UbD Science Lesson Plan

Lesson Title: Connecting Photosynthesis and Cellular Respiration

Kelli Henderson
Content Area/Grade Level(s): 10th Grade Biology
Stage 1 Desired Results
Established Goals:
HS-LS1- Use a model to illustrate how photosynthesis transforms light energy into stored chemical
5. energy.

HS-LS1- Use a model to illustrate that cellular respiration is a chemical process whereby the bonds of
7. food molecules and oxygen molecules are broken and the bonds in new compounds are formed
resulting in a net transfer of energy.

Students Understand that Essential Questions:

Photosynthesis and cellular What types of organisms perform
respiration are dependent upon each photosynthesis? Cellular
other respiration?
What is the importance of each
process?
Students will know
The chemical equation for each process
Where each stage of each process occurs

Students will be able to

Describe how the two processes are related/connected
List the reactants and products of each process
Stage 2 Assessment Evidence
Performance Task(s): Other Evidence
Within the whole class Students will be quizzed
setting, students will be individually to assess their
required to identify where a understanding of each process.
particular term fits within
the concept map
Stage 3 Learning Plan
Learning Activities (simply list here):

Students will be given a blank copy of a concept map for each process. I will
pass out note cards containing a word that corresponds to a blank within
the concept map. [Any students that do not receive a word card for the first
concept map will be the first to receive a word card for the second map]. As
a whole, I will direct the students through the concept map by asking
questions. When we reach a blank, the student with that word will be
expected to raise their hand. Student interaction will promoted by
encouraging students to help their peers. Once we have completed the
concept map for both photosynthesis and cellular respiration, we will

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 UbD Science Lesson Plan

discuss the importance of each process, how they are connected, and any
similarities/differences they notice in each stage/ process.

Instructional Procedures Describe each of the components of your planned lesson. F

on intro/conclusions, transitions between activities, key que
Include the expected time for each component.

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 UbD Science Lesson Plan

Teacher Actions: Student Actions:

OPENING
This activity is designed to give you [students] an overview of
each of the processes: photosynthesis and cellular respiration.
It is also meant to be a study tool for you. This is a very basic
outline, so I encourage you to add additional notes and
information to help your understanding of each process.

ENGAGEMENT
Each student will receive note card with a word that
corresponds to one of the spaces in the concept map. We will
go through each map together, filling in the blanks along the
way. If you are unsure of where your word fits you may ask
your neighbor for help. If you see that your neighbor has the
word we are looking for, give them some encouragement to
speak up. If you do not receive a word for the first map, you will
receive one for the second.

We will start with photosynthesis. Can someone tell me what

photosynthesis is?
What types of organisms perform photosynthesis?
Why is it so important? Transformation of light energy into stored
Can we make our own food? Using light energy to make sugar/food

Photosynthesis occurs in two main stages Producer. Autotroph. Plants.

What are other names for the light independent reactions?

What are the reactants of the light dependent stage? Light dependents reactions, and light inde
What is the name of the molecule that absorbs the sunlight? Dark reaction, Calvin cycle
(not on map)
Water, Energy from the sun
What are the products?
Where does the oxygen come from? Chlorophyll
*A very important step of the light reaction is ATP syntheses,
which this map does not help us understand. Make sure you
understand what is going on with the light energy, electros, ATP, NADPH, Oxygen
and water molecules that ultimately end up producing ATP. From the splitting of water

We said that chlorophyll absorbs the sunlight. Where is

chlorophyll found?

So far we have water and energy going in, and ATP,NADH, and
Oxygen coming out. What happens to the oxygen?
What happens to the ATP and NADH?
In the thylakoid membranes of the chlorop

Released into atmosphere

Energy for the light independent reaction

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So the products of the light dependent reaction are now the Carbon dioxide
reactants for the light independent reactions. What other
molecule (reactant) does the calvin cycle use?

What is the final product of the Calvin cycle? Glucose/Sugar

What do the plants do with the sugars?
Since we (animals) cannot make our own food, and glucose is
essentially stored energy, how do we access that energy?
Use them for food. (performs cellular resp
Bond them together to form starch and ce
Starch is just energy storage.
Cellulose is the building block of plant cell
By Cellular respiration

[we will continue to go through the cellular respiration concept

map in the same format]

CLOSURE
Now that we have briefly summarized each process, you should
be able to fill in the chemical equation for each process.

Does anyone have any questions/comments about either

process?

Winter 2016
UbD Science Lesson Plan

Winter 2016