Strand:
SBI4U: Metabolic Processes
Enduring Understanding:
All metabolic processes involve chemical
changes and energy conversions.
An understanding of metabolic processes
enables people to make informed choices
with respect to a range of personal,
societal, and environmental issues.
Overall Expectations:
C1. analyse the role of metabolic
processes in the functioning of biotic and
abiotic systems, and evaluate
the importance of an understanding of
these processes and related technologies
to personal choices
made in everyday life;
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:
C1.1 analyse the role of metabolic
processes in the functioning of and
interactions between biotic and abiotic
systems
C1.2 assess the relevance, to their
personal lives and to the community, of an
understanding of cell biology and related
Lesson:
Lesson 4
Achievement Chart:
Thinking:
Students will be expected to take the
knowledge that they have gained and use
it to fuel further research into the topics of
metabolic diseases, making sure that all
research is credible and factual
Application:
Students will take gained and researched
knowledge about the process of Cellular
respiration and apply it to real life
situations. Students will need to show how
the information applies to metabolic
disease research and display and
understanding of current methods of
treatment
Communication:
Students will communicate their
understanding of Metabolic diseases as
well as cellular respiration in a form that
they choose. They must explain the
various processes involved in creating
ATP in the cell as well as demonstrate
their understanding of how a metabolic
disease can affect a persons life and how
said disease could be treated
Knowledge:
Students will demonstrate their ability to
understand the different metabolic
processes covered in cellular respiration
technologies with appropriate terminology and names of
structures. Students will also demonstrate
C2.1 use appropriate terminology related an understanding of which areas of
to metabolism cellular respiration are affected with
various metabolic diseases.
C3.1 explain the chemical changes and
energy conversions associated with the
processes of aerobic and anaerobic
cellular respiration

C3.4 describe, compare, and illustrate the

matter and energy transformations that
occur during the processes of cellular
respiration (aerobic and anaerobic) and
photosynthesis, including the roles of
oxygen and organelles such as
mitochondria and chloroplasts

Resources:

Cellular Respiration Assignment Sheet

Lecture Slides: ATP and You

Kahoot Quiz: Human Metabolism https://play.kahoot.it/#/?quizId=c5640bcb-4999-4795-

8593-7ac50dae2c0c

Chromebooks/ Lab time

Timing Lesson Sequence Strategies/Activities

0-5 min Attendance and Kahoot Quiz group work

Lesson hook allows students to computer assisted
refresh their minds on the heavy activity
content they have been through over research
the last few days inquiry activity

5-20 min Assignment Walkthrough

Assignment is to work in pairs to
create a visual model of Cellular
 Respiration, including the three
process involved
Students are also to research a
current issue in Cellular respiration,
inform the class about it and why its
bad, as well as ways that scientists
are attempting to fix the issue (if any)
Teacher is to explain the ideas behind
this assignment emphasizing
accuracy in the model as well as
honesty in factual sources
Students should also be encouraged
to attempt creative and new
approaches to building the models.
While students are working, the
20-70 min teacher should be roaming the room,
helping when needed as well as
gathering information for anecdotal
notes/ assessment for learning

Work Period
Students have the remainder of the
day to work on the assignment
Remind students to complete exit
ticket.

Assessment (of/for/as):

Of: there are no direct assessments Of learning in this lesson, however the final product
of this project can be used as a good assessment Of learning, taking the place of a mid-
unit test or a unit test with further modifications

For: Assessment for learning can take place throughout class as the students are
working on their project. This may prove extremely valuable as a teacher will gain a
better handle on all students progress through the content as those that may not ask
questions in class may be asking their peers, thus a keen ear is needed. We can also
pull assessment for learning from the exit tickets as in past lessons

As: Assessment as learning will occur during group work in the form of peer and self-
evaluations, as well as in the exit ticket which will provide the student time to reflect on
their progress through the content as well as give them insight as to where they may
need further explanation or examples

Reflections (what worked): Reflections

(improvement/replacement):

To be completed after the lesson To be completed after the lesson