Respiration occurs in your cells and is fueled by the oxygen you inhale. The carbon dioxide gas you exhale is the result of a completed cycle of cellular respiration.
These Teacher Notes summarize basic concepts and information related to energy, ATP, cellular respiration, and photosynthesis. These Teacher Notes also review common misconceptions and suggest a sequence of learning activities designed to develop student understanding of important concepts and overcome any misconceptions.
In this minds-on activity, students analyze the relationships between photosynthesis, cellular respiration, and the production and use of ATP. Students learn that sugar molecules produced by photosynthesis are used for cellular respiration and for the synthesis of other organic molecules. Thus, photosynthesis contributes to plant metabolism and growth. The optional final section challenges students to explain observed changes in biomass for plants growing in the light vs. dark. (NGSS)
In the first part of this activity, students learn how to use the floating leaf disk method to measure the rate of net photosynthesis (i.e. the rate of photosynthesis minus the rate of cellular respiration). They use this method to show that net photosynthesis occurs in leaf disks in a solution of sodium bicarbonate, but not in water. Questions guide students in reviewing the relevant biology and analyzing and interpreting their results. In the second part of this activity, student groups develop hypotheses about factors that influence the rate of net photosynthesis, and then each student group designs and carries out an investigation to test the effects of one of these factors. (NGSS)
Students learn how organic molecules move and are transformed in ecosystems as a result of the trophic relationships in food webs, photosynthesis, cellular respiration, and biosynthesis. This provides the basis for understanding carbon cycles and energy flow through ecosystems. In the final section, students use these concepts and quantitative reasoning to understand trophic pyramids. (NGSS)
Thanks for the great resources. I didn't realize before I started to use the photosynthesis and respiration minds-on activities that these lessons were designed for classrooms with limited internet access, and I wanted to add my two-cents about that. I do have regular internet access in a computer lab or with a laptop cart, and most students now have a mobile device that they can share with others. Web activities and quests are great, but I find that with these minds-on activities (I like that term a lot), my students are more likely to read carefully, study diagrams, refer to previous lessons, and are overall more engaged than if they were using screen time to accomplish similar learning tasks. I use these activities using a POGIL style approach, and my students have a much deeper understanding of these difficult topics - and they enjoy the opportunity to work on them together. I would encourage more teachers who are concerned about students obtaining a deep understanding of biological topics to steer clear of flashier web based applications and make some of these resources work for their classrooms (thank you for publishing the resources in Word so it is easier to do this). I wish I had found them years ago!