LESSON PLAN

Student Name Brittany Garvey

Subject
Biology
Grade Level
10th
School and CI Name
Date of Lesson Enactment:
Duration: 1 class
Topic:
Virginia Standards of Learning (SOLs):
The student will investigate and understand the chemical and biochemical principles essential for life.
Key concepts include
d) the capture, storage, transformation, and flow of energy through the processes of
photosynthesis and respiration.
Learning Objectives:
Students will KNOW
o Cellular Respiration is used to classify living organisms.
o The process of cellular respiration.
o The gases released from cellular respiration.
Students will UNDERSTAND
o Cellular respiration processes.
o The process of yeast fermentation.
Students will DO
o Make predictions and draw conclusions.
o Connect the process of cellular respiration and yeast fermentation.
Materials/Resources:
PowerPoint
Worksheet
Computer
Goggles
Gloves
packets of dry active yeast
250mL flasks
Balloons
sugar
Warm water
Stirring rod
String
Ruler

timers

Safety
Students need to wear goggles and gloves in the lab to protect eyes from any of the substances
splashing and to keep hands clean. Teacher needs to monitor the hot water and help students when
they approach this step to ensure that students are careful to prevent burns. The procedure for
handling broken glass should be explained at the beginning of the lesson due to the use of glass in
the experiment. Students should inform the teacher of any broken glass and should be cautious
with the flasks to prevent glass from breaking.
Lesson Procedures:
Introduction
Why do yeast ferment? This question will be written on the board to guide the students in the
purpose of this experiment.
During the experiment, students will test the circumference of balloons filled with sugar and not
filled with sugar to determine the amount of gas inside the balloon. This will help students build
the idea of cellular respiration and the exchange of gases.
What gas is in the balloons? Both of these questions will be posted and are also written on their
worksheet.
Where does the energy come from?
Predict Phase
Students will predict using the following questions and write their predictions on their worksheet:
o Why do yeast ferment?
o What gas is being released during fermentation?
o Where does the energy come from?
Observe Phase
The teacher will walk around the room observing students as they complete the procedures in
their small groups of 4 students.
Students will follow all procedures on the attached worksheet.
Students will record the data in their data table to note the circumference of the balloons.
Without sugar

Label flask 1-4.

Fill flasks 1 & 2 with 100mL of warm tap water.
Add packet of yeast to flask 1 & 2 and stir till the yeast is dissolved.
Place a balloon on flask 1 & 2.
Using the string and ruler, measure the circumference of the balloon in centimeters.
Record in data table.
Start timer 1.
After 2 minutes and every 2 minutes after, rerecord the circumference.

With sugar
Fill flasks 3 & 4 with 100mL of warm tap water.

Add packet of yeast to flasks 3 & 4.

Add 20mL of sugar to flasks 3 & 4and stir till the yeast and sugar is dissolved.
Place a balloon on flask 3 & 4.
Using the string and ruler, measure the circumference of the balloon in centimeters.
Record in data table.
Start timer 2.
After 2 minutes and every 2 minutes after, rerecord the circumference.

Explain Phase
Students will remain in groups and answer these questions together.
What were the independent and dependent variables?
List three controls.
Which flasks were your experimental group and which flasks were the control group?
How was the circumference of the balloon different between the control and experimental
groups?
Students will follow along as the teacher explains the definition of cellular respiration.
In the experiment, what was the yeasts food?
What was the waste product?
What type of gas waste was being released?
What does this tell us about cellular respiration?
Students will also be told the definition of fermentation on the PowerPoint slide.
Why do yeast ferment?
How is this experiment similar to what we do as humans?
Students will answer two questions on their exit card to be collected by the teacher.
o What gas was being released when the yeast fermented?
o Yeast fermentation is a type of cellular respiration. Why was the yeast fermenting?
Assessment
The students will complete the exit card at the end for the teacher to check for student
understanding. These will be returned next class with feedback for students.
The exit card asks about the connection between yeast fermentation and cellular respiration.
Students should be able to state the type of gas that is released when yeast is fermented.
Closure

Students will fill out their exit ticket at the end following the PowerPoint guided explanation to
pull together the concepts they investigated during class.
Accommodations:
Allowing students to complete the observe section on their own will allow the teacher time to move about
the classroom and provide support where needed. The teacher can work with students that might need
extra accommodations for many reasons. Also, as a teacher I can group students that might need extra
support with students that are strong in their laboratory skills.
Behavioral and organizational strategies: I need to remember that due to it being an experiment I need to
remind students of their safety procedures in the lab environment. I will ensure that students are grouped
appropriately, as described above, to provide the most support possible. As a teacher, I should circle
around the room to answer questions and provide support where needed.

Resources/References:
http://www.cpalms.org/Public/PreviewResourceLesson/Preview/151663