Megan, Gena, Kellie, Kathy B. and Kathy F.
EDSE 452/453 – September 29, 2009
Cellular Respiration and Photosynthesis – Indigenous Knowledge Lesson Plan

Curricular Fit
o Biology 20, General Outcome 20-C2:
 Students will explain the roll of cellular respiration in releasing potential energy
from organic compounds.
 Biology 20, Skill Outcome 20-C2.3s:
 Students will relate the Aboriginal metaphor “the trees are the lungs of mother
earth” to the complementary role of the carbon and oxygen cycles.

Previous Knowledge
o Students should be familiar with the processes of cellular respiration and
photosynthesis before this lesson
o This lesson is meant to tie together the complementary processes (i.e.: the products
of one are the reactants of another, they are dependent on each other)

Lesson
o The teacher delivery of this lesson would mainly consist of a story to be read aloud
and provided to the class in written form. The story can be written by the teacher
entirely or partially, and should be written from an aboriginal perspective and using
metaphor.
o After reading the story the teacher should relate the processes to the story,
superficially reviewing each as they go
o Vital parts of the story include:
 “Trees are like the lungs of mother earth”
 Importance of water to plant life
 Importance of plant life (i.e.: glucose) and oxygen for survival of animals
 Creation of water and carbon dioxide by animals
 Uptake of water and carbon dioxide by plants
o The story should make clear the interconnectedness of the two cycles (products of
one are the reactants of another)
o Use of a circle metaphor to symbolize the connectedness of plants and animal life
may also be utilized
o The teacher can show students the illustration of a tree with lungs to further the use
of the metaphor
o The purpose of this portion of the lesson is to introduce the idea of photosynthesis
and cellular respiration from an indigenous perspective

Student Portion/Assignment
o In groups of 3 or 4, students will be responsible for creating their own metaphor to
relate the two processes/cycles, which they will present to the class
o Students can choose any format they wish, as long as it can be visually represented
(story, skit, poster, diorama, etc)
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Megan, Gena, Kellie, Kathy B. and Kathy F.
EDSE 452/453 – September 29, 2009
o The students have to include the full (in-depth) processes of cellular respiration and
photosynthesis either in their presentation or have it in written form accompanying
it (how their metaphor represents the process)
o This assignment will be assessed based on the student’s knowledge and explanation
of the processes of photosynthesis and cellular respiration as well as how accurately
and completely their metaphor ties in with the processes
o This will help students to remember the processes because they will be coming up
with their own metaphor and explaining how it relates. This will provide an
explanation of the processes in a context that they have come up with.
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