Kimberly Conner

ED 350
Instructional Plan Lesson Plan Three
Dr. Jensen
8 December, 2016

Topic:
Cellular Respiration
Standard and Benchmark:
NGSS: HS-LS1-7
Use a model to illustrate that cellular respiration is a chemical process whereby the
bonds of food molecules and oxygen molecules are broken and the bonds in new
compounds are formed resulting in net transfer of energy.
Objective:
Once the lesson over cellular respiration is complete, tenth-grade biology students will be able to
complete the following:
Create a model or presentation explaining what the different feedback mechanisms are
and how they interact with each other to maintain homeostasis by reading short stories or
picture books (http://www.bookemon.com/flipread/367232/photosynthesis-cellular-
respiration#book), and utilizing a post reading strategy (frame routine), to generate ideas
for their own short story about macromolecules, cellular respiration, and photosynthesis
with 80% accuracy according to the story rubric.
Learning Sequence:
Students should be familiar with the following:
All cell organelles and their functions in plant and animal cells
Function and purpose of cellular processes in our bodies
The different macromolecules we consume everyday
Materials/Resources Needed:
The students will need the following:
Writing utensil
Short stories/picture books over the process of cellular respiration
(http://www.bookemon.com/flipread/367232/photosynthesis-cellular-respiration#book)
 One of fifteen 8x11 term notecards
o These will be used to get students physically involved in the processes of cellular
respiration.
The teacher will need the following:
Chalk board and chalk
o These will be used to fill in the cellular respiration equation blanks.
Notes for each of the three steps in cellular respiration
One of fifteen 8x11 term notecards
Main Instructional Sequence:
Instruction:
The teacher will start this portion of the lesson by handing each student one 8x11 card with
one word or piece of the cellular respiration process on it. Next, the teacher will explain the
first step of cellular respiration, glycolysis, and as each piece/card comes into play the
students will have to get up and be added, or removed, from each other to physically show
the process. The teacher will continue with this process until the last two steps, Krebs Cycle
and Electron Transport Chain have been covered. The method of having the students
physically move around and show each process will allow for a great visual and kinesthetic
learning.
Next, the teacher will split the students up into groups and give them a short story or picture
book (http://www.bookemon.com/flipread/367232/photosynthesis-cellular-respiration#book/)
to read over the process and importance of cellular respiration. The students will utilize the
post reading strategy of frame routine to help them better understand the information they
just read about cellular respiration. Students will read the text they were given in their groups
and create a graphic organizer with the main topic in the middle (cellular respiration). They
will discuss what supporting information from the text connects best with their topic (Ellis,
1998).
Check for understanding:
After each major cycle, or process, occurs the teacher will stop and ask the students for a
thumbs up or down to gain a sense of who understands what happened in that particular
process. Once the students are done filling in their graphic organizers, they will quickly share
them with the class.
Concluding Sequence:
Assessment:
At this point in the lesson, students will split up into groups and create their own short story
about the interaction of macromolecules, cellular respiration, and photosynthesis as a final
project for the unit. Students will create their story based on a rubric written collaboratively
by the science and English teachers. Students will use their knowledge of grammar rules and
 writing techniques along with all of the information from science class to compose their
stories with an online story creator (http://www.bookemon.com/create-book)
Evaluation/Closure:
For the formative assessment for this lesson, students will be constantly asked questions
throughout the class period to check for understanding. This will allow for the teacher to know if
they need to cover a particular concept, or better clarify something again.
To close out this lesson, the teacher will ask one more time if there are any questions about
cellular respiration that the students still dont understand. After this, the teacher will tell the
students that they will have two more class periods to work with their groups to write their
stories. The final stories will be shared in class two days from now.
Literature Cited
Ellis, E.S. (1998). Framing main ideas and essential details to promote comprehension. The
Framing Routine, 1(1), 1-27.
Enger, E.D., & Ross, F. C. (2003). Concepts in biology. http://hyperphysics.phy-
astr.gsu.edu/hbase/biology/celres.html
IUPUI Department of Biology. (2004). Cellular respiration.
http://www.biology.iupui.edu/biocourses/N100/2k4ch7respirationnotes.html
Larsen, R. G., Maynard, L., Kent, J.A. (20140 High-intensity interval training alters ATP
paythway flux during maximal muscle contractions in humans. Acta Physiologica,
211(1), 147-160.