Secondary Lesson Plan Template

(Include supplementary materials such as activities and handouts).

Student Teachers Name_Alison Trimble_
Date_11-5-15__
Subject_Biology_
Grade Level(s)_10th Grade__
Standard(s) to be addressed:

HS-LS17.

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 a net transfer of energy.

HS-LS23.

Construct and revise an explanation based on evidence for the cycling of matter and
flow of energy in aerobic and anaerobic conditions.

Learning target of this lesson (learning objective):

I can identify the reactants and products of Cellular Respiration
I can compare and contrast Photosynthesis and Cellular Respiration
Resources needed for lesson:
Computer, Smart Board, White Boards, Oaktag for drawings, crayons or other coloring materials.
Molecule equation pieces is there is enough time for this activity.
Instructional strategies used in the lesson:
Virtual Demonstration, think pair share, White boards with Discussion, Creative Student Drawing.
Identified student needs and plans for differentiation: This lesson is differentiated in that by having all
students create lists on boards, all students can contribute to the discussion. Additionally, I encourage
all students to write the shared ideas in their notebooks.
Lesson sequence:
Photosynthesis Unit Summative Assessment: 9 level 2 questions including 6 matching questions,
two fill in the blank questions and one multiple choice question, 2 level 3 questions that are open
ended requiring a written response to explain the process of photosynthesis, as well as factors that
affect the rate of photosynthesis.
Virtual Demonstration: Screaming Jelly Babies (Gummy Bears) (Released all of the energy stored
in food at once in flames!) Remember from our beginning notes, our body releases the energy from
glucose in a series of carefully controlled reactions so that a small, collectable amount of energy is
released at any one time). (2 minute online demonstration) https://www.youtube.com/watch?
v+410b79CPqO0
Introduce Cellular Respiration Open-ended Discussion: What if our body used food like this?
What do you think the process of cellular respiration is like?
Individual White Boards Prompt: on your whiteboards, list a fact you know, and write a question
you have about Cellular Respiration (Lesson guided with student knowledge, students move the lesson
forward)
Whole Class: On the front white board, a T chart is created labeled Facts & Questions. List is gathered
from student responses, and questions (Who, What, When, Where, Why, How) are used to facilitate
discussion. At this point we can either move into group work to discover the equation, or we can
discover the equation through class discussion depending on time. (For questions I am looking for the
basic Who, What, When, Where, Why, How at a minimum. The where will let them discover and
connect the place as mitochondria from their cell organelle unit. The How? Will lead them forward to
the equation. The Why? Will lead the students into discussion of Type 1 Diabetes, (an authentic local
issue) and how this disease affects the process of cellular respiration. Insulin takes sugar from the
blood to the mitochondria. Since sugar cannot get from the blood into the mitochondria, the cells
cannot do cellular respiration.

Assignment, Body of Evidence: Draw a picture of the relationship between photosynthesis and
cellular respiration. Include an Autotroph and a Heterotroph and show the movement of the part of
both equations including: Glucose, Water, Carbon Dioxide, Oxygen, ATP and Sunlight.
Method of engaging students in the lesson: Engaging demonstration to capture the students attention
at the beginning of the cellular respiration lesson. Student led discussion of facts that they already
know about photosynthesis, and questions they have.
Modeling: I will take ideas from the students, and create a T chart on the board labeled facts on the left
first, and once that side has been filled, I will label the next side questions. Students will then be able
to create something similar on their own boards.
Guided practice: Students will take their ideas and start to craft a relationship between cellular
respiration and photosynthesis. This is guided practice, because they can use their ideas from class
and their notes from the day to help them craft their drawing.
Independent practice: Students take the ideas they have crafted, and combine their ideas into a
drawing relating an autotroph and a heterotroph to the overall process of photosynthesis and cellular
respiration to see the over-arching relationship between the two.
Scaffolding of student learning: Using think pair share to use the students ideas to propel the lesson
forward, engaging all students.
Assessment: Students are assessed on their knowledge of photosynthesis with a summative
assessment today. They are also beginning to create their first body of evidence towards cellular
respiration.
Closure and bridge to next lesson: In the next lesson students will have more time to finish their
drawings as needed. They will also explore through inquiry how exercise affects the rate of cellular
respiration.
I can describe the relationship between cellular respiration and exercise.
Inquiry Lab: (Exercise Lab from Rierson.) Students explore the relationship between cellular
respiration and exercise (45 minutes).
Notes: Power Point from Mrs. Henry that I plan on converting into a Nearpod in the future,
Summarized to the main points needed for cellular respiration.
Working Time: Time will be allotted for the students to finish their body of evidence drawing of the
relationship between cellular respiration and photosynthesis.