Energy

Unit Week 2: Friday Originally taught: March 11, 2011

This lesson is designed for 10th grade biology students Michigan Content Expectations: B1.1C- Conduct scientific investigations using appropriate tools and techniques (e.g., selecting an instrument that measures the desired quantity- length, volume, weight, time interval, temperature- with the appropriate level of precision). B1.2D- Evaluate scientific explanations in a peer review process or discussion format. B2.1A- Explain how cells transform energy (ultimately obtained from the sun) from one form to another through the processes of photosynthesis and respiration. Identify the reactants and products in the general reaction of photosynthesis. B2.5D Describe how individual cells break down energy-rich molecules to provide energy for cell functions. B3.1A Describe how organisms acquire energy directly or indirectly from sunlight. B3.1B - Illustrate and describe the energy conversions that occur during photosynthesis and respiration. B3.1C Recognize the equations for photosynthesis and respiration and identify the reactants and products for both. B3.1D Explain how living organisms gain and use mass through the processes of photosynthesis and respiration. Objectives: Students will adapt the reactants, products and overarching themes for respiration into a foldable. Students will prepare the film canisters for data collection on Monday. Students will explore the structure of a stem using prepared slides in the lab, Leaves, Stems and Roots. (ELL students) Students will discuss the lab, Leaves, Stems and Roots while challenging the misconceptions that plants exist for our use. Resources: Students will need: o Lab books Analysis questions for Leaves, Stems and Roots o Microscopes (ELL students) o Prepared slides (ELL students) o Lab protocol (ELL students)

Teacher will need: o PowerPoint: Leaves, Stems and Roots, Chapter 8 o Film canisters Wisconsin fast plant seeds Beaker with water o Foldable materials Blank paper Colored pencils Safety: There are no safety concerns for this lesson Opening: Greet students, take attendance. Instructional Flow: 1st hour Discuss sauerkraut o Talk through the three questions, have students complete an entrance slip Introduce Part B of Leaves, Stems and Roots. Instruct students to go back to the lab and begin working. o Slides will already be placed on each microscope stage Students will complete analysis questions 1-3, 5, 7-9 in their lab books 2nd- 5th hour: Discuss sauerkraut o Have students answer the three questions on an entrance slip Discuss Leaves, Stems and Roots o Emphasize that plants do not work for us, but we can benefit from them. Discuss all analysis questions. Collect lab books o Grade procedure questions and completion of analysis questions Explain film canister set up o Have one person from each lab group set up a canister before beginning the foldable Explain foldable o Draw a diagram of the foldable on the board o Write out the grading expectations on the board o Demonstrate how to fold the paper Send students back to the lab to work on their foldable for the remainder of class

Closure: (ELL students) Remind students that their analysis questions are due on Monday. Also, inform them that we will discuss Part C of the lab when we discuss the analysis questions. (Hours 2-5) Remind students that their foldable, if unfinished, will be due on Monday. Assessment: The entrance slips completed by hours 2-5 will be graded for completion. o In hour 1, the entrance slips will be graded to see if students retained the answers we discussed as a class. In hours 2-5, students will be assessed on connecting the concepts of sauerkraut and cellular respiration. The lab books will be graded on the procedure questions only. The analysis questions will be informally assessed as we discuss them in class. Students will get points for having these questions completed in their lab books. The foldable will be graded on Monday. The checklist that I will use to grade this is comprised of the same expectations given to the students in class. Modifications: ELL students will be completing Part B of Leaves, Stems and Roots today. The other classes completed the lab on Thursday. This is planned to give ELL students some time with the microscopes, although still keeping them on track to take notes on Monday. Lab books for ELL students will be collected on Monday. Rationale: This lesson is designed to wrap up cellular respiration for hours 2-5 and the lab, Leaves, Stems and Roots for all classes. I will discuss Part C of Leaves, Stems and Roots using a PowerPoint on Monday with students in hour 1 on Monday to ensure that all material has been covered. All classes will be prepared to take guided notes on Monday, as well as analyze the data collected from the film canisters.