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Respiration

Teacher Name(s): Meagan Parker
Date: 2-05-07
Grade level(s): Sophomores
Content Areas: CP Biology
Description/Abstract: endergonic/exergonic reactions, Aerobic/Anaerobic Respiration, Glycolysis, Krebs Cycle/Citric Acid Cycle, Electron Transport Chain, Lactic Acid Fermentation, Alcoholic Fermentation
Timeline: Five 1-hour classes

Goals/Content and Cognitive:


1.  Define exergonic, endergonic, aerobic respiration, anaerobic respiration (2.4)

2.  Give the proper equation showing the reactants and products of cellular respiration (2.4, 2.5)

3.  Draw a model showing where energy is gained or lost during cell respiration (2.4, 2.5)

4.  Explain the importance of oxygen in aerobic respiration (2.5)

5. Calculate the net ATP gained, as well as the total amount of ATP created and lost during cell respiration (2.4, 2.5)


Links to Curriculum Standards:


2.4        Identify the reactants, products, and basic purposes of photosynthesis and cellular respiration. Explain the                 interrelated  nature of photosynthesis and cellular respiration in the cells of photosynthetic organisms.

   
2.5        Explain the important role that ATP serves in metabolism.


Guiding Questions:


1.  How do we break down food into small energy sources our body can use?

2.  Why do we as Humans breathe in oxygen and give off CO2 and H20?

3.  Why is O2 important in Cellular respiration? What happens if our cells don’t have it?

Assessment:


1.  “Around the room” question and answer session

2.  Observation and question and answer sessions during lecture

3.  Accurate completion of cellular respiration drawings/Quiz


Learning Connections:


1.  The students will have read and outlined the chapter as well as defined any vocabulary words the night before the lesson is taught in class as prior foundation for this lesson

2.  The drawings will help the students make connections between where the energy for ATP comes from, why O2 is important, and how we get the products we do during cellular respiration


Learning Activities or Tasks:


1.  *** Have the students read the section on cell respiration in their book the night before lecture for homework and have them outline the important parts of the chapter

2.  Use the “around the room” strategy to review what was covered the previous day

3.  As part of lecture, the students will draw diagrams in their notebooks of glycolysis, the Krebs Cycle, and the electron transport chain, outlining how the energy is transferred and stored in ATP

4.  Fill in the blank quiz on energy transfer and ATP synthesis (cellular respiration)


Teaching Strategies:

1.  Question and answer review the previous day

2. Lecture on endergonic/exergonic reactions, Aerobic/Anaerobic Respiration, Glycolysis, Krebs Cycle/Citric Acid Cycle, Electron Transport Chain, Lactic Acid Fermentation, Alcoholic Fermentation

3.  Class Discussion

4.  Individual reading (homework)

Management:

This lesson will be taught using:

1.  Class work

2.  Individual reading

This lesson has be modified to fit individual IEPs and/or 504s; specific notes are given on the board as well as verbally, notes are provided for students with certain IEPs, students with specific IEPs are allowed to take quizzes/tests in a separate quiet area, students with certain IEPS are allowed to have their quizzes/tests read to them in a separate area

This lesson also reaches several different intelligences (visual, auditory …)


Materials and Resources:


1.  Holt Biology textbook 

2.  Notebook Paper

3.  Colored pencils


Lesson Evaluation and Teacher Reflection:


Questions:
Was this lesson worth doing?
In what ways was this lesson effective?
What evidence do you have for your conclusion?
How would you change this lesson for teaching it again?
What did you observe your students doing and learning?
Did your students find the lesson meaningful and worth completing?