Lesson Code (Course - Master Objective # - Benchmark # - Lesson # - #)
·Middle School Science 7-Master Objective #2-Benchmark #1-Lesson #?


Title - Author
Julie Chambers, Diana Grier, Deb Pasley, and Andy Hope

Benchmark/Expectation/Concept/Process/Skill
2-3 Explain the transport of oxygen and carbon dioxide in cellular processes.

Relevant Goals
Show-Me
Process
Show-Me
Science Content
Missouri
Science //G(C)LE(s)//
SJSD
National
(5-8, 9-12)
·
·SC-3
3.2.A.8.a-b
3.1.A.8.a
3.2.B.6.a
3.2.B.8.a-c
· 6
·(5-8) C

Learning Path
Previous Learning
Targeted Learning
Future Learning
Describe the common life processes necessary to the survival of organisms (i.e., growth, reproduction, life span, response to stimuli, energy use, exchange of gases, use of water, elimination of waste.
3.2.A.8.a-b
a. Describe how the cell membrane helps regulate the transfer of materials in and out of the cell.
b. Identify the function of the chloroplast during photosynthesis.
3.1.A.8.a
a. Recognize that most plants and animals require food and oxygen (needed to release the energy from that food).
3.2.B.6.a
a. Describe how plants use energy from the Sun to produce food and oxygen through the process of photosynthesis.
3.2.B.8.a-c
a. Describe photosynthesis is a chemical change with reactants (water and carbon dioxide) and products (energy-rich sugar molecules and oxygen) that takes place in the presence of light and chlorophyll.
b. Describe how oxygen is needed by all cells of most organisms for the release of energy from nutrient (sugar) molecules (Do NOT assess the term cellular respiration).
c. Describe the importance of the transport and exchange of oxygen and carbon dioxide to the survival of the organism
3.2.A.bioI.a&c
a. Compare and contrast the structure and function of mitochondria and chloroplasts
c. Explain physical and chemical interactions that occur between organelles (e.g. nucleus, cell membrane, chloroplast, mitochondrian, ribosome) as they carry out life processes
3.2.B.bioI.a-b
a. Explain the interrelationship between the processes of photosynthesis and cellular respiration (e.g., recycling of oxygen and carbon dioxide), comparing and contrasting photosynthesis and cellular respiration reactions (Do NOT assess intermediate reactions)
b. Determine what factors affect the processes of photosynthesis and cellular respiration (i.e., light intensity, availability of reactants, temperature)
3.2.D.bioI.a-c
a. Summarize how energy transfer occurs during photosynthesis and cellular respiration as energy is stored in and released from the bonds
of chemical compounds (i.e. ATP)
b. Relate the structure of organic compounds (e.g., proteins, nucleic acids, lipids, carbohydrates) to their role in living systems
c. Recognize energy is absorbed or released in the breakdown and/or synthesis of organic compounds
3.2.F.bioI.a-b
a. Explain the significance of the selectively permeable membrane to the transport of molecules
b. Predict the movement of molecules across a selectively permeable membrane (i.e., diffusion, osmosis, active transport) needed for a
cell to maintain homeostasis given concentration gradients and different sizes of molecules





·Possible Misconceptions
Cellular Respiration means breathing
Only animals respire
Only animals need oxygen
Air = oxygen
Photosynthesis is an opposite process

Teacher Notes
·




Engage: Engages the learner’s mind in the concept, process, or skill to be learned, and makes connections between prior experiences and the current learning goals.
·Egg as a cell demo
Formative assessment Living NonLiving
Card Sort
· Formative Assessment(s):Probe from the orange book Respiration
Vol. 3 Uncovering Student Ideas in Science- by Page Keeley p 131 Respiration


Explore: Provides or creates a common experience for all learners and helps the teacher identify the prior knowledge of each learning to build on. This stage allows time for the learner to explore their ideas. This stage should be concrete and meaningful to the learner.
·Collecting data from Egg As A Cell
WebQuest on cell parts
potato investigation
cornstarch and iodine investigation
· Formative Assessment(s):

Explain: Allows the learner to construct an explanation (claim evidence reasoning). The teacher provides information in common terms to increase the accuracy of the explanation.

·Students will role play the process of cellular respiration

Background Information

Lesson I

Lesson I Video
Deb Pasley
Lesson I FA's





Lesson I Results

Lesson II

Lesson II Video
Julie Chambers
Lesson II FA's

Lesson II Results

Lesson III

Conclusions



Elaborate: Pushes learner understanding, building on current understanding to increase the depth and breadth of understanding. Allow the learner to extend and apply the concepts, processes, or skills. Allows learner to experience new situations to apply to their learning.
·Use CO2 and O2 sensors with animals and plants
Respiration of sugars by yeast
· Formative Assessment(s):

Evaluate: Provides and opportunity for the learner to assess their own understanding and be able to demonstrate the depth and breadth of that understanding to others. Teacher assesses the learner’s level of understanding and mastery.
· Summative Assessment(s):
Make a model of plant and animal cell labeling parts and writing products and reactants as a cycle.

Additional Resources:
· Text:Vol. 3 Uncovering Student Ideas in Science- by Page Keeley p 131 Respiration· Websites:
· Video: The video produced during each class time is essential for students to review for their understanding of this process

Teacher Review: Include date, course, and name of teacher.
·