Cell+Respiration+Lesson+Study


 * 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. ||

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

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


 * Teacher Notes**

Formative assessment Living NonLiving Card Sort || //Vol. 3 Uncovering Student Ideas in Science- by Page Keeley p 131 Respiration// ||
 * 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(s):Probe from the orange book Respiration

WebQuest on cell parts potato investigation cornstarch and iodine investigation ||
 * 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
 * · Formative Assessment(s): ||

= ·Students will role play the process of cellular respiration = ||
 * 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.//
 * Background Information || [[file:Lesson Study Background Info.doc]] ||
 * Lesson I || [[file:Cellular Drama Lesson.doc]] ||
 * Lesson I Video || [|Deb Pasley] ||
 * Lesson I FA's || [[file:Lesson Study I FAs 1]]
 * Lesson I Results || [[file:Lesson Study 1 Teacher Comments 1.doc]] ||
 * Lesson II || [[file:Cellular Drama Lesson revisited.doc]] ||
 * Lesson II Video || [|Julie Chambers] ||
 * Lesson II FA's || [[file:Lesson Study II FAs.doc]] ||
 * Lesson II Results || [[file:Lesson Study 2 Teacher Comments.doc]] ||
 * Lesson III || [[file:Cellular Drama Lesson 3rd editing.doc]] ||
 * Conclusions || [[file:Lesson Study Conclusion.doc]] ||

Respiration of sugars by yeast ||
 * 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
 * · Formative Assessment(s): ||

Make a model of plant and animal cell labeling parts and writing products and reactants as a cycle. ||
 * 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):

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


 * Teacher Review:** //Include date, course, and name of teacher.//
 * ·[[file:Lesson study presentation-1.ppt]] ||