Hackett 2011

Teacher Candidate: Erich D. Dustin Unit Topic: Cellular Respiration

Essential Question(s): Why is energy efficiency essential?

Lesson Number: 3 State Standards
(performance indicators, key ideas, strands, etc.)

Approximate Time: 1 day Objectives

(Label Blooms)

Acceptable Evidence and Type of Assessment

Reading Standards for Literacy in Science and Technical Subjects 612 Grades 910 students: 1. Determine the central ideas or conclusions of a text; trace the texts explanation or depiction of a complex process, phenomenon, or concept; provide an accurate summary of the text. Writing Standards for Literacy in History/Social Studies, Science, and Technical Subjects 612 Grades 910 students: 1. Write arguments focused on discipline-specific content. c. Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.

1. Students will be able to better 1 & 2 Short Essay (Summative) understand the fundamental concepts behind the process of cellular respiration after they have read the article from ChemMatters. (Comprehension, Analysis) 2. Students will be able to draw conclusions from the article and write a brief summary what they have concluded as important aspects of the process of cellular respiration from the authors perspective. (Comprehension, Analysis)

Teacher Candidate: Erich D. Dustin Unit Title: Cellular Respiration Subject: Living Environment Essential Question(s): Why is energy efficiency essential? Lesson Title/Number Cellular Respiration / 3

Hackett 2011 Date: December 2, 2011 Grade Level: 10

*Could be collected for accountability/auditing purposes.

Reading Standards for Literacy in Science and Technical Subjects 612 State Standards and Grades 910 students: Performance 2. Determine the central ideas or conclusions of a text; trace Indicators the texts explanation or depiction of a complex process, phenomenon, or concept; provide an accurate summary of the text. Writing Standards for Literacy in History/Social Studies, Science, and Technical Subjects 612 Grades 910 students: 2. Write arguments focused on discipline-specific content. c. Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims. Lesson Objectives 1. Students will be able to better understand the fundamental (Blooms Taxonomy) concepts behind the process of cellular respiration after they have read the article from ChemMatters. 2. Students will be able to draw conclusions from the article and write a brief summary what they have concluded as important aspects of the process of cellular respiration from the authors --------------------perspective. Acceptable ----------------------------------------------------------------------------------Evidence 1 & 2 - Short Essay (Summative)

Bell Ringer and Prior Knowledge Tap

This can be together or separate. Also may be called: set induction, anticipatory set, introduction/review

Bell Ringer: Where does the glucose that is needed for cellular respiration come from? How does that huge glucose molecule make it into the tiny mitochondria?

______________ Procedure
Teacher input, development, instructional method(s), modeling, guided practice, independent practice,

1. The teacher will provide a copy of the article for the students to read. The teacher will instruct the students to read the article quietly to themselves. (Visual) 2. The teacher will instruct the students to write a short summary about the article after they have completed the reading assignment and reflect upon the main points of the article. 3. Prior to starting the reading exercise the teacher will ask students

and/or activities

4. Accommodations for learning modalities are required. Labelvisual, auditory, and kinesthetic 5. 6. 7.

Hackett 2011 if they understand the quiet reading/thinking process. (Directions) After all students have completed the reading and thinking exercise, the teacher will instruct the students to pair up with someone sitting close to them and to share their thoughts and ideas with regards to the article. (Think-Pair-Share)(Visual, Auditory, Tactile/Kinesthetic) RBIS #1 Cooperative Learning RBIS #2 Summarizing and Note Taking The teacher will instruct the students to elaborate on their summaries and note important aspects that their partners picked up on. The teacher will provide guidance with respect to the content that was to be gathered from the article, by circulating about the room and answering questions. The teacher will instruct the students to write a short essay (1-2 pages) about the importance of our diets with regards to the process of cellular respiration for homework.

Checks for Understanding Label: directions, procedures, routines, and/or content (formative) Assessment Type and purpose
(sometimes called evaluation)

1. Prior to starting the reading exercise the teacher will ask students if they understand the quiet reading/thinking process a thumbs up for yes and down for no, to signify comprehension. (Directions) 2. The teacher will move about the room to check on the progress of the paired students, to formatively assess student comprehension of the reading. (Informal) 3. Essay (Content) - Homework Essay linking diet to the cellular respiration process based upon the article from class. (Summative) RBIS #3 Homework & Practice As this process begins with ingestion of food and oxygen, simple life choices can hinder these processes from occurring. This reflects the need to produce energy in the most efficient manner possible to eliminate wastes. This may be met with contention. However the promise of a review game in the class to follow before the summative exam will help.

Closure

Accommodations and/or Interactions with Support Staff - Standard classroom materials. Resources/Materials - Article provided by teacher: Hames, G. K. "Sugar in the Blood Boosts Energy." ChemMatters Oct. 2011: 6 - 7. Print. - Textbook - Miller, K. (2010). Miller & Levine biology. Boston, Mass: Pearson. Time Required 1 class period.