TEACHING MODULE ON CELLULAR RESPIRATION

In Partial Fulfillment of the Requirements for BIED 250 Morphology & Physiology
for Teachers

Submitted by : Roselyn S. Ko
Master in Biology Education
Submitted to : Dr. Merab Chan, Ph. D.
Date : May 16, 2016

DESCRIPTION

This module contains two lessons on Cellular Respiration. The module is divided into
two parts one lesson on aerobic respiration & another lesson on anaerobic respiration. It
aims to convey to the students the significance of this biological process to living organisms.
This lesson is supplemented with key ideas, motivational activities, learning activities,
evaluations & illustrations to further enhance learning.
It is hoped that at the end of this module, learners will acquire concrete knowledge on
the concepts of aerobic & anaerobic respiration, which will enable them to further understand
& gain deeper insight on how living things obtain, process & utilize energy to ensure their
survival.

GENERAL OBJECTIVES

At the end of this module, the students should be able to :

1.
2.
3.
4.
5.

Describe the processes of aerobic & anaerobic respiration

Compare & differentiate aerobic & anaerobic respiration from one another
Make an outline of the different stages under each type of cellular respiration
Identify the components involved in the process of cellular respiration
Appreciate the significance of the process of cellular respiration to living organisms

Lesson 1. Aerobic Respiration

Introduction
Aerobic respiration occurs when livings cells consume oxygen along with organic
fuel to generate energy in the form of ATP (adenosine triphosphate). In this lesson, the three
stages under aerobic respiration will be outlined & discussed further, namely glycolysis,
Krebs cycle & the electron transport chain.

Specific Objectives
1. Identify the three stages of cellular respiration
2. Give an overview of glycolysis
3. Describe the role of the mitochondria in cellular respiration
4. List the steps of the Krebs Cycle, and identify its products
5. Explain how the electron transport chain results in many molecules of ATP
6. Model the entire process of cellular respiration through an activity

Key Ideas
1. Glycolysis harvests chemical energy by oxidizing glucose to pyruvate.
2. After pyruvate is oxidized, the citric acid cycle completes the energy-yielding
oxidation of organic molecules. The citric acid cycle is also known as the Krebs cycle.
3. During oxidative phosphorylation, chemiosmosis couples electron transport to ATP
synthesis. This is also known as the electron transport chain.
4. Glycolysis & the citric acid cycle connect to many other metabolic pathways.

Engage
Pair Share Activity : Whats in the Fish Tank?

Fig.1-2. Mini-aquarium set-up containing B.

splendens (Siamese fighting fish) & any small
live aquatic plant. Take note of the air bubbles formed on the water surface.
1. The teacher will show the class a mini aquarium set-up containing Betta splendens
(fighting fish) & a live aquatic plant. Establish with the students that the aquarium
was previously exposed to a light source before it was brought to the classroom. The
teacher may also feed the fish in front of the class.
2. Let the students observe the set-up. The students will work in pairs and try to answer
the ff. guide questions :
a. Describe the set-up. What is happening in the aquarium?
b. What biological processes do you think are occurring in the set-up? (Elicit : The
plant is photosynthesizing while the fish is utilizing oxygen given off by the plant
to survive)
c. Do you think the fish and the plant depend on each other to survive? How?
(Elicit : The fish gives off carbon dioxide which the plant uses in order to
photosynthesize and give off oxygen, which will in turn be used by the fish to
produce energy)
3. The teacher may call on some pairs to share their observations to the class.
4. Say : We already know that the fish gives off carbon dioxide which the plant uses to
photosynthesize. The plant undergoes photosynthesis, with the aid of a light source,
and in turn gives off oxygen, which will be used by the fish for energy to survive. We
will now try to take a deeper look at how the fish actually transforms this oxygen,
along with the food it eats, into energy it can use to live. We call this process aerobic
respiration.

Explore/Explain1

1 The Explore & Explain part will be combined as the teacher will be unlocking terms & make
explanations while the students are doing the activity.

Class Activity : Modelling the Process of Aerobic Respiration2

Materials Needed
1.
2.
3.
4.

Poster of the Electron Transport Chain

Masking Tape
Krebs Cycle Poster
7 pages of ADPs, 20 pages of O2s, 10 pages of glucose molecules (CCCCCC), 1 page
of Phosphates (P), 1 page of Hydrogen ions (H+) & electrons (e-), 1 page for each
sign (Glycolysis, Krebs cycle, Electron Transport Chain)

Set-up (can be placed on three long tables or on the floor)

1. Place the Glycolysis, Krebs cycle & Electron Transport Chain signs side by side with
each other in such a way that the Electron Transport Chain will be on the left side,
Glycolysis on the right & Krebs cycle in the middle. Position the Electron Transport
Chain & Krebs Cycle Poster under their respective signs. Place the glucose cut-outs
(CCCCCC) underneath the Glycolysis sign.
2. Cut out the H+ ions, O2 & P as squares.
3. Place two ADP papers underneath Glycolysis, two in the Krebs Cycle & three on the
electron transport chain. Place the P cutout next to the corresponding ADP papers.
4. Place large quantities of O2 papers in three different places for the Krebs Cycle.
5. Place the H+ ions at the bottom of the electron transport chain.
Procedure
1. Establish to the students that all three processes of aerobic respiration occur inside the
cell. State that glycolysis occurs inside the cytosol while the other two processes
occur in the mitochondria. Explain to the students that this is the reason why the
mitochondria is also known as the powerhouse of the cell. For each step, teacher
will ask one student volunteer.
2. Give the first student volunteer a glucose (CCCCCC). Tell the class that the glucose
needs to be transported to the inside of the cell through carrier proteins. Ask the
student to go near the Glycolysis table & rip the glucose in half. Explain to the class
that after breaking down the glucose, you know have two pyruvic acids (pyruvate).
The same student volunteer will now place the two Ps onto the ADP to form ADP. Tell
the students that you also form NADH (write this down on the board).
3. Let another student pick up the pyruvates & walk towards the mitochondria.
Elicit from the students where the O2 in the Krebs cycle came from (from plants).
4. Say : The first step under the Krebs cycle is citric acid production. Ask several
students to rip off one carbon C each from each pyruvic acid & combine it with the
O2 cutouts on the table. Elicit from the students that they have now formed carbon
dioxide. Ask them where they think the carbon dioxide will go next. To demonstrate
dissipation into the atmosphere, let the students throw the CO2 cutouts into the air &
2 Adapted from : http://www.NGSSLifeScience.com

5.

6.

7.
8.
9.

let them fall to the floor. For every CO2 thrown into the air, write 1 NADH on the
board. Last, the two carbon acetyl group is added to the 4 carbon molecule of the
Krebs cycle by an enzyme called Coenzyme A. This process is called Acetyl-COA.
Next, the students place their two carbon acetyl group on the side of the four carbon
chain to show that they just made citric acid. The students then rip off one carbon
from their piece of paper, & combine with an O2 molecule. They again throw the CO2
in the air. Write 1 NADH on the board for every CO2 thrown in the air. The four
carbon molecule goes through all steps of the Krebs cycle.
Students take their last C & combine it with O2 to form CO2. They throw them in the
air, then make two ATP by placing the phosphate group on top of the ADP. Dont
forget to write 1 NADH for every CO2 formed.
This time, write two FADH2 on the board.
In the last step of the Krebs cycle, write two more NADH on the board.
Students will now go to the electron transport chain. Tell them that they will now need
to use the NADH & FADH2 produced from the previous stages to power the electron
transport chain. For every NADH, the students will slide one electron (e-) past three
proton pumps. Explain that the electron ends up in a water molecule. The students
then need to push the H+ through each of the pumps to form a concentration gradient.
After this, tell the students how the FADH2 works by moving the electron across two
proton pumps to end up in a water molecule. The students now move the H+ ions
back across the membrane through ATP synthase. Each time a H+ ion comes through,
an ATP is made. Let the students place a P onto the ADP paper.

Elaborate
1. Teacher will let students watch the video of the Cellular Respiration Song (to the tune
of Last Friday Night by Katy Perry).3
2. Elicit questions from the students. Make necessary clarifications.

Evaluate

3 https://www.youtube.com/watch?v=1TGg6KyOwc0

1. Let the students answer this worksheet individually or in pairs. If there is no more
time, this can be done as an assignment.

Lesson 2. Anaerobic Respiration & Fermentation

Introduction
Anaerobic respiration & fermentation enable cell to produce energy in the form of ATP
without the use of oxygen. The main difference between these two processes is that anaerobic
respiration utilizes an electron transport chain while fermentation does not. In this lesson,
these two processes will be discussed further with the aid of activities and real-life examples.
Specific Objectives

1. Outline & differentiate the processes of anaerobic respiration & fermentation.

2. Identify examples of living organisms & applications wherein anaerobic respiration &
fermentation are utilized

Key Ideas
1. Fermentation & anaerobic respiration enable cells to produce ATP without the use of
oxygen.
2. Anaerobic respiration utilizes the electron transport chain while fermentation does
not.
3. In alcohol fermentation, pyruvate is converted to ethanol, while in lactic acid
fermentation, pyruvate is reduced directly by NADH to form lactate as an end product
with no release of carbon dioxide.
4. Winemaking is a popular application of the alcohol fermentation process.
5. Dairy products are a popular application that makes use of lactic acid fermentation.
This process also occurs when human muscle cells have to make ATP when oxygen is
scarce.

Engage
1. Review the students on the process of aerobic respiration. Elicit from them that in
this process, energy is produced with the help of oxygen.
2. Say : Did you know that some organisms dont always need oxygen to produce
energy?

Explore

Fermentation Lab Activity4

Materials
1.
2.
3.
4.
5.
6.

Ziploc bag ( sandwich size 1 per group)

Sugar cubes (two cubes per group)
Baker's yeast ( one pkg. per group)
warm water 100 mL
Pipette ( one for each group)
Bromothymol Blue inicator ( one pipette full per group)

Note : Bromothymol indicator turns yellow in the presence of carbon dioxide

Procedure
1. Have the students open the Ziploc bag and remove the yeast packet.
2. Open the yeast packet and empty the contents into the Ziploc bag, the bag should still
contain the sugar cubes.
3. Collect 100 mL of warm water in a beaker and carefully pour the warmed water into the
Ziploc bag that contains the yeast and sugar.
4. Working with a partner, carefully compress all the air out of the bag before closing the bag.
5. Shake or gently rub the bag so that all ingredients become thoroughly mixed.
6. Let the bag rest for 15 minutes.
7. Make observations about the changes in the bag.
8. Make predictions about the gas that is in the bag and how that gas got there.
9. Gather some bromothymol Blue indicator into a pipette.
10. Carefully open the corner of the bag and squeeze the bromothymol blue into the yeast
mixture. Record color change.

Explain
1. See appendix for Powerpoint lecture slides on Anaerobic Respiration.
4 Adapted from
http://www.cpalms.org/Public/PreviewResourceLesson/Preview/76197

Elaborate
1. Show video on Cellular Respiration5 to summarize the lesson.
2. Elicit questions from the students. Make the necessary clarifications.

Evaluate
1. Open the Quizlet application.6
2. Depending on the teacher, he/she may use Scatter, Gravity or Quiz in assessing what
the students have learned (see appendix). The students will write their answers on a
sheet of paper.

VALUES INTEGRATION
1. Recall the mini aquarium set-up with the students.
2. Ask the students if they think the fish will still survive even if the plant is removed
from the aquarium.
3. Compare what is happening in the set-up to real life situation. Let the students reflect
on what will happen if plants do not co-exist with humans & most animals. (Elicit :
We will not be able to produce energy due to lack of oxygen, which can cause death.)

APPENDIX
I.

Quizlet on Anaerobic Respiration & Fermentation

Option 1 : Scatter

5 https://www.youtube.com/watch?
v=zj4cPgiC9f0&feature=mfu_in_order&list=UL
6 https://quizlet.com/134687996/anaerobic-respiration-and-fermentation-flashcards/

Option 2 : Gravity

REFERENCE

1. Campbell N, Reece J, Urry L, Cain M, Jackson R. 2011. Cellular Respiration &

Fermentation. In: Biology. Singapore: Pearson Education. p. 209227.