Applications of Cellular Respiration A 3 Day Lesson Plan

Name: Lucas Osterbur Class/Subject: 9-12 science classroom Date: 11/19/2013 Content Standards/Performance expectations Student Performance Expectations By the end of the lesson, students will be able to: - Connect the idea of cellular respiration with exercise and the bodys demand for energy. - Design and conduct an experiment to test the relationship between cellular respiration and exercise - Reflect on their experiment and discuss potential improvements in experimental design in a group environment - Present to the class methods, results, and conclusions of the experiment according to defined presentation criteria - Identify the consumption of food as the source of the starting products (glucose) for cellular respiration - Recognize that increased demand for energy from the body requires greater consumption of food NGSS Disciplinary ore !dea "S#$ : %r&ani'ation for matter and ener&y flow in or&anisms$ (s matter and ener&y flow throu&h different or&ani'ational le)els of li)in& systems, chemical elements are recombined in different ways to form different products$ (s a result of these chemical reactions, ener&y is transferred from one system of interactin& molecules to another$ *or example, aerobic +in the presence of oxy&en, cellular respiration is a chemical process in which the bonds of food molecules and oxy&en molecules are bro-en and new compounds are formed that can transport ener&y to muscles.

NGSS cross-cuttin& concepts Ener&y and matter: flows, cycles, and conser)ation Scale, proportion, and .uantity Systems and system models

NGSS scientific practices Planning and carrying out investigations Obtaining, evaluating, and communicating information

 Engaging in argument from evidence. (nay'in& and interpretin& data Prior Knowledge This lesson is presented to the students directly after covering the basic, overarching structure of the cellular respiration cycles. Students will know cellular respiration is the way that humans convert molecules into energy, and that glycolysis produces energy in the form of ATP. For this lesson, the students should have a basic background in mole conversion, stoichiometry, and experimental design.

Day 1
Student Objectives Recall the formula for the general reaction of cellular respiration Assessment criteria Students will correctly identify the formula for cellular respiration as C6H12O6 + 6O2 / 6CO2 + 6 H2O + Energy. They will identify oxygen and glucose as the inputs (reactants) and carbon dioxide, water and energy as the products Students will connect the bodys demands of more oxygen when we exercise with an increase in the need for the products of cellular respiration Students will identify CO2 when asked what product of cellular respiration can be tested in the classroom Students will brainstorm, develop, and execute an experimental design with bromothymol blue Where in the lesson is this addressed? Polleverywhere question in beginning lecture

Connect the idea of cellular respiration with exercise and the bodys demand for energy.

Group lab worksheet

Identify carbon dioxide as a measurable product of cellular respiration in a classroom lab environment Work with a group to design and conduct an experiment to test the relationship between cellular respiration and exercise

Polleverywhere question in beginning lecture

Tracking groups as they start on the labs

Materials/Resources/Technology: Per 3 students:

- Stopwatch - 3 drinking straws - 50 mL Bromothymol blue solution ($20 for 500mL)http://www.amazon.com/Ricca-Chemical-Bromothymol-SolutionContainer/dp/B004IAS38E/ref=pd_sim_sbs_indust_3/180-1810923-6661964 - 3-250 mL beakers - Graduated cylinder - Jump rope (if adequate space in class or hall) - Test tube rack - 6 test tubes - 3 safety goggles - 1 Bromothymol Lab worksheet General - Computer and projector - Cell phones (for student responses) - Sugar packet Time

Before Class: Pour 80 mL of water and 20 mL of bromothymol blue solution into a 250 mL beaker. Distribute the final solution evenly into 2-250mL beakers. And have a straw in each beaker. Place the two beakers at the front of the room. Set up stations around the room or in the lab with a full set of materials (decribed above) at each station. There should be enough room at each station for 1 person to do jumping jacks and 2 other people to record data. Make sure that the hallway is open, and that students may walk in the hallway. Easy access outside on a nice day would also be beneficial.
20 mins

Create the following three polls on Polleverywhere, using the word cloud format: What is the formula for cellular respiration in the presence of oxygen? Which product of aerobic respiration can be easily detected or measured in our classroom lab? Why do you does your rate of breathing increase when you exercise? Write the poll number and the text number for each poll on the board. Project the screen on the board, but mute the output. Write the student objectives on the board Introduction of Lesson: Tell the students that they have spent the last week looking at the processes of cellular respiration. Tell the students I would like to see if the formula for cellular respiration that we discussed over the past few days was retained. What is the general formula for cellular respiration in the presence of oxygen?: C6H12O6 + 6O2 / 6CO2 + 6 H2O + 36ATP Have the students text their answers to the number given by Polleverywhere. Students without cell phones can write on a slip of paper and hand them in. Once the students have reposnded, project the screen. The answers will likely be presented in many forms of the formula above. Use the class responses to piece together the complete formula. Continue the discussion as follows This process, in the presence of oxygen, is known as aerobic respiration. It is the process by which organisms get energy, in the form of ATP, from the intake of fuel. We use oxygen (take a big gulp of air) to drive the oxidation of the C6H12O6 (glucose hold up a small sugar packet if one is available from the teachers lounge) fuel. The products, after the entire process occurs, are water, carbon dioxide, and energy. Which of the products can be easily detected or measured in our classroom lab?

15 mins

Day 2
Student Objectives Finish experiment from Day 1 Organize experimental data into graphic form Assessment criteria Students will complete final experiments Students will draw a graph representing the results from their experiment Present to the class Students will fully explain methods, results, and their methods, show the conclusions of an results, and present a wellexperiment reasoned conclusion Identify sources of error in Students groups will present experimental design to the class at least one valid source of error during the experiment. One typical example would be differences in size and body conidtioning if different students were used to collect data Students will reflect on their Students groups will present experiment and discuss to the class a sensible potential impreovements in improvement that comes experimental design from critically assessing their procedure Materials/Resources/Technology: Per 3 students: - Stopwatch - 3 drinking straws - 50 mL Bromothymol blue solution ($20 for 500mL)http://www.amazon.com/Ricca-Chemical-Bromothymol-SolutionContainer/dp/B004IAS38E/ref=pd_sim_sbs_indust_3/180-1810923-6661964 - 3-250 mL beakers - Graduated cylinder - Jump rope (if adequate space in class or hall) - Test tube rack - 6 test tubes - 3 safety goggles Where in the lesson is this addressed? First 10 minutes of class Group presentations, group lab write-up Group presentations

Group presentations

Group presentations

- 1 pedometer, $6.95 (http://www.amazon.com/DMC-03-Multi-FunctionPedometer-color-GREEN/dp/B001U8GT5Q/ref=sr_1_71?s=sportinggoods&ie=UTF8&qid=1384927425&sr=1-71) General - Large poster sheets/paper - Sharpie markers Time

Before Class:
10 minutes

Set up stations around the room or in the lab with a full set of materials (decribed above) at each station. There should be enough room at each station for 1 person to do jumping jacks and 2 other people to record data. Make sure that the hallway is open, and that students may walk in the hallway. Easy access outside on a nice day would also be beneficial. Print out 1 lab presentation rubric per group Write the student objectives on the board Introduction of Lesson:

15 mins

Tell the students as they walk in the door to get back into their groups from the previous day. The students have 15 minutes to wrap up their experimental data collection. You will be finishing your data collection from yesterday. Each group will be giving a brief presentation on their experiments. The emphasis is not on the quality of the results, but on whether you can effectively communicate your experiment. When you are finished, come see me for a rubric. Each group should have a visual representation of their data for the presentation, and there are large sheets and markers for this. Again, it is OK if it is not perfect, as long as you clearly explain its meaning.

Lesson Instruction:
10 mins

Monitor the groups to make sure that they are keeping on task. As groups finish, hand them the rubric. Each group is expected to give a 2-3 minute presentation to meet the criteria outline in the rubric. Each group should have a graphic for the data they collected to accompany the presentation.

Presentations: Each group should get a chance to present their results and findings/explanations. Depending on the number of groups, you may or may not allow for questions between each presentation. Get through as much of the class as possible. Moderate the presentations, and allow students in other groups to ask questions Go over student objectives and have students raise their hands if they believe the objectives were met. 5 minutes Wrap-up: Today you have take data from the experiments you designed and communicated it with your peers. It is equally important in the scientific community to explicitly communicate your methods as well as your

20 minutes

Day 3
Student Objectives Identify the consumption of food as the source of the starting products for cellular respiration Model the exchange of ceullar respiration products and reactants Assessment criteria Students will say in discussion that glucose in food goes into the body for cellular respiration Students will use all of the reactants in exchange for the products and will correctly calculate the moles that need to be exchanged Recognize that increased Students will relate the demand for energy from the increased intake of Michael body requires greater Phelps with the increase in consumption of food energy demand Materials/Resources/Technology: Time Where in the lesson is this addressed? Beginning lecture discussion, ATP the Natural Energizer Bunny, blog in wrap-up Currency exchange model

ATP the natural Energizer Bunny worksheet, blog in wrap-up

Computer lab (articles can be printed if no computer lab available) Printed cellular respiration currency document 3 plastic bags sugar

Before Class:
5 mins (20 if you need to cut currency

Distribute the oxygen currency in various spots around the room. Representing oxygen in the atmosphere. It should be easily visible for the students Put 41g of sugar in 1 bag, 20 in another, and 5 in another Write the student objectives on the board

Presentation wrap:
10 minutes

Today we are going to look more closely at the relationship between food and energy through cellular respiration. First, we have a few groups who need to wrap up yesterdays presenations. Each group should get a chance to present their results. Moderate the presentations, and allow students in other groups to ask questions in the same format as the previous day. Lesson Introduction: When the last presentation is finished, proceed with the following discussion. In our bromothymol blue lab, what was the connection between cellular respiration and exercise that your groups explored? Cellular respiration produces energy. When your body requires more enrgy during exercise, cellular respiration increases. We saw this through the increase in CO2 production. (prompt students on what was measured in the lab if CO2 does not ocme up in an answer) So CO2 was a product of cellular respiration, but how about what actually feeds into cellular respiration the reactants? We have been working with cellular respiration for awhile now. In our discussion of the ceullar respiration cycles, what molecule fed into glycolysis? Glucose But where does the glucose actually come from? Glucose comes from the food we eat Glucose is a simple form of sugar. When we consume food, glucose makes its way to our cells, where it can undergo cellular respiration to give us the energy for daily activities. For instance, when you drink a Coke, do you know how much sugar you are consuming? Use a show of hands to see which students think bags A, B, or C is the right amount of sugar for a can of Coke. Pass the bag around to let

5 minutes

References http://www.teacherweb.com/nj/williamrsatzmiddleschool/mrsjflynn/Lab---BromothymolBlue.pdf http://www.pamf.org/teen/health/nutrition/carbohydrates.html http://www.ncbi.nlm.nih.gov/books/NBK22417/ http://blogs.wsj.com/health/2008/08/13/the-michael-phelps-diet-dont-try-it-at-home/ http://www.cnpp.usda.gov/Publications/USDAFoodPatterns/EstimatedCalorieNeedsPerD ayTable.pdf http://www.dining.ucla.edu/housing_site/dining/SNAC_pdf/CaloriesCount.pdf