Hackett 2011

Teacher Candidate: Erich D. Dustin Unit Topic: Cellular Respiration

Essential Question(s): Why is energy efficiency essential?

Lesson Number: 2 State Standards
(performance indicators, key ideas, strands, etc.)

Approximate Time: 1 day Objectives

(Label Blooms)

Acceptable Evidence and Type of Assessment

Living Environment Core Curriculum Standard 5

5.1d In all organisms, the energy stored in organic molecules may be released during cellular respiration. This energy is temporarily stored in ATP molecules. In many organisms, the process of cellular respiration is concluded in mitochondria, in which ATP is produced more efficiently, oxygen is used, and carbon dioxide and water are released as wastes.

1. Students will be able to describe the products and reactants of cellular respiration and the important roles that they play in cellular respiration by illustrating the reaction on the worksheet provided. 2. Students will be able to show the products and reactants of cellular respiration by building the reactants, products and byproducts of the reaction with pop beads. Students will be able to visualize the products and reactants in a creative manner that is conducive to all learning styles. (Comprehension, Analysis)

1. Worksheet (formative) 2. Construction of Pop Bead reactants, products and byproducts (formative)

Teacher Candidate: Erich D. Dustin Unit Title: Cellular Respiration Subject: Living Environment Essential Question(s): Why is energy efficiency essential? Lesson Title/Number State Standards and Performance Indicators Lesson Objectives
(Blooms Taxonomy)

Hackett 2011 Date: December 2, 2011 Grade Level: 10

Cellular Respiration / 2 Living Environment Core Curriculum Standard 5

5.1d In all organisms, the energy stored in organic molecules may be released during cellular respiration. This energy is temporarily stored in ATP molecules. In many organisms, the process of cellular respiration is concluded in mitochondria, in which ATP is produced more efficiently, oxygen is used, and carbon dioxide and water are released as wastes.

---------------------Acceptable Evidence
*Could be collected for accountability/auditing purposes.

1. Students will be able to describe the products and reactants of cellular respiration and the important roles that they play in cellular respiration by illustrating the reaction using colored pencils on the worksheet provided. 2. Students will be able to show the products and reactants of cellular respiration by building the reactants, products and byproducts of the reaction with pop beads. Students will be able to visualize the products and reactants in a creative manner that is conducive to all learning styles. ----------------------------------------------------------------------------------1. Worksheet 2. Construction of Pop Bead reactants, products and byproducts Introduction: - The connection will be made at the start of the lesson to the food that we eat, the air that we breathe and the need to be conscious of what, when and why we ingest the things that we do. As the items needed for cellular respiration to occur are oxygen and glucose there is a direct correlation. Bell Ringer: - Would it be better to eat sugars or carbohydrates when looking at the formula for cellular respiration? Why? What physical activity would this benefit the most? Glucose + Oxygen Carbon Dioxide + Water + 36 ATP ____________________________________________________ 1. The teacher will provide the worksheet which illustrates the process of cellular respiration. The students will follow along with the instructions. (Auditory, Visual) Modeling/Guided Practice: 2. The teacher will show an example of how the pop beads will be used to illustrate the products, reactants and byproducts. After which an illustration will be done on the smart board to represent what and how the students will their record bead constructs on their worksheets. (Auditory, Visual) (Technology Integration) 3. The teacher will explain what each color of bead represents and

Bell Ringer and Prior Knowledge Tap

This can be together or separate. Also may be called: set induction, anticipatory set, introduction/review

_______________ Procedure
Teacher input, development, instructional method(s), modeling, guided practice, independent practice, and/or activities

Accommodations for learning modalities are required. Labelvisual, auditory, and kinesthetic

Checks for Understanding Label: directions, procedures, routines, and/or content (formative) Assessment Type and purpose
(sometimes called evaluation)

Closure

Accommodations and/or Interactions with Support Staff

Hackett 2011 why there is a specific number of each, which is also indicated on the worksheet. (Auditory, Visual) 4. The teacher will check for understanding, by asking students specific steps present on the worksheet that have previously been explained. Also asking students what each of the colors of beads represents. (Auditory, Visual) Independent Practice: 5. The teacher will have the students assemble in their preformed groups, designated since the beginning of the school year. After which he/she will distribute the pop beads and colored pencils to appropriately illustrate the color of the beads. 6. The teacher will move about the room to check on the progress of the groups of students, to formatively assess student comprehension of the products and reactants as they assemble the pop-beads and illustrate the products, reactants and byproducts. (Visual, Tactile/Kinesthetic) RBIS #1 Cooperative Learning RBIS #2 Nonlinguistic Representations 1. Prior to starting group exercise worksheet, the teacher will ask 3 students to explain a specific step present on the worksheet that has previously been explained. Included in this questioning, 3 students explain what each of the colors of beads represents. (Informal) 2. The teacher will move about the room to check on the progress of the groups of students, to formatively assess student comprehension. (Informal) 3. Worksheet (Content) - Worksheet (formative) - Homework completion of the questions that follow the exercise if time does not permit completion during class. (formative) RBIS #3 Homework & Practice Review and Closure: Looking at how we had to break apart the glucose molecule to make ATP, why is it important to think about what we are eating at a cellular level? Which type of food would be easiest to make it into the cell; carbohydrate or sugar? Which would give you a longer lasting affect for prolonged energy production? Why? The lead in for the next class will focus on the importance of the food that enters our bodies. - Worksheet Visual learners - Pop Bead exercise Tactile/Kinesthetic learners

- Standard classroom materials. Resources/Materials - Materials related to project (pop beads and colored pencils) provided by instructor. Time Required 1 class period.