practice.
-Before we watch the movie, I will ask the students what is the difference between the
autotrophs and heterotrophs. If the students have troubles with identifying the differences, I
will go over the two slides again. If there are not questions and the answer correctly the
differences I will move on to the video.
We Do
(Teacher engages students in guided practice)
Describe the learning activities you will use to provide students multiple opportunities to
practice the skills and content needed to meet the learning objective(s).

-We will be working through the sandwich activity and then notes. The activity relates to the
students personal lives.
-During notes students, will here will be able to ask questions about the content while
covering it. It also allows the students to write down and hear the content. With notes and a
video the rule of 3 comes into play. Students will write, hear, and see the content. This will
help the students get more repetition on the content.
-After we get done with notes. I will talk about the movie they are going to watch. I will let
them know to take notes during the movie so they can use it on the worksheet they will
receive after the video is complete.
Describe how you will check for students understanding before moving on to independent
practice.

- I will ask the students about the difference of the autotrophs and heterotrophs. By doing
this I can see if I need to go over the slides again.
You Do
(Students engage in independent practice)
Describe what the students will do to independently practice the knowledge and skills
required by the lesson objectives? (this is the post-assessment)

-Students will watch a video about photosynthesis. During the video, they will be expected to
take notes on the video. The video also has questions that it will ask the students during the
video. Students could also write down the questions if they want. After the video is done,
they will use their notes that they wrote down to complete a video worksheet. After they
have completed the worksheet, they will hand it in. For the time of the class, they will most
likely hand it in the next day along with the notes. The bell ringer, little activity, few notes,
and the 30-minute video will end up taking the whole class period.
- The video worksheet will be a formative assessment.
-The post test will be done after a few more notes. Not all the information on the pre-test
will be covered the first day. So, after we cover all the information, I will hand out the post
test.
APPENDIX: Include a blank copy of your post-assessment.
Is your BLANK COPY of the post-assessment included at the end of this lesson plan?
Lesson Closing
Describe how you will reemphasize the lesson objective and any skills/content that were
taught in an interactive manner (whole/small group, etc.).
-I will ask the student about the video. What did they learn? Anything they didnt know before? What
stuck out to them?

-I will ask the students what is the difference of an autotrophs and heterotrophs.
-This will give me an idea of what they picked from the activity and the video. It will also give
me an idea if they need more information on a topic or concept.

ANALYZE
(This portion may only be done after the post assessment is collected/scored.)
Describe the results of the Post-Assessment and be sure to address the following:
Students progress from pre-to-post assessment. (if applicable)
Factors that may have influenced the post assessment results.
How the results of the post assessment highlight what areas of the lesson will require reteaching (if any).
If applicable, insert a table/chart/graph (below) that shows the post-assessment data results.
If you used the same document for both the pre and post assessments, it is strongly
encouraged that you show the comparison.

Description: From looking at the chart the blue line is the pre-assessment, which was very low for the
most part. The red line is the post-assessment as you can see every student had increased! This could
mean two things, either the students didnt try at all in pre-assessment or they have all learned
material. I believe it is a mixture of the two of them. Looking at the two lines, a person can see some
students had a huge increase and others just a little. Since there was no students, who decreased in
percentage, I would say that there is no need to reteach material. One student scored below 75% and
he still made some improvement. Overall, I was pleased with the results.

REFLECT
List and describe two things you feel you did well to plan, implement, or assess instruction
(successes).
-One thing that I noticed right away was the engagement the student had. They were over eager to
answer questions and give input. I believe part of that was appearance of my university supervisor.
So, it made my job of engaging so much easier.
-I also thought that that was prepared to give the lesson. I had everything up and ready to go for the
lesson to minimize down time for the students. Only problem is I might have rushed a few of the
activities.
List and describe two things you feel were challenges during the planning, implementation
and/or assessment of the lesson.
-The set up in the room makes it hard to see the board sometimes. We use a projector onto

the whiteboard. In our room, we do not have a smartboard which would make it 100 times
better viewing for the students.

-Another thing I wish I would have done, is ask the students questions in gaps of the video
when I was fast forwarding. This would have been a great time for me to review material the
video went over.
-Lastly pacing in the classroom is so hard. We had shorten classes, and I wasnt for sure if we
would have enough time in class for the couple activities, notes and a video. Whenever
someone is worried about not having enough time, it always seems like they have too much
time. I did end up having ten minutes to spare at the end of the class.
List and describe two ideas for redesign you would make if you were to teach this lesson
again.

-Things I would redo about this lesson, would make the video more teachable. Talking with
my university supervisor, I should have recapped in sections during the video. During videos,
student scan get lost writing notes down. So, by review in short sections student will be able
to grasp the important concepts.
-Another thing that I would implement more would be more student interaction with other
students. Going off the reviewing in short sections, I could have student discuss with one
another about what they are learning. Students may not quite understand a concept in our
terms but them might be to grasp the concept if another student puts it in their own words.

Cellular Energy

Pre- Assessment
Name: ____KEY_______
Matching (1pt each):
1._H__ the study of the flow and transformation of energy

a. Photosynthesis

2._E__ chemical reactions in a cell

b. Adenosine triophate

3._F__ the ability to do work

c. Heterotrophs

4._B__ the most important biological molecule that provides energy

d. Pigments

5._A__anabolic pathway in which light energy is converted

e. Metabolism

6._D__light absorbing colored molecules

f. Energy

7._C__ need to digest food to obtain energy

g. Cellular respiration
h. Thermodynamic

Short answer:
1. What is the main difference between autotrophs and heterotrophs? EXPLAIN (2 pts.)
Autotrophs can make their own food and heterotrophs need to take in from other sources for
energy.
i.Examples Auto: Plants; Hetero: Humans
1. How is the function of ATP or Adenosine triphosphate in a cell like that of a battery in a car? (3pts.)
Batters convert stored chemical energy to mechanical energy that enables the car to move. In a
cell, ATP is converted to other forms of energy that a cell can use.

1. What is the major source of energy for living organism and why? (3pts.)
Sun because autotrophs need sunlight to produce energy and then heterotrophs take in energy
from ingesting autotrophs or other heterotrophs

NAME____Key_____
BIOLOGY CHAPTER 8 TEST/Post-assessment
MULTIPLE CHOICE
1. Which supplies the energy to make the sugars during the Calvin Cycle?

a. CO and ATP
c. ATP and NADPH
b. NADPH and water
d. water and O
What do cells use and store as the main source of energy?
a. water
c. ADP
b. ATP
d. NADPH
Which are organisms that depend on an external source of energy?
a. autotrophs
c. heterotrophs
b. chemoautotrophs
d. photoautotrophs
Which are organisms that convert inorganic substances into energy?
a. autotrophs
c. heterotrophs
b. chemoautotrophs
d. photoautotrophs
Which are organisms that convert energy from the Sun?
a. heterotrophs
c. photoautotrophs
b. chemoautotrophs
d. consumers
The study of the flow and transformation of energy in the universe is
a. thermodynamics
c. heat
b. entropy
d. energy
Which defines energy?
a. the ability to do work
c. creation of heat
b. increase in disorder
d. power to change
2

2.

3.

4.

5.

6.

7.

8. Where in the cell does the light-dependent cycle occur?

a. Nuclear membrane
c. thylakoid membrane
b. Plasma membrane
d. mitochondria
9. Which is an autotroph?
a. daisy
c. earthworm
b. mushroom
d. wolf
10. Where in the cell does the Krebs Cycle occur?
a. chloroplast
c. cytoplasm
b. mitochondrion
d. nucleus
11. Which would be a habitat for chemoautotrophs but not photoautotrophs
a. cold tundra
c. deep Ocean trench
b. high-altitude mountain
d. grass plains
12. Which describes the process of cellular respiration?
a. anabolic pathway that breaks molecules into energy
b. anabolic pathway that builds molecules of stored energy
c. catabolic pathway that breaks molecules into energy
d. catabolic pathway that builds molecules of stored energy
13. Which describes the process of photosynthesis?
a. anabolic pathway that breaks molecules into energy
b. anabolic pathway that builds molecules of stored energy
c. catabolic pathway that breaks molecules into energy
d. catabolic pathway that builds molecules of stored energy
14. Which is formed during the light-dependent phase of photosynthesis?
a. ATP
c. glucose
b. chlorophyll
d. CO
15. What is the name of the molecule in which H+ ions pass through in the formation of ATP
from ADP?
2

a. G3P
b. ferredoxin

c. ATP Synthase
d. electron

16. What is the name of the molecule that transfers an e- to NADP+ to form NADPH?
a. G3P
c. ATP Synthase
b. ferredoxin
d. electron
17. This process involves light independent reactions
a. Krebs Cycle
c. thermodynamics
b. Calvin Cycle
d. fermentation
18. This process is carried out without oxygen.
a. Krebs Cycle
c. thermodynamics
b. Calvin Cycle
d. fermentation
19. What is missing in the chemical equation for photosynthesis?
6CO + __?__ C H O + 6O
a. 6CO
c. 6HO
b. H O
d. 6H O
2

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20. The Law of Conservation of Energy is part of this

a. Krebs Cycle
c. thermodynamics
b. Calvin Cycle
d. fermentation
MATCHING
1. light independent reactions, uses ATP and
a. energy
NADPH
F
b. Krebs Cycle
2. organisms that make their own food
c. anabolic
G
d. heterotroph
3. the ability to do work
e. thermodynamics
A
f. Calvin Cycle
4. need to ingest food to obtain energy
g. autotroph
D
h. catabolic
5. release energy by breaking down molecules
i. chemoautotroph
H
j. metabolism
6. all of the chemical reactions in a cell
J
7. convert inorganic substances into energy
I
8. the study of the flow and transformation of energy in the universe
E
9. converts energy into chemical energy
C
10. pyruvic acid is broken down into CO
B
2

TRUE OR FALSE BE SURE TO CORRECT FALSE STATEMENTS BY CHANGING THE

UNDERLINED WORD OR WORDS.
1. Cellular respiration is a catabolic pathway in which organic molecules are broken down to
release energy for use by the cell. T

2. ATP consists of two phosphate groups. 3

3. Chemoautotrophs and photoautotrophs are examples of heterotrophs. Autotrophs
4. In the Glycolysis 10 G3P molecules are converted to 5-carbon molecules by an enzyme
called
rubisco. T
5. Grana are stacks of thylakoids. T
6. The products of photosynthesis are CO and C H O . 6O2
7. When ferredoxin transfers electrons to NADP+ it forms NADPH. T
8. ATP Synthase produces ADP molecules. ATP
9. Glucose is broken down in the cytoplasm through the process of glycolysis. Mitochondria
10. Pyruvate is broken down into CO during the Krebs Cycle. T
2

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