Prior Knowledge: 1. Students should have a firm grasp on the process of photosynthesis 2.

Students should comprehend properties of water and carbon compounds. 3. Students should be able to demonstrate basic chemical reactions and how enzymes work. 4. Students should understand basic cell structure and function. 5. Students should know what !" is and what the body uses is for

Materials/Resources/Technology: "oster "aper #omputer $ab and %nternet ccess "rinter&paper&ink 'arkers (lue Sticks Cellular Respiration Flow Chart Poster+ Presentation Assignment & Rubric Cell Respiration Summary Worksheet Cellular Respiration Worksheet

Student Objectives )ecome familiar with the overall e*uation of cellular respiration. %llustrate the inputs and outputs that compose each step of cellular respiration.

Assessment criteria Flow charts depict the correct equation.

Where in the lesson is this addressed? This will be assessed on the Cellular Respiration Flow Chart worksheet. This will be assessed on the Cellular Respiration Flow Chart worksheet.

'odel the three steps involved in cellular respiration.

Flow chart correctly indicates the inputs and outputs of each step (Glycolysis, KREBs, and Electron Transport Chain). "oster rubric attached.

!his will be assessed on the poster.

+se critical thinking skills to ,esponses will be evaluated !hese will be assessed both address several additional both on thoughtful responses on the poster and in the *uestions about each step and correct ones. presentation. involved in cellular respiration. -.plain the process of the cellular respiration model using scientific dialogue. "oster "resentation rubric attached !his will be conveyed in the poster presentation.

"ull all parts of the lessons together to summarize the entire process of cellular respiration.

Summaries will include

!his will be completed after the presentations have concluded.

DAY 1 8 min Start of Class: Students will pick up a piece of paper that contains Bell Ringer Questions and work independently on them for the first 3 minutes of class. After this, they will be allowed to discuss the questions further with a small group around them for five minutes. Introduction of Lesson: Go over lesson objectives listed above (1 &2). I will then collect the bell ringer questions and start a discussion based off the question, How does our body get the energy it needs to move, play sports, digest food, and even breathe? After a few people answer this question, I will ask them to recall learning about ATP. I will then show them a video that further explains the correlation. http://www.sumanasinc.com/webcontent/animations/content/cellula rrespiration.html

10 min

30 min

Lesson Instruction: After the video, a PowerPoint presentation of the 3 steps involved in cellular respiration when O2 is present. The Cellular Respiration Worksheet will help guide students during the PowerPoint and will be useful in the upcoming project. During the PowerPoint, I will walk them through each slide and probe them for information they may already know, can pull from previous slides, or have a prediction about. The first slide, I will ask them what they know about heterotrophs and autotrophs. Have they heard this term before? If so, where? For the second slide, I will ask the students what glyco and lysis means before giving them the answer. I will also ask them where the cytoplasm is inside of the cell. For the fourth slide, I will have them tell me what they know about the cell as a whole and what makes up a cell. Next, we will talk about where the mitochondria are located and why Pyruvate must move there in order to complete cellular respiration. For the fifth slide, I will probe students for any and all information they know about the terms aerobic and anaerobic. It is here where it becomes important to make sure that students understand this lesson is ONLY considering the process of making energy in the presence of oxygen (aerobic). It is also important to establish that students know that KREBs cycle is often called the Citric Acid Cycle as well. For slide seven, be sure students realize that the Electron Transport Chain is located in the mitochondria and that the key to this portion is all about the passing of electrons!! If need be, a brief review of what an electron is will occur. Following this, students will be given the Cellular Respiration Flow Chart worksheet to complete in groups of their choice (Preferably 2-3 people). We will be using both of these worksheets in class tomorrow. Assessments/Checks for Understanding: The Bell Ringer Questions will allow me to formally examine what students know about the topic before it is covered. The Cellular Respiration Worksheet will allow me to informally ensure that students are following the PowerPoint during the presentation. Re-visiting the lesson goals and informally accessing whether students feel like we accomplished them by asking them to put their thumbs up if they did and a thumbs down if they didnt.

0 min

2 min

Closure/Wrap-Up/Review: After the lesson is over, I will ask students to give me their attention and focus it on the lesson goals of the day which are written on the board. I will then ask students to put their thumbs up if we covered it and they feel they understood it and put their thumbs down if they do not feel they way.

DAY 2

7 min

Start of Class: Students will pick up the Poster+ Presentation Assignment and Poster+ Presentation Assignment Rubric as they walk in. When the bell rings, I will first go over the lesson goals from the day before (1&2 above) and then introduce the lesson goals associated with the next 2 days of class (3-6 above). Following this, the class will be divided into 3 different groups by counting off down the rows. Introduction of Lesson: To introduce the lesson, I will go over the assignment and the rubric. To begin with the assignment, I will go over the objectives of the assignment and the actual instructions. There are questions that every group must address to receive full points and then there is also a list of additional questions for each group that require them to go above and beyond what we have gone over in class to find the answer. A brief time will also be spent going over the rubrics for the assignment. I will then ask if students have any questions. We will then head to the computer lab where I will show them an example poster. Additionally, I will provide them with markers, paper, computers & internet, glue, and anything else they shall need to complete the poster.

3 min

40 min

Lesson Instruction: One group will be assigned to glycolysis, another will be assigned the KREBs cycle, and the last will be responsible for the Electron Transport Chain. Students can and should use any and all resources they have which include the flow chart, the PowerPoint worksheet, their books, and the internet. Be sure to tell them to cite any websites they use if on the internet. While they work, I will walk around the room and answer any questions as well as ask students to explain any progress or ideas they have in hopes they have some reasoning behind it.

0 min

Assessments/Checks for Understanding: The poster will be formally assessed with a rubric. Informal assessment will occur in the form of walking around the room and checking in on students discussions and poster ideas.

10 min

Closure/Wrap-Up/Review: With about 10 minutes left of class, students will be told to find a stopping place and clean up their stations. I will also allow them to discuss the plan for presenting the following day. Their planning should include: who will say what? Will they need additional work outside of class? They should look at their presentation rubric during this planning session.

DAY 3 4 min Start of Class: To begin class, I will go over the lesson goals from the day before (3-6 above). Then we will review the poster and presentation rubric. I will address any questions or concerns the class has at this time. Introduction of Lesson: Since todays class is mostly student led, I will give them some time to get into their groups and prepare for their presentations.

3 min

40 min

Lesson Instruction: Since the class is leading the lesson instruction today, I will let the first group, Glycolysis, introduce their projects. During the presentation, I will grade according to the rubric. At the end of each presentation, I will ask them a question or two to get them thinking. I will also open the floor to other students to ask them a question as well. Following Glycolysis, the other groups will present. The same format will be followed. At the conclusion of the presentations, I will divide the class into groups once again. This time, however, it will be a mix of the original groups to ensure that each group has a member from the Glycolysis group, the KREBs group, and the Electron Transport chain group. I will then pass out a cellular respiration summary worksheet to each student. Since each group should have a few people from each poster group, they can collaborate to fill in their worksheet and turn it in at the end of the lesson if they finish. If students do not complete the worksheet, it will be homework.

0 min

Assessments/Checks for Understanding: The rubric for the presentation will provide me with a formal assessment. I plan to informally assess students by asking each group a advanced question that they must use evidence and reasoning to support their claim. The Cell Respiration Summary Worksheet will provide me with another formal assessment.

3 min

Closure/Wrap-Up/Review: After the lesson is over, I will ask students to give me their attention and focus it on the lesson goals of the entire lesson which are written on the board. I will then ask students to put their thumbs up if we covered it and they feel they understood it and put their thumbs down if they do not feel they way. Additionally, I will have a short exit slip for them to fill out that asks them to share their contribution as well as thoughts about the poster and presentation format. This will give me some self-feedback.