Biology 20 Photosynthesis and Cellular Respiration Unit Plan

Understanding By Design Framework

Course Biology 20 Grade Level 11

Subject Biology Time Frame 3 weeks

Developed by Vy Mai, Trisha Ranola, Lucy Zhao

Stage 1 – Desired Results

Content Standard (s) (Front Matter)
Students will:
1. relate photosynthesis to storage of energy in organic compounds.
2. explain the role of cellular respiration in releasing potential energy from organic compounds.
Enduring Understandings/Big Ideas: Essential Questions:
Students will understand that . . . How do plants use light to produce energy?
- light energy is stored by pigments and transferred through specific molecules In what parts of the cell do photosynthesis and cellular respiration occur?
(NADP and ATP) for other processes What is the relationship between photosynthesis and cellular respiration?
- the transfer of energy occurs in different and specific parts of the chloroplast in
plants Prior Knowledge:
- The products of light-dependent reactions drive light-independent reactions to Students should already know...
store energy - Plants generate energy through photosynthesis and release waste through
- the products from photosynthesis are used in cellular respiration to produce cellular respiration.
ATP. - Plants use ATP as a source of energy.
- cellular respiration releases energy from organic compounds. - photosynthesis produces sugars
- how to use basic excel
Related misconceptions . . .
- the dark reaction doesn’t necessarily happen in the dark Unit Emphasis:
- cellular respiration only happens in animals NOS

Knowledge objectives (general outcomes): Skills/Attitudes objectives (General outcomes):

Students will know . . . Students will be able to . . .
- the structure and components of the chloroplast and their function - identify factors which affect the rate of photosynthesis and cellular
- what is NADP and ATP (purpose, function) respiration, and collect data to test their hypotheses
- the general process of photosynthesis - represent data on graphs
- how changes in O2 and CO2 affect the rate of photosynthesis - there isn’t always an answer (or right answer) in science (research!)
- the general process of cellular respiration - data collection skills
- that respiration can happen aerobically or anaerobically in plants and animals.

Stage 2 – Assessment Evidence

Performance Task(s):
It’s the zombie apocalypse! You’re a group of scientists in charge of growing plants for food for your camp of survivors. Agriculture during the zombie apocalypse will come with
a variety of challenges. Each group will be in charge of addressing one particular challenge, and you must figure out a variable you can manipulate to maximize photosynthesis
of your plant within those conditions. In the end, you will present your findings to the rest of the scientists, and together you will have a comprehensive plan for growing plants
in the harsh environment of the zombie apocalypse.
G (goal) Students will have a better understanding of the photosynthesis equation by designing a lab that will manipulate one of these variables.
Students will also be able to develop lab skills that are authentic to real life science practices.
The challenge is for the students to critically think about their research and explain why they received the results they did.
R (role) Students are going to be scientists studying optimal conditions in which to grow their plants during the zombie apocalypse. As a team, the
whole class will brainstorm variables that might limit plant growth. They will then divide into groups and each group of scientists will be
manipulating and testing a specific variable that may affect the rate of photosynthesis. They will record their observations and compile their
findings in a report. They will then form an expert panel, presenting their findings and recommendations to the rest of the scientists.
A (audience) The relevant audience is the class and teacher. there is a possibility that there may be an actual panel of scientists and/or leadership.
S (situation) The students will attempt to maximize photosynthesis while facing the challenges posed by the zombie apocalypse, such as lack of water,
limited sunlight, or contaminated soil.
P (product/performance) Students will create a lab report to convey their understanding and results of the lab as well as present their findings to fellow ‘scientists’.
After listening to all of the presentations, each student will have the opportunity to reflect on what they have learnt by proposing an opinion
or strategy to address the problem.
Attach rubric
Students will submit a final lab report of their design lab with the following sections:
- introduction
- materials
- procedure
- results section with graphical representations of data
- discussion and analysis of the results and research
Standards & Criteria for
- conclusion
Success
These reports will be assessed based on their depth of understanding of photosynthesis, the design of the lab and carrying out of the lab, and
their writing skills. In addition to the lab report, each group of students are also required to do a presentation on their findings to the class.
The presentations will be graded on clarity of the project objective and whether it was informative to the class understanding of lab skills, lab
design, and photosynthesis concepts. Students will be able to demonstrate their understanding through the application of photosynthesis
concepts in their design process.

Throughout the project, students will have the opportunity to discuss within their groups as well as with other groups on the progress of their
experiment and note improvements in their design and/or learning knowledge.
Student Self-Assessments Other Evidence (assessments)
Through the jigsaw activity in lesson 11, students will have the opportunity to assess Summative assessment:
their own learning by critically examining their work after receiving peer feedback. Cellular respiration case study and brief poster presentation

Formative assessment:
Thumbs up, thumbs down, thumbs in the middle
Muddiest point exit slip
Jeopardy review game
Sticky note wall

Stage 3 – Learning Plan

Learning Activities:
En = Engage Exr = Explore Exl = Explain El = Elaborate Ev = Evaluate

Materials
# Lesson Title Lesson Activity Key Outcomes Evidence Key 5E
Resources
How do plants survive if they can’t walk around?
Introduce what photosynthesis is (equation)
- What do plants need for photosynthesis?
What conditions are necessary?
Students will be reminded of the
basic equation for photosynthesis, Whiteboard,
Introduce Zombie Apocalypse activity
1 Introduction and apply the equation when En marker, iPads for
- What happens to photosynthesis if any of the
determining conditions of the research
optimal conditions are disrupt
zombie apocalypse.
- Brainstorm
- Make groups
- Time to research

Leaf disk lab demonstration

- POE explain, in general terms, how
energy is absorbed by pigments, Plants, hole
Photosynthesis process transferred through the reduction Formative assessment: punch, syringe,
- light dependent of nicotinamide adenine - thumbs up, thumbs water, baking
Photosynthesis - diagram, note taking, video dinucleotide phosphate (NADP) to down, thumbs in the Exr/ soda, light source,
2
Pt. 1 NADPH, and then transferred as middle Exl timer
Time with groups to plan experiment for zombie chemical potential energy to ATP - muddiest point (exit
apocalypse task. by chemiosmosis; and describe slip) Whiteboard,
- using the knowledge they’ve gained about where in the chloroplast these marker
photosynthesis, students will begin to processes occur
formulate their experiment
Photosynthesis process
explain, in general terms, how the
- light independent
products of the light-dependent
- diagram, note taking, video Formative assessment: whiteboards,
reactions, NADPH and ATP, are
Photosynthesis - thumbs up, thumbs markers, erasers,
used to reduce carbon in the light-
3 Pt. 2 Time with groups to plan experiment for zombie down, thumbs in the Exl smartboard/
independent reactions for the
Vy apocalypse task. middle projector to show
production of glucose; and
- using the knowledge they’ve gained about - muddiest point videos
describe where in the chloroplast
photosynthesis, students will begin to
these processes occur.
formulate their experiment
Aboriginal perspectives: formulate questions about Formative assessment:
Plants, water, soil,
- use local histories obtained from Aboriginal observed relationships and plan Jeopardy review game
Photosynthesis materials for leaf
4 Elders to describe the importance of plant investigations of questions, ideas, Ev
review disk lab (see
productivity to human sustainability (POS) problems and issues Summative
lesson 2)
- http://www.davidsuzuki.org/blogs/science- assessment: Project
 matters/2010/02/traditional-aboriginal- conduct investigations into proposal
knowledge-is-critical-to-conservation/ relationships between and among
observable variables and use a
Zombie Apocalypse activity broad range of tools and
- set up experiment techniques to gather and record
- start data collection using technique from leaf data and information
disk demonstration
- practice doing leaf disk technique
- students will be asked to send in a proposal of
what they’re investigating, which will be
graded

Photosynthesis review: light dependent and light

independent reactions
- Jeopardy review game
Introduction to cellular respiration:
- what do you already know?
Whiteboard,
- equation compared to photosynthesis explain, in general terms, how
Formative assessment: markers,
Cellular - address misconceptions glucose is oxidized during
- thumbs up, thumbs smartboard/
Respiration Pt. glycolysis and the Krebs cycle to
5 down, thumbs in the Exl projector to show
1 Cellular respiration process: produce reducing power in NADH
middle videos
Trisha - glycolysis and Kreb’s cycle: oxidizing glucose and FADH; and describe where in
- sticky bars
to produce NADH and FADH the cell these processes occur
Sticky notes
- supplementing direct instruction with
diagrams and videos
Cellular respiration cont’d:
- electron transport chain and oxidative
phosphorylation: production of ATP
- supplementing direction instruction with
diagrams and videos
Whiteboard,
explain, in general terms, how Formative assessment:
markers,
Time for groups to reflect on their project: chemiosmosis converts the - thumbs up, thumbs
smartboard/
Cellular - how has your understanding of reducing power of NADH and down, thumbs in the
projector to show
6 respiration Pt. photosynthesis and cellular respiration FADH to store chemical potential middle Exl
videos
2 changed? How does it relate to what you’ve energy as ATP; and describe where - muddiest point
found in your experiment? in the mitochondrion these - student self-reflection
Case study
processes occur on projects
handouts
Introduce case study:
- http://sciencecases.lib.buffalo.edu/cs/files/ce
llular_respiration.pdf
- Ask students to read through case study Pt. 1
and 2 for next class
Cellular Cellular respiration case study parts 1 and 2: formulate questions about Formative assessment: Case study
7 El
respiration - examining victim autopsy reports to observed relationships and plan group discussions handouts, iPads
 case study Pt. 1 determine cause of death, relating to topics in investigations of questions, ideas, about case study for research
cellular respiration problems and issues
- if students finish the activity early they will be
given parts 3 and 4 of the case study
Formative assessment:
group discussions
Cellular respiration case study parts 3 and 4: work collaboratively in addressing
about case study
Cellular - once groups have completed all 4 parts of the problems and apply the skills and Case study
8 respiration case study, they will summarize their findings conventions of science in El handouts, poster
Summative
case study Pt. 2 on poster paper and each group will do a brief communicating information and paper, markers
assessment: brief
presentation ideas and in assessing results
poster presentation of
case study findings
Yeast fermentation demonstration:
- set up bottles of yeast with water at the
beginning of class, place balloons over the distinguish, in general terms,
bottles between aerobic and anaerobic
- ask students to hypothesize about what will respiration and fermentation in
occur based on their knowledge of plants, animals and yeast
photosynthesis
Balloons,
Aerobic and - by the end of class students will observe the explain that science and
glass/plastic
anaerobic balloons fill up with gas produced from technology are developed to meet Formative assessment: Exr/
9 bottles, yeast,
respiration anaerobic respiration societal needs and expand human POE Exl
sugar, warm
Lucy capability
water
Aerobic and anaerobic cellular respiration:
- distinguishing between aerobic and anaerobic explain that science and
respiration technology have both intended
- distinguishing between fermentation and and unintended consequences for
anaerobic respiration humans and the environment
- examples of when anaerobic respiration and
fermentation occur
Formative assessment:
students will get a
analyze data and apply
chance to self-assess
Time for groups to work on the performance task: mathematical and conceptual
their projects as they
Performance - analyzing data, discussing preliminary models to develop and assess iPads from
10 work, and have the El/Ev
task work time conclusions possible solutions research
opportunity to ask
- working on final report
questions and get
formative assessment
from the teacher
Jigsaw activity: Formative feedback:
Performance - groups split up and share their findings so far students will get
11 task: peer with other groups to get peer feedback feedback from their Ev
assessment peers about their
Time for project groups: projects, then have
 - regroup after getting peer feedback to make time to make
adjustments to the project modifications based on
feedback
Review of photosynthesis and cellular respiration
- game: students split into groups of 5, teacher
asks questions and students have to answer
unanimously on individual pieces of paper to
obtain points. If any member of the group Formative assessment:
gets the answer wrong, the group gets no students will need to
Photosynthesis points. All students have to write their answer assess their own Individual
and cellular down on a piece of paper but they cannot be learning as well as try whiteboards and
12 Ev
respiration shown until the end of the questioning to teach their peers, markers for
review period. Students in the group will have an which will show their students
opportunity to describe their answer but level of deep
cannot directly say their answer. The group understanding
can form a consensus in hopes that all
members have the same right answer.
Members will have an opportunity to change
their answers during the discussion period.
Summative
assessment: students
present the findings of
Final Students present their final findings in 10 minute their group on how
13 Ev
presentations presentations manipulating their
variable did or did not
improve
photosynthesis.
Summative
assessment: students
present the findings of
Final Students present their final findings in 10 minute their group on how
14 Ev
presentation presentations manipulating their
variable did or did not
improve
photosynthesis.

15

Considerations
Is there alignment between
the first 3 stages?
Stage 4 – Reflection
Comments
Stage 3 shows evidence of the assessment standards and the learning outcomes discussed in stages 1 and 2. Formative and summative
assessments are used to gauge student understanding of the big concepts surrounding photosynthesis and cellular respiration. The
performance task requires deep understanding of photosynthesis and cellular respiration to accurately express students’ findings and why
photosynthesis was or was not affected.
How has learner
differentiation been
addressed?
How does the unit design
include a variety of teaching
experiences that includes:
Indigenous, multicultural, and
interdisciplinary activities?
Sources consulted (APA
format)
Different modes of learning (i.e. group projects, group discussions, direct instruction, multiple opportunities for formative feedback) will
provide a variety of methods to learn. Students are encouraged to apply their strengths as well as build new skills by participating in each
mode of learning. There is also the idea of student printed out notes in which students will only be required to fill in the blanks. This is to
address the ELL population in the classroom who have a harder time comprehending and writing down notes at a fast pace. Through
discussions during class time and through working on the performance task, ELL students will be able to meet listening and speaking
benchmarks.
Students are able to approach the learning tasks from different perspectives. For example, both the design lab and the case study assignment
give them the opportunity to contribute their own ideas and recommendations to the projects. Furthermore, although the performance task
involves a hypothetical scenario, the issues addressed are applicable to the real world. The plan also includes smaller activities that will allow
students to use the conceptual knowledge that they have developed in different ways that could enhance their understanding. We are
incorporating the Indigenous perspective after teaching the process of photosynthesis by addressing the importance of the Indigenous
histories and perspectives in plant productivity, conservation and human sustainability. This is a relevant discussion that can occur within
groups while working on their performance tasks, as it addresses a possible approach to the assignment that might be useful to the students.
Alberta Education Program of Study. (2014). Biology 20-30. Edmonton, AB: Author. Retrieved from:
https://education.alberta.ca/media/3069386/pos_bio_20_30.pdf

Alberta Education. (2010). ESL Benchmarks Division Levels Summary Gr 10-12. Retrieved from:
http://www.learnalberta.ca/content/eslapb/documents/ESL%20Benchmarks%20Division%20Levels%20Summary%20Gr%2010-12.pdf

Gazdik, M. A. (2010). The mystery of the seven deaths: A case study in cellular respiration [Case study]. Retrieved from
http://sciencecases.lib.buffalo.edu/cs/files/cellular_respiration.pdf

Suzuki, D. & Moola, F. (2010, February 5). Traditional aboriginal knowledge is critical to conservation [Blog post]. Retrieved from
http://www.davidsuzuki.org/blogs/science-matters/2010/02/traditional-aboriginal-knowledge-is-critical-to-conservation/

Adapted by Jeff Turner (2016) from:

Wiggins, G. & McTighe, J. (1998). Understanding by design. Alexander, Virginia: Association for Supervision and
Curriculum Development.

Llewellyn, D. (2013). Teaching high school science through inquiry and argumentation. Thousand Oaks, CA:
Sage.
Class: 11 Date: October 22, 2017

Title: Photosynthesis—Calvin cycle Lesson Number 3 out of 14 Total in Unit

Lesson Objectives:
- Students will understand that the Calvin cycle uses the ATP generated in the light reactions to generate glucose and other carbon
molecules
- Students will understand that the Calvin cycle involves three rounds to recycle carbons
- Students will understand that the Calvin cycle is independent of light
- Students will know the intermediate carbon molecules and the purpose of rubisco in the Calvin cycle

Learner Outcomes Plan for Diversity

POS: explain, in general terms, how the products of the light- - Have printed notes
dependent reactions, NADPH and ATP, are used to reduce - Class discussion
carbon in the light-independent reactions for the production of - Partner discussions
glucose; and describe where in the chloroplast these processes - Video for visual learners
occur.
- Demonstrate an understanding of the Calvin cycle to
generate organic molecules
- Demonstrate an understanding of the purpose of ATP
and NADPH in the Calvin cycle
- Demonstrate an understanding of how the light
dependent reactions and light independent reactions
are connected

Prerequisite Knowledge, Skills, Strategies and Attitudes Preliminary Matters (Announcements, etc.)
- Know light dependent reactions of photosynthesis - Provide whiteboards, markers, and erasers for everyone
(where ATP and CO2 come from) - SMART board and projector
- - Good Wi-Fi connection for video?
- Laptop/computers for students who need it

Lesson 3 Photosynthesis P.2

What the teacher does What the student Resources Assessment
does
Introductio Get a white board, SMART Teacher will assess
n Greet students and go through the day’s agenda. marker, and eraser board/projecto students
2min. Have students distribute whiteboards, markers, and r understanding by
erasers. Listen to the teacher looking at the white
Whiteboards, boards.
Introduce that today’s lesson will be about a Write/draw their whiteboard - Were students
continuation of photosynthesis but with a focus on the answers on the erasers, able to correctly
Calvin cycle white boards then whiteboard display the
8min. hold up their markers answers to each
Ask students to write down whiteboards question?
- what structure synthesises ATP - Was there
- what “activates” that structure confusion as to
- where did the protons come from? what how ATP is
generated?

Listen and record

student answers and
reasoning for the
questions.
- Were they able to
explain the general
process of the light
reactions?
Activity Explain that the ATP generated in the light reactions go Listen to the teacher SMARTBoard/p Throughout lesson,
2min. towards making organic molecules used in other life rojector teacher can ask
processes such as the generation of glucose. Take notes questions related to
Laptops/compu what she is teaching
30min. Go through the Calvin cycle Watch video and add ters for to obtain formative
- Have students draw out the cycle alongside to their notes students feedback as to what
you without students understand
- Reiterate that the cycle occurs 3 times to Draw a story that devices. or don’t understand.
generate 6 G3P reflects the Calvin
- 1 G3P is used to generate organic compounds cycle. Stories must Teacher will be able
while the other 5 G3P are recycled into RuBP have some to assess if students
- Explain the role of ATP and NADPH in descriptions. understand the light
generating G3P independent
6min. Work with their reactions by looking
Show video: groups to finalize at their stories.
https://www.youtube.com/watch?v=0UzMaoaXKaM their experiments.
- Add info to their notes Discuss with the
5min. groups on their
Do simulation: progress in their
http://www.science.smith.edu/departments/Biology/B planning of their
io231/calvin.html project.
10min.
Ask students to draw a story using the Calvin cycle as
their reference

15min. Give students time to work with their group on zombie

apocalypse task
- Critique research question
- Critique of their experimental design
- Gather a list of materials needed
- Practice doing leaf disk experiment
- Setup google docs and/or sheets/collaborative
space

Conclusion Next lesson will be the start of the experiment (setup

5min. and data collection)

Lingering questions?
Reflection:
- Were the whiteboards useful?
- What concept required more time to learn?
- Did the students participate in drawing Calvin cycle stories?
- What concept required more time to explain?
- Could the students follow along with the notes?
- Was the video effective?
- Are the students ready to start their experiments?
- Was the simulator useful?

References:
Alberta Education Program of Study. (2014). Biology 20-30. Edmonton, AB: Author. Retrieved from:
https://education.alberta.ca/media/3069386/pos_bio_20_30.pdf

TED-Ed. (2014 April, 1). Nature's smallest factory: The Calvin cycle [video]. Retrieved from
https://www.youtube.com/watch?v=0UzMaoaXKaM
Graham, K. (2004). Carbon Fixation in Photosynthesis [simulation]. Retrieved from
http://www.science.smith.edu/departments/Biology/Bio231/calvin.html
LESSON 5 – CELLULAR RESPIRATION PART 1

Class: Biology 20 Lesson Number 5 out of 14 Total in Unit

Enduring Understandings:
Students will understand that…
- Cellular respiration is a process by which carbohydrates are broken down in cells to generate ATP through a series of
reactions.
Learner Outcomes (Program of Studies) Plan for Diversity
Students will: Students will have a variety of resources available to them.
20 – C2.1k: explain, in general terms, how glucose is oxidized These resources will be presented as visuals, written notes
during glycolysis and the Krebs cycle to produce reducing and verbal lectures. Since this lesson focuses on the
power in NADH and FADH; and describe where in the cell specifics of the process of cellular respiration and will
these processes occur therefore be vocabulary-heavy, it is necessary to ensure that,
as much as possible, the written and spoken representations
of the concepts are accompanied by visuals. This will give
students (particularly ELLs) different ways of approaching
the material. There will also be opportunities for
collaboration.

There will be printed notes available for students to be able

to fill in the missing information during direct teaching
portions of the class. These will be provided in order to
scaffold the students’ learning of the processes of glycolysis
and the Krebs cycle. In future classes, students will be
expected to be able to draw their own diagrams or explain
the process of cellular respiration.

Prerequisite Knowledge, Skills, Strategies and Attitudes Preliminary Matters (Announcements, etc.)
- General process of photosynthesis and its products - Prepare printed notes
- Load videos to be shown
- Prepare Sticky Bars materials (sticky notes, space on
wall/board for students)

Time What the teacher does. What the student does. Resources Assessment

3 mins. Introduce cellular respiration Recall what they know Printed notes
- Review what they about cellular respiration
 already know about and participate in
cellular respiration discussion.
- Review the equations Write down equations in
of both photosynthesis their notes.
and cellular
respiration

7 mins. Introduce Sticky Bars activity Choose an answer to the Uncovering Student Sticky bars as formative
- Addresses probe and write down an Ideas in Life Science, assessment. This will
misconception that explanation on the sticky Volume 1, sticky notes allow the teacher to
photosynthesis only note. address any
occurs in light and misconceptions that
cellular respiration Stick note on the students may have. The
only occurs in the corresponding space on the same activity can also
dark board/wall to form bars be done at the end in
- Probe from NSTA’s (like a bar graph). order to see the
Uncovering Student students’ progress.
Ideas in Life Science,
Volume 1 (p. 63) on
PowerPoint
- Hand out one sticky
note to each student
and ask them to
choose an answer and
write down an
explanation
- Ask students to stick
their sticky note onto
the space that
corresponds with their
answer on the
board/wall.

10 mins. Start video of cellular
respiration
https://www.youtube.com/wa
tch?v=4Eo7JtRA7lg
- Pause at 3:05
- Discuss the general
Watch video, write notes Cellular Respiration Thumbs up, thumbs
and the Mighty down, thumbs in the
Mitochondria middle as formative
https://www.youtube.co feedback. This will help
m/watch?v=4Eo7JtRA7 the teacher determine if
lg more time needs to be
 process of cellular Whiteboard, markers spent on the topic of
respiration, referring glycolysis.
to the video
- Make photosynthesis
and cellular
respiration connection
- Review ATP
- Address other
20 mins. misconception (Plants
undergo cellular
respiration too!)

Introduce first step of cellular Watch video, write notes

respiration as glycolysis
- Play video from 3:05-
3:56
- State that glycolysis Write notes
occurs in the
cytoplasm
- Requirements and
products of glycolysis
(address input of
ATP, net ATP)
- Start going into more
detail about the
process of glycolysis
- Draw diagram of the
steps of glycolysis on
board as they are
being addressed
- Check students’
understanding through Based on their level of
Thumbs up, thumbs understanding, students
down, thumbs in the will put a thumb up, down
middle or in the middle
25 mins. Introduce the Krebs cycle as Watch video, write notes Cellular Respiration Thumbs up, thumbs
the second step of aerobic and the Mighty down, thumbs in the
cellular respiration Mitochondria middle as formative
- Play video from 3:56- https://www.youtube.co feedback. This will help
 4:32 m/watch?v=4Eo7JtRA7 the teacher determine if
- State that the pyruvate Write notes lg more time needs to be
moves into the spent on the topic of the
mitochondria to start Whiteboard, markers Krebs cycle.
the Krebs cycle
- Discuss the
preparation before the
Krebs cycle (role of
Coenzyme A and
NAD+)
- Describe details of the
Krebs cycle (CO2 as a
waste product,
reducing power of
NADH and FADH2,
ATP)
- Draw diagram of the
steps of the Krebs
cycle on the board as
they are being
addressed
- Check students’ Based on their level of
understanding through understanding, students
Thumbs up, thumbs will put a thumb up, down
down, thumbs in the or in the middle
middle
15 mins. Tell students that we will
continue with the third step
(electron transport chain) next
class
Introduce story activity
- Ask students to get
into partners
- Ask them to start
thinking about ways
they can represent the
process of aerobic
cellular respiration in
story form (can
choose format)
The story activity will
be used as formative
assessment for this
lesson and the next
lesson. Students will be
Students will get into required to demonstrate
partners and, using their their understanding of
notes, textbooks or other the process of cellular
resources, they will respiration in order to
brainstorm ways in which be able to use analogies
the processes they have that might push their
just learned can be story further. This will
represented in story not be graded. Instead,
format. For example, students will be
students can choose to encouraged to share
make a fantasy comic strip them with their other
about these processes. classmates and to use
this as a study tool.

Adapted from Alberta Education, Canada, 2008

References

Alberta Education Program of Study. (2014). Biology 20-30. Edmonton, AB: Author. Retrieved from:
https://education.alberta.ca/media/3069386/pos_bio_20_30.pdf

Amoeba Sisters. (2014, October 22). Cellular respiration and the mighty mitochondria [Video file]. Retrieved from
https://www.youtube.com/watch?v=4Eo7JtRA7lg

Keeley, P. (2011). Light and dark. In J. Horak, A. Cooke, J. Cusick & W. Rubin. (Eds.). Uncovering student ideas in life
science (p. 63). Arlington, VA: NSTA Press
 Sample Template for a Lesson Plan (Teacher and Student Activities)

Class: Biology 20 Date: Oct 24, 2017

Title: Aerobic and Anaerobic Respiration Lesson Number 9 out of 14 Total in Unit

Objective of Lesson (in own words):

Students will learn about aerobic and anaerobic respiration, as well as fermentation, and be able to distinguish between them. Students will
also become familiar with the technology involved in alcohol production and its impact on humans and our environment.

Learner Outcomes (Program of Studies) Plan for Diversity

Biology 20: Yeast fermentation will be demonstrated visually, aiding ELL
20–C2.3k: distinguish, in general terms, between aerobic and students in their understanding of the material. During instruction,
visual and auditory aids will be used to ensure multiple entry
anaerobic respiration and fermentation in plants, animals and yeast
 points of knowledge.

Concepts (focus on issues related to the application of science and

technology):
Students will develop an understanding that science and technology
are developed to meet societal needs and expand human capability
(SEC1) 


Prerequisite Knowledge, Skills, Strategies and Attitudes Preliminary Matters (Announcements, etc.)
Students will need to understand the role of cellular respiration in the N/A
metabolism of organisms, and the places in the cell where these
processes take place.

Time What the teacher does.
Introduction 10 min Fill 4 glass bottles with equal amounts
Yeast of yeast in each. Add varying amounts
Fermentation of sugar and 1 cup of warm water to
Demonstration each bottle. Put a balloon over the
mouth of each bottle, fastening each
with a rubber band around the rim of the
bottle, then set aside out of sight of the
students. Ask students what they think
will happen to the balloons, based on
what they have learned about cellular
respiration.
What the student does. Resources Assessment
Observe the ingredients placed 4 glass Students will make
in the bottle, paying close bottles, predictions and must explain
attention to the differing yeast, sugar, their predictions with past
amounts of sugar in each warm water, knowledge, providing an
bottle. Make predictions about 4 balloons, opportunity for formative
what will happen to the funnel assessment of their past
balloons, and back up their learning.
hypotheses with what they
have learned about cellular
respiration.
Activity 10 min Quick review of cellular respiration:
Sequence Glycolysis, Kreb’s cycle, oxidative
phosphorylation and ETC. Explain to
students that these processes are aerobic
(using oxygen), and there are situations
in which glucose can be broken down in
the absence of oxygen.
Listen to teacher and make
notes. Ask any lingering
questions about aerobic cellular
respiration.
Smartboard Teacher will conduct
& markers formative assessment by
checking for understanding
during this review, since
previous knowledge is
important to understanding
this lesson.

15 min Explain the process of anaerobic Listen to teacher and make Smartboard Teacher will conduct
respiration, highlighting the different notes. Ask any questions to & markers formative assessment by
electron acceptors used in this process as clarify concepts. using the thumbs up, thumbs
opposed to aerobic cellular respiration. down, thumbs in the middle
Use examples of bacteria living in low- technique.
oxygen environments which use
anaerobic cellular respiration.
15 min Explain fermentation, with emphasis on Listen to teacher and make Smartboard Teacher will conduct
the differences between anaerobic notes. Ask any questions to & markers, formative assessment by
fermentation and anaerobic cellular clarify concepts. diagram of using the thumbs up, thumbs
respiration. glycolysis down, thumbs in the middle
Ask students to think of the last time technique.
they exercised and think of their muscles
using up oxygen; explain that during
heavy exercise there may not be enough
oxygen to complete aerobic cellular
respiration. Use a diagram of glycolysis
to draw an alternate path and explain
that lactic acid fermentation happens by
converting pyruvate into lactic acid, and
repeating the glycolysis process.
Highlight differences in ATP production
compared to aerobic respiration.
10 min Explain alcohol fermentation by Listen to teacher and make Smartboard Teacher will conduct
drawing a different pathway using notes. Ask any questions to & markers, formative assessment by
another copy of the same glycolysis clarify concepts. diagram of using the thumbs up, thumbs
diagram, focusing on differences glycolysis down, thumbs in the middle
between lactic acid fermentation and technique.
alcohol fermentation. Reiterate
distinctions between anaerobic
respiration and fermentation.
 10 min Debriefing yeast demonstration: ask Revise their previous Completed Students will show their
students if their hypotheses about what hypotheses if needed, using yeast learning by explaining the
will happen to the balloons have their newly gained knowledge demonstratio phenomenon using their
changed after they’ve learned about to explain balloon inflation. n newly gained knowledge.
alcohol fermentation, then pull out the
bottles. Point out the differences in
balloon inflation (no inflation in bottle
with no sugar, increasing amounts of
inflation with more sugar) and ask
students to explain the results.

5 min Check for understanding activity: Write their answers on mini- Mini- Teacher will check for
teacher will ask multiple choice whiteboards and hold up for whiteboard, understanding using review
questions on today’s material. the teacher to see. markers questions.
Closure 5 min Exit slips: muddiest point Write any lingering questions Paper for Teacher will review exit slips
or confusions they have on exit exit slips for concepts to readdress
slips. next class.

Reflection

Adapted from Alberta Education, Canada, 2008