Biology Partnership (A Teacher Quality Grant) Photosynthesis and Cellular Respiration Lapbook
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1 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 Brittany Brown, Teacher, Paxton School, Paxton, Fl Melissa Brown, Teacher, Crestview High School, Crestview, Fl Sharon Steen, Teacher, Crestview High School, Crestview, Fl 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 (1:52 minutes) View video clip at YouTube The simply story of photosynthesis and food Y&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
2 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 The Simple Story of Photosynthesis and Food Y&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
3 2. Old magazines to obtain pictures and diagrams of living organisms 3. File folders (continued from day one) 4. Crayons, color pencils, scissors and glue 5. 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 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.
4 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 IV- Analysis) 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 IV- Analysis) 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:
5 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.
6 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.
7 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 and 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: 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.
8 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.
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