USF lesson plan

Author: Sandi Fenderson

Teacher: Rosa Herrera Lesson Title: Cellular Respiration

LESSON OVERVIEW
Grade/Level: 7th
Content Area: Science
Subject Matter: Cell Biology
Learning Goal(s)/Objective(s): Students will be able to describe the steps of cellular respiration
and compare those to photosynthesis. They will be able to explain why cellular respiration is
necessary to all of lifes functions, for it is the processes that converts food into energy.
Time Allotment: Two 45 minute lessons
Activity Logistics: Students will think-pair-share and participate in class discussions about the
process of cellular respiration.

MATERIALS & RESOURCES

Resources: Prezi slides, projector
Instructional Materials: book, presentation, jeopardy game
http://prezi.com/prvt6ediskzl/?utm_campaign=share&utm_medium=copy
https://drive.google.com/open?id=13TXe3DtQxWL97VD0YZw0tKg7abS_g2TsF83kJcOfBA0

LESSON SEQUENCE
Anticipatory Set: Ask students to recall what they have been studying on photosynthesis. Ask
them to write down the chemical equation and a sentence describing photosynthesis.
Modeling: Go over the chemical formula for photosynthesis, and then ask students to recall
where the plants get their energy from. Students should know that the sun provides them with
the energy they need to make food. Then ask the students where animals and humans get their
energy from. Following the prezi, describe how a glucose molecule breaks down to provide us
with the energy we need to move, grow, and survive.
Guided Practice: Go over the steps of cellular respiration, but this time with the whole class.
Watch a video that reinforces the content, and that compares and contrasts cellular respiration
with photosynthesis.
Independent Practice: Have students answer on a piece of paper the following questions with
partners.
1. How are photosynthesis and cellular respiration similar? How are they different?

2. Plants obtain their energy from the sun, so they do not need to do cellular respiration. Do you
think this is correct? Explain why or why not.

3. Glucose is a necessary nutrient for cells, after all, it is our preferred energy source. We have
a special protein that allows glucose to enter our cells, it is called insulin. However, some people
 USF lesson plan
Author: Sandi Fenderson

lack this protein and suffer from a disease called diabetes. What do you think would be some
symptoms of diabetes and why?

4. Explain if you agree or disagree with the following phrase. If cells do not have oxygen then
they cannot produce energy.

Day 2:
Review the process of cellular respiration with the class. Go over the questions and the
answers. Focus especially on the last question.
Talk the class about fermentation. Explain that when some cells do not have oxygen, some are
able to produce energy without the use of oxygen.
Closure: Review photosynthesis, cellular respiration, and fermentation by watching a
culminating video. Play a game of jeopardy with the class.
Assessment/Evaluation Plan: The teacher is planning on assigning a comparison essay to
assess if the students are understanding the material.
Follow-up: Have students write a comparative essay.

IMPLEMENTATION
Contextual Information: 7th grade classroom with about 36 students, about 15 females and 21
males.
Teaching and Learning: Students have been learning about photosynthesis for the past two
weeks (they started before the fires and the two week break they took). The teacher made sure
to review what the students had learned since they did take a big break.
Strategy Overview: Students will think-pair share, participate in group discussions, and work in
groups of two to complete the questions.
Accommodations/Modifications: Students who were struggling were able to pair up with
students who are doing better in the class to answer the questions.
Sample Student Products:
Reflection: I really enjoyed teaching this class. The students were very cooperative, they asked
great questions and worked very productively in pairs.

STANDARDS & ASSESSMENT

Student/Content/Teaching
Standards:
MS-LS1-6. Construct a scientific explanation based on evidence for the role of photosynthesis in
the cycling of matter and flow of energy into and out of organisms. [Clarification Statement:
Emphasis is on tracing movement of matter and flow of energy.] [A ssessment Boundary:
Assessment does not include the biochemical mechanisms of photosynthesis.]
MS-LS1-7. Develop a model to describe how food is rearranged through chemical reactions
forming new molecules that support growth and/or release energy as this matter moves through
an organism. [Clarification Statement: Emphasis is on describing that molecules are broken
apart and put back together and that in this process, energy is released.] [Assessment
 USF lesson plan
Author: Sandi Fenderson

Boundary: Assessment does not include details of the chemical reactions for photosynthesis or
respiration.]