Week 2: Tuesday

March 8, 2011
This lesson is designed for 10th grade biology students

Michigan Content Expectations:

B2.5D – Describe how individual cells break down energy-rich molecules to
provide energy for cell functions.
B3.1A – Describe how organisms acquire energy directly or indirectly from
sunlight.
B3.1B - Illustrate and describe the energy conversions that occur during
photosynthesis and respiration.
B3.1C – Recognize the equations for photosynthesis and respiration and
identify the reactants and products for both.
B3.1D – Explain how living organisms gain and use mass through the processes
of photosynthesis and respiration.

Objectives:
• Students will correct their reading guides in order to have a good study
tool for their quiz.
• Students will be able to articulate the reactants, products and location for
each step of cellular respiration by completing a graphic organizer.
• Students will watch a video on energy, synthesizing the content covered
thus far in a different format.

Resources:
• Students will need:
o Reading guide 2 (completed as homework)
o Guided notes: Cellular Respiration (1st and 3rd hour)
o Graphic organizer: Cellular Respiration (to be picked up at the
beginning of class)
o Video guide (to be picked up at the beginning of class)
o Colored pencil (to be picked up at the beginning of class)
• Teacher will need:
o Stamp and Inkpad
o PowerPoint: Cellular Respiration
o Whiteboard
o Discovery Online Video: Simply Science
Safety:
There are no safety concerns for this lesson
Opening:
• Take attendance.
• Have students take out their reading guide to be stamped. Stamp at the
end of where the student stopped working.
• Place the key for the reading guide on the screen and have students
correct their own work. Make sure that all students have a correct chart
to study from. Inform them that the answer key is on Moodle.
Instructional Flow:
• 1st hour and 3rd hour students get out their guided notes from the
previous day. Finish the PowerPoint on cellular respiration.
• Instruct students to take out their colored pencil and graphic organizer.
Remind them that we are not learning anything new, rather we are
learning the same material in a different way.
• Using the pictures drawn on the board, have students fill in the necessary
information on their organizer.
• Remind students that their quiz on cellular respiration is tomorrow.
• Have students put their organizers away and take out their video guide
• Watch Simple Science: Energy Converters for the remainder of the hour.
o In 1st and 3rd hour, the video may get cut short. If this is the case,
have them complete as much of the video guide as possible.
Closure:
• Collect the video guide. These will be graded for completion, since the
video told them all of the answers directly.

Assessment:
• Students will be informally assessed in their contributions to the graphic
organizer. In order to facilitate this, I will be randomly calling on students
to assist me with the reactants and products for each step.
• Students will be held accountable for watching the video by completing a
video guide.
• The reading guide that was stamped and corrected in class will be
collected at the end of the week.

Modifications:
1st and 3rd hour may not see all of the video in order to prepare them for
the quiz tomorrow.

Rationale:
This lesson is designed to give students an additional way to access the
content. By including pictorial representations of reactants and products,
as well as incorporating color, I am anticipating that some students may
form better connections between the three steps of respiration.
Annotation:
The graphic organizer went even better than I had hoped! In my fifth
hour, one student told me that the graphic organizer was “very helpful”. If I
were to do this activity again, I would alter the graphic of the cell. The box
surrounding the cell is unnecessary and was an oversight on my part. Drawing
the pictures on the board and writing with the students was very helpful in
making sure that my pace was appropriate.

In the interest of time, we did not discuss the reading guide. I stamped it
and will give students points for completing it when I collect it at the end of the
week. After I stamped it, I placed the answers on the projector, and also posted
them to Moodle.

Since 1st hour had many more slides to get through than 3rd hour, we
finished the notes and watched the video. They will complete the graphic
organizer tomorrow and quiz on Thursday.

Students seemed a little bored with the energy video, but the worksheet they
completed along with it helped them to stay on task. I thought that the video
gave a nice overview of energy, and did a good job in connecting it to cellular
respiration. In the future, I will look to find a more current video.