LEARNING relate physical plant characteristics (chloroplasts, pigments, COD S9LT-lg-j-31.4.

1
COMPETENCIES stomata, etc) to their functions. E

TITLE:
PLANT CELL ORGANELLES
OBJECTIVES:
Identify the structures involved in the food making process in plants
MATERIALS:
Activity sheet
Pen
PROCEDURE:
Label each part of the plant cell using the word bank
ILLUSTRATION:

SOURCE: www.mathworksheet4kids.com

Mitochondrion Peroxisome Endoplasmic Reticulum Nucleolus

Chloroplast Vacuole Cytoplasm Golgi apparatus
Ribosomes Nucleus Cell Membrane Cell wall
GUIDE QUESTIONS:
Q1. How does the cell wall protect a plant cell?
Q2. What makes the plant cells green?
Q3. In plant cells, what does the vacuole do?

ANSWER KEY:

GUIDE QUESTIONS:
Q1. The cell wall has channels which let some proteins in and keeps others out. Water and
small molecules can go through the cell wall and the cell membrane.
Q2. Plants are green because their cells contain chloroplasts which have the pigment
chlorophyll which absorbs deep-blue and red light, so that the rest of the sunlight spectrum
is being reflected, causing the plant to look green.
Q3. Vacuoles are storage bubbles found in cells. Vacuoles might store food or any variety of
nutrients a cell might need to survive. They can even store waste products so the rest of the
cell is protected from contamination.
 LEARNING relate physical plant characteristics (chloroplasts, pigments, COD S9LT-lg-j-31.4.1
COMPETENCIES stomata, etc) to their functions. E

TITLE:
CHLOROPLAST
OBJECTIVES:
Describe the appearance of chloroplast
Identify the parts of chloroplast
Examine the function of chloroplast in photosynthesis
MATERIALS:
Activity sheet
Coloring materials
pen
PROCEDURE:
Chloroplasts are double membrane organelles with a smooth outer membrane and an
inner membrane folded into disc-shaped sacs called thylakoids. Color and label the
outer membrane light green. Thylakoids, containing chlorophyll and other accessory
pigments (red, orange, yellow, brown), are in stacks called granum (grana, plural).
Color and label the grana (STACK) dark green in Figure 1. Grana are connected to each
other by structures called lamellae, and they are surrounded by a gel-like material
called stroma. Color and label the lamellae brown in figure 1. Color and label the
stroma light blue in Figure 1.

ILLUSTRATION:
Figure 1.

SOURCE: www.cusd80.com
GUIDE QUESTONS:
Q1. How many membranes surround a chloroplast?
Q2 The outer membrane is ___________.
Q3. The INDIVIDUAL SACS formed by the inner membrane are called _________ and
are arranged in ________ like pancakes.
Q4. What pigment is found inside a thylakoid? ____________,
What color will it be? _______________
Q5. Other pigments that trap sunlight are called ___________ pigments. What colors are
these pigments? ____, ______, _______, _______
Q6. STACKS of thylakoids are called _______ (plural) or GRANUM (singular).
Q7. Stacks or grana are connected to each other by ____________

ANSWER KEY:

GUIDE QUESTIONS:
Q1. Two
Q2. smooth.
Q3. Thylakoids : stacks
Q4. Chlorophyll, Green
Q5. accessory : Red, Orange, Yellow, Brown
Q6. grana
Q7. lamallae.
 LEARNING Differentiate Light Dependent and Light Independent CODE S9LT-lg-j-31.4.2
COMPETENCIES Reaction in terms of the raw materials, processes and end
product.

TITLE:
LIGHT DEPENDENT REACTIONS OVERVIEW
OBJECTIVES:
Describe how light energy is converted into ATP and NADPH.
Compare the contributions of each of the photosynthetic complexes to the overall
outputs of the light -dependent reactions.
MATERIALS:
Activity sheet
Pen
PROCEDURE:
In the diagram below, match each photosynthesis component and molecule with its name .
then answer the guide questions below

ILLUSTRATION:

SOURCE: www.chegg.com

_____1. Sunlight Energy _____2. Photosystem II _____3. Oxygen Molecules

_____4. Hydrogen Ions _____5. Water Molecules _____6. Chloroplast Electron Transport Chain

_____7. Photosystem I _____8. Nicothamide Adenine Dinucleotide Phosphate Phosphate

_____9. ATP _____10. ATP synthase _____11. Chloroplast Outermembrane

_____12. Stroma _____13. Thylakoid Membrane _____14. Thylakoid Matrix

GUIDE QUESTONS:
Q1. What compound are produced in the light-dependent reactions?
Q2. Explain what happens to oxygen produced by the light-dependent reactions?
Q3. What is the electron donor for all of photosynthesis? What is the by product that is created
after this donor gives up its electrons?
Q4. What is the final electron acceptor for the light dependent reactions? Where does the
electron acceptor travel to next?
Q5. What would you expect if the chloroplast was not exposed to sunlight? Explain your
answer.
Q6. What would you expect happen if this chloroplast ran out of available NADP+? Explain your
answer.

ANSWER KEY:

1. H 6. M 11. A
2. I 7. J 12. D
3. F 8. L 13. C
4. G 9. K 14. B
5. E 10. N

GUDE QUESTIONS:
Q1. ATP and NADPH
Q2. It is released into the atmosphere
Q3. electron donor is water, creating oxygen as a waste product.
Q4. The final electron acceptor is NADP
Q5. If plants do not get sunlight, they cannot produce chlorophyll and they will lose their green
color and eventually die. If plants lack any of the other things they need to grow, they will
die.
Q6. Chlorophyll molecules get photo-activated causing an electron to be excited and pass along
a chain of carriers. - The end of a chain of electron chain of carriers is ferredoxin which
becomes reduced. Two reduced ferredoxin react with NADP to produce reduced NADP.

LEARNING COMPETENCIES Describe the parts of the mitochondrion. CODE S9LT-lg-j-31.4.5

TITLE:
MITOCHONDRIA
OBJECTIVES:
Identify the parts of mitochondrion
Describe the function of a mitochondrion
MATERIALS:
Activity sheet
Coloring materials
pen
PROCEDURE:
Mitochondria are the powerhouse of the cell. Glucose made by plants during
photosynthesis is broken down to release energy for the production of ATP by cellular
respiration. The more active a cell, the more mitochondria it will have. Mitochondria have a
double-membrane: the outer membrane is smooth; the inner membrane is convoluted into
folds called cristae. These folds greatly increase the surface area of the membrane so that
carbohydrates can combine with oxygen to produce ATP. The electron transport chain takes
place across the membranes of the cristae. Inside the cristae (folds) is a space called the matrix
that contains enzymes needed for the Krebs cycle.
Color the cristae orange and the matrix blue.
ILLUSTRATION:

GUIDE QUESTONS:
Q1. What organisms undergo cellular respiration?
Q2. Why are the mitochondria called the powerhouse of the cell?
Q3. Why do some cells have more mitochondria?
Q4. What are the inner folds called?
Q5. What is the fluid called?

ANSWER KEY:
GUIDE QUESTIONS:
Q1. Plants and animals
Q2. because they are responsible for the release of energy from food 
Q3. they have the most mitochondria because of the large energy requirement.
Q4. Cristae
Q5. Matrix

LEARNING COMPETENCIES Describe the Krebs Cycle CODE S9LT-lg-j-31.4.7

TITLE:
THE KREBS CYCLE
OBJECTIVES:
Identify the molecules and products created in the Krebs cycle
Explain the process of Krebs cycle
 List the steps of the Krebs (or citric acid) cycle

MATERIALS:
Activity sheets
pen
PROCEDURE:
Fill in the molecules created or released during the Krebs cycle. Fill in the blanks of the
summaries.
ILLUSTRATION:

Products of the Krebs Cycle

1. _____ is released as waste
2. _____ and _____ move to the next stage of cellular respiration
3. Energy is released in the form of _____ . A glucose molecule produces _____
molecules of _____ because two molecules of _____ are created from _____ each
molecule of _____ .

GUIDE QUESTONS:
Q1. What is the main function of the Krebs cycle?
Q2. Enumerate the steps of the Krebs cycle?

ANSWER KEY:
 GUIDE QUESTIONS:
Q1. The main function of the Krebs cycle is to produce electron carriers that can be used in the
last step of cellular respiration.

Q2. Steps in the Krebs Cycle:

 Step 1: Citrate synthase. The first step is to put energy into the system. ...
 Step 2: Aconitase. ...
 Step 3: Isocitrate dehydrogenase. ...
 Step 4: α-Ketoglutarate dehydrogenase. ...
 Step 5: Succinyl-CoA synthetase. ...
 Step 6: Succinate dehydrogenase. ...
 Step 7: Fumarase. ...
 Step 8: Malate dehydrogenase.
 LEARNING Differentiate photosynthesis and respiration in terms of CODE S9LT-lg-j-31.4.9
COMPETENCIES cell structures involved, raw materials, end product and
energy requirement.

TITLE:
COMPARING CHLOROPLAST AND MITOCHONDRIA
OBJECTIVES:
Differentiate basic features and importance of photosynthesis and respiration
Identify the factors that affect the rate of photosynthesis and cellular respiration
MATERIALS:
Activity sheet
pen
PROCEDURE:
1. Complete the table below comparing chloroplasts and mitochondria. Add labels to the
diagrams and the process overviews given

ILLUSTRATION:
CRITERIA MITOCHONDRIA CHLOROPLAST
DIAGRAMS

STRUCTURAL
COMPARISON
 OVERVIEW OF
METABOLIC
PROCESS

COMPARISON OF
REACTANTS AND
PRODUCT

COMPARISON OF
PATHWAYS

GUIDE QUESTONS:
Q1. What are the similarities and differences between photosynthesis and cellular respiration?
Q2. Is photosynthesis a form of respiration?
Q3. Do plants take in oxygen at night?

ANSWER KEY:
GUIDE QUESTIONS:
Q1. Similarities Between Photosynthesis and Cellular Respiration
Similarities ...
→ Both involve in production of energy
→ Both involve the exchange of gases
→ Both the process takes place in cell organelle which was considered as endosymbiotic
organism. They are chloroplast and Mitochondria, Photosynthesis takes place in Chloroplast
whereas respiration takes place in mitochondria.
→ At critical condition both have alternate pathway.
Differences...
→Photosynthesis takes place in chloroplast, whereas respiration takes place in mitochondria.
→Photosynthesis involve production of carbohydrate and respiration involve breaking of
carbohydrate.
→ Photosynthesis occur only during presence of sunlight whereas respiration occurs all the
time.
→ In photosynthesis process Oxygen is released where as in respiration Oxygen is utilized.

Q2. No, Photosynthesis makes the glucose that is used in cellular respiration to make ATP. The
glucose is then turned back into carbon dioxide, which is used in photosynthesis. While water is
broken down to form oxygen during photosynthesis, in cellular respiration oxygen is combined
with hydrogen to form water. While photosynthesis requires carbon dioxide and releases
oxygen, cellular respiration requires oxygen and releases carbon dioxide. It is the released
oxygen that is used by us and most other organisms for cellular respiration. We breathe in that
oxygen, which is carried through our blood to all our cells. In our cells, oxygen allows cellular
respiration to proceed. Cellular respiration works best in the presence of oxygen. Without
oxygen, much less ATP would be produced.

Q3. During the night, plants consume oxygen but they don't release any. All plants and animals
on earth engage in a process called respiration. Respiration combines oxygen and the food
created during photosynthesis to produce usable energy. One of the byproducts of respiration
is carbon dioxide.

LEARNING Differentiate photosynthesis and respiration in terms of CODE S9LT-lg-j-31.4.9

 COMPETENCIES cell structures involved, raw materials, end product and
energy requirement.

TITLE:
Modelling Photosynthesis and Cellular Respiration
OBJECTIVES:
Through this kinesthetic model, students will learn:
 that plants need carbon dioxide, water, and sunlight to carry out photosynthesis.
 that photosynthesis produces sugar molecules that store energy.
 that plants and animals can use that energy after breaking apart the sugar molecules
through cellular respiration.
 that plants exchange gasses through the stomata and land vertebrates exchange gasses
through the lungs.
MATERIALS:
2. egg cartons (6 per group) ping‐pong balls (36 per group) “energy tokens” (24 per
group) three signs, one that says “stomata”, one that says “stem”, and one that says
“lungs”
PROCEDURE:
1. Determine how many groups you will have. Each group will need 4 – 6 students. (If
you are short on supplies, groups as large as 8 students could work.) You will need
36 ping‐pong balls, 24 energy tokens, and 6 egg cartons for each group.

2. Prepare ping‐pong balls. These will represent carbon, hydrogen, and oxygen atoms.
Use a sharpie to label the ping‐pong balls. For each group of students, you will need
6 balls labeled “C”, 12 balls labeled “H”, and 18 balls labeled “O.”

3. Collect egg cartons. These will be used to structure the molecules that students will
be constructing. You will need 6 egg cartons for each group.
4. Prepare the egg cartons. Cut the egg cartons apart into the shapes shown. These
shapes will “frame” the molecules that students will assemble. Label the inside of
each compartment to show what atom should be placed in it. Note that the shapes
of the O2, CO2 and H2O frames are roughly accurate; however, the shape of the
sugar molecule is greatly simplified.
Each group needs 6 CO2 frames:

Oxygen in the atmosphere is normally found in the form of O2 (two oxygen atoms
bonded together). Each group needs 6 O2 frames:

Each group needs 6 H2O frames:

The sugar (glucose) produced by photosynthesis is made of 6 carbons, 12 hydrogens,

and 6 oxygens. Each group needs one sugar frame:
 5. Prepare “energy tokens.” These should be small squares of paper or cardstock
(about 2 inches by 2 inches is ideal). Each group of students will need at least 24
energy tokens. Prepare them for the simulation start by folding in half to represent
“light energy.”

6. Post signs in the classroom. These label areas for the simulation. The door will be
the “STOMATA” and the sink (or a place of your choice) will be the “STEM”.

7. Prepare filled H20 and C02 “molecules.” As you describe the simulation to your
students, you’ll place the water near the sink, the carbon dioxide in the hallway, and
the empty oxygen frames in the hallway, too.

Part One: Photosynthesis

Task: Build a sugar molecule in a leaf cell!

Actions: LETS DO THIS!!!!

 Sugar molecule must be completed. As the materials are gathered, take atoms from the
CO2 and H2O molecules and place them in the appropriate places in the sugar frame.
 Carbon dioxide molecules must be carried to the cell. Bring CO2 molecules from the outside
area to the table.
 Water must also be carried to the cell. Bring these molecules from the sink to the table.
 You have to get rid of empty frames. Put them where they belong!
 Energy must be collected and converted into a usable form. Gather energy tokens to the
table and convert them from “light energy” into “chemical energy.” Pack an energy token
under each atom in the sugar molecule. This represents the energy stored in the bonds
within a sugar molecule.
  Atoms cannot be wasted. When you take apart a molecule, take all the atoms out of the
frame. For example, you can’t take the hydrogen out of the water frame and leave the
oxygens in. Without the hydrogen, it’s not a water molecule anymore.
 Leftover atoms go from the cell to the air. At the end of the activity, the only thing students
should have on their table is the completed sugar molecules. Any leftover materials need to
be taken out of the leaf and expelled into the air.
 Only fetch one thing at a time.
 You can split up the tasks, but STILL only one thing at a time!

Part Two: Cellular Respiration

Task: Find something cells need to break down sugar, so we can use energy from our sugar
molecule!

PROCEDURE:
Round 1: plants
 Give them time to break apart the sugar molecule, remove the energy tokens, and try to
make the CO2 and H2O molecules. Leave the door (stomata) open and the oxygen atoms
from earlier outside.
 The CO2 and H2O molecules should then be taken out the stomata (released into the air.)

Round 2: animals

 Reassemble the sugar molecules for this round and put all materials back in their starting
places.
 The animal cells need energy, and also get it by breaking apart sugar molecules. BUT animal
cells can’t make their own sugars the way plant cells can. So where do animals get the sugar
they need?
 Take down the “stomata” sign and the “stem” sign. It will represent the animal’s body.
Each table is a cell within the animal. The cells need to break apart the sugars to release
energy so the animal has can use it to keep moving around. Put a new sign over the door
that says “lungs.”
 Now go through the respiration process again. This will be the very same process as it was
for plants—the only difference is that oxygen enters through the lungs instead of the
stomata. Students should bring oxygen in through the lungs (door) and release the CO2 and
H2O produced in the process out through the lungs.

GUIDE QUESTONS:
Q1. What did the plant need to do photosynthesis?
Q2. Where did it get those things?
Q3. Where did the oxygen come from? Where do it go?
Q4. Is the air outside the cell any different than it was before?
Q5. Just like in plants, the process will release CO2 and water. What are they missing to make this
happen?
Q6. Where will the animal get that oxygen?
ANSWER KEY:
GUIDE QUESTIONS:
Q1. Carbon dioxide, water, and light energy
Q2. Carbon dioxide from the air outside the leaf, water taken up from the soil, and light energy from the
sun
Q3. Oxygen was left over after the carbon and hydrogen had been used from the CO 2 and water; the
oxygen went out through the stomata into the air
Q4. After photosynthesis, the air contains less CO 2 and more oxygen
Q5. Oxygen
Q6. By breathing it in