Biology Partnership
(A Teacher Quality Grant)
Photosynthesis and Cellular Respiration Lapbook
Identifying Information:
(Group Members and Schools, Title of Lesson, Length in Minutes, Course Level)
 Katie Blansit, Teacher, Crestview High School, Crestview, Fl
blansitk@mail.okaloosa.k12.fl.us
 Brittany Brown, Teacher, Paxton School, Paxton, Fl
brownb@walton.k12.fl.us
 Melissa Brown, Teacher, Crestview High School, Crestview, Fl
brownme@mail.okaloosa.k12.fl.us
 Sharon Steen, Teacher, Crestview High School, Crestview, Fl
SteenS@mail.okaloosa.k12.fl.us
Mentor-Katie McCurdy
Lesson: Time Frame-Four 50-minute classes and an additional 10 minutes on Day 5.
Level of course: Biology (General)
Motivation:
Question: The teacher will ask, “How are photosynthesis and cellular respiration related with
respect to reactants, products, and functions. (2-3 min)
Students are issued a multiple-choice pre-test to assess what they currently know about
photosynthesis and cellular respiration. (5-7 minutes)
Students will watch one of two video clips to introduce the reactants and products of
photosynthesis and cellular respiration.
View video clip at YouTube “Photosynthesis Song”
http://www.youtube.com/watch?v=C1_uez5WX1o
(1:52 minutes)
View video clip at YouTube “The simply story of photosynthesis and food”
http://www.youtube.com/watch?v=eo5XndJazY&list=PLDHYk18tSFyQHSj8QNUj6j9iyryQy67sm (4:01 minutes)
After viewing the clip, the teacher will facilitate a short class discussion to relate the video to the
lapbook the class will now complete. (2-3 minutes)
Assess NGSSS:
L.18.7-Identify the reactants, products, and basic functions of photosynthesis
L.18.8-Identify the reactants, products, and basic functions of aerobic and anaerobic cellular
respiration
L.18.9-Explain the interrelated nature of photosynthesis and cellular respiration
Needed Materials & Set-Up:
Day 1: Materials for Motivation Segment:
1. Pre-test
2. Projector and screen
3. Video clips: “Photosynthesis Song” http://www.youtube.com/watch?v=C1_uez5WX1o
“The Simple Story of Photosynthesis and Food”
http://www.youtube.com/watch?v=eo5XndJazY&list=PLDHYk18tSFyQHSj8QNUj6j9iyryQy67sm
Day 1: Materials for Presentation and Participation Segment:
1. Projector and screen
2. Power Point: “Photosynthesis and Cellular Respiration for Lapbook”
3. “Photosynthesis and Cellular Respiration” lapbook vocab sheets
4. Chloroplast diagram
5. File folders
6. Crayons, color pencils, scissors and glue
7. Biology Textbook
Day 2: Materials for Presentation and Participation Segment:
1. Projector and screen
2. Power Point: “Photosynthesis and Cellular Respiration for Lapbook”
3. “Photosynthesis and Cellular Respiration” lapbook vocab sheets (continued from day
one)
4. “Photosystem/Calvin Cycle Foldable” diagram
5. “ROY G BIV” diagram
6. File folders (continued from day one)
7. Crayons, color pencils, scissors and glue
8. Biology Textbook
Day 3: Materials for Presentation and Participation Segment:
1. Projector and screen
2. Power Point: “Photosynthesis and Cellular Respiration for Lapbook”
3. “Photosynthesis and Cellular Respiration” lapbook vocab sheets (continued from day
one)
4. “Mitochondria” diagram
5. File folders (continued from day one)
6. Crayons, color pencils, scissors and glue
7. Biology Textbook
Day 4: Materials for Presentation and Participation Segment:
1. “Compare/Contrast Cellular Respiration and Fermentation ” foldable
2.
3.
4.
5.
Old magazines to obtain pictures and diagrams of living organisms
File folders (continued from day one)
Crayons, color pencils, scissors and glue
Biology Textbook
Day 5: Materials for Reflection Segment:
1. Post-test
2. “Photosynthesis and Cellular Respiration Lapbook” scoring rubric
Set-Up:
For this activity, students will work with elbow partners at 12-15 tables. (See attached classroom
layout.) Students are paired by the teacher allowing for the matching of students to form
effective teams. Higher achieving students are paired with lower achieving students; ESOL,
visual and/or hearing impaired students are paired with appropriate partners who have proven to
be helpful.
Transition Method:
All materials will be on the designated resource table. One student from each group will collect
and return all supplies. Students will complete the activities at their table.
Community Resource:
An ideal community resource speaker for this lesson is a scientist or university professor who is
expert in the field of cellular energy. If possible, set-up a live conference with the scientist or
professor during the execution of the lesson so students can ask their questions directly to the
resource person.
Outcomes
Dimensions of K-12 Science Education Standards:
Scientific and Engineering Practices: Dimension 1
1. Asking questions (for science) and defining problems (for engineering)
2. Obtaining, evaluating, and communicating information
Crosscutting Concepts: Dimension 2
1. Energy and matter: Flows, cycles, and conservation
2. Structure and function
Disciplinary Core Ideas: Dimension 3
1. LS1: From molecules to organisms: Structures and processes
Next Generation Sunshine State Standards:
SC.912.L.18.7: Identify the reactants, products, and basic functions of photosynthesis.
SC.912.L.18.8: Identify the reactants, products, and basic functions of aerobic and anaerobic
cellular respiration.
SC.912.L.18.9: Explain the interrelated nature of photosynthesis and cellular respiration.
Content Literacy Standards:
LACC.910.RST.1.2: Determine the central ideas or conclusions of a text; trace the text’s
explanation or depiction of a complex process, phenomenon, or concept; provide an accurate
summary of the text.
LACC.910.RST.2.4: Determine the meaning of symbols, key terms, and other domain-specific
words and phrases as they are used in a specific scientific or technical context relevant to grades
9-10 texts and topics.
LACC.910.RST.3.7: Translate quantitative or technical information expressed in words in a text
into visual form (e.g., a table or chart) and translate information expressed visually or
mathematically (e.g., in an equation) into words.
Specific Learning Outcomes:
1. With the completion of the “Lapbook”, students will compare and contrast
photosynthesis and cellular respiration with 100% accuracy as assessed by the attached
scoring rubric. (Bloom’s Level IV-Analysis)
2. After completing the “Photosystem/Calvin Cycle” foldable, students will examine the
events of the light dependent and light independent reactions (Calvin Cycle) of
photosynthesis, analyzing how the latter reactions depend on the products of the former
reactions with 100% accuracy as assessed by teacher observation. (Bloom’s Level IVAnalysis)
3. After completing the “Cellular Respiration and Fermentation” foldable, students will
examine the amount of energy (ATP) produced in glycolysis, Krebs cycle, and the
electron transport chain and analyze the efficiency of these processes as compared to
fermentation with 100% accuracy as assessed by teacher observation. (Bloom’s Level IVAnalysis)
Given a post-test following this activity, students will apply the content information gained by
answering questions relating to photosynthesis and cellular respiration with 80% accuracy or
better. (Bloom’s Level III-Application)
Presentation and Participation:
Day 1:
• The teacher will provide a hook question, administer a pre-test, present a video clip, and
facilitate a short class discussion to relate the video to the lapbook. (15 minutes)
• After the motivational video clip, the teacher will show a model of a completed
photosynthesis and cellular respiration lapbook (Behavior/Modeling) using a manila
folder and pass out the needed materials. (5 minutes)
• The teacher will present information (Behavior/Lecture) about the basic parts and
functions of photosynthetic reactions via PowerPoint (See attachment) and students will
take notes (Cognitive) on their vocabulary tabs of the lapbook. (30 minutes)
• For homework (Other/homework), the student will color, cut out, and paste the
chloroplast onto their lapbook.
Day 2:
•
•
•
•
The teacher will present information (Behavior/Lecture) about Photosystems and the
Calvin Cycle via PowerPoint (See attachment) and students will take notes (Cognitive)
on their vocabulary tabs of the lapbook. (30 minutes)
The teacher will demonstrate how to construct the Photosystem/Calvin Cycle foldable
(Application/Process/Advance Organizer) and the ROY G BIV diagram. (5 minutes)
Students will work on the foldable and diagram as the teacher monitors and provides
feedback (Other/providing feedback) while circulating throughout the room. (15 minutes)
For homework(Other/homework), the student will find 3 pictures of organisms that
perform photosynthesis and glue them to the lapbook.
Day 3:
• The teacher will present information (Behavior/Lecture) about the basic parts and
functions of cellular respiration reactions via PowerPoint (See attachment) and students
will take notes (Cognitive) on their vocabulary tabs of the lapbook. (50 minutes)
• For homework(Other/homework), the student will color, cut out, and paste the
mitochondria onto their lapbook.
Day 4:
• The teacher will demonstrate how to construct the compare/contrast cellular respiration
and fermentation foldable and the Cellular respiration diagram
(Application/Process/Advance Organizers) for the lapbook. (5 minutes)
• Students will work on the foldable and diagram as the teacher monitors and provides
feedback (Other/providing feedback) while circulating throughout the room. (45 minutes)
• Students will find 3 pictures of organisms that perform cellular respiration and 3 that
perform fermentation and glue them to the lapbook.
• Students can collaborate and compare pieces of their lapbooks (Other/Cooperative
learning) as they are assembling them.
• For homework(Other/homework), the student will complete all missing parts of the
lapbook.
Day 5:
• The students will complete a post-test and submit their lapbook for scoring. (10 minutes)
• Teacher will score lapbook according to rubric. See attachment.
Questions:
(3 higher order—analysis, synthesis, evaluation)
1. (analysis) Photosynthesis is often described in two steps: the light reactions and the dark
reactions. Given what you have learned about photosynthesis and the ways that plants
have adapted to optimize it, why is dividing photosynthesis into these categories
misleading?
It is misleading because, although the activation of the photosystems is light-dependent, the
Calvin cycle can run in the light; it is light-independent, meaning that it does not require light to
occur.
2. (evaluation) Explain why cellular respiration and photosynthesis are interrelated. Justify
your answer.
Under the assumption that plants photosynthesize and animals go through cellular respiration,
the two cycle’s interdependence can be explained. While plants can complete the photosynthetic
cycle by themselves, animals cannot, since animals aren't capable of photosynthesis. This means
that animals have to survive solely through respiration. Also, since animals can't produce
glucose by themselves, they have to get it from somewhere else-- from eating plants. Cellular
respiration produces the carbon dioxide that the plants need, and then the plants produce the
oxygen needed for cellular respiration. Animals then obtain the glucose they need through
consumption of plants or animals that had at one time consumed plants.
3. (synthesis) The inner membrane of a mitochondrion has lots of folds, or cristae, giving it
lots of surface area for electron transport chains. Suppose the inner membrane were
smooth instead. How would having less surface area affect energy production in a cell?
Explain and justify your answer.
Fewer ATP molecules would be produced if the inner mitochondrial membrane were smooth.
The cristae allow many electron transport chains to work all at once in a mitochondrion. Since
the electron transport chain and chemiosmosis depend on the inner mitochondrial membrane,
there would be much less space to pump protons across the membrane. Therefore less pumps
and room for the transport chain to take place, less energy production overall in the
mitochondria.
4. (analysis) Why do plants need oxygen to survive? Explain and justify your answer.
All plant cells need oxygen to live; because without oxygen they can't perform aerobic
respiration. In photosynthesis, plants combine water, carbon dioxide, and the sun's energy to
produce sugar and oxygen. The cells in the green parts of the plant, where photosynthesis is
taking place, get all the oxygen they need from the oxygen produced by photosynthesis. The cells
in the leaves and stems are receiving the needed oxygen. The cells in the roots, where there is no
photosynthesis, also must obtain oxygen for cellular respiration. In most plants, these cells get
their oxygen from air in the spaces between dirt particles in the soil. The common misconception
is that plants go through photosynthesis but not cellular respiration.
5. (Evaluation) You are asked to be part of a team looking for life on the Moon. If there
were organisms living on the Moon, what type of metabolism might they have?
The metabolism "of choice" would probably be anaerobic respiration. Since the Moon does not
have an oxygen-rich atmosphere, organisms living there would not use oxygen as their terminal
electron acceptor in cellular respiration. Instead, we can hypothesize that they must have
evolved the ability to use some other compound as an electron acceptor. It is also possible that
they would survive only using fermentation. Or, a completely different type of metabolism may
have evolved, but it would still somehow need to oxidize "food" into chemical energy.
Reflection:
An initial multiple choice pre-test at the onset of the day 1 lesson plan will provide the teacher an
assessment of the students’ initial set of knowledge prior to instruction. An identical post test
administered at the close of the class session will measure cognitive growth. Students with a
post-test score lower than 75% will be asked to watch an additional animation video from Crash
Course http://www.youtube.com/watch?v=sQK3Yr4Sc_k and
http://www.youtube.com/watch?v=00jbG_cfGuQ on photosynthesis and respiration.
Formative assessment will also occur throughout the lesson as the teacher circulates and asks
questions during the activity.
Verbal feedback will be provided to individuals throughout the lesson based on their answers to
the teacher’s oral questions.
Safety:
Safety Precautions:
There will be a conversation to remind students of what respectful behavior and appropriate
practices are in the classroom. The teacher will also have students review previously stated
classroom safety rules from the beginning of the year. Emphasis will be on the following
classroom procedures:
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Never eat or drink while working in the laboratory.
Read and follow the procedures/directions carefully.
Do not use any equipment/supplies/materials without any instruction given by the teacher
or approved by the teacher.
Do not play with the scissors, glue, markers, crayons, folders or any other supplies given.
Be extra careful not to cut or glue yourself or your classmates.
Keep the work area clear of all materials except those needed for your assignment.
Clean up your work area before leaving.
Transformative:
(Accommodations for at least 2 special needs students)
•ESE students whose IEP specifies flexible schedule will be given extended time (double) to
complete the lapbook.
• Hearing impaired students will have the aid of an interpreter as needed for communication with
their teacher.
• 504 student suffering from fibromyalgia, who has flexible scheduling, will be given extended
time (double) to complete the lapbook.
• ESOL students will have a recording of the lesson steps and a peer partner who can help with
interpreting.
Utilize:
Challenges presented in this lesson are based on teacher observation throughout the lesson AND
student assessment data from the pre-test and post-test.
Challenges
1. Some students may lack prior knowledge about photosynthesis and cellular respiration.
These students will need remediation on the subject of these during after school tutoring
or by use of Khan Academy/crash course or education portal video lessons.
2. Students may have difficulty using scissors to cut the paper. To minimize this challenge,
the teacher will demonstrate proper tool techniques at the beginning of class.
3. Students’ post-test scores may not show mastery. Re-teaching is required if this challenge
presents itself.
Re-teaching following the Post-Test
Re-teaching will be conducted if at least 80% of the students are unable to obtain at least an
80% average on the Post Test. A review of photosynthesis and cellular respiration would be
suggested if post-test results are not optimal. The teacher may use educational videos such as
Khan Academy, Crash Course Biology or Education Portal to assist students master the
benchmark. The teacher can provide a copy of the answer key for the students to review and
compare their results with the correct answers. The teacher will call on students at random.
Strengths
1. The teacher has the ability to circulate and re-direct students who may not understand the
material sufficiently during the activity.
2. Students are working collaboratively during the lesson activity.
3. Students can check their understanding by comparing their results to the findings of their
peers.
Following the post-test, students have the opportunity for remediation and re-test if mastery of
the standards are not met.