Lesson Plan
Day: 1
Year
​
​
​
​
Length of Class: 81 minutes
​
Topic: Introduction to Photosynthesis
​Date: 8
th
​
of April 2014
​Subject: Plant Biology
​Class: 5
th
​
Previous Knowledge and Experience:
Pupils should have a vast amount of knowledge on plants, particularly green plants and how
important they are for the environment and the detrimental effects of cutting down vast
amounts of trees and the amazon forests, with regards to the high carbon monoxide levels.
Pupils will also be familiar with growing flowers or even keeping flowers alive in their own
homes and that they require water each day and that they also require a medium to grow in.
From the Junior Certificate syllabus, pupils should describe, using a word equation, how
plants make their own food through photosynthesis (OB48), (NCCA 2003, p.15). I expect
some pupils to have the misconception that photosynthesis is a form of respiration and that
plants get their food from the soil that they grow in.
Aims:
The aim of the lesson is to introduce pupils to photosynthesis, and to overcome any
misconceptions that they may have in relation to what is meant by photosynthesis.
Objectives:
• Pupils should be able to compare and contrast an animal cell and a plant cell.
• Pupils should be able to recall what defines a living thing.
• Pupils should be able to define what is meant by photosynthesis.
• Pupils should be able to identify what is required in order for photosynthesis to take
place, and build up the equation for photosynthesis.
• Pupils should be able to distinguish between the processes of respiration and
photosynthesis, thereby overcoming their misconceptions and form accurate scientific
understandings of each of the processes.
• Pupils should gain an appreciation of the role and importance of green plants in the
environment.
Subject Matter:
Pupils will learn that Photosynthesis is the process in which plants make their own food and
that it is not a form of respiration. Pupils will recall the difference between heterotrophs and
autotrophs and learn that green plants can carry out photosynthesis as their cells contain
chloroplasts which contain chlorophyll, one of the essentials in photosynthesis. Pupils will
learn that carbon dioxide and water are required in the presence of light and chlorophyll in
order for oxygen and glucose to be produced. Pupils will also become aware that
photosynthesis takes place in all green parts of the plant but that the majority of
photosynthesis takes place in the leaves as they have a larger amount of surface area in
comparison to, for example the stem.
Resources:
PowerPoint, mini whiteboards and markers, 3 plants, YouTube video, Plant Bingo cards,
projector and hand-out.
Assessment:
Pupils will continuously be assessed for learning throughout the lesson by asking them lower
and higher order questions. Pupils will also be assessed through the game of plant bingo as
this will test their knowledge on the information discussed throughout the lesson. Through
pair work pupils will be test on their ability to form a method of investigating the effect of
plant quality as challenging their misconceptions on where plants get their food from by
observing what they write and draw on their mini whiteboards. Pupils will be evaluated at
the end of the lesson, regarding how they perform in their display of what photosynthesis is.
This will provide important information as well as from the plant bingo game in order to see
if the misconceptions that they have in relation to photosynthesis have been eliminated.
Classroom Management:
“Lesson plan management is essential if the learning activities you set up are to take place
with sufficient order for learning to take place” (Kyriacou 2007, p62). When planning the
lesson, it is important to plan who will work together in pair work, groups etc. as this can
determine how the activity will be work out. Another thing to keep in mind when planning
the lesson is making sure my instructions are clear and understandable. I will have the
PowerPoint presentation visibly at all times which will ensure that the visual learners and
those that are finding it difficult to concentrate will have the information in front of them as a
reminder of the tasks. Also with regards to group formation, the nature of the task will be
included, and when forming the groups for the end task, I will ensure that there are assertive
pupils in all groups. When carrying out the discussions I will try and include everyone by
asking some of the quieter pupils questions like, “What is your opinion on this?”
Safety:
•
Safety will be implemented throughout the lesson and all laboratory rules will be
implemented, i.e. no eating, drinking, running etc.
Time
Pupil Activity
Goal Conception for Set Induction:
•
Photosynthesis is the process by
which green plants make their own
food.
•
Photosynthesis takes place in all the
green parts of the plant.
(20 min total)
Set Induction:
4 min
Pupils will listen to
teacher.
5 min
Pupils will answers
questions asked by
teacher.
3 min
Pupils will recall the
characteristics of what
constitutes a living
thing.
3 min
Pupils will identify the
features of an animal
cell and distinguish
between a plant cells.
5 min
Looking at the concept
cartoon, pupils will be
given mini whiteboards
and working in pairs,
they will attempt to
figure out a way in
which plants are
nourished.
Key Questions for Set
Induction:
What are the
characteristics of a
living thing?
Is a plant classified as a
living thing?
How do humans get
nutrition?
Teacher Activity
References
Common Misconception in relation to Set
Induction:
•
Photosynthesis is a form of respiration
and plants obtain their food from the
soil.
Photosynthesis only occurs in the
leaves.
Set Induction:
•
I will introduce the
lesson by telling the
class that we will be
taking a look at what
make something
living, looking
particularly at plants.
Kabapınar 2005 cited
in Ekici 2007 proposes
that “concept cartoons
may be used as
instructional material
and teaching method
in science courses”.
I will ask pupils to
recall what the
characteristics of life
are and using the
mnemonic MRS
NERG, we will
discuss each in terms İngeç et al 2006 cited
of both animal
in Ekici et al 2007
andplants.
identifies concept as
“efficient tools in
I will then show pupils order to identify
an example of a plant student
cell and an animal cell, misconceptions”.
and a quick discussion The discussion
will be started and
following the showing
then focussed in on
of the concept cartoon
nutrition.
will be used as an
identifier and indicator
A concept cartoon will of any misconceptions.
be shown to the pupils
showing a baby, an
adult, an animal and a The 5E model of
plant. In the cartoon instruction from Bybee
the form of obtaining et al 1997 cited in Ray
food for the baby,
and Beardley 2010
adult and animal will will be incorporated in
be given but
the lesson.
uncertainty will be
placed around how the Engage:
plant gets its food.
This will be the
Pupils are engaged in
strategy used to see if the main discussion
any of the pupils hold instigated from
misconceptions on
showing them the
how plants obtain
concept cartoon and
food.
the debate on how
plants make their food.
Pupils are also asked
questions which
should refresh their
memories on some of
the information which
they may have been
aware of before.
How does a plant get
food?
Is it in the soil?
Compare and contrast
an animal cell and a
plant cell.
Information Activity:
20 min
5 min
Pupils will become
familiar with the word
photosynthesis and
what it means by
breaking the word up.
Pupils will become
aware that when unsure
about the meaning of
the word, if it is broken
down it may become
clearer.
10 min
Using the analogy of
photosynthesis being
similar to a bakery,
pupils will be
introduced to the
process of
photosynthesis and will
complete a worksheet
in order to see if they
can complete the
analogy without having
been told the answers
previously.
Pupils will watch a
short video clip on
photosynthesis and
how it is carried out.
3 min
2 min
Pupils will realise the
importance of green
plants in our
environment and the
impact it would have if
they were eliminated.
Key Questions for
Development of
Information:
Define respiration?
Define photosynthesis?
Compare and contrast
photosynthesis and
respiration.
What is the word
equation for
photosynthesis?
What is the chemical
equation for
Explain:
Information Activity: Using the simple skill
of etymology and
Building on the pupil’s using theanalogy
skill of etymology, I provide variance and
will show them a slide this helps to cater for
with the word
all learning types,
“photosynthesis” on it visual, kinaesthetic
and question them on and aural so that
what they think the
learning is maximised
word means.
for each pupil.
It is important to “take
Breaking down the
a novel approach by
word with the pupils, incorporating
they will become
several activities into a
aware that “photo”
single teaching model
means light and that following
“synthesis” means to the 5E learning cycle”
make something.
Beardley and Ray
2010.
This is a good method
for dealing with
problems within
scientific literacy.
I will then introduce
the concept of
photosynthesis being
similar to a bakery:
ask them to work out
the recipe, the
ingredients needed, the
equipment needed and
products produced.
The pupils will be
given this on a handout to complete which
they will work on
alone and then go
through as a class.
By breaking down the
components of what is Elaborate:
involved in
Pupils will be
photosynthesis pupils reminded of Global
will see that it is a
Warming which helps
process in which
them to link the
products are produced, process of
similar to that in a
photosynthesis to
bakery. This will be everyday problems and
the main strategy used issues and to identify
to address any
the importance of it
misconceptions.
which will create more
interest in the topic.
I will then show pupils It is easy for
a short video clip on instructors to forget
the process of
that many students do
photosynthesis, which not adequately
will help cater for the understand the
visual learners.
enormous impact of
photosynthesis
I will then reiterate the on their daily lives
importance of
(Carr 2001 in Ray and
photosynthesis for
Beardley 2010
plants and for us as
humans, with regards
to food production and
Global Warming.
photosynthesis?
Can you think of
anything that would
vary the rate of
photosynthesis
occurring?
How important are
green plants in on the
planet?
How is photosynthesis
linked with the
destruction of the rain
forests and Global
Warming?
Application Activity:
(25 min total)
15 min
Pupils will be broken
up into groups and set a
taskin which they must
devise some way of
investigating the effect
of light on plant
growth.
Pupils will take part in
a game of plant bingo
in which they must be
mark of the correct
answer which
corresponds to the
definition or
description being called
out.
10 min
Evaluation Activity:
16 min
Working in larger
groups now, similar to
the jigsaw style method
of cooperative learning,
pupils will be assigned
to a group and together
with the other member
they must work
together in forming a
narrative for a short
play in which they will
perform in front of the
other members of the
class.
Pupils will take on a
role and perform with
their fellow group
members in front of
their classmates,
through actions and
words.
Application Activity:
I will show pupils
three plants and ask
them if there is any
way we could devise
an experiment which
would show if light is
important for a plant
or not.
I will ask pupils to put
away their books,
notes and then hand
them out bingo cards
in which there are
some words in a grid.
I will then call out
pieces of information
and definitions which
will assess pupils
knowledge on the
material discussed so
far.
Explore and
Encourage:
Getting pupils to work
together to solve a
problem promotes
their social skills and
is also shown to
increase motivation
and interest in the
topic at hand. Pupils
will also be
encouraged to become
“real scientists” as
they work together to
try and formulate a
method for carrying
out the given task.
Talanquer and John
Pollard 2010 “suggest
designing lessons to
include a spiral of
exploration, termintroduction, and
application phases in
instructional models to
effectively engage
student's interests and
prior knowledge and
to promote conceptual
understanding”.
“We include activities
that use different
teaching styles to
engage students with
different interests and
learning modalities,
which likely
achieves greater
success in teaching
about photosynthesis
Than do conventional
approaches”
McKeown 2003 cited
in Ray and Beardley
2010.
Evaluation Activity:
I will break pupils up
into six different
groups. The group
will then work on the
section related to
photosynthesis that
they have been given
and they must devise a
narrative piece in
which they will all
take part and present
to the class.
“conceptual change
text design
Helped the learners to
go through the
conceptual change
concerning
photosynthesis.
The traditional text
version worked well in
questions which are
typical “school
questions”
requiring fact-finding
and text
comprehension mainly
on the level of the text
Base. But if conceptual
change is measured by
questions which first
presuppose
understanding of the
critical difference
between a plant and an
animal and, second,
also demand
construction of an
adequate mental model
of photosynthesis, the
conceptual
Change design was
significantly better”
(Erman 2001).
Evaluation:
Pupils will work
together using all their
acquired knowledge
from the lesson and
“perform” a short
narration on their
section of
photosynthesis. As a
class they will then
have formed a recap
and revision tool in a
fun and interesting
way in which they are
more likely to retain
the information. It
also helps cater for all
learning types, the
kinaesthetic, verbal
and also visual.
“In this study, speaking
and writing in a
Collaborative group
mutually stimulated
students in
constructing
knowledge” (Shy Jong
2007, p.78).
“students see a clean,
even elegant solution,
having little in
common with the
uncertainty and the
fuzzy thinking that they
experience when they
try to solve a problem
by themselves”
(Cardellini 2005).
References
Appuseries (2011) ‘Learn about Plants – Photosynthesis’, [video online], available:
http://www.youtube.com/watch?v=1gLa5EWn9OI [accessed 20 April 2014].
Cardellini, L. (2005) ‘Fostering creative problem solving in chemistry through group work’,
SE4006: Science Teaching 3 [online], available:
https://sulis.ul.ie/access/content/group/ba202c8b-7b8e-46b4-809c5572ceb1ad93/Fostering%20creative%20problem%20solving%20in%20chemistry%20throu
gh%20group%20work.pdf [accessed 20 April 2014].
Ekici, F., Ekici, E. and Aydin, F. (2007) ‘Utility of Concept Cartoons in Diagnosing and
Overcoming Misconceptions Related to Photosynthesis’, SE4006: Science Teaching 3
[online], available: https://sulis.ul.ie/access/content/group/ba202c8b-7b8e-46b4-809c5572ceb1ad93/photosynthesis%20concept%20cartoon.pdf [accessed 20 April 2014].
Google Images (2014) Basic Animal Cell [image online], available:
https://www.google.ie/search?
q=basic+animal+cell&tbm=isch&tbo=u&source=univ&sa=X&ei=qRFdU4EM5Lb7Abq2oCYAw&ved=0CCkQsAQ&biw=1280&bih=930 [accessed 20 April 2014].
Google Images (2014) Basic Plant Cell [image online], available:
https://www.google.ie/#q=basic+animal+cell [accessed 20 April 2014].
Kyriacou, C. (2007) Essential Teaching Skills [online], 3rd ed., Dawsonera, available:
https://www-dawsonera-com.proxy.lib.ul.ie/abstract/9781408507094 [accessed 20 April
2014].
Mikkila-Erdmann, M. (2001) ‘Improving conceptual change concerning photosynthesis
through text design’, SE4006: Science Teaching 3 [online], available:
https://sulis.ul.ie/access/content/group/ba202c8b-7b8e-46b4-809c5572ceb1ad93/photosynthesis%205.pdf [accessed 20 April 2014].
NCCA, 2003 Junior Certificate Science Syllabus Ordinary Level and Higher Level [online],
NCCA, available: http://www.education.ie/en/Schools-Colleges/Information/Curriculum-andSyllabus/Junior-Cycle-/Syllabuses-Guidelines/jc_science_sy_rev.pdf [accessed 20 April
2014].
Ray, A. M. and Beardsley, P. M. (2010) ‘Overcoming Student Misconceptions about
Photosynthesis: A Model- And Inquiry-Based Approach Using Aquatic Plants’, SE4006:
Science Teaching 3 [online], available: https://sulis.ul.ie/access/content/group/ba202c8b7b8e-46b4-809c-5572ceb1ad93/photosynthesis.pdf [accessed 20 April 2014].
S, Kate (2012) ‘MRS NERG worksheet’, tesconnect [online], 10 September 2012, available:
http://www.tes.co.uk/teaching-resource/MRS-NERG-worksheet-6289739/ [accessed 20 April
2014].
Syh-Jong, J. (2007) 'A study of students' construction of science knowledge: talk and writing
in a collaborative group', SE4006: Science Teaching 3 [online], available:
https://sulis.ul.ie/access/content/group/ba202c8b-7b8e-46b4809c-
5572ceb1ad93/A%20study%20of%20students_%20constructi
on%20of%20science%20knowledge%20talk%20and%20writi
ng%20in%20a.pdf [accessed 20 April 2014].
Talanquer, V. And Pollard, J. (2010) 'Let's teach how we think instead of what we know',
SE4006: Science Teaching 3 [online], available:
https://sulis.ul.ie/access/content/group/ba202c8b-7b8e-46b4-809c5572ceb1ad93/Let%E2%80%99s%20teach%20how%20we%20think%20instead%20of%20
what%20we%20know.pdf [accessed 20 April 2014].