Strand: SBI4U: Metabolic Processes
Enduring Understanding:
All metabolic processes involve chemical
changes and energy conversions.
Overall Expectations:
C2. investigate the products of metabolic
processes such as cellular respiration and
photosynthesis;
C3. demonstrate an understanding of the
chemical changes and energy conversions
that occur in
metabolic processes.
Specific Expectations:
C2.1 use appropriate terminology related
to metabolism
C3.1 explain the chemical changes and
energy conversions associated with the
processes of aerobic and anaerobic
cellular respiration
Resources:
Lesson Hook: Cellular Respiration and the Mighty Mitochondria Amoeba Sisters :
https://www.youtube.com/watch?v=4Eo7JtRA7lg
Lecture Slides: Krebs Cycle and ETC
Chromebook sign out
Exit Ticket
Lesson: Lesson 3
Achievement Chart:
Thinking:
Students will critically think on the
concepts of Metabolism and make
connections between this new knowledge
and previously learned knowledge they
bring with themselves into the classroom.
Application:
Students will demonstrate their ability to
connect the ideas behind what Metabolism
is to their own personal lives as well as the
general public.
Communication:
Students will demonstrate their ability to
communicate their understanding to the
classroom verbally as well as through
writing.
Knowledge:
Students will demonstrate their ability to
recall key terms and processes as it
applies to the lesson.
Timing Lesson Sequence Strategies/Activities

0-10min Attendance and lesson hook: Amoeba lecture

sisters video video
Allows for student to re-engage with note taking
work from last day in a more relaxed research
way
Provides a summary of what has
been learned and gives some insight
into what is to come

10-50min Lecture Slides: Krebs Cycle and the

Electron Transport Chain!
Students will complete the process of
ATP generation within the human
body by exploring the last two
catabolic processes for creating ATP
Many diagrams are needed for this
section so a created handout would
be required in order to free students
to think about what is being taught,
rather then rush to get diagrams into
notes.
Providing students with mnemonics
to help remember specifics about
these cycles will be beneficial to their
learning as well

50-70 min Research and Reflection

Students will be able to begin to do
some preliminary research on the
topic of Mitochondrial diseases for
the upcoming project
Students are also given time to
complete their exit tickets.

Assessment (of/for/as):

Of: There are no assessments Of learning at this point in time.

For: Students will demonstrate their understanding on the topic of cellular respiration
through the use of their exit tickets. This gives the teacher feed back as to their
classrooms current standing on the subject matter and allow for further lesson
modifications to better suit the needs of the current classroom, as well as gage the
abilities of students to progress to the next stage of the course, which is construction of
the model of Cellular Respiration.

As: The exit ticket will allow for self reflection within the student on their own abilities
and current understanding of the subject matter.

Reflections (what worked): Reflections

(improvement/replacement):
Applicable after lesson
Applicable after Lesson