UDL+Lesson+plan-Photosynthesis+progression

= LESSON Plan II G/T Students =

Lesson Overview
(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 ISTE Standards 1. Creativity and Innovation Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. a. Apply existing knowledge to generate new ideas, products, or processes b. Create original works as a means of personal or group expression c. Use models and simulations to explore complex systems and issues d. Identify trends and forecast possibilities 2. Communication and Collaboration Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others. a. Interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media b. Communicate information and ideas effectively to multiple audiences using a variety of media and formats c. Develop cultural understanding and global awareness by engaging with learners of other cultures d. Contribute to project teams to produce original works or solve problems 3. Research and Information Fluency Students apply digital tools to gather, evaluate, and use information. a. Plan strategies to guide inquiry b. Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media c. Evaluate and select information sources and digital tools based on the appropriateness to specific tasks d. Process data and report results 4. Critical Thinking, Problem Solving, and Decision Making Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources. a. Identify and define authentic problems and significant questions for investigation b. Plan and manage activities to develop a solution or complete a project c. Collect and analyze data to identify solutions and/or make informed decisions d. Use multiple processes and diverse perspectives to explore alternative solutions 5. Digital Citizenship Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior. a. Advocate and practice safe, legal, and responsible use of information and technology b. Exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity c. Demonstrate personal responsibility for lifelong learning d. Exhibit leadership for digital citizenship 6. Technology Operations and Concepts tudents demonstrate a sound understanding of technology concepts, systems, and operations a. Understand and use technology systems b. Select and use applications effectively and productively c. Troubleshoot systems and applications d. Transfer current knowledge to learning of new technologies ||
 * ** Title: ** || Photosynthesis progression ||
 * ** Author: ** || Matt Rhidenour ||
 * ** Subject: ** || Biology Science ||
 * ** Grade Level(s): ** || 9 ||
 * ** Duration: ** || 60 minutes ||
 * ** Subject Area: ** || Photosynthesis ||
 * Unit Description: || This 5 day unit will focus on the development of plants using the process of photosynthesis. Students will use the scientific method to understand how a plant uses sunlight and water to create energy for the plant to use as food. Students will take two plants of the same type. Plant 1 will be placed in a dark closet while plant two will be placed in a well lighted area. Both plants will be given the same required amount of water, but plant one will not receive sunlight and plant two will receive sunlight. Students will video the progress of both plants to view the effects sunlight has on plants. Students will be expected to use the plant progressive evidence to create a visual lesson to display to teacher and students. ||
 * Lesson Description for Day: || Students will learn about the process of photosynthesis to observe the progressive growth of a plant when it is exposed to water and sunlight. Students will display proper use of technology software to create a sample photo/video of the process of photosynthesis. ||
 * State Standards: || §112.34. Biology, Beginning with School Year 2010-2011

Goals
2. Students will gain an understanding of the process of scientific inquiry. 3. Students will understand the use of scientific experiments to solve scientific questions.
 * ====** Unit Goals: **==== || 1. Students will understand the elements of the process of photosynthesis in plants.

|| 1. The students will be able to explain why the plants grew in a controlled environment the same as they can in a natural environment. 2. The students will also be required to use photo software to display the progression of plants during the process of photosynthesis. Instruct students to get into equal groups, and record their expected experiment outcomes. Have the students also discuss what resources they will use to complete the presentation. ||
 * ** Lesson Goals: ** || Read aloud to students and display on board (10 minutes)

Methods
Students will participate in a KWL process to: 1. List what they know about photosynthesis 2. List what they want to know about photosynthesis || A. Students will be explain and discuss the steps a plant goes through during the process of photosynthesis. B. Teacher will write the steps of photosynthesis that students name on the board. C. Teacher will have the students place the steps of photosynthesis in order on board. D. Inform the students that they will need to be ready to record the results they observe during the next five classes.
 * ====** Anticipatory Set: **==== || Time frame (10 minutes)
 * ====** Introduce and Model New Knowledge: **==== || Time frame (10 minutes)

|| Guided practice: Guide students to identify the steps of photosynthesis. Using the diagram below the students will identify the basic process a plant goes through during photosynthesis. This diagram will be blank for the students to fill in the process of photosynthesis. || Student groups will use spreadsheet software to create a plan to measure/record the progress of each plant. This spreadsheet must contain to a minimum the amount of water each plant is given, the hours of sunlight a plant gets, the height growth of each plant, and the physical changes they can see for each plant.
 * ====** Provide Guided Practice: **==== || Time frame (10 minutes)
 * ====** Provide Independent Practice: **==== || Time frame (10 minutes)

||

Assessment
Think, pair, share: A. Each student group will discuss the planning, procedures, expectations, and expectations they have for this assignment. B. Each student group will designate a member to share with the class what their group discussed. C. Remind the groups that the next few classes will focus on taking and collecting evidence of how each plant has progressed with or without sunlight.
 * ** Formative/Ongoing Assessment: ** || Time frame (10 minutes)

During the photosynthesis diagram activity monitor which students are having trouble recreating the steps of photosynthesis. When students are forming groups write down which students are having trouble finding a group to be apart of and create a group or assign them to a group. During the think, pair, share, activity write down which groups are having problems discussing the project at hand, and be sure to explain to them what they do not understand. ||
 * ** Summative/End Of Lesson Assessment: ** || Not necessary for this assignment ||

Materials

 * [] ||
 * Two potted plants for each class to observe. ||
 * Measuring cups for water ||
 * Measuring tape to record plant growth ||