Energy

Unit Week 2: Tuesday Originally taught: March 8, 2011

This lesson is designed for 10th grade biology students Michigan Content Expectations: B2.5D Describe how individual cells break down energy-rich molecules to provide energy for cell functions. B3.1A Describe how organisms acquire energy directly or indirectly from sunlight. B3.1B - Illustrate and describe the energy conversions that occur during photosynthesis and respiration. B3.1C Recognize the equations for photosynthesis and respiration and identify the reactants and products for both. B3.1D Explain how living organisms gain and use mass through the processes of photosynthesis and respiration. Objectives: Students will correct their reading guides in order to have a good study tool for their quiz. Students will be able to articulate the reactants, products, and locations for each step of cellular respiration by completing a graphic organizer. Students will watch a video on energy, synthesizing the content covered thus far in a different format. Resources: Students will need: o Reading guide 2 (completed as homework) o Guided notes: Cellular Respiration (1st and 3rd hour) o Graphic organizer: Cellular Respiration (to be picked up at the beginning of class) o Video guide (to be picked up at the beginning of class) o Colored pencil (to be picked up at the beginning of class) Teacher will need: o Stamp and Inkpad o PowerPoint: Cellular Respiration o Whiteboard o Discovery Online Video: Simply Science Safety: There are no safety concerns for this lesson

Opening: Take attendance. Have students take out their reading guide to be stamped. Stamp at the end of where the student stopped working. Place the key for the reading guide on the screen and have students correct their own work. Make sure that all students have a correct chart to study from. Inform them that the answer key is on Moodle. Instructional Flow: 1st hour and 3rd hour students get out their guided notes from the previous day. Finish the PowerPoint on cellular respiration. Instruct students to take out their colored pencil and graphic organizer. Remind them that we are not learning anything new, rather we are learning the same material in a different way. Using the pictures drawn on the board, have students fill in the necessary information on their organizer. Remind students that their quiz on cellular respiration is tomorrow. Have students put their organizers away and take out their video guide Watch Simply Science: Energy Converters for the remainder of the hour. o In 1st and 3rd hour, the video may get cut short. If this is the case, have them complete as much of the video guide as possible. Closure: Collect the video guide. These will be graded for completion, since the video told them all of the answers directly. Assessment: Students will be informally assessed in their contributions to the graphic organizer. In order to facilitate this, I will be randomly calling on students to assist me with the reactants and products for each step. Students will be held accountable for watching the video by completing a video guide. The reading guide that was stamped and corrected in class will be collected at the end of the week. Modifications: 1st and 3rd hour may not see all of the video in order to prepare them for the quiz tomorrow. Rationale: This lesson is designed to give students an additional way to access the content. By including pictorial representations of reactants and products, as well as incorporating color, I am anticipating that some students may form better connections between the three steps of respiration.