A.Focus/Connections/Anticipatory Set

Focus Plan

TexarkanaIndependentSchool District

GRADING PERIOD: / Biology – 1st six weeks
Chemistry – 4th six weeks / PLAN CODE:
WRITER: / L. Petty / COURSE/SUBJECT: / 10th grade science
GRADE(S): / 10th / TIME ALLOTTED FOR INSTRUCTION: / 1 hr over 2 class periods

TITLE: / Let The Sun In
LESSON TOPIC: / Photosynthesis and Respiration
TAKS OBJECTIVE: / Objective 2
The student will demonstrate an understanding of living systems.
FOCUS TEKS AND STUDENT EXPECTATION: / 10.4 The student knows that cells are the basic structures of all living things
and have specialized parts that perform specific functions, and that
viruses are different from cells and have different properties and
functions. The student is expected to:
(B) investigate and identify cellular processes including homeostasis,
permeability, energy production, transportation of molecules,
disposal of wastes, function of cellular parts, and synthesis of new
molecules.
SUPPORTING TEKS AND STUDENT EXPECTATIONS: / Objective 1: The student will demonstrate an understanding of the nature of
science.
10.1 The student, for at least 40% of instructional time, conducts field and
laboratory investigations using safe, environmentally appropriate, and
ethical practices. The student is expected to:
(A) demonstrate safe practices during field and laboratory investigations
10.2 The student uses scientific methods during field and laboratory
investigations. The student is expected to:
(A)plan and implement investigative procedures including asking
questions, formulating testable hypotheses, and selecting equipment
and technology
(B) collect data and make measurements with precision
(C) organize, analyze, evaluate, make inferences, and predict trends from
data
(D) communicate valid conclusions

CONCEPTS / ENDURING UNDERSTANDINGS/GENERALIZATIONS/PRINCIPLES
The student will understand that
Energy / All life needs energy to survive.
Photosynthesis / Photosynthesis is the process by which plants trap sunlight energy and convert it to carbohydrates that can be used by all living things.
Respiration / Respiration is the process by which plants and all other organisms release energy to use for bodily processes.
Reverse reactions / Photosynthesis and respiration are reverse reactions.

I. SEQUENCE OF ACTIVITIES (INSTRUCTIONAL STRATEGIES)

A.Focus/connections/anticipatory set

When students are seated, start sniffing a potted plant (like ivy) that does not have flowers. If students do not

immediately ask you what you’re doing, sniff more blatantly. When students finally ask what you are doing,

tell them you need a breath of fresh air.

B.Instructional activities

(demonstrations, lectures, examples, hands-on experiences, role play, active learning experience, art, music, modeling, discussion, reading, listening, viewing, etc.)

1. Lecture

Go over Transparency master – Photosynthesis and Respiration.

C.Guided activity or strategy

Complete the first part of lab together. This may be done by giving each student a straw and passing around

the test tube, allowing each student to slowly exhale one time into the test tube. Explain how an indicator

turns colors for different pH levels.

D.Accommodations/modifications

Students requiring accommodations should be given a copy of the Instructor’s Copy.

E.Enrichment

Students requiring enrichment may be assigned to look up a more in-depth version of photosynthesis and

respiration that includes all cycles.

II. STUDENT PERFORMANCE

A.Description

Complete Lab – Let The Sun In.

B.Accommodations/modifications

Students requiring accommodations should be assigned a peer tutor.

C.Enrichment

Students requiring enrichment should serve as peer tutors.

III.ASSESSMENT OF ACTIVITIES

A.Description

Grade Lab Worksheet – Let The Sun In. The summary may also be graded as a worksheet or quiz.

B.Rubrics/grading criteria

The data table and observation questions should be graded at 5 points each. The Analysis questions should be

graded at 4 points each. Questions not answered or answered incorrectly should have these points deducted.

If the summary is graded, each answer should count as 5 points each.

C.Accommodations/modifications

If the summary is being given as a quiz, students requiring accommodations may complete the lab worksheet

with a peer tutor. Lab analysis questions may need to be graded with leniency if they are answered

independently.

D.Enrichment

Students requiring enrichment may work as peer tutors.

E.Sample discussion questions

What purpose do green plants serve? They provide us with oxygen and use raw materials to make food.
Fish live underwater but need oxygen to breath. How do they get oxygen? Oxygen can be released from underwater plants and gets into the water from the air, mostly in turbulent areas.
How can a plant get carbon dioxide for photosynthesis if it lives underwater? Carbon dioxide is in the air and can enter the water from there.
Could a plant and mouse exist in a container that is totally sealed? As long as both have water and the plant has light.

IV.TAKS PREPARATION

A.Transition to TAKS context

1. A single-celled organism such as a Paramecium undergoes asexual reproduction by which process?

(a) translation

(b) mitosis

(d) replication

2. Which of the following statements about cells is not true?

(a) Animal cells release stored chemical energy by converting glucose into carbon dioxide and water.

(b) Photosynthesis is an energy-releasing process that takes place in all active plant and animal cells.

(d) Respiration is an energy-releasing processes that takes place in all active plant and animal cells.

3. Which of the following organelles is involved in the transferring of molecules from one location to another

within a eukaryotic cell?

(a) endoplasmic reticulum

(b) mitochondrion

(d) nucleus

B.Sample TAKS questions

Spring 2003

1. Which would most likely cause the liquid in Tube A to rise?

(a) Starch concentrations being equal on each side of the membrane

(b) Water passing from a region of lower starch concentration to one of higher starch concentration

(d) Solute in the tubes changing from a higher temperature to a lower temperature

2. Energy conversion within an animal cell would be severely limited by removal of the cell’s __.

(a) mitochondria

(b) chloroplasts

(d) lysosomes

Spring 2004

1. Food provides the human body with all of the following except ____.

(a) calories

(b) amino acid

(d) lipids

V. KEY VOCABULARY

carbohydratesphotosynthesis

chloroplastsproduct

glucosereactant

indicatorrespiration

organellesynthesize

VI. RESOURCES

A.Textbook

None needed

B.Supplementary materials/equipment

Transparency master – Photosynthesis and Respiration

Lab Worksheet – Let The Sun In

Instructor’s Copy Lab Worksheet – Let The Sun In

Transparency master – Summary of Photosynthesis and Respiration

Instructor’s copy – Summary of Photosynthesis and Respiration

C.Technology

VII. FOLLOW UP ACTIVITIES

(reteaching, cross-curricular support, technology activities, next lesson in sequence, etc.)

Reteaching

Go over graded labs and complete Transparency master – Summary of Photosynthesis and Respiration

Next lesson in sequence

All – 9A Compare the structures and functions of different types of biomolecules such as carbohydrates, lipids, proteins, and nucleic acids.

VIII.TEACHER NOTES

Before lab:

Make transparencies.
Make a copy of the lab for each student.
Buy Elodea – it can often be purchased from any store that stocks aquariums.
Set up lamps to make sure they work and can be safely used for 24 hours.
Mix bromthymol blue following manufacturer’s directions.
Buy straws – depending on the strength and reactivity of the bromthymol blue, the breath part may take a while and students may need to trade off.

During and after lab:

Make sure students are careful with the bromthymol blue. They should wear goggles when handling the chemical

and should was their hands as a precaution.

Have some place for students to dump bromthymol blue and dispose of Elodea without touching liquid with their

hands (a strainer of some type works well).