Lesson Plan for Cellular Respiration

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					Lesson Plan for 11/30: Cellular Respiration

        1. Students will be able to list the three main stages of cellular respiration and where in the
           cell they take place

        2. Students will be able to describe how energy is moved through the stages and tell when ATP
           is produced

        3. Students will be able to state the role of oxygen in the electron transport system

Standards Addressed:

F.12.9 Using the science themes, investigate energy systems (related to food chains) to show
how energy is stored in food (plants and animals) and how energy is released by digestion and

F.12.10 Understand the impact of energy on organisms in living systems

Duration: 1 day for lecture and lab intro, 2nd day for lab

Materials Needed:

Text books
PowerPoint with note packet
Respiration work packet.
Lab Packet


    1. Hand back and review previous labs (5)

    2. Lecture: Cellular Respiration (30 min)

              a. Attention grabber – Your body uses around 240 quadrillion molecules of ATP per day!
                 How is it all made?
              b. Overview reaction
              c. Glycolysis
              d. Krebs Cycle
              e. Electron Transport Chain
              f. Anaerobic Respiraiton

    3. Partner work time (10 min)

              a. Work together using your PowerPoint notes and a book to get started on the respiration
                 packet – due Monday.
4. Lab introduction (7 min)

       a. Hand out lab packets

       b. Let students know they will be an online lab and the expectations for computer use.

       c. Describe respirometers (what do they measure? How do they do this?)

       d. Give a demonstration of what the lab will look like (possibly tomorrow)


   During lecture I will ask students questions to assess how well they are following. They will have
   a place to write answers in their note packet as well. The respiration packet will be graded and
   will then be a study tool for their test. I will also informally assess students as they are working
   by walking around and listening as students work in partner groups.

   Adaptations and modifications

   LD: While walking around I make sure to stop and ask these students directly if they have
   questions. I also ask them questions the make sure they have a good understanding. Students
   with learning disabilities have an option to take tests in a quieter environment as well.

   ELL: Many pictures and diagrams are used to help students learning the English language. Also
   ELL students are seated next to someone who will be helpful and the ELL student is comfortable
   with in order to assist. When grading the packets of ELL students their English abilities are taken
   into consideration especially for longer written answers. These students also have study help
   available to them during study halls.


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