1. The Processes of the Cell

2. Essential Question: What processes are necessary for the survival of a cell, tissue, organ, and organ system?
Standard:
Instructional Approach(s): The teacher should introduce the essential question and the standard that aligns to the essential question.

3. Cellular Respiration
Is the process where an organism breaks down sugars into energy (ATP) This happens in the cell, in an organelle called the mitochondria. Energy produced for the cell/organism is called ATP (Adenosine Triphosphate)

4. Cellular Respiration C6H12O6 (Glucose) + Oxygen = Carbon Dioxide, Water, and Energy (ATP)
Instructional Approach(s): The teacher should present the information on the slide. However, students are not expected to know the reactants and products of cellular respiration. Use the information to help students understand the general process.

5. Mitochondria
Is the organelle that breaks down sugar (Glucose) back into energy (ATP), carbon dioxide (CO2), and water (H2O).

6. Instructional Approach(s): The teacher should use the diagram to illustrate the processes of photosynthesis and cellular respiration.

7. Photosynthesis and Cellular Respiration are the opposite of one another. The input of one process is the output of the other process and vice versa.
Instructional Approach(s): The teacher should present the information on the slide. Once again reinforce the larger concepts that plants release oxygen as a waste product in photosynthesis which is necessary for cellular respiration and plants take in carbon dioxide which is a waste product from cellular respiration which is necessary for photosynthesis. Therefore, plants and animals are essential to each other.

8. Which is Photosynthesis? Cellular Respiration? How do you know?
Instructional Approach(s): The teacher should present the slide and ask students to identify which is Photosynthesis and which is cellular respiration. How do you know? Continue to ask for more “how do you know” facts until all of the choices have been used.

9. Animations/Video Clips on Photosynthesis and Cellular Respiration
Animation of Cellular Respiration and Photosynthesis:
BrainPop Video on Photosynthesis and Cellular Respiration:
Instructional Approach(s): The teacher should show the short animations and the video clip to reinforce photosynthesis and cellular respiration.
Video animation on Cellular Respiration and Photosynthesis:
[requires Adobe Plugin]

10. When learning the functions of cell organelles, we associated the Chloroplasts with solar panels and Mitochondria with Power Generators. With a seat partner, discuss why these analogies fit.
Instructional Approach(s): The teacher should present the information on the slide and then allow students to get with a partner to discuss the question. Partners can be determined by the students or the teacher can provide more specific directions such as turn to the person directly in front/behind you or to the right/left of you, etc. It may be necessary to have a group of three if you have an uneven number of students. Do not allow more than 1 minute of discussion time. The teacher should be walking around listening and redirecting discussions as needed. The teacher can briefly discuss student responses. Chloroplasts can be associated with solar panels because Chloroplasts use energy from the sun just like solar panels to produce a form of energy. Mitochondria can be associated with power generators because both use one form of energy (mitochondria use glucose/sugar as the form of energy) and change it into a form of energy that can be used (mitochondria changes the energy into ATP which is the form needed for cell functions and power generators produce electricity)

11. Comparing Photosynthesis and Cellular Respiration Venn Diagram
Instructional Approach(s): Students will do a comparison of Photosynthesis and Cellular Respiration. Use the link on the curriculum map. Differentiation: Provide some students/classes with the list of similarities/differences and have other students/classes use their notes to determine the similarities/differences

12. Cellular Respiration in Mitochondria
Tomato Plant
Photosynthesis
In Chloroplasts
Tomatoes eaten
Glucose
Instructional Approach(s): The teacher should use the slide to illustrate how energy from the sun is eventually turned into energy used in the cells to perform daily functions.
Cellular Respiration in Mitochondria
Energy

13. Photosynthesis & Cellular Respiration Storyboard [optional]
Instructional Approach(s): This is an optional activity in which the students can make their own story board similar to the previous slide. This may be an Anchor/Sponge activity or a homework assignment if time is limited in class.

14. Distributed Summarizing: Think, Pair, Share
Explain why plants and animals are so important to each other for survival?
Instructional Approach(s): Give the students about seconds to “think” on their own and then have them “pair” to discuss. Partners can be determined by the students or the teacher can provide more specific directions such as turn to the person directly in front/behind you or to the right/left of you, etc. It may be necessary to have a group of three if you have an uneven number of students. Do not allow more than 1 minute of discussion time. The teacher should be walking around listening and redirecting discussions as needed. The teacher can briefly discuss student responses.

15. Distributed Summarizing
Imagine that you are an plant and you need to build up mass “get bigger”. Describe the process you would use and the materials needed for you to grow larger.
Instructional Approach(s): Students write a short story as a particle moving in or out of a cell. The teacher may want to use the short story as a formative assessment to determine student understanding of the concepts. The Cell Processes Distributed Summarizing document is linked on the curriculum map.