Photosynthesis and Cellular Respiration: Two Sides of One Cycle

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Science · Biology
SP-BIO-004 · Free to print and use in your classroom · substituteplans.com
Page 2
Photosynthesis and Cellular Respiration: Two
Sides of One Cycle
Science · Biology · Grades 9 · 50 minutes
Time needed
50 minutes (one class period)
Prep
Copy the 2-page worksheet (one per student). No lab materials needed.
Technology
None.
Student
independence
High. Individual work with an optional partner check.
Copies to make
One 2-page worksheet per student
Materials
Pencils, Worksheet
Goal for today: Students will compare the reactants, products and locations of photosynthesis and cellular respiration
and explain how the two processes are connected.
Before the bell
☐ Copy the worksheet, one per student (2 pages).
☐ Write the two equations on the board exactly as printed in the worksheet reading, so students can refer to
them.
☐ Keep the answer key on your desk. The reading on the worksheet contains the needed facts.
Say this to start
Today we look at how living things get and use energy. Plants make food using sunlight, and almost every living thing,
including plants, uses that food for energy. Your worksheet has a short reading, a chart to fill in and a sorting activity.
Work on your own and use the reading when you are stuck.
Run of show
Minutes
What you do
What students do
0–5
Take attendance. Hand out the worksheet and read the
directions aloud.
Look over the worksheet.
5–13
Tell students to read the passage silently and circle the two
equations.
Read silently and circle the equations.
13–25
Tell students to complete the comparison table. Partners
may check quietly.
Fill in each box using the reading.
25–40
Tell students to complete questions 1–14. Walk the room
and point students back to the reading.
Sort the statements, count atoms and
answer the questions.
40–46
Read the table answers and questions 1–14 aloud from the
key. Students check their own work.
Correct mistakes in a different color.
46–50
Collect the worksheets and place them in a stack for the
teacher.
Hand in the worksheet.

SubstitutePlans.com
Science · Biology
SP-BIO-004 · Free to print and use in your classroom · substituteplans.com
Page 3
If things go wrong
• If students are confused by the chemical formulas: they only need to copy them and count atoms. CO2 means
one carbon and two oxygen atoms.
• If a student insists plants do not do respiration, point to the reading: plant cells have mitochondria and use
respiration too.
• If a student finishes early, ask them to explain the cycle to a partner without looking at the paper, then use
the early finisher list.
• If the room gets loud, move to silent work for five minutes.
Early finishers
• Draw a simple cycle diagram showing how a plant, an animal and the air are connected through oxygen,
carbon dioxide and glucose.
• Write a short paragraph explaining why a sealed jar with a plant and a mouse might keep both alive for a
time.
Support and challenge
• Support: Let students highlight reactants in one color and products in another in both equations before they
begin the table.
• Challenge: Ask students to explain why energy is not recycled in the same way as carbon and oxygen.
Notes for the teacher (you fill this in)
Jot a few lines before you leave. A full Daily Sub Report is in the free Sub Survival Kit at SubstitutePlans.com.
How far the class got / what to pick up next:
Students who were especially helpful:
Anything the teacher should know: