Understand by Design: Cells and Energy

Topic: Photosynthesis Course: Biology

Grade(s): 10 - 12 Designer: Ms. Christine Matera

Stage 1: Desired Results

Established Goals:
• Students will learn how energy is stored and transferred within the cell.

• Students will describe the structure and function of the chloroplast and how it relates to each
step of photosynthesis.

• Students will identify and explain the relationship between photosynthesis and respiration.

• HS.Matter and Energy in Organisms and Ecosystems

Understandings: Essential Questions:

Students will understand… Students will consider…
• Chemical energy used for most cell • What would happen if cells stopped
processes is carried by ATP.
producing ATP?

• Organisms break down carbon-based • How are the processes of photosynthesis

molecules to produce ATP.
and respiration related?

• Photosynthetic organisms are producers.

• How does the process of photosynthesis
• Photosynthesis in plants occurs in affect humans?
chloroplasts.

• The first stage of photosynthesis captures

and transfers energy.

• The second stage of photosynthesis uses

energy from the first stage to make sugars.

Students will know… Students will be able to…

• The general chemical reactants and • Identify the products and reactants of
products of photosynthesis.
photosynthesis.

• Where steps of photosynthesis take place in • Identify the key structures of a cholorplast.

the cell.
• Identify the light-dependent and light-
• How the absorption of sunlight during independent reactions and which reactants/
photosynthesis relates to the color of products are involved in each.

plants. • Order the main steps of each series of

reactions.

• Identify what the Calvin Cycle needs from

the Light Dependent Reactions.

• Make the cyclical connection between the

products and reactants of photosynthesis
and respiration.

Stage 2: Assessment Evidence

Performance Tasks: Other Evidence:
 • Labeling the Membrane of the Chloroplast
• 3-2-1

• Amoeba Sisters: Photosynthesis

• Google Voice Memo

• Rearranging Reactant and Products Post It • Lab

Notes for Photosynthesis and Respiration

• Light-Dependent Reaction Quiz

• Identifying the connection between the • Section Quiz Feedback

Light Dependent Reaction and the Calvin • Test/Poster on one section of

Cycle
Photosynthesis (Potentially a gallery walk
• Study Guide with corresponding quiz)

Student Self-Assessment:

• Students will complete 3-2-1:

• Students will submit feedback about the Section Quiz:

• What percent of the quiz required you to guess?

• What parts of the quiz required you to recall information where you had little understanding?

• Students will complete a study guide review.

• I will be able to clarify any questions the following day before moving on to the test/poster.

Stage 3: Learning Plan

Learning Activities:
W= Where are we going? What is expected? We are going to explore how photosynthetic
organisms harness energy from the sun to create sugars, which store chemical energy for
later use. Eventually, students will be able to identify the reactants and products of
Photosynthesis and where they are utilized or produced during the process.

H= How will we hook the students’ interest? Students will be introduced to a photosynthesis via
an Amoeba Sisters video.

E= How will we equip students for expected performances? I will brief students on the types of
questions that will be on the quiz. I will provide a study guide for students to review pertinent
information. Students will know what is expected of them for each assessment and given
ample time to ask questions.

R= How will we help students rethink or revise? Students will complete a study guide prior to
assessments. The study guide will be reviewed in class in order for students to address any
learning needs or areas of weakness.

E= How will students self-evaluate and reflect on their learning? Students will complete a 3-2-1
and possibly a Google Voice Memo. Students will submit feedback about the Section Quiz:
What percent of the quiz required you to guess? What parts of the quiz required you to recall
information where you had little understanding?

T= How will we tailor learning to varying needs, interests, and styles? Students will engage in
various forms of learning including visual media, group discussion, and tactile learning via a
Post It notes. Multiple outlets for participation and assessment will account for students’
inclinations to certain intelligences. Additionally, group discussions will be heterogeneously
mixed and support will be provided for ELLs when deemed necessary. i.e. Students may be
paired with native speakers.
O= How will we organize and sequence the learning? The lesson will be organized in the following
order:

Day One
1. Students will be introduced to chemical energy and adenosine triphosphate.

2. Students will discuss how animals versus plants obtain energy.

Day Two
3. Students will be introduced to the products and reactant and photosynthesis and
ponder the general relationship between animal breathing and plant photosynthesis.

4. Students will diagram a chloroplast and differentiate its parts, including the light
absorption molecule chlorophyll.

Day Three
5. Students will explore the thylakoid membrane at a closer level and recall connections
to concentration gradients and diffusion.

Day Four
6. Students will continue through the steps of the light-dependent reactions and begin
the Calvin Cycle.

7. Students will make connections between the requirements for the Calvin Cycle and
how the Light Dependent Reaction fuels the production of sugar.

Day Five-Seven
8. As a class, we will review any pertinent items.

9. Students will be given a shell of Google Slides containing pictures connected to

Photosynthesis. In groups, students will give a presentation about Photosynthesis.