Primary Type: Lesson Plan
Status: Published
This is a resource from CPALMS (www.cpalms.org) where all educators go for bright ideas!
Resource ID#: 75828
The Link between Photosynthesis and Cellular
Respiration
This is a lesson that addresses standards and misconceptions associated with Big Idea 18 about Matter and Energy Transformations as related to
photosynthesis and cellular respiration. The lesson also embeds a review of other related standards for which the students possesses prior
knowledge. The lesson is vertically aligned to review classification of organisms, taxonomy, and build from related introductory activities into learning
about cell types, organelles and their structures, and functions, with an emphasis on the chloroplast and the mitochondrion and their role in
photosynthesis and cellular respiration. The lesson scaffolds text coding, note taking, charting, answering media dependent questions and
culminates in a summative written essay assessment. An alternative short response exam has been included which could be used as an exam or
the questions could be used as formative questions throughout the lesson.
Subject(s): Science
Grade Level(s): 8
Intended Audience: Educators
Suggested Technology: Computer for Presenter,
Internet Connection, LCD Projector
Instructional Time: 3 Hour(s)
Resource supports reading in content area: Yes
Freely Available: Yes
Keywords: Photosynthesis, Cellular Respiration, Mitochondria, Chloroplast, Domain, Kingdom, Eukarya, Archaea,
Phylum, Class, Order, Family, Genus, Species, Unicellular, Multicellular, Binomial Nomenclature, Cell wall, membrane,
DNA, tonoplast, vacuole, ribosome, golgi apparatus, smooth endoplasmic reticulum, rough endoplasmic reticulum,
lysosome, Animal cell, Plant cell, chlorophyll, Stomates, Carbon dioxide, Water, ATP, glucose, greenhouse gas,
energy conservation, producers, consumers autotroph, heterotroph, phototroph, chemotroph, herbivore,
carnivore, omnivore, detritivore
Resource Collection: FCR-STEMLearn Cell Biology
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 be able to determine the main ideas and supporting details of an informative text.
Student Page 4 Comparison of photosynthesis and cellular respiration.pdf
Ans Key Page 4 Comparison of photosynthesis and cellular respiration.pdf
Students will be able to relate consumers and producers and to their role in the carbon cycle.
Pg 5 Student Venn diagram Producers and Consumers and Carbon Cycle.pdf
Pg 5 Answer Key Venn diagram Producers and Consumers and Carbon Cycle.pdf
Students will be able to explain the link between photosynthesis and cellular respiration, and use terminology learned to describe the role of the mitochondria and
chloroplast in these processes.
Pg 6 Student EssayExplain how photosynthesis and cellular respiration.pdf
Pg 6 Rubric for Essay Link between Photosynthesis and Cellular Respiration.pdf
Prior Knowledge: What prior knowledge should students have for this lesson?
page 1 of 6 Students should have prior knowledge of the following:
Cell types, animal, plant and bacteria
Levels of cellular organization
The structure and function of organelles
Classification of organisms using the Domain and Kingdom systems
Food chains and food webs
Trophic levels regarding the distribution of producers and consumers
Note: Embedded in the lesson students will participate in a student engagement review. Students willreview key terms from prior lessons that are applicable to the
sequence of learning by engaging in a text coding lesson using highlighters. Classification, Kingdom, Phyla, Class, Order, Family, Genus, Species, Binomial
Nomenclature, Domain, Eubacteria, Archaea, Eukarya, Prokaryote, Eukaryote, Unicellular, Multicellular.
http://www.cpalms.org/Public/PreviewStandard/Preview/1780
See other related resources.
Guiding Questions: What are the guiding questions for this lesson?
Guiding questions should be asked rhetorically throughout the lesson to help steer and guide students to think about these concepts and make the connections needed
to understand the objectives. The alternative exam questions can also be used by the teacher to ask questions throughout the lesson as well.
Exam or Formative Short Response Photosynthesis and Cellular Respiration.pdf
How are animals and plants related?
How are photosynthesis and cellular respiration linked?
Where does photosynthesis and cellular respiration occur?
What are the reactants for photosynthesis?
What are the products of photosynthesis?
What are the reactants of cellular respiration?
What are the products of cellular respiration?
What organelles are used in photosynthesis and where are they found?
What organelles are used in cellular respiration and where are they found?
How are producers and consumers related to the processes of photosynthesis and cellular respiration?
What elements are used in Carbon Dioxide?
What elements are use in the water molecule?
What elements are used in one molecule of glucose?
How is matter transformed in the process of cellular respiration and photosynthesis?
Why is understanding the carbon cycle important to life on Earth?
Teaching Phase: How will the teacher present the concept or skill to students?
The teacher will use a Power Point presentation Presentation Photosynthesis Cellular Respiration.ppt along with teacher generated handouts to review prior content
students should know and to teach new content.
A review discussion should ensue after the students answer the question on the entrance ticket.
Entrance Exit Ticket How Living Organisms get Energy.pdf The question on the entrance ticket is also included in the PowerPoint, as well as other formative
questions.
The questions and answers on an alternative exam provided can also be used by the teacher to pose formative questions throughout the lesson.
Exam or Formative Short Response Photosynthesis and Cellular Respiration.pdf. These questions will be used to help guide students to complete a teacher
generated worksheets and to review prior knowledge, and to assess and correct any student misconceptions http://assessment.aaas.org/topics/ME.
Students will use a text coding strategy which requires highlighting the differences of prokaryotes and eukaryotes and the categories within the kingdom and domain
systems of classification to engage the learning sequence. HighlightKeyPage1LetsLearnaboutClassificationofOrganismsandCells.pdf
As part of an embedded review students will work in pairs to complete detailing levels of classification and how to name organisms. Answer Key Page 2 Let's Learn
about Classification of Organisms and Cells.pdf
Students will work independently to complete four squares for the key terms, Prokaryote, Eukaryote, multicellular, unicellular
A four square is a square that is divided into 4 equal squares. In one square the term is written, in another the definition, in another square a sentence using the
term, and in the other a picture drawn and labeled/Page 1 above for key terminology
The teacher will assist as necessary to help steer students to resources where such information can be obtained such as student textbooks, class books and or the
internet (approved sites).
Teacher will demonstrate how to complete a chart detailing the type of organelles in plant and animal cells and the function of the organelles. Students will then
complete the chart working either independently or with a partner (Page 2 above).
Students will label structures on diagrams of the chloroplast and the mitochondria, and briefly explain the function of each structure.Page 3 Student Chloroplast and
Mitochondrion Diagram.pdf
The Teacher will give students a two column note taking handout to complete detailing the main ideas and supporting details for both photosynthesis and cellular
respiration.
Student Page 4 Comparison of photosynthesis and cellular respiration.pdf
Ans Key Page 4 Comparison of photosynthesis and cellular respiration.pdf
Teacher will give the students a Venn Diagram to complete and will explain the categories related to producers and consumers and how they utilize energy, and then
allow students time to brain storm and complete the diagram. The Power Point compliments the handouts, reinforcing the correct responses to assist visual
learners.Presentation Photosynthesis Cellular Respiration.ppt
Pg 5 Student Venn diagram Producers and Consumers and Carbon Cycle.pdf
page 2 of 6 Pg 5 Answer Key Venn diagram Producers and Consumers and Carbon Cycle.pdf
Teacher will present a media presentation on the Carbon Cycle. Students will answer media dependent questions.
http://epa.gov/climatestudents/basics/today/carbon-dioxide.html
Teacher will give a brief example of how to write an essay. Students will then receive instructions for an essay on how photosynthesis and cellular respiration are
linked. A rubric will be used to grade the essay. The teacher will monitor the progress of students writing their essays, and be available to help as needed.
Pg 6 Student EssayExplain how photosynthesis and cellular respiration.pdf
Pg 6 Rubric for Essay Link between Photosynthesis and Cellular Respiration.pdf
After the essay is written, the students will be given an exit ticket for homework.
Entrance Exit Ticket How Living Organisms get Energy.pdf
An alternative assessment can be given instead of the essay, or used as exam for the entire sequence of learning. These exam questions could be used to ask
formative questions during the lesson as well.
Exam or Formative Short Response Photosynthesis and Cellular Respiration.pdf
Note: The teacher will poll the class for questions and answer any questions. Between activities, the students will discuss their answers with their peers to engage in a
peer review and edit activity. After sharing their responses with their peers and listening to the feedback of their peers, students will be allowed to edit their
responses.
Guided Practice: What activities or exercises will the students complete with teacher guidance?
Students will highlight and text code, concepts on a teacher generated worksheet, to review prior concepts as an opening to engage students in the lesson. The
teacher will demonstrate how to highlight the text and students will then complete the activity with teacher assistance. The teacher will provide highlighters.
Page1of2LetsLearnaboutClassificationofOrganismsandCells.pdf
HighlightKeyPage1LetsLearnaboutClassificationofOrganismsandCells.pdf
Teacher will present a PowerPoint to help students learn content need to complete the diagrams of the chloroplast and mitochondria.
Presentation Photosynthesis Cellular Respiration.ppt
Page 3 Chloroplast Structure and Function.pdf
The teacher will demonstrate how to complete the two column notes on how to extract main ideas and supporting details.
Stdnt Page 4 Comparison of photosynthesis and cellular respiration.pdf
Ans Key Page 4 Comparison of photosynthesis and cellular respiration.pdf
Teacher will lead a discussion on reviewing the categories of producers and consumers using the Power Point to help assist students in completing the first half of
page 5.
Pg 5 Student Venn diagram Producers and Consumers and Carbon Cycle (2).pdf
Pg 5 Answer Key Venn diagram Producers and Consumers and Carbon Cycle.pdf
Teacher will present a video on the Carbon Cycle (the link is also in the Power Point), and pause the video as necessary to ensure students are able to complete the
media dependent questions listed on the bottom of page 5. http://epa.gov/climatestudents/basics/today/carbon-dioxide.html
Teacher will discuss how to write an essay and give the instructions for the expectations to be included in the essay. Teacher will be available to help as needed.
Pg 6 Student EssayExplain how photosynthesis and cellular respiration.pdf
Pg 6 Rubric for Essay Link between Photosynthesis and Cellular Respiration.pdf
An alternate exam is provided, but these questions can also be used to guide learning using them as a formative assessment.
Exam or Formative Short Response Photosynthesis and Cellular Respiration.pdf
Independent Practice: What activities or exercises will students complete to reinforce the concepts and skills developed in the
lesson?
Students will answer entrance ticket.Entrance Exit Ticket How Living Organisms get Energy.pdf
Students will sketch, color and detail animal and plant cells.
Students will list different types of organelles and research the function of each and record it on a chart.
Page1of2LetsLearnaboutClassificationofOrganismsandCells.pdf
HighlightKeyPage1LetsLearnaboutClassificationofOrganismsandCells.pdf
Students will label a mitochondrion and a chloroplast.
Page 3 Chloroplast Structure and Function.pdf
Students will research text and media to take notes in a two column note handout.
Stdnt Page 4 Comparison of photosynthesis and cellular respiration.pdf
Ans Key Page 4 Comparison of photosynthesis and cellular respiration.pdf
Students will answer media dependent questions from watching a video on the Carbon Cycle. Note: This video is embedded in the PowerPoint.
Students will write an essay explaining the link between photosynthesis and cellular respiration.
Pg 6 Student EssayExplain how photosynthesis and cellular respiration.pdf
Pg 6 Rubric for Essay Link between Photosynthesis and Cellular Respiration.pdf
Closure: How will the teacher assist students in organizing the knowledge gained in the lesson?
Discuss essay structure, expectations and rubric, and assign an essay on "What is the link between Photosynthesis and Cellular Respiration?"
Pg 6 Student Essay Explain how photosynthesis and cellular respiration.pdf
Pg 6 Rubric for Essay Link between Photosynthesis and Cellular Respiration.pdf
Alternative assessment: Short Response Exam
Exam or Formative Short Response Photosynthesis and Cellular Respiration.pdf
Exit ticket assigned for homework
page 3 of 6 Entrance Exit Ticket How Living Organisms get Energy.pdf
Summative Assessment
The final assessment to determine if students have met the objectives of the lesson will be a written response. Students will write an essay explaining how
photosynthesis and cellular respiration are linked and will use the new terminology learned which must include mentioning the function of the chloroplast, and the
mitochondria. Students will use 3 sources to cite in writing their essay. Students will write a comparative essay comparing the processes photosynthesis and cellular
respiration.
Pg 6 Student EssayExplain how photosynthesis and cellular respiration.pdf
Pg 6 Rubric for Essay Link between Photosynthesis and Cellular Respiration.pdf
Formative Assessment
Students prior knowledge will be accessed to determine the level of the student's prior knowledge and any possible misconceptions the students may have by asking
formative questions.The accompanying Presentation Photosynthesis Cellular Respiration.ppt, PowerPoint presentation has several formative questions. The Entrance
Exit Ticket How Living Organisms get Energy.pdf ticket corresponds to the second slide of the PowerPoint.
Formative questions will be used to guide class discussions and connect the sequence of learning activities.Exam or Formative Short Response Photosynthesis and
Cellular Respiration.pdf
Lesson activities are structured so that the students will record their responses on teacher generated worksheets; these will be used as summative assessments.
Students will be allowed to share their responses with peers and then edit their responses. Teacher will guide this process to formatively assess if content is
understood or if re-teaching is necessary.
Students will record information in a two column note graphic organizer. This activity embeds literary skills which can be accessed. Students may use their books,
the PowerPoint,theinternet and other resources.
Student: Student Page 4 Comparison of photosynthesis and cellular respiration.pdf
Answer Key:Ans Key Page 4 Comparison of photosynthesis and cellular respiration in revision.pdf
Answer Key: Pg 5 Answer Key Venn diagram Producers and Consumers and Carbon Cycle.pdf
Students will complete a Venn Diagram and answer media dependent questions
Student Pg 5 Student Venn diagram Producers and Consumers and Carbon Cycle (2).pdf
Feedback to Students
Students will be given feedback throughout the entire lesson as each section of the teacher generated activity sheets are completed.
The PowerPoint Presentation Photosynthesis Cellular Respiration.ppt has feedback embedded within it, and the teacher can use the answer keys of the lessons to
discuss correct responses with the students.
In some instances, the teacher will preface what is expected using direct instruction, and then allow the students to complete activities through independent inquiry,
and in other instances, students will work in pairs or small groups and then share their responses with the class. Students will be encouraged to use the peer edit
and review process while learning content. Student responses will be monitored by the teacher while moving among the groups to correct any misconceptions, and
steer and guide the sequence of the lesson. After the peer review, students will have a chance to correct their responses.
Students will answer media dependent questions related to photosynthesis and cellular respiration as they view the PowerPoint and the link to the EPA video on the
Carbon Cycle.
Student Handout: Pg 5 Student Venn diagram Producers and Consumers and Carbon Cycle.pdf
Answer Key Pg 5 Answer Key Venn diagram Producers and Consumers and Carbon Cycle.pdf.
A teacher generated presentation will be utilized to help teach the content necessary for the students to answer the questions. Presentation Photosynthesis Cellular
Respiration.ppt Content that students will need to answer the questions on the handout are contained within the slides of the Power Point or within the video link:
http://epa.gov/climatestudents/basics/today/carbon-dioxide.html
Students will use their own science textbooks, and other media resources to record main ideas and key points about photosynthesis and cellular respiration using a
two column note-taking diagram.The answers to this are in the Power Point as well to provide feedback. An answer key is also provided in order to be able to give
immediate feedback prior to showing the students the slide with all the correct responses. Student responses will be evaluated, and corrective feedback will be
given.
Student: Stdnt Page 4 Comparison of photosynthesis and cellular respiration.pdf
Answer Key: Ans Key Page 4 Comparison of photosynthesis and cellular respiration in revision.pdf
Students will complete a Venn diagram with the purpose of reminding them how producers and consumers get their energy needs met. This will be a whole class
activity. (See page 5 above.)
Students will then use all the information they have gathered to write an essay, Pg 6 Student EssayExplain how photosynthesis and cellular respiration.pdf,
explaining how photosynthesis and cellular respiration are linked, describing the role of the chloroplast and the mitochondria. Essays will be graded using a rubric.
Students will be given feedback based on meeting the expectations in the rubric Pg 6 Rubric for Essay Link between Photosynthesis and Cellular Respiration.pdf.
ACCOMMODATIONS & RECOMMENDATIONS
Accommodations:
In a typical science class, the desks accommodate two students. A low level learner will be paired with a moderate level learner or another lower level learner.
The teacher will actively monitor lower level learners to answer questions and guide learning. If a teacher assistant is in the class, then the teacher assistant will
help assist teacher by guiding and monitoring lower level learners.
ESOL, and ELL students can create a poster detailing the two processes (photosynthesis and cellular respiration) instead of writing an essay. They could also be
allowed to detail the carbon cycle with labels showing the flow of matter and energy within this cycle.
Extensions:
Students can design an experiment to test the processes of photosynthesis and/or cellular respiration.
Students can prepare a speech presenting why photosynthesis and cellular respiration are important to life.
Students can research environmental policies concerning climate change that claim global warming is due to human activities. Students should take a position as to
whether global warming is occurring due to higher rates of carbon dioxide being released due human activity. Once students take a position they should write a
letter to a legislator either supporting or not supporting an environmental policy that is related to reducing carbon dioxide emissions.
page 4 of 6 Suggested Technology: Computer for Presenter, Internet Connection, LCD Projector
Special Materials Needed:
For teachers:
Presentation Software/Computer/Visual Monitor-Projector
Printer, Paper to make copies of handouts
For Students:
Teacher generated worksheets
8th grade text book (6th and 7th grade for review)
Colored pencils, markers, and highlighters
Paper and Writing utensil
Internet (for further research)
Further Recommendations:
The teacher generated resources I have provided, are excellent resources that can be used along with an 8th grade textbook, and internet connectivity by the
instructor to show the video on the carbon cycle.
The teacher can peruse the resources and print pages 1 and 2 front to back and pages 3 to 4 front to back and pages 5 to 6 front to back. The sequence of the
activities could be taught in two to three 50 minute lesson periods or two 90 minute class block time allotments for general to advanced classes. One additional day
may be necessary in lower level classes. The entrance and exit ticket are optional and can be printed on one page or projected to save on paper. At the following
link: http://assessment.aaas.org/topics/ME misconceptions can be reviewed. There are questions about each misconception on the AAAS website that could be
used as entrance and exit ticket questions and/or they could be used in creating a multiple choice summative assessment.
The information to complete the activities on the handouts should be readily available in an 8th grade textbook with several 6th or 7th grade books to be used as
resources. Science Saurus books are another excellent resource that could be used to compliment this lesson.
A lab activity where plant leaves and cells are observed with a microscope to inspect stomata and and cytoplasmic movement could compliment the sections on the
plant cell, and its organelles. This would help give a visual in illustrating the structures in leaves where carbon dioxide gas is drawn into the plant.
Additional Information/Instructions
By Author/Submitter
Teachers please note the content of this lesson extends beyond the requirement of the 8th grade standard. The topics include history of classification, products within
cellular respiration and photosynthesis and parts of the chloroplast.
The teacher should use their judgement as to whether to use the all parts of this lesson.
SOURCE AND ACCESS INFORMATION
Contributed by: Maresha Foster
Name of Author/Source: Maresha Foster
District/Organization of Contributor(s): Bay
Is this Resource freely Available? Yes
Access Privileges: Public
License: CPALMS License - no distribution - non commercial
Related Standards
Name
SC.8.L.18.1:
SC.8.L.18.2:
SC.8.L.18.3:
LAFS.8.RI.1.3:
LAFS.8.RI.2.4:
Description
Describe and investigate the process of photosynthesis, such as the roles of light, carbon dioxide, water and
chlorophyll; production of food; release of oxygen.
Describe and investigate how cellular respiration breaks down food to provide energy and releases carbon dioxide.
Construct a scientific model of the carbon cycle to show how matter and energy are continuously transferred within and
between organisms and their physical environment.
Remarks/Examples:
Florida Standards Connections: MAFS.K12.MP.4: Model with mathematics.
Analyze how a text makes connections among and distinctions between individuals, ideas, or events (e.g., through
comparisons, analogies, or categories).
Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and
technical meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to
other texts.
Related Access Points
Access Point Number
SC.6.L.14.In.2:
Access Point Title
Identify that the cell is the smallest basic unit of life and most living things are composed of many cells.
page 5 of 6 SC.6.L.14.In.3:
SC.6.L.14.In.4:
SC.8.L.18.Su.2:
SC.8.L.18.Pa.2:
SC.8.L.18.In.3:
SC.8.L.18.Su.3:
SC.8.L.18.Su.4:
SC.8.L.18.In.1:
SC.8.L.18.Su.1:
SC.8.L.18.Pa.1:
SC.8.L.18.In.2:
Identify that cells carry out important functions within an organism, such as using energy from food.
Recognize that plant and animal cells have different parts and each part has a function.
Recognize that plants and animals get energy from food.
Recognize that food provides energy.
Illustrate a model that shows how carbon is cycled between plants and animals.
Recognize that plants use the carbon dioxide that animals breathe out.
Recognize that plants get energy from the Sun and that energy is transferred to the animals that eat the plants.
Identify structures in plants that enable them to use the energy from the Sun to make their own food through a
process called photosynthesis.
Recognize that plants make their own food through a process called photosynthesis.
Recognize that plants need water and light to grow.
Recognize that cells break down food to release energy.
page 6 of 6