Lesson+Plan+2


 * **Topic: ** Cellular Respiration ||


 * **Objective: ** Students will understand that animals cannot make their own food and sugar compared to photosynthesizing plants. Students will learn the process of respiration and know how the breakdown of sugar uses oxygen to supplies plants and animals with energy, and that respiration is fundamentally the reverse reaction of photosynthesis. ||

5.3.12.B.5 In both plant and animal cells, sugar is a source of energy and can be used to make other carbon-containing (organic) molecules. Investigate and describe the complementary relationship between photosynthesis and cellular respiration.
 * **NJCCCS: ** ||

5.3.12.B.6 All organisms must break the high-energy chemical bonds in food molecules during cellular respiration to obtain the energy needed for life processes. CPI: Explain how the process of cellular respiration is similar to the burning of fossil fuels.


 * **Essential Questions//:// **

//What is the process of respiration? // //Why do we breathe? // How do most life forms utilize respiration to utilize chemical energy in sugar? ||

**Materials **: K-W-L Sheets, Power Point Lecture, Flow charts/Concept maps, Notes/Quiz study guide, and video clips.

**__Pre-Assessment __****<span style="color: black; font-family: 'Times New Roman',serif; font-size: 12pt;"> (Do Now): ** <span style="color: black; font-family: 'Times New Roman',serif; font-size: 12pt; line-height: normal; margin-bottom: 0in;">Students will be handed K-W-L charts and asked to form groups to discuss what they know about respiration. The L-column will be to fill accordingly after the lecture portion of the lesson.

//<span style="color: black; font-family: 'Times New Roman',serif; font-size: 12pt;">Discuss with the class and address/review the essential understanding of photosynthesis //<span style="color: black; font-family: 'Times New Roman',serif; font-size: 12pt;">.

<span style="color: black; font-family: 'Times New Roman',serif; font-size: 12pt; line-height: normal;">1.) In a teacher-led discussion and power point presentation students learn the terminology used for biochemical reactions including oxidation, sugar nomenclature and chemical structures. Students will be presented with visual analogies to help understand the high energy nature of chemical bonds in sugar. <span style="color: black; font-family: 'Times New Roman',serif; font-size: 12pt; line-height: normal;">2.) During this discussion, students will have study guide outline available to note and fill-in accordingly throughout. <span style="color: black; font-family: 'Times New Roman',serif; font-size: 12pt; line-height: normal;">3.) Facilitate the understanding by asking the following questions through the discussion: <span style="color: black; font-family: 'Times New Roman',serif; font-size: 12pt; line-height: normal;">- Why do we breathe? <span style="color: black; font-family: 'Times New Roman',serif; font-size: 12pt; line-height: normal;">- Why do we need oxygen? <span style="color: black; font-family: 'Times New Roman',serif; font-size: 12pt; line-height: normal;">- What is oxygen and sugars relationship?

**<span style="color: black; font-family: 'Times New Roman',serif; font-size: 12pt;">Activity: ** <span style="color: black; font-family: 'Times New Roman',serif; font-size: 12pt; line-height: normal;">1.) Pass out flow charts and diagrams. Show video clips and allow time for students to fill out accordingly. <span style="color: black; font-family: 'Times New Roman',serif; font-size: 12pt; line-height: normal;">2.) Instructor will initiate discussion on a handout about the chemical equation for respiration to help simplify the students understanding that energy is released by the breakdown of sugar that can be utilized for growth, work or heat. <span style="color: black; font-family: 'Times New Roman',serif; font-size: 12pt; line-height: normal;">3.) Students are asked to reconstruct the equation for photosynthesis from prior lesson and asked to compare it to respiration. How are the reactants and products related?

<span style="font-family: 'Times New Roman',serif; font-size: 12pt; line-height: normal; margin-bottom: 0in;">Students given blank flow charts with a central concept word, example: respiration and a word list (CO2, oxygen, energy, sugar, water) to be used to fill blank boxes in flow chart for reactants & products. They are instructed that ability to assemble chart sequences shows understanding needed for future quiz. ||
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt; line-height: normal; margin-bottom: 0in;">**Homework:**