Primary Type: Lesson Plan
Status: Published
This is a resource from CPALMS (www.cpalms.org) where all educators go for bright ideas!
Resource ID#: 129049
Two Essential Life Processes Working Hand In Hand
This lesson plan has been designed to help teachers instruct their students on the processes of photosynthesis and cellular respiration. The goal is
for students to recognize the connection between the two. The resources in this lesson plan have been designed to help students investigate and
deepen their knowledge on the concepts of photosynthesis and cellular respiration.
Subject(s): Science
Grade Level(s): 9, 10, 11, 12
Intended Audience: Educators
Suggested Technology: Document Camera,
Computer for Presenter, Computers for Students,
Internet Connection, LCD Projector,
Speakers/Headphones
Instructional Time: 4 Hour(s)
Keywords: Photosynthesis, Cellular Respiration, Reactant, Product, ATP, Glucose, Energy, Energy Transformation,
Carbon Dioxide, Oxygen
Resource Collection: FCR-STEMLearn Cell Biology
ATTACHMENTS
AssessmentandKey.docx
PeerTeachingQuestionsandKey.docx
LESSON CONTENT
Lesson Plan Template: General Lesson Plan
Learning Objectives: What should students know and be able to do as a result of this lesson?
Students will compare the similarities and differences in the equations of photosynthesis and cellular respiration in terms of reactants and products.
Students will describe and explain the connection between the products of photosynthesis and the reactants for cellular respiration and vice versa.
Students will trace the path of molecules like glucose, water, and carbon dioxide through a cycle of photosynthesis and cellular respiration.
Prior Knowledge: What prior knowledge should students have for this lesson?
Students should be able to compare and contrast the functions of the chloroplast and mitochondria.
Students should understand that energy can transform from one form into another.
Students should know the purpose of photosynthesis and cellular respiration.
Guiding Questions: What are the guiding questions for this lesson?
Where do organisms get the energy they need to survive?
How do animals and plants benefit from one another?
How do photosynthesis and cellular respiration work in a cycle?
Why can some organisms produce their own food?
page 1 of 3 Teaching Phase: How will the teacher present the concept or skill to students?
The teacher will give a lecture about photosynthesis and cellular respiration. The teacher will try to get students to see the connection between the two.
It is suggested that the teacher use the PowerPoint "Cell Energy (Photosynthesis & Respiration)" by MissWander and available via SlideShare. Alternatively, the
teacher may use the Prezi "Photosynthesis and Cellular Respiration" by Sean Bowles.
Students can watch the YouTube video "Photosynthesis and Cellular Respiration" by MRSSScienceClass to further reinforce and confirm what they have learned in
class.
Guided Practice: What activities or exercises will the students complete with teacher guidance?
Under the direct guidance of the teacher, students will further investigate the process of photosynthesis and cellular respiration. To review the processes of
photosynthesis, the teacher will walk the students through the Science Up Close module "Photosynthesis" from Harcourt School Publishers.
The teacher will then guide students through the virtual lab "Energy in a Cell," designed to accompany the Glencoe textbook Biology. Students will compare
photosynthesis and cellular respiration. This activity will really get the students thinking and making connections between the two processes. At the conclusion of
this activity, students should be confident enough to do work on their own.
Independent Practice: What activities or exercises will students complete to reinforce the concepts and skills developed in the
lesson?
Students will pair up and teach their partner various concepts from the lesson. This will allow the students to see if they truly understand the lesson. The teacher
will circulate the room, listening to the conversations and providing feedback where needed. Questions are listed below, but they are also in the attached Peer
Teaching document along with the answer key.
Why do organisms perform photosynthesis and cellular respiration?
Explain the path of water through a cycle of photosynthesis and cellular respiration.
Explain the path of glucose through a cycle of photosynthesis and cellular respiration.
Explain the path of carbon dioxide through a cycle of photosynthesis and cellular respiration.
How are the products and reactants of photosynthesis and cellular respiration interrelated?
Closure: How will the teacher assist students in organizing the knowledge gained in the lesson?
Students will take the attached assessment to ensure that they have mastered the content. An answer key is included in the document.
Summative Assessment
Students will re-take the assessment as a post-test. This will allow students to demonstrate that they have mastered the content and that all of their misconceptions
have been corrected.
Formative Assessment
Students will be given the attached assessment as a pretest on the first day of this lesson. Data from this assessment will provide the teachers will a plethora of
useful information. This test will let the teacher know how familiar the students are with the content. Also, the teacher will be able to identify any misconceptions
that need to be addressed.
Throughout the remainder of this lesson plan, the teacher should be constantly checking to see if the students understand. The "Spot Check" is a rubric designed to
measure the students' understanding at any time. Poll the class and have them hold up the number that pertains to them. This can also be done in small groups.
Feedback to Students
As the teacher circulates the classroom, the teacher will verbally give feedback to individual or groups of students as needed.
The teacher will provide written feedback on all worksheets the students turn in.
At the conclusion of the post-test, the teacher will go over all questions. The teacher will make sure the students all understand why three of the answers were
wrong and only one of them was correct.
ACCOMMODATIONS & RECOMMENDATIONS
Accommodations:
Students can work in pairs or groups as needed.
Students can be seated closer to the board during lecture.
The teacher can provided extra time for students who need it.
Suggested Technology: Document Camera, Computer for Presenter, Computers for Students, Internet Connection, LCD Projector, Speakers/Headphones
SOURCE AND ACCESS INFORMATION
Contributed by: Michael Edwards
Name of Author/Source: Michael Edwards
District/Organization of Contributor(s): Broward
Access Privileges: Public
License: CPALMS License - no distribution - non commercial
Related Standards
page 2 of 3 Name
Description
Explain the interrelated nature of photosynthesis and cellular respiration.
SC.912.L.18.9:
Remarks/Examples:
Annually assessed on Biology EOC. Also assesses SC.912.L.18.7 SC.912.L.18.8 SC.912.L.18.10.
page 3 of 3