Using concept attainment to teach photosynthesis in biology

Teaching for Learning
Section 1: Designing a Lesson
Option A: Concept Attainment Strategy
Concept: Photosynthesis
The Concept Attainment Strategy is a method used in education to help students understand difficult topics. One such topic in biology is photosynthesis.
Five Yes Examples
Photosynthesis is a process where certain organisms use sunlight to produce energy. Some clear examples of this process include plants converting sunlight into glucose, algae producing oxygen in water when they are exposed to light, trees growing taller and producing leaves with the help of sunlight, flowers opening up during the day to produce energy, and aquatic plants releasing oxygen bubbles when they are exposed to sunlight.
Five No Examples
However, understanding photosynthesis also means recognizing what it is not. Photosynthesis is not the same as a battery powering a flashlight, a cat digesting its food, a car using gasoline for energy, a campfire giving off heat and light, or a wind turbine generating electricity. These examples do not involve the biological process of using sunlight to produce energy. Instead, they are mechanical or non-biological processes.
Similarities and Differences from the Examples
Similarities among the "yes" examples are that all involve organisms using sunlight and turning it into something useful, i.e., to produce energy or grow. This is the essence and meaning of photosynthesis: organisms take the light (photo) and convert it (synthesis) into something new—thus the term “photosynthesis.”
Differences from the "no" examples are that there is no usage of light or of synthesizing that light into something else. The "yes" examples all involve a biological process that converts sunlight into energy, but the "no" examples are simply examples of mechanical or non-biological operations where no conversion for self-growth occurs. There should be seen a difference here between mechanical and biological processes. A wind turbine is not doing the same thing as a plant leaf absorbing the light of the sun to help the plant grow taller and bear fruit.
Critical Attributes of Photosynthesis and Synthesis Activity
Photosynthesis has specific attributes. It involves sunlight. It is a biological process. It results in the production of glucose and oxygen. To help students understand this, they can create a flowchart or diagram. This diagram will show the photosynthesis process, focusing on how sunlight, carbon dioxide, and water come together to produce glucose and oxygen.
Technology Tools
Technology can also help in teaching this concept. There are interactive digital simulations where students can change the amount of sunlight, water, and carbon dioxide to see how it affects photosynthesis. One such platform is PhET Interactive Simulations (Bello, 2022).
Assessment
To check if students understand the topic, teachers can use various assessment methods. They can give quizzes about photosynthesis and its attributes. They can ask students to review each other's diagrams. They can also have group discussions and presentations about the process. This keeps learners engaged and prevents them from being bored (Strong et al., 2003).
Relation to Brain-Based Research
The Concept Attainment Strategy is supported by brain-based research. This strategy encourages students to think actively. When students categorize and differentiate between examples, they think critically. This kind of thinking strengthens the connections in their brains related to the topic. Using technology in teaching also helps because it offers visual and interactive learning, which suits different kinds of learners (Oehlkers & Ruple, 2007)
Section 2: Crafting a Lesson Using the Self-Expressive Model
The Self-Expressive Model of teaching emphasizes the importance of creativity, imagination, and understanding in the learning process. By tapping into students' innate ability to express themselves, educators can foster a deeper connection to the material and promote lasting comprehension. Two strategies that epitomize this model are the inductive learning strategy and the metaphor strategy. In this essay, I will explore the inductive learning strategy and outline a lesson plan that integrates its principles.
Inductive Learning Strategy in Action
The inductive learning strategy is a dynamic approach that encourages students to derive meaning, form generalizations, draw conclusions, and apply their newfound knowledge in innovative ways. For the purpose of this lesson, I will focus on the topic of ecosystems within a biology curriculum.
Curriculum Area: Biology - Ecosystems
Learning Objective(s)
· Understand the components of an ecosystem.
· Identify the relationships between different organisms within an ecosystem.
· Recognize the impact of external factors on an ecosystem's balance.
Implementation of the Inductive Learning Strategy
Begin the lesson by presenting students with various pictures of different ecosystems – forests, deserts, oceans, and grasslands. Ask students to list the living and non-living components they observe in each picture.
Once the data is collected, guide students to group these components based on similarities. For instance, they might group trees, shrubs, and grass under "flora" or lions, fish, and birds under "fauna."
Engage students in a discussion about the relationships they observe between the grouped components. For example, how do flora and fauna interact? What role do non-living components play in supporting life?
Challenge students to create a presentation or a digital poster that showcases an ecosystem of their choice, highlighting the interplay between its various components.
Cultural Implications
Different cultures might have unique perspectives on ecosystems based on their geographical location and cultural practices. For instance, a student from a coastal community might have a different understanding of marine ecosystems compared to a student from a desert region. It is helpful to acknowledge and respect these diverse viewpoints, integrating them into the lesson where possible (Barell, 2003).
Integrating Instructional Technology
Leverage digital platforms like interactive ecosystem simulations where students can observe and manipulate various factors to see their impact. Websites and apps that offer virtual tours of different ecosystems can also provide a more immersive learning experience.
Relation to Brain-Based Research
The inductive learning strategy aligns seamlessly with brain-based research. This strategy stimulates critical areas of the brain responsible for comprehension and retention. It does this by engaging students in active participation, allowing them to form connections, and encouraging them to derive conclusions from the material. The integration of technology further enhances this by supporting visual learners and providing an interactive dimension to the lesson.
Conclusion
The inductive learning strategy, when applied effectively, can transform a conventional lesson into an engaging, interactive, and insightful experience. When they allow students to explore, categorize, and derive meaning from lessons, educators truly help students obtain a better understanding and appreciation for the subject matter (Johns Hopkins University, School of Education, n.d.).
Section 3
Reach, Attitude, & Develop (RAD) Instructional Plan Template
Candidate’s Name: ????? Setting/Grade Level: 9th
Subject(s): Biology School: ?????
Date: ????? Theme/Title: Ecosystem Dynamics
1. PLANNING


Learning Outcomes/Goals
What will students learn?
????? Students will understand the dynamics of ecosystems, including the interactions between living organisms and their environment.

Learning Objectives
What will students do? Use data when possible and ensure objectives are measurable.
????? Students will:
· Identify the components of various ecosystems.
· Describe the relationships between organisms within an ecosystem.
· Analyze the impact of external factors on the balance of an ecosystem.


Bloom’s Revised Taxonomy
Which level(s) of Bloom’s Revised Taxonomy is targeted?
|_| Remembering
x|_| Understanding
x|_| Applying
x|_| Analyzing
|_| Evaluating
|_| Creating

Standards Addressed

Which national content standards does this lesson address?
????? National Content Standards: Next Generation Science Standards (NGSS) for High School: Interdependent Relationships in Ecosystems.



Which state content standards does this lesson address?
?????Ecosystem awareness



Other N/a
?????


Lesson Context
What real-world contexts are included in the lesson? If not included, please explain why real-world contexts are not appropriate for this lesson.
????? The lesson will incorporate real-world examples of ecosystems, such as rainforests, deserts, and coral reefs, to illustrate the dynamics and interactions within these systems.

Collaboration
Was collaboration with other professionals, families, or community leaders included for this lesson? Describe the collaborative effort. If collaboration was not included, please give a rationale of why it was not needed.

????? Collaboration with the local environmental agency was done to provide students with firsthand data on local ecosystems. No collaboration with families or community leaders was deemed necessary for this lesson.

RAD Approach “R”
What approach will you utilize to address the importance of the Reticular Activating System in your work with students?

????? To engage the Reticular Activating System, the lesson will begin with a stimulating video showcasing various ecosystems and their unique characteristics.

RAD Approach “A”
What approach will you utilize to address the importance of the Limbic System, specifically the Amygdala in your work with students?

????? To address the Limbic System, particularly the Amygdala, the lesson will incorporate group discussions and debates on the impact of human activities on ecosystems, evoking emotional and personal connections to the topic.

RAD Approach “D”
What approach will you utilize to address the importance of the Neurotransmitter Dopamine in your work with students?

????? To stimulate the release of Dopamine, students will participate in an interactive game where they simulate the creation of a balanced ecosystem, receiving immediate feedback on their choices.




2. METHODOLOGY


Learning Experience/ Activity
List the activities, including how you activate background knowledge and bring closure to the lesson. Please make sure you can demonstrate student engagement throughout the lesson. Consider how your RAD Approaches will be integrated.

Introductory/Anticipatory Set
????? Showcase a video on various ecosystems, prompting students to identify the components and interactions they observe.

Building/Applying Knowledge and Skills by engaging students in their learning
????? Students will participate in group discussions, analyze case studies, and use interactive digital simulations to understand ecosystem dynamics.

Extension/Enrichment/Transfer or Generalization of Knowledge that engages students in their learning
????? Students will research a chosen ecosystem, create a presentation on its dynamics, and propose conservation strategies.

Synthesis/Closure
????? Conclude with a class discussion summarizing the key learnings and reflecting on the importance of maintaining balanced ecosystems.



Instructional Strategies
What instructional strategies/methods will you use?
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Constructions
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Nonlinguistic Representations

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Cooperative Learning
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Peer Editing

x|_|
Discovery
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Practice/Drill

x|_|
Discussion/Questioning
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Practicum

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Experiment
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Problem Solving

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Field Study
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Questions, Cues, and Advance Organizers

x|_|
Graphic Organizers
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Reflection/Response

x|_|
Generating and Testing Hypothesis
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Reinforcing Effort and Providing Recognition

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Homework and Practice
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Reporting

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Identifying Similarities and Differences
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Role-playing

x|_|
Independent Learning
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Setting Objectives and Providing Feedback

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Journal
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Simulation

x|_|
Laboratory
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Summarizing and Note Taking

|_|
Lecture
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Viewing/Listening/Answering

|_|
Library Research
x|_|
Other (Please specify): ?????Internet Research

Why did you choose these instructional strategies/methods?
????? These strategies promote active learning, critical thinking, and allow students to explore and understand the complexities of ecosystems.

How will you group students for instruction (individual, small group, large group, or whole class)?
????? Students will be grouped in small teams for discussions, research, and presentations. Some activities will be done individually, and others will involve the whole class.








3. MATERIALS


Materials Used
T = FOR TEACHER
S = FOR STUDENT
T
S
Materials used
T
S
Technology utilized

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?????
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Cassettes/CDs

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?????
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Graphing or Scientific Calculator

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?????
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Slides

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?????
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Tape Recorder

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?????
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VCR/TV/DVD/Laser disc

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?????
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Assistive Technology

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?????
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Cell Phone/Mobile Device

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?????
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Digital/Video Camera

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?????
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Concept Mapping Software

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?????
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Social Networking

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?????
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Virtual World (e.g., Second Life)

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?????
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Interactive Gaming

x|_|
x|_|
?????for presentation
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Interactive White Board (e.g., SMART Board)

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?????
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Distance Learning/Webcast

x|_|
x|_|
?????Ecosystem Rom
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Computer Software

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?????
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Weblog (Blog)

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?????
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Wiki

x
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x|_|
?????Ecosystem websites
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Internet Research/Website

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?????
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Podcast/Vodcast

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?????
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E-mail

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?????
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Presentation Software (e.g., PowerPoint)

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?????
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Virtual Field Trip

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?????
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Interactive Gaming

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?????
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Other (Please specify): ?????









4. ASSESSMENT/EVALUATION


Assessment Options
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Application Exam
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Objective Test

xx|_|
xx|_|
Concept Mapping
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Observation

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Parent Evaluation
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Contract

xx|_|
xx|_|
Peer Evaluation
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Checklist

xx|_|
xx|_|
Self-Evaluation
xx|_|
xx|_|
Performance

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Inventory
xx|_|
xx|_|
Portfolio

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Quantitative Scale
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Rating Scales

xx|_|
xx|_|
Rubric
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Scored Discussion

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Journal
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Problem-Solving Assessment




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Other (Please specify): ?????




Why did you choose this assessment(s)? How will the chosen assessment(s) help you determine if your students met the goals/objectives?
????? These assessments will provide a comprehensive understanding of students' grasp on ecosystem dynamics, allowing for both individual reflection and peer feedback.



How will you use this assessment data to inform your instruction?
????? The data will be used to identify areas of improvement, guide future lessons, and provide personalized feedback to students.







5. LEARNERS


Differentiation



How will you differentiate curriculum to meet diverse student needs?
????? Incorporate a range of ecosystems from various parts of the world to cater to the diverse backgrounds of students.

How will you differentiate instruction to meet diverse student needs?
????? Use a mix of videos, readings, discussions, and hands-on activities to cater to different learning styles.

How will you differentiate assessment to meet diverse student needs?
????? Offer choices in assessment methods, allowing students to showcase their understanding in a format they are comfortable with.

Diversity
How will you address the needs of diverse students (e.g., IEP, 504, readiness level, cultural/linguistic background)?
?????
Incorporate examples from various cultures and regions to ensure inclusivity and relevance for all students.


Multiple Intelligences and Learning Styles
What multiple intelligences will you address?
x|_| Visual/Spatial
x |_| Verbal/Linguistic
x |_| Logical/Mathematical
x |_| Bodily/Kinesthetic
x|_| Musical/Rhythmic
x|_| Interpersonal
x|_| Intrapersonal
x|_| Naturalist
x|_| Existential

What learning styles will you address?
x|_| Sensing-Thinking x |_| Sensing-Feeling x|_| Intuition-Thinking x |_| Intuition-Feeling





Reflection
PART A: Plan Implementation Experience
When I began implementing my instructional plan, I had a clear vision of how things would unfold. However, the reality of the classroom brought unexpected challenges. I believed that my plan was thorough, but during its execution, I found gaps that I had not anticipated.
I had set out to collect data through quizzes and group feedback. But as I started assessing the data, I ran into problems. Some students did not take the quizzes seriously, and in group discussions, a few voices dominated, overshadowing the rest. These issues made me question the effectiveness of my chosen assessment methods. If I were to redo this, I would diversify my assessment tools, perhaps using individual projects or peer reviews. This might give me a clearer picture of each student's understanding.
From the data I gathered, it became clear that although many students grasped the basic concepts, they struggled to apply them in practical situations. For instance, many students could define a term or explain a process, but they hesitated or made errors when given a practical situation where that term or process was relevant.
This gap between theoretical understanding and practical application was evident in both their written assessments and their group discussions. It made me reflect on the depth and breadth of my teaching approach. It is one thing for a student to recall a fact or a definition, but it is entirely another for them to use that knowledge in a meaningful way outside the confines of the classroom.
This realization also showed me the importance of integrating more real-world examples and hands-on activities into my lessons. Instead of just explaining a concept, I recognized the need to demonstrate its relevance in everyday life or in specific professions. For example, if teaching about photosynthesis in biology, I could organize a field trip to a botanical garden or a farm, allowing students to see the process in action and its significance in our food chain. Or, I could introduce case studies or problem-solving sessions where students are presented with real-world challenges related to the concepts they have learned. This would not only test their understanding but also enhance their critical thinking and decision-making skills. Thus, in the future, I want to focus more on real-world applications of the concepts taught.
The teaching model I used emphasized group activities and interactive learning. For the most part, this approach was effective. It encouraged students to collaborate and learn from one another. However, I also found that some students needed more individual attention to fully grasp the material.
The impact on the students was mixed. Many enjoyed the interactive nature of the lessons and the chance to work with their peers. But some felt overwhelmed by group activities and expressed a desire for more individual tasks.
In conclusion, while my plan had its strengths, the actual experience in the classroom showed me areas that need improvement. Every challenge I faced has provided me with valuable insights that I will use to refine my future teaching strategies.
PART B: Development as a Teacher Leader
This course has been a significant step in my journey as a teacher leader. It has provided me with tools and insights that have shaped my teaching approach.
The course has deepened my understanding of the learning process. Before, I saw learning as a straightforward path where I provide information and students absorb it. Now, I understand that learning it is more nuanced and just as complex as the functioning of a cell. In fact, in a lot of ways, it is like photosynthesis—the learners are taking the light I am giving and turning it into something new. And the more light I can give in different ways, via different sources, the more I give them to work with, the more they can do. I can see now that this process involves more than just memorizing facts. It is also a process of understanding concepts, applying them, and even questioning them.
My perspective on teaching has shifted from being teacher-centered to learning-centered. Earlier, I focused on what I was teaching. Now, I focus on what students are learning. This means I pay more attention to how students interact with the material, how they understand it, and how they apply it.
To continue improving as a teacher, I need to keep learning. I plan to attend more training sessions, workshops, and conferences. I also aim to collaborate more with my peers, sharing experiences and insights. All these efforts aim at one thing: increasing student achievement.
Working with parents is crucial. They play a significant role in a student's education. To engage parents in the school's work, I plan to hold regular meetings to update them on what we are doing in class. I also want to create workshops for parents, giving them tools to support their children's learning at home. If we can work together, teachers and parents can ensure the best education for the students.
Overall, this course has been a turning point in my teaching career, I would say. It has not only given me new knowledge but it has also helped me develop a new perspective on teaching and learning. I would say too that I am very much a learner in this regard, along with the students: I am learning about how best to help them, how best to apply differentiated instruction; together we are approaching one another, and it has to be a relationship that is open and welcoming.

References
Barell, J. (2003). Chapter 1: A culture of inquisitiveness. In Developing more curious
minds. Alexandria, VA: Association for Supervision and Curriculum Development. Retrieved from http://www.ascd.org/publications/books/101246/chapters/A_Culture_of_Inquisitiveness.aspx
Bello, A. (2022). Introduction to Physics Education Technology (PhET) Simulation
Software. Available at SSRN 4107639.
John Hopkins University, School of Education. (n.d.). New horizons for learning. Retrieved
from http://education.jhu.edu/PD/newhorizons
Oehlkers, W., & Ruple, H. (2007, June). Inquiry into action: A model for learning. Reading
Today, 24(6), 40.
Strong, R., Silver, H., Perini, M., & Tuculescu, G. (2003, September). Boredom and its
opposite. Educational Leadership, 61(1), 24–29