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Collection of Lesson Plan


Subject taught
- Biology

Language Skills Developed
- Interaction
- Listening
- Reading
- Speaking
- Writing

Transferable/Scientific Skills Developed
Students will develop self-motivation, collaborative learning, problem-solving, self-directed and independent learning skills.
Students will be able to relate the process of photosynthesis to the peculiarities of chloroplast structure.
Based on the acquired practical skills, students will be able to explain the dependence of the rate of the photosynthetic reaction on the intensity of light and the concentration of carbon dioxide.

General aims: To describe photosynthesis as a process in plant cells in which light energy is used to synthesize organic molecules. To explain the dependence of the photosynthesis reaction rate on light intensity and CO2 concentration.
Linguistic aims:
Students will be able to:
- use topic related vocabulary explaining the phenomenon (photosynthesis, chloroplast, chlorophyll, petiole, leaf mosaic…),
- answer the questions about the phenomenon in English,
- improve writing skills.
Subject specific aims:
Students will be able to:
- write a scheme of photosynthesis, recognize and name the peculiarities of chloroplast structure related to the process of photosynthesis.
- link the use of organic molecules with plant growth and higher yields.
- explain the dependence of the rate of photosynthesis reaction on light intensity and carbon dioxide concentration.
Target groups age:
16-18+ years old students.
Level of competence in English (CEFR) B1+/B2.
After announcing the goals and objectives of the lesson, the teacher asks the students to look at the plants in the biology classroom and tell how their leaves are arranged. Students are explained that this arrangement of plants is called a mosaic arrangement of leaves. The leaves are arranged without blocking each other's sunlight so that each leaf receives light and conducts photosynthesis.
After watching the video lesson, students will be able to answer the test questions and write the equation of the photosynthetic reaction.
1. What is a primary energy source:
a) glucose b) sun c) water d) photosynthesis
2. Which organism is the producer:
a) hare b) cabbage c) fox d) mushroom
3. Photosynthesis requires 3 environmental factors. Name:
a) CO2, H2O, glucose b) H2O, glucose, light, c) CO2, light, H2O d) light, glucose, H2O
4. What gives the leaves a green colour:
a) cells b) chloroplasts c) chlorophyll d) light
5. What blocks light in the leaves of plants?
a) cells b) chloroplasts c) chlorophyll d) cytoplasm
6. Which pair does not fit:
a) spare material - cellulose b) building material - cellulose c) intracellular respiration - glucose
(d) "reserve material" means starch
Using the created teaching resource, students will consolidate the use of keywords.
Using the reviewed teaching, students will be able to schematically draw chloroplast and mark chloroplast structures, indicate the locations of light and dark phases in chloroplast, and indicate which structure contains chlorophyll.

Working in a group and using the reviewed teaching resource, students will be able to explain the dependence of the rate of photosynthesis reaction on light intensity and carbon dioxide concentration.
Students may have difficulty analysing graph data. Poor knowledge of English can also be a problem understanding the content and participating in pair work.
Students may find it difficult to mark chloroplast structures and places where light and dark phases occur.

Teaching Resources (created)

Teaching Resources (reviewed)

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