SINGLE SUBJECT CREDENTIAL PROGRAM

EDSC LESSON PLAN TEMPLATE

Revised 4.15
For directions on how to complete this form, see EDSC Lesson Plan Directions and Scoring Guide in the SSCP Handbook at
www.sscphandbook.org.

Name
Matthew Ullmann
Class Title
Biology

CWID

Subject Area

899267686
Lesson Title
Respiration Lab

Biology
Unit Title
Cellular
Processes

Grade Levels
9-10th

Total Minutes
50

CLASS DESCRIPTION
Class consists of 35 students with roughly half the class girls or boys. This is an inclusion class. Over half of the class
consists of EL students of varying degrees of English proficiency. Most students are of the Hispanic origin while 4-5
students are from the middle east. 2 of the higher level English speaking middle eastern boys help out the other lower
level middle eastern students. There is occasionally an aide (2-3 times a week) that assists the Spanish speaking
students. The remaining class speaks English well but need additional scaffolding to succeed.
STANDARDS AND LESSON OBJECTIVES
CCSS Math, CCSS ELA & Literacy History/Social
Studies, Science and Technical Subjects, NGSS, and
English Language Development Standards (ELD)
Content Standards
Common Core- PRESENTATION OF KNOWLEDGE 4.B. PLAN,
MEMORIZE, AND PRESENT A RECITATION THAT: CONVEYS THE
MEANING OF THE SELECTION, AND INCLUDED APPROPRIATE
PERFORMANCE TECHNIQUES TO ACHIEVE THE DESIRED
AESTHETIC EFFECT.

HS-LS1-3.
Plan and conduct an investigation to
provide evidence that feedback mechanisms maintain
homeostasis. [Clarification Statement: Examples of
investigations could include heart rate response to
exercise, stomata response to moisture and temperature,
and root development in response to water levels.]
[Assessment Boundary: Assessment does not include the
cellular processes involved in the feedback mechanism.]
HS-LS1-7.
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. [Clarification Statement: Emphasis is
on the conceptual understanding of the inputs and
outputs of the process of cellular respiration.]
[Assessment Boundary: Assessment should not include
identification of the steps or specific processes involved in
cellular respiration.]
Lesson Objective(s)
Students will relate cellular respiration to heart rate
response of various degrees of exercise and model the
importance of homeostasis. Students will actively become
in engaged in these concepts as they formulate a
hypothesis, collect data and observations, and formulate
a conclusion based on the observation.

PART 1. A. 1 EXCHANGING INFORMATION AND IDEAS WITH

OTHER THROUGH ORAL COLLABORATIVE DISCUSSIONS
ON A RANGE OF SOCIAL AND ACADEMIC TOPICS

Evidence

Warm up activity will allow teacher to assess prior

knowledge and allow them to formulate a hypothesis
based on prior knowledge. Lab will be done in chunks so
we can discuss findings as a class and pace each pair of
students at the same rate.

Student statement/objective: I will understand how

exercise affects cellular respiration through oxygen,
carbon dioxide, and energy demands. I will physically see
how our bodies maintain temperature, oxygen levels, and
blood flow as I exercise more. My data will support my
conclusions in the lab.
STUDENT ASSESSMENT
Purpose/Focus of
Type
Implementation
Assessment
EL
Shift the focus of the
KQHL chart
lesson towards the lab,
K=knowledge
showcase prior
Q=questions they have

Feedback Strategy
Give students time to
work on KQHL chart with
proper scaffolding on

How Informs Teaching

This will inform the
teacher what prior
knowledge students

H= hypothesis relating to
heart rate, cellular
respiration, OXYGEN AND
CARBON DIOXIDE
PRODUCTION
INTAKE/PRODUCTION,
and exercise

knowledge, and
formulate a hypothesis.

Students will carry out

the lab in partners.
Teacher will monitor their
PM
ability to follow
directions and use
proper scientific protocol
when performing the lab.
Post lab questions (once
lab is finished; may be
given on first day or
second day depending
on pace of class). Goal
S
will be for students to
think critically about the
experiment and
understand the
important points of the
lab
INSTRUCTION
Instructional Strategies

IF I EXERCISE MORE MY
HEART RATE WILL
INCREASE/DECREASE/ST
AY THE SAME AND
CELLULAR RESPIRATION
WILL OCCUR FASTER,
SLOWER, THE SAME.
THIS MEANS THAT
OXYGEN INTAKE WILL
INCREASE/DECREASE
AND THAT CARBON
DIOXIDE PRODUCTION
WILL
INCREASE/DECREASE.
Students will be given
lab directions specific to
that chunk and be
monitored on how they
are performing the lab

Post Lab questions (10

questions). Questions
will start easy and end
with more difficult
questions.

Lesson Introduction/Anticipatory Set

Time
Teacher Does
-Introduction
Teacher will hand out KQHL chart as the warm up
activity and write the important concepts on the
board (heart rate, exercise, cellular respiration,
oxygen, carbon dioxide, energy).

10
minute
s

Teacher will explain that today is lab day and this

worksheet will allow students to focus on goal of lab.
K section of worksheet needs to include these
concepts. Teacher will give directions for students to
raise hand when they are done so that they may
receive a stamp. Teacher will also emphasize that
this warm up is NOT GIVEN A STAMP FOR INCORRECT
ANSWERS. Teacher will emphasize that this warm up
is not about getting the answer right or wrong, but
just to see what they know and what their
predictions are. Following the students filling out the
KQH section of the KQHL chart and receiving a
stamp, teacher will have several (3-4) students share
their questions and hypothesis section.

paper. Feedback will BE

given via a whole class
discussion. Point will be
not to be RIGHT or
WRONG, but have each
student share their
hypothesis and
questions. Teacher will
write a few different
hypotheses on the
board.

possess, what questions

they have, and what
their hypotheses are. It
will allow the teacher to
assess what level of
understanding they
possess in regards to
exercise, cellular
respiration, and heart
rate.

Teacher(s) will walk

around classroom and
make sure all students
are performing lab
correctly and answer any
questions they may have

Informs me of how they

follow directions and how
confident they are in
carrying out the lab

Look at responses of
students. See how well
they can summarize key
findings in the lab.

Helps me understand
how much information
they retained. Will we
need to review some
concepts in the future?
More clarification? More
examples?

Student Does

Students will complete the KQH section of the KQHL

chart. Students may work independently or
collaborate with their classmates as they work on the
warm up. Once finished, students will raise their
hand to receive a stamp. After receiving a stamp
students will share their questions and hypotheses
with the class. If students are not participating they
should be ready to share if they are called on.

Lesson Body
Time
Teacher Does
Teacher will address the goal of the lab in the form of
an objective statement on the board. Teacher will
give brief directions on what we will be doing in the
lab. To avoid giving too much information at one time
teacher will explain the first chunk of the lab. This
will consist of the students obtaining and setting up
the lab. This chunk method will allow the teacher to
make sure the ENTIRE class is properly doing the lab.
Teacher will periodically check on class and ask if
they are properly set up. In addition, in this step the
teacher will give students the directions to find a
partner in which they will undergo this lab with.
Teacher will give explicit directions explaining the
roles of each partner. One student will be doing the
exercise and the other student will be responsible for
data.
Teacher will also write on the board: more drops=
more carbon dioxide present. This will allow students
to focus on the point of the experiment (cellular
respiration) instead of focusing on the acid-base
chemistry involved with the NaOH and
phenolphthalein.

35
minute
s

Chunk 2 will consist of students performing the first

section of the lab. The first step of the lab will consist
of students calculating how many drops of NaOH are
needed during rest. Teacher will give directions for
students to calculate the amount of NaOH drops
necessary to turn the water light pink. In addition,
teacher will write the following on the board for
clarification
NaOH = base
Carbonic acid (comes from carbon dioxide)= acid
PHENOLPHTHALEIN = INDICATES IF ACID OR BASE IS
PRESENTTURNS CLEAR IN ACIDIC SOLUTIONS
AND PINK IN BASIC SOLUTIONS.

Student Does

Students will listen to lab directions prior to

organizing into their pairs. Students will practice safe
laboratory protocol as they set up their lab. Students
will raise their hand if they are not ready for the next
step or chunk of the lab when teacher asks. Students
will participate in discussions during each transition
to a new chunk. If students are not participating they
must be prepared to be called on to share their
findings. In addition, if lab directions are not specific
enough, students are encouraged to write what
NaOH, the indicator, and Carbon dioxide do in the lab
if the directions do explicitly explain each compound.

This information will also be available in the lab

directions.
Chunk 3 will consist of students calculating the
amount of NaOH drops during light exercise. Teacher
will give students directions to walk around the quad
once.
Chunk 4 will consist of the teacher giving directions
for the students to do more strenuous exercise. If
students cannot run the teacher will have the other
student in the pair do the exercise.
Notes: During each chunk transition a quick 1-2
minute discussion will take place concerning the
students findings. This will allow the teacher to
better pace the lab activity and assess the students
on how well the lab is going. Essentially, the more
checkpoints allow for better control of the lab activity
and classroom management.

Lesson Closure
Time

Teacher Does

Student Does

3-5
minute
s

Last 3-5 minutes of class will be dedicated to

cleaning up the lab areas and going over plan for
next few days. This will be dependent of how far we
get in the lab on day 1. We can also quickly discuss
possible modes of error during the lab. Teacher will
dismiss class as bell rings.

Students will clean up lab area and share problems,

questions, concerns, and comments about the lab.
They will share as teachers ask questions and select
on certain pairs to share. Not all groups will share
their answers.

Instructional Materials, Equipment, and Multimedia

Beakers
Water
NaOH
Straws
Phenolphthalein
Stopwatch

Co-Teaching Strategies
One teach- one assist, station teaching, differentiated teaching
DIFFERENTIATION
English Learners

Striving Readers

Students with Special

Advanced Students
Needs
One student has special
needs because he is both
an EL student and has
hearing problems. I feel like
this student will benefit
EL students will benefit
Striving readers will benefit
from the hands on nature of Advanced students can
from having a hand on
from having the sentence
the lab. In addition, I know
begin to speculate the acid
activity. Information will be
starters in the KQHL chart.
from previous experience
base chemistry involved in
written on the board, in the
This will help them better
that this student
this experiment. In addition,
lab directions, and
understand the point of the
understands concepts
advanced students can help
information will be shared
KQHL chart and thus better
better when paired with
their partner with
via discussions in each
understand the lab.
mathematical context.
understanding the material.
chunk transition.
Thus, I feel like him seeing
the numbers differ between
the three degrees of
exercise that he will better
understand the material.
REFLECTION: SUMMARY, RATIONALE, AND IMPLEMENTATION
I think the students will enjoy doing a lab that involves concepts that they are familiar with- heart rate, exercise,
breathing etc By having the experiment be something that is relevant to them (exercise) it will allow the teacher to
better transition into the topics of cellular respiration. Students know the equation based on previous lecture notes but
it may still be a bit unclear exactly what is going on and how exactly the equation is used in their life. Students can
begin to draw connections between exercise and cellular respiration. That is, cellular respiration refers to converting
glucose and oxygen into carbon dioxide (waste product) and usable energy in the form of ATP.
The intro activity should be effective at shifting the focus of the lesson into something lab based. Students are asked to
share what they know about cellular respiration in regards to exercise. This will be an excellent entry level assessment
because it will show the teacher what misconceptions they may have about cell respiration. The sentence framed
hypothesis will provide more structure and scaffolding and prevent open ended answers. Plus, I want to be careful to
not get students particular focused on the acid-base chemistry going on in the experiment. I want to keep the focus of
the KQHL and experiment towards cellular respiration. The stamp will allow me to go back later during grading and
look for a stamp rather than reading over their responses.
The students work in pairs so that one student is the person who doe the running and the other is the recorder. In this
way, both students share responsibility in correctly performing the experiment. I also think it will be helpful to chunk
the lab in sections instead of having the students have the remainder of the period to do the lab. Having more
checkpoints in the lab will allow students to ask questions, prevent them from getting left behind/wasting time, and
create a more productive lab environment. It will also allow us to talk about what results were found thus far. Another
reason it is a good idea to chunk the lab is it will prevent students from getting too much information at once. You can
tell when students begin to stop listening after getting too much info. This will give specific, concise directions
periodically throughout the lab opposed to the entire lab protocol from the beginning. Plus, they will have the lab
directions to help students if they need assistance or the teachers to ask questions.
The last 5 minutes must be dedicated to getting the classroom cleaned up and ready for the next period. It will also
allow the teachers to find out results obtained from the groups. Students will have the opportunity to share their
findings and we can begin to relate some of their observations to homeostasis and cellular respiration.