Bridging British Education Virtual Academy 伦桥国际教育

Plant Nutrition: Photosynthesis Introduction 植物营养学：光合作用导论

1. Course Basic Information 1. 课程基本信息

Course Name: Year 8 Science 课程名称： 八年级科学

Topic: Photosynthesis 主题： 光合作用

Date: December 23rd 日期： 12月23日

Student: Linda 学生： Linda

Teaching Focus 教学重点

Introduction to Photosynthesis: Defining reactants, products, and the overall equation, linking to prior knowledge on specialized cells.

光合作用导论：定义反应物、产物和总反应式，并与先前学习的特化细胞知识点进行联系。

Teaching Objectives 教学目标

To understand the process of photosynthesis. 理解光合作用的过程。
To identify the reactants and products involved in photosynthesis. 识别光合作用中涉及的反应物和产物。
To describe the process of photosynthesis in plants. 描述植物光合作用的过程。
To describe how each reactant enters and exits the plant. 描述每个反应物如何进入和离开植物。

2. Course Content Overview 2. 课程内容概览

Main Teaching Activities and Time Allocation 主要教学活动和时间分配

Casual Conversation & Well-being Check: Teacher mentions having the flu; discussion about seasonal illness trends in the UK and China.

随意交谈与健康检查： 教师提及自己得了流感；讨论英格兰和中国季节性疾病的趋势。

Homework Check and Topic Introduction: Teacher acknowledges receipt of homework and introduces the new topic: Plant Nutrition, focusing on Photosynthesis.

作业检查与主题介绍： 教师确认收到作业并介绍新主题：植物营养学，重点是光合作用。

Learning Objectives & Vocabulary Check (Reactants/Products): Student defines 'reactant' and 'product' based on teacher prompts.

学习目标和词汇检查（反应物/产物）： 学生根据教师的提示定义了“反应物”和“产物”。

Knowledge Check: Plant Structure Review: Student labels a diagram of plant structure (specialized cells, palisade cell) as a refresher from Year 7.

知识点回顾：植物结构复习： 学生标记植物结构图（特化细胞、栅栏细胞）以回顾七年级的知识。

Think-Pair-Share: Role of Plants: Student discusses why plants need food, how they get it (mentioning photosynthesis), and the impact of a world without plants.

思考-分享：植物的作用： 学生讨论了植物需要食物的原因、获取食物的方式（提到光合作用）以及没有植物的世界的影响。

Concept Deep Dive: Glucose vs. Starch: Teacher explains the connection between glucose (energy source) and starch (storage form) using human calorie storage as an analogy.

概念深入：葡萄糖与淀粉的区别： 教师使用人类卡路里储存作为类比，解释葡萄糖（能量来源）与淀粉（储存形式）之间的联系。

Photosynthesis Equation (Word & Symbol): Student writes the word and symbol equations, clarifying that light is an energy source, not a reactant.

光合作用方程式（文字与符号）： 学生写下了文字方程式和符号方程式，并明确了光是能量来源而非反应物。

Reactants & Products Pathways: Discussion on how CO2 enters (stomata), water travels (xylem), and O2 exits. Teacher corrects the placement of 'light' in the symbol equation.

反应物与产物的路径： 讨论了二氧化碳如何进入（气孔），水如何运输（木质部），以及氧气如何排出。教师纠正了“光”在符号方程式中的位置。

Summarization Activity: Student summarizes the topic using provided keywords, correctly incorporating terms like 'starch' and 'respiration'.

总结活动： 学生使用提供的关键词总结了本节课内容，正确地融入了“淀粉”和“呼吸作用”等术语。

Homework Assignment: Starch Test Experiment: Teacher assigns watching a video on the iodine test for starch, focusing on comparing leaves kept in light vs. dark.

作业布置：淀粉测试实验： 教师布置观看碘液测试淀粉实验的视频作为作业，重点比较在光照和黑暗中保持的叶子。

Language Knowledge and Skills 语言知识与技能

Vocabulary:
Reactant, Product, Photosynthesis, Glucose, Starch, Respiration, Xylem, Phloem, Stomata, Chlorophyll, Osmosis, Diffusion, Palisade cell, Endothermic.

词汇：
反应物, 产物, 光合作用, 葡萄糖, 淀粉, 呼吸作用, 木质部, 韧皮部, 气孔, 叶绿素, 渗透作用, 扩散作用, 栅栏细胞, 吸热的。

Concepts:
The chemical reaction of photosynthesis (inputs/outputs); The storage of excess glucose as starch; Light as an energy source (endothermic reaction); The role of specialized structures (stomata, root hairs).

概念：
光合作用的化学反应（输入/输出）；过剩葡萄糖以淀粉形式储存；光作为能量来源（吸热反应）；特化结构（气孔、根毛）的作用。

Skills Practiced:
Defining scientific terminology, recalling prior knowledge (specialized cells, food tests), writing word/symbol equations, scientific explanation and summarization.

练习技能：
定义科学术语，回忆先有知识（特化细胞、食物测试），书写文字和符号方程式，科学解释和总结。

Teaching Resources and Materials 教学资源与材料

PowerPoint presentation slides PowerPoint 演示文稿幻灯片
Worksheet for labeling plant structure (knowledge check) 用于标记植物结构的练习纸（知识检查）
Worksheet for summarizing photosynthesis equation and pathway 用于总结光合作用方程式和途径的练习纸
Video link for the Iodine test for starch experiment 用于淀粉碘液测试实验的视频链接

3. Student Performance Assessment (Linda) 3. 学生表现评估 (Linda)

Participation and Activeness 参与度和积极性

Student demonstrated high engagement, actively responding to questions throughout the lesson, including during concept checks and the summarization activity. 学生表现出高度参与，在整个课程中积极回应问题，包括概念检查和总结活动期间。

Language Comprehension and Mastery 语言理解和掌握

Strong understanding of the difference between reactants and products. Student correctly linked glucose/starch storage concept to prior learning on excess food intake. 对反应物和产物之间的区别有深刻理解。学生正确地将葡萄糖/淀粉储存的概念与先前关于过量食物摄入的学习联系起来。
Minor confusion regarding the role of light in the symbol equation (initially placing it as a reactant), which was quickly corrected through teacher modeling. 对光在符号方程式中的作用略有混淆（最初将其置于反应物位置），但通过教师示范后迅速得到纠正。

Language Output Ability 语言输出能力

Oral: 口语：

Generally clear and fluent speech. Student provided detailed verbal answers during the structured discussion periods. 总体表达清晰流畅。学生在结构化讨论期间提供了详细的口头回答。

Written: 书面：

The handwritten word and symbol equations were mostly accurate, although the initial placement of 'light' above the arrow needed minor correction regarding its role.

手写的文字方程式和符号方程式大部分准确，尽管最初将“光”放在箭头上方需要根据其作用进行微小修正。

Student's Strengths 学生的优势

Excellent recall of prerequisite knowledge, especially regarding specialized cells and food test indicators (iodine). 对先决知识的回忆能力极强，尤其是在特化细胞和食物测试指示剂（碘液）方面。
Strong analogical reasoning demonstrated when linking plant starch storage to human fat storage. 在将植物淀粉储存与人类脂肪储存联系起来时，展示了出色的类比推理能力。
Successfully synthesized complex concepts in the final summary activity. 在最后的总结活动中成功地综合了复杂的概念。

Areas for Improvement 需要改进的方面

Needs further reinforcement on the precise definition of reactants vs. energy drivers (like light) in chemical equations. 需要在化学方程式中反应物与能量驱动因素（如光）的精确定义方面得到进一步的加强。
Recalling precise terminology for transport tissues (xylem/phloem) requires more dedicated review, as these were deferred to a later lesson. 回忆运输组织（木质部/韧皮部）的精确术语需要更专注的复习，因为这些内容已推迟到稍后的课程中。

4. Teaching Reflection 4. 教学反思

Effectiveness of Teaching Methods 教学方法的有效性

The lesson structure effectively linked prior knowledge (Year 7 cells, food tests) to the new complex topic of photosynthesis. 课程结构有效地将先前的知识（七年级细胞、食物测试）与光合作用这一新的复杂主题联系起来。
The use of analogy (human body fat storage) significantly aided the conceptual understanding of glucose vs. starch. 使用类比（人体脂肪储存）极大地帮助了对葡萄糖与淀粉概念的理解。

Teaching Pace and Time Management 教学节奏和时间管理

The pace was generally good, allowing time for necessary pauses (due to teacher illness/connection issues) and detailed explanations. The decision to skip the 'cut and stick' activity was appropriate. 节奏总体良好，为必要的停顿（由于教师生病/连接问题）和详细解释留出了时间。跳过“剪贴”活动的决定是恰当的。

Classroom Interaction and Atmosphere 课堂互动和氛围

The atmosphere was focused and supportive, despite the teacher mentioning illness. The interaction remained positive, encouraging student input and self-correction.

尽管教师提到了生病，课堂气氛依然专注且支持性强。互动保持积极，鼓励学生输入和自我修正。

Achievement of Teaching Objectives 教学目标的达成

All stated learning objectives were addressed, with a solid foundation laid for identifying reactants/products and understanding the basic process. 所有明确的学习目标都得到了解决，为识别反应物/产物和理解基本过程奠定了坚实的基础。

5. Subsequent Teaching Suggestions 5. 后续教学建议

Teaching Strengths 教学优势

Identified Strengths: 识别的优势：

Effective scaffolding by starting with knowledge checks to ensure foundational concepts were secure. 通过从知识检查开始进行有效的脚手架搭建，确保了基础概念的牢固性。
Skillful handling of technical interruptions (e.g., lost connection, audio/visual issues) while maintaining instructional flow. 熟练处理技术中断（例如连接丢失、音视频问题），同时保持教学流程的顺畅。

Effective Methods: 有效方法：

Using the analogy of human metabolism (eating too much -> fat storage) to explain plant starch storage. 使用人类新陈代谢（吃太多 -> 脂肪储存）的类比来解释植物的淀粉储存。
Explicitly distinguishing between components involved (reactants/products) and necessary conditions (light/chlorophyll). 明确区分参与反应的组成部分（反应物/产物）和必要的条件（光/叶绿素）。

Positive Feedback: 正面反馈：

Positive reinforcement for the student's detailed and accurate responses, especially in the final summary. 对学生详细和准确的回答给予积极的强化，特别是在最后的总结中。

Next Teaching Focus 下一步教学重点

Detailed structure of the leaf (adaptations, cross-section analysis). 叶子的详细结构（适应性、横截面分析）。
The process of Osmosis and Diffusion in relation to gas/water exchange. 与气体/水交换相关的渗透作用和扩散作用的过程。

Specific Suggestions for Student's Needs 针对学生需求的具体建议

Concept Clarification: 概念澄清：

When introducing chemical equations, emphasize the difference between light (energy input) and reactants using a physical analogy or visual cue to prevent recurring errors. 在引入化学方程式时，使用物理类比或视觉提示来强调光（能量输入）与反应物之间的区别，以防止重复性错误。
Ensure the correct position of 'light' above the arrow in the symbol equation is reinforced, perhaps by color-coding the reactants vs. energy factors. 确保符号方程式中箭头上方“光”的正确位置得到加强，也许可以通过对反应物与能量因素进行颜色编码来实现。

Vocabulary Reinforcement: 词汇加强：

Before moving to the structure of the leaf, briefly review the terms Xylem and Phloem, as they are crucial for understanding water and glucose transport. 在转向叶子结构之前，简要复习木质部（Xylem）和韧皮部（Phloem）的术语，因为它们对理解水和葡萄糖的运输至关重要。

Recommended Supplementary Learning Resources or Homework 推荐的补充学习资源或家庭作业

Watch the provided video demonstrating the Iodine test for starch experiment. 观看提供的视频，演示淀粉的碘液测试实验。
Complete the two worksheet sections: labeling equipment and analyzing the results/conclusion of the light vs. dark leaf experiment (using the provided revision guide page for support). 完成两个练习纸部分：标记设备，并分析光照与黑暗叶子实验的结果和结论（使用提供的复习指南页面作为支持）。