1. TITLE OF LESSON
Unit 3; Lesson 6—Photosynthesis &
Cell Respiration
2. CURRICULUM AREA & GRADE LEVEL
9th grade Biology
Dr. Rachel Richards
3. STUDENT INFORMATION
A. English Language Learners
All ELL students are CELDT level 4.
4. RATIONALE
A. Enduring Understanding
Plants get their energy by converting
sunlight into sugar through a process called photosynthesis. All living
organisms break down glucose (from food or sunlight) into ATP for energy in a
process called cellular respiration. Photosynthesis requires CO2 and sunlight
to begin, while cell respiration requires oxygen and glucose. CO2 is a
by-product of cell respiration, and oxygen is a by-product of photosynthesis so
the two processes are interdependent. All of the oxygen in the Earth’s
atmosphere that we breathe in order to carry out cell respiration comes from
photosynthesis. If there were no plants (and phytoplankton) or sunlight, we
would not be able to breathe the air around us. In addition, although there are
key differences between cell respiration and breathing, the two processes are
closely connected. In fact, breathing brings oxygen to the body, which is one
of the necessary reactants to start the cell respiration process in our cells.
B. Essential Questions
How are photosynthesis and cell
respiration similar? How are they different? Why is photosynthesis necessary
for all life on Earth?
C. Reason For Instructional Strategies &
Student Activities
My classes are composed with freshmen.
Most of them don’t like biology, as evidenced by an informal poll on the first
day of class. Therefore, my classes are very hands-on and activities-based. In
addition, I design my intros, presentations, and activities to be fun,
engaging, and thought-provoking. The use of multiple resources and teaching
styles will help my diverse class understand the key points of this unit,
regardless of whether they learn through visual, auditory, and/or kinesthetic
modalities. These various strategies will also help the ELL students and
students with special needs in my class learn the new material by being exposed
to it in different ways.
5. CONTENT STANDARD(S)
1. Cell Biology: The fundamental life
processes of plants and animals depend on a variety of chemical reactions that
occur in specialized areas of the organism’s cells.
1. Cell Biology: The fundamental life
processes of plants and animals depend on a variety of chemical reactions that
occur in specialized areas of the organism’s cells.
f.
Students know usable energy is captured from sunlight by chloroplasts and is stored
through the synthesis of sugar from carbon dioxide.
g.
Students know the role of the mitochondria in making stored chemical-bond
energy available to cells by completing the breakdown of glucose to carbon
dioxide.
i.
Students know how chemiosmotic gradients in the mitochondria and chloroplasts
store energy for ATP production.
Literacy in Science (Reading & Writing): Based on the Common Core Standards, this
lesson will focus on “write informative texts, including scientific processes”.
Specifically, students will be asked to “Develop the topic with well-chosen,
relevant, and specific facts” (2b). In addition, students will be asked to
“determine the central idea or conclusion of a text and provide an accurate
summary of the text” (2), as delineated under the Reading Standards for
Literacy in Science and Technical Subjects 6-12.
6. ELD STANDARD(S)
Write Persuasive Compositions (Cluster
3; A): Clarify and defend positions with relevant evidence, including facts,
expert opinions, quotations, and/or expressions of commonly accepted beliefs
and logical reasoning.
7. LEARNING GOAL(S) – OBJECTIVES (all
cognitive; some psychomotor (lab))
After
being presented with content on cell respiration and photosynthesis, students
will be able to create and present a poster comparing and contrasting the two
processes. In addition, after reading a short article on how phytoplankton
supplies over half the Earth’s oxygen students will be able to write a 1-page
essay in response to the question: Why is taking care of our ocean’s important
in order to ensure the health of our planet in the future (use the words:
photosynthesis, cellular respiration, chemical reaction, oxygen and carbon
dioxide in your response).
8. ASSESSMENT(S)
A. Diagnostic/Entry Level:
3 students will be called on randomly
to share their summaries from their notes on ATP (previous lesson). In
addition, before launching into new content about cell respiration and
photosynthesis, I will ask them to share their definitions of related vocab words
(which should be completed). For cell respiration, these vocab words include:
cellular respiration, glycolysis, electron transport chain, and Krebs cycle. For
photosynthesis, the vocab words include: photosynthesis, light dependent
reactions, chlorophyll, stroma, thylakoid, and Calvin cycle.
B. Formative – Progress Monitoring:
Students will asked to share their
answers every 2-3 slides when presented with content on cell respiration and
photosynthesis. I will circulate as students create their posters to informally
check for understanding.
C. Summative:
Students will construct and present a
poster comparing and contrasting cell respiration and photosynthesis. Students
will also read a short article on phytoplankton and photosynthesis and write a
1-page essay on the relationship between photosynthesis and the air we breathe.
9. EXPLANATION OF DIFFERENTIATION FOR ELL
& STS W/ SP ED NEEDS
A. English Language Learners
1.) Content: Students are arranged into heterogenous groups
of 4 according to current grade so those who need help with note-taking can
look at the notes of a partner next to them. I pause to ask for questions to
ensure everyone is ready before I advance a slide.
2.) Process: Students are arranged into heterogenous groups
of 4 according to current grade so those who need help have others who can
provide peer-tutoring (worksheets, labs, poster activity). I circulate as they
look through the microscope to provide assistance. Finally, I check for
understanding frequently through random Q&A. Students have frequent
opportunities to hear other student explanations, as well as being randomly
assessed.
3.) Product: Following oral instruction of the poster, students
are given a handout with guidelines and written instructions (attached). Students
can rely on others and see me for assistance in demonstrating and explaining
osmosis after observing swelling in hypotonic solution and shrinking in
hypertonic solution. I circulate to assist them while they write their answers
on the lab worksheet (attached).
A. Students with Special Education Needs
1.) Content: Students with IEPs or 504s are accommodated, as directed. Some
students are placed in different seats for better visual access to the
whiteboard. Students are arranged into heterogenous groups of 4 according to
current grade so those who need help with note-taking can look at the notes of
a partner next to them. I pause to ask for questions to ensure everyone is
ready before I advance a slide.
2.) Process: Students are arranged into heterogenous groups of 4 according to
current grade so those who need help have others who can provide peer-tutoring
(worksheets, labs, poster activity). I circulate as they create their posters to
provide individual assistance, if needed. Finally, I check for understanding
frequently through random Q&A. Students have frequent opportunities to hear
other student explanations, as well as being randomly assessed.
3.) Product: Following the oral instructions of how to make
their posters, students are given a handout with guidelines and written instructions
(attached). Students can rely on others and see me for to aid in comparing and
contrasting photosynthesis and cellular respiration. I circulate to assist them
while they write their answers on the lab worksheet (attached).
10. INSTRUCTIONAL STRATEGIES
A. Intro (10 min):
I will instruct students to summarize
their notes on ATP from the previous lesson. Then, I will call on students to
share their definitions for words related to cell respiration and photosynthesis
(which should already be completed). For cell respiration, these vocab words
include: cellular respiration, glycolysis, electron transport chain, and Krebs
cycle. For photosynthesis, the vocab words include: photosynthesis, light
dependent reactions, chlorophyll, stroma, thylakoid, and Calvin cycle.
*Note—For future lessons, I would like
to introduce this lesson with a discrepant event. On the demonstration bench
would be two, clear, glass containers, both with a lit candle underneath. One
of the containers would have a small plant inside as well. Students would be
guided to respond to inquiry-based questions in order to think about what the
fire is consuming (oxygen) and why the candle in the container with the plant
stays lit longer.
B. Instruction (35 min each; 2 days): I will instruct them to open up a fresh page
in their spiral notebooks for note-taking. I will then present content on photosynthesis
and cell respiration, over the period of 2 days, periodically stopping to ask
questions and check for understanding (ppt attached). For photosynthesis, these
questions include:
n
Which organelle does photosynthesis?
n
What are three parts of a chloroplast?
n
What are the reactants in
photosynthesis?
n
What are the products?
n
What part of the chloroplast does the
light dependent reactions?
n
What part does the Calvin Cycle?
n
What temperatures might slow down
photosynthesis?
n
If a plant has an unlimited amount of
reactants, will photosynthesis speed up forever?
n
What can stop photosynthesis?
For cell respiration, these questions
include:
What is the equation for cellular respiration? How is it similar to photosynthesis? What is the first stage of cellular
respiration? What does the cell check for to see if it should
continue cellular respiration? What is the second stage of cellular
respiration? What is the third stage of cellular
respiration? How much ATP is made by cellular respiration?
C. Guided Practice (Block Day—90 min): After distributing the poster handout and
rubric, I will go over it with the class. Students will be instructed to break
into their lab groups. Then, I will circulate and answer questions as students
prepare their posters. Students will then be instructed to present their
posters in groups to the class (4 minutes each). The class will be required to
critique each group and vote for their favorite poster. The poster with the
most votes receives 5 extra credit points.
D. Independent Practice: Students are given a 1-page article on
phytoplankton and photosynthesis. They are instructed to write a 1-page essay
explaining why taking care of the ocean is important with respect to the oxygen
we breathe.
11. STUDENT ACTIVITIES
A. Intro: Students will summarize their notes on ATP from the previous
lesson and share responses with the class. Then, they will share definitions
for related vocabulary words. For cell respiration, these vocab words include:
cellular respiration, glycolysis, electron transport chain, and Krebs cycle.
For photosynthesis, the vocab words include: photosynthesis, light dependent
reactions, chlorophyll, stroma, thylakoid, and Calvin cycle.
B. Instruction (35 min each; 2 days): Students will take Cornell-style notes on the
content presented. Periodically, students will respond to questions embedded in
the Powerpoint presentation.
C. Guided Practice (Block Day—90 min): Students will create their posters in groups, prepare
for their presentations and present their posters to the class. Students not
presenting will critique the presenting group and vote for their favorite
poster.
D. Independent Practice: Students will read a 1-page article on
phytoplankton and photosynthesis. Then, they will write a 1-page essay
explaining why taking care of the ocean is important with respect to the oxygen
we breathe.
12. RESOURCES
PowerPoint
presentations “Photosyntheis” & “Cell Respiration” (2)
Poster
handout
Rubric
for poster
Article
on “Phytoplankton and Photosynthesis”
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