L4+Burns,Courtney+Jane


 * UNIVERSITY OF MAINE AT FARMINGTON**
 * COLLEGE OF EDUCATION, HEALTH AND REHABILITATION**
 * LESSON PLAN FORMAT**


 * Teacher’s Name:** Ms. Burns **Date of Lesson:** 4, Empathy
 * Grade Level:** 6-8 **Topic:** Cellular extraction of energy and removal of waste.

__**Objectives**__

 * Student will understand that** cells posses methods of extracting energy from food as well as excreting waste**.**
 * Student will know** cellular metabolism, the critical details of the process as well as they sequence of events which occur during the process.
 * Student will be able to do** consider methods cells use for extraction of energy and elimination of waste.

__**Maine Learning Results Alignment**__
Maine Learning Results: Science and Technology- E. The Living Ecosystems E3- Cells Grade 6-8- Cellular Structure and Function Students describe the hierarchy of organization and function in organisms, and the similarities and differences in structure, function, and needs among and within organisms. Through their understanding of cellular methods for extracting energy and removing of waste, students will be able to connect this information to their personal lives. This means they will understand how they get the energy they need to get through the day from the food they consume. They will also understand what happens to the bi-products of these energy sources.
 * Rationale:**

__**Assessment**__
In order to assess students understanding as we move through the lesson I will ask the students to partake in three minute pauses. During this time the students will reflect on what they have learned, connect it to past experience and think about any questions they may still have. Students will jot this information down on a slip of paper which will be turned in as they leave the class room. I will review these slips of paper and answer any of the questions that are on these papers. In addition, as student research to complete their graphic organizers, we will discuss their findings. This will give me the opportunity to clear up any misconceptions that the students may have regarding the processes of cellular metabolism.
 * Formative (Assessment for Learning)**

The extraction of energy and removal of waste is a complex but very important concept. Students will create a glogsters in which they will discuss both of these topics in an in depth manner. Students should have several links (to pages of their own as well as other websites which may contain useful video etc. as future explanation), diagrams as well as descriptions of each of these process. Students should keep in mind that people who may know very little about cells may be view these pages and that they may make it as creative as they would like as long as the information is comprehensive. It will also be important for student to relate the extraction of energy and remove of waste in with cells to themselves, what do these processes accomplish for the body as a whole?
 * Summative (Assessment of Learning)**

__**Integration**__
__Technology-__ At the end of the lesson students will work to create a glogster poster which demonstrates their understanding of the ways that their own bodies and plant extract energy and remove waste. These glogsters will include links to various webpages which may help the students in their explanation of these processes. Students may also wish to include other sources of media which they have created such as an iMovie, a Comic Life, a podcast etc. However students develop their glogsters they must keep in mind that the final project must be organized in a way that the viewers can understand and relate to.

__English-__ There will be several opportunities for students to write on the glogsters. When every students are required to write, they should be sure that everything is written with correct spelling, punctuation and grammar.

__Art-__ Students will have the opportunity to add their own art work to their glogsters at the end of the lesson. This art work can be in the form of their own drawings, models, movies, songs etc.

__Groupings__
Students will work in pairs to complete their graphic organizers initially. These pairs will be assigned based on short in class discussion which is held prior to the on set of the lesson. Students will also participate in a cooperative learning strategy called send the problem. Once every student has written a question down they will then be placed in groups so that each group will contain a "puppy", a "clipboard", a "microscope" and a "beach ball". Students will have decided which type of learner they are in the beginning of the school year. Students will also have the opportunity to work in a jigsaw as well when talking about the process of cellular respiration.

__**Differentiated Instruction**__
__Verbal-Linguistic__: students will be asked to complete a glogster in which they will describe the methods used by cells for extraction of energy and removal of waste, these products will allow student the opportunity to write out the processes if they so choose. In addition students will be given the opportunity to work with group members on their glogsters. __Logical/Mathematical:__ Students may include on the glogster information regarding the rate at which energy is extracted and the rate at which waste is removed from the typical cell. Also, helpful information to the audience viewing the glogsters would include how much energy (numerical value) is extracted with specific types of foods (carbs, lipids, fats etc.). __Visual/Spatial:__ In order to clearly convey the processes of energy extraction and waste remove, students may choose to include diagrams in their glogsters. Students will be given graphic organizers as well. Students will have the opportunity to view these process through the use of movie in class. __Bodily/Kinesthetic:__ The "send the problem" cooperative learning strategy will require students to move about the room in order to hand the problems between groups. We will play cellular respiration and photosynthesis jeopardy which will require some students to get up and move around the room. __Musical/Rhythmic:__ A song will serve as a transition signal to students and let them know when they need to pass their questions on to another group. the hook for the lesson will be a rap video of photosynthesis. __Intrapersonal:__ Students will participate in the "3 minute pause" exercise to reflect on prior knowledge and experiences that can related to cellular metabolism. Students will also have the opportunity to think of a problem which they will use in the "send a problem exercise". __Interpersonal:__ Students will work in groups to during the "send the problem" exercise. They will also be given the opportunity to work collaboratively to complete their glogsters
 * Strategies**

I will review student’s IEP, 504 or ELLIDEP and make appropriate modifications and accommodations.
 * Modifications/Accommodations**

**__Absent:__** Students who are absent will be given the extra time whey will need to get caught up with the rest of the class. If students have any questions regarding any of the similarities and differences between organisms, they may talk to other students or meet with the teacher. If students are absent, they will need to complete the work necessary in a timely manner so they do not fall behind the rest the movement of the class. If students are absent on the day of the presentations, they must be sure that they are ready to present the next time the class meets. If students feel that they need more time due to extended absences, they should see the teacher to discuss what accommodations needs to be made in order to complete the assigned work.

The extraction of energy and removal of waste is a complex but very important concept. Students will create a glogsters in which they will discuss both of these topics in an in depth manner. Students should have several links (to pages of their own as well as other websites which may contain useful video etc. as future explanation), diagrams as well as descriptions of each of these process. Students should keep in mind that people who may know very little about cells may be view these pages and that they may make it as creative as they would like as long as the information is comprehensive. It will also be important for student to relate the extraction of energy and remove of waste in with cells to themselves, what do these processes accomplish for the body as a whole?
 * Extensions**

__**Materials, Resources and Technology**__
-laptops -graphic organizer -LCD projector -white board and markers -textbooks -online references -glogster tutorial (http://www.scribd.com/doc/26557043/Glogster-Tutorial) -jeopardy questions -soda cans (some with sides cut out) - degrees Celsius thermometers -mixed nuts -large paper clips -matches -distilled water -balance -100ml graduated cylinder -calculator -lab handouts (photosynthesis and cellular respiration) -test tube -Elodea cuttings -sodium bicarbonate (baking soda) -beaker with water -lamp

__Source for Lesson Plan and Research__
photosynthesis and respiration- [] glogster tutorial- [] -[] cellular respiration graphic organizer- [] cellular respiration- [] cellular respiration (BioCoach Activity)- [] cellular respiration chart- [|http://faculty.clintoncc.suny.edu/faculty/michael.gregory/files/bio%20101/bio%20101%20lectures/cellular%20respiration/cellular.htm] interactive photosynthesis- [] Photosynthesis (BioCoach Activity)- [] energy production through the krebs cycle (with diagram)- [] krebs cycle animation (with quiz)- [] gylcolysis animation (with quiz)- [] electron transport chain (with quiz)- [] photosynthesis rap and video- [] photosynthesis lab- [] cellular respiration lab (the heat is on)- [] cell respiration and photosynthesis jeopardy- photosynthesis information-[| http://biology.clc.uc.edu/Courses/bio104/photosyn.htm] cellular respiration pdf (with net totals and detailed charts)- []

__**Maine Standards for Initial Teacher Certification and Rationale**__
__Puppy-__ As mentioned in the syllabus, the class room environment will be one in which all learners feel comfortable, encouraged and safe, any situation which makes a student feel otherwise will be handled with discipline. With this in mind, there will be several opportunities for students to work with peers to discuss their ideas, opinions and findings. These groups will be either one on one, small or whole class. __Microscope-__ Students will be given the opportunity to do their own investigative learning regarding the processes of cellular respiration and photosynthesis. They will use the information they find to complete their graphic organizers, have class discussions and complete their glogsters at the end of the lesson. __Beach Ball-__ Students will have free rein in regards to how they choose to consider the information they have learned regarding cellular respiration and photosynthesis. The only restraint is that they students use the online glogster program to create a virtual poster. __Clipboard-__ Students will be given graphic organizers which will allow them to keep track of the details involve in cellular respiration and photosynthesis. There will also be opportunity for the students to make clarify notes from the board as well during classroom discussions.
 * //Standard 3 - Demonstrates a knowledge of the diverse ways in which students learn and develop by providing learning opportunities that support their intellectual, physical, emotional, social, and cultural development.//**
 * Rationale:**

As a result of this lesson, the students will be able to consider the information they have learned regarding cellular respiration and photosynthesis into an online glogster. They must consider (empathy) all the critical details of each of these processes in a way that is easy for the people viewing it to understand. These critical details include those of the Kreb cycle, the electron transport system, gylcolysis for cellular respiration and both the light and dark reactions involved in photosynthesis.
 * //Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory.//**
 * Rationale:**

__Verbal-Linguistic__: students will be asked to complete a glogster in which they will describe the methods used by cells for extraction of energy and removal of waste, these products will allow student the opportunity to write out the processes if they so choose. In addition students will be given the opportunity to work with group members on their glogsters. __Logical/Mathematical:__ Students may include on the glogster information regarding the rate at which energy is extracted and the rate at which waste is removed from the typical cell. Also, helpful information to the audience viewing the glogsters would include how much energy (numerical value) is extracted with specific types of foods (carbs, lipids, fats etc.). __Visual/Spatial:__ In order to clearly convey the processes of energy extraction and waste remove, students may choose to include diagrams in their glogsters. Students will be given graphic organizers as well. Students will have the opportunity to view these process through the use of movie in class. __Bodily/Kinesthetic:__ The "send the problem" cooperative learning strategy will require students to move about the room in order to hand the problems between groups. We will play cellular respiration and photosynthesis jeopardy which will require some students to get up and move around the room. __Musical/Rhythmic:__ A song will serve as a transition signal to students and let them know when they need to pass their questions on to another group. the hook for the lesson will be a rap video of photosynthesis. __Intrapersonal:__ Students will participate in the "3 minute pause" exercise to reflect on prior knowledge and experiences that can related to cellular metabolism. Students will also have the opportunity to think of a problem which they will use in the "send a problem exercise". __Interpersonal:__ Students will work in groups to during the "send the problem" exercise. They will also be given the opportunity to work collaboratively to complete their glogsters
 * //Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs.//**
 * Rationale:**

In order to assess students understanding as we move through the lesson I will ask the students to partake in three minute pauses. During this time the students will reflect on what they have learned, connect it to past experience and think about any questions they may still have. Students will jot this information down on a slip of paper which will be turned in as they leave the class room. I will review these slips of paper and answer any of the questions that are on these papers. In addition, as student research to complete their graphic organizers, we will discuss their findings. This will give me the opportunity to clear up any misconceptions that the students may have regarding the processes of cellular metabolism.
 * //Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner.//**
 * Rationale:**
 * Formative (Assessment for Learning)**

The extraction of energy and removal of waste is a complex but very important concept. Students will create a glogsters in which they will discuss both of these topics in an in depth manner. Students should have several links (to pages of their own as well as other websites which may contain useful video etc. as future explanation), diagrams as well as descriptions of each of these process. Students should keep in mind that people who may know very little about cells may be view these pages and that they may make it as creative as they would like as long as the information is comprehensive. It will also be important for student to relate the extraction of energy and remove of waste in with cells to themselves, what do these processes accomplish for the body as a whole?
 * Summative (Assessment of Learning)**

__Teaching and Learning Sequence__
The classroom will be arranged so that there are four desk each turned to face each other. This means each student will be facing one student and sitting by another. This arrangement will work well for the students when they are working in pairs our groups of four, perhaps for the send a problem exercise. These desk will be positioned so that when the students are seated they will be parallel to the front of the room so that each student can see the board or projector by turning their necks and not moving their seats around.
 * __Classroom arrangement-__**

__Day 1 (120 minutes)-__ Hook (photosynthesis rap and video)- 8 minutes group students 5 minutes photosynthesis graphic organizers in pairs- 25 minutes video- 9 minutes groups discussion (connecting it all together)- 20 minutes Photosynthesis lab- 50 minutes three minute pause- 3 minutes __Day 2- (120 minutes)__ agenda- 5 minutes jigsaw- 20 minutes cellular respiration graphic organizer- 40 minutes gylcolysis animation- 5 minutes discussion-15 minutes krebs cycle animation- 5 minutes discussion (clarifying krebs and relating it to the big picture) - 30 minutes __Day 3 (120 minutes)-__ electron transport system animation- 5 minutes discussion (connecting it all together)- 20 minutes send a problems- 35 minutes the heat is on lab- 60 minutes __Day 4 (120 minutes)-__ Cellular Respiration Jeopardy- 60 minutes introduce projects- 10 minutes work time- 50minutes __Day 5 (120 minutes)__- work day- 115 minutes three minute pause- 5 minutes __Day 6 (120 minutes)__ Presentation Day
 * __Agenda-__**

At the end of this lesson student will understand that cells posses methods of extracting energy from food as well as excreting waste and as a result of this understanding students will know the critical details of cellular respiration including gylcolysis, the Krebs cycles (citric acid cycle), the electron transport chain and the overall reaction for the process (reactants and products). Students will also know the critical details of photosynthesis as well, include those of the light reaction and the dark reactions (Calvin cycle). As a result, the students will be able to relation these processes to how they, themselves, the energy they need to make it through their daily activities as well as how they plants either in or around their house survive. //**Students describe the hierarchy of organization and function in organisms, and the similarities and differences in structure, function, and needs among and within organisms**//. To introduce this lesson I will have students watch and listen to the photosynthesis video from teacher tube which utilizes a rap song and pictures to give a general overview of the process of photosynthesis.
 * Where, Why, What, Hook Tailors: Musical/Rhythmic**

As a result of this lesson, students will know the critical details of cellular respiration including the gylcolysis, the Krebs cycle and the electron transport system. By understanding these details students will know the terms ATP, NADH, gluclose and electron. In addition, the students will know the critical details of photosynthesis or the method which plants use to extract energy and remove waste. Through this understanding, the students will know the critical details of both the light dependent reaction and the dark dependent reaction of photosynthesis, which may involve the numerical value of each energy molecule that is produced. In order to help students learn the content, they will be given two different graphic organizers. The flow chart graphic organizer will be used for students to write down the steps of photosynthesis and the details of each step, which may involve the numerical value of each energy molecule that is produced. The second will be for students to keep track of the step of cellular respiration and the details of each step. To complete these graphic organizers, the students will initially work in pairs of two. They will search the internet to learn about each step. As the students work together to collect the details, I will walk amongst them, listening for misconceptions and students who are struggling. After the students have worked for a set amount of time on these organizers we will reconvene as a class to discuss the process, and link each of the steps together. While we discuss each step involved in both cellular respiration and photosynthesis, I will correct students of any mistakes they have made in their research and ensure that each student receives the appropriate information. Any corrections the I, or other students make, will given students the opportunity to fix these mistakes as well as consider why they are not correct. After the class discussion of a process, I will show the students a [|short] [|animation] of the [|process] so that it can be further cemented into their brains. Finally, the students will participate in several [|labs] which will demonstrate a real life example of each of these [|processes] and, at the end of the lesson when the finally project is nearing, to help students recall the information they have learned, we will play cellular respiration and photosynthesis jeopardy. Please see content notes for more information.
 * Equip, Explore, Rethink, Revise, Tailors: Visual/Spatial, Mathematical/Logical, Interpersonal, Intrapersonal, Verbal-Linguistic, Bodily/Kinesthetic.**

As another means of cementing the critical details of both cellular respiration and photosynthesis, the students will be asked to participate in a cooperative learning groups in an activity called "send the problem". In this exercise all students will be asked to think of a problem which they will write down on a piece of paper. The question can be one that the student doesn't know the answer to or would just like to challenge their peers with. After the questions have been developed, the students will be placed in groups so that each group contains at least one "puppy", one "microscope", one "clip board" and one "beach ball". Each group will receive a problem and they must come to a consensus on the answer. Once this has been done, they will write the answer on the back of the paper and pass the question on to another group. The next group will fist consider the question, consent on an answer and then make sure that their answers agrees with the previous groups answers. If they do not, they those two groups will have the opportunity to harsh out which answer is correct. To signal the student of when it is time to pass the question, I will play some music. As students work to complete their problems, I will walk around the room to listen for problems and/or misconceptions. In order to empathize all that they have learned about cellular respiration and photosynthesis, the students will work in these cooperative learning groups to complete their own online glogster. To ensure that they students have all of the necessary information included in their glogsters, I will give each group a checklist. As students work in completing their projects I will meet with each group to talk about their progress with the project and make sure that the students have intention of including all the information so they will receive the highest assessment grade. After the students receive their grades for the projects, they will have the opportunity to correct any problems that lead to a reduced grade on the assessment.
 * Explore, Experience, Revise, Refine, Tailors: Musical/Rhythmic, Bodily/Kinesthetic, Logical/Mathematical, Interpersonal, Intrapersonal.**

As student work together, either in pairs or groups, I will walk around the room and listen for misconception and opportunities to help steer student into the write direction. The group discussion regarding each of the processes involved in extraction of energy, I will listen to student and be able to judge via these observations, where the students are in terms of mastery of the content knowledge. Finally, as mentioned before, during the lesson I will frequently ask students to participate in a three minute pause. These will be reflection pauses in which the students must think about a concept they have just learned and how this relates to a previous concept they may have already learned. This will also give students the opportunity to think of any questions that they may have. After students have had time to reflect, they will write their ideas down on a piece of paper which they will hand to me prior to leaving the classroom. These papers will again give me the opportunity to see how the students are progressing in terms of their knowledge of the content.
 * Evaluate, Tailors: Intrapersonal, Verbal-Linguistic.**

__Photosynthesis-__ This is the process used by plant organisms, and some algae as a means of getting energy. In this process light energy is converted to chemical energy. To do this plants adsorb light, CO2 and H20 to create sugar and it all occurs in the chloroplast. The chloroplast contains a green pigment called chlorophyll. Light from the sun hits the chlorophyll and excites an electron which is then transported through the electron transport system (located in the membrane of the thylakoid). This excited electron leads to a number of chemical reactions which results in the formation of energy or ATP and NADPH. As this energy is created, water molecules are split, resulting in oxygen molecules which are released as a byproduct of this process. This is the oxygen that we breathe in and us to live. The energy molecules created in the light reaction (ATP and NADPH) are then used in the dark reaction, along with CO2 to break down and create organic molecule (sugar) which can be used by the plant as food. The dark reaction occurs in the stroma of the chloroplast. __Glycolysis-__ Occurs in the cytoplasm of the cell. The goal of this process is to break down organic molecules and convert them into pyruvic acid which is done through the addition of a phosphate group. As glucose is broken down, 4 ATP molecules and 2 NADH molecules are created however, the as the break down continues 2 ATP molecules are used, so in actuality, there are only 2ATP and NADH molecules which are produced. __Fermentation-__ Once the pyruvate molecules have been created, they are then further broken down. The break down path they go through depends on the presence or absence of oxygen. If oxygen is not present it is called anaerobic conditions and fermentation occurs. There are two types of fermentation, lactic acid fermentation and alcohol fermentation. Lactic acid fermentation occurs when there is a short supply of O2 in the body (for example when you go for long distance runs, and you legs start to burn, this is from a build up of lactic acid). In this process, the pyruvatic molecules created in gylcolysis are turned in to lactic acid, and, until our livers can remove the access, our muscle remain stiff and sore after exercise etc. In order to transform the pyruvic molecules into lactic acid, the NADH produce from gylcolysis is also used and thus transformed into NAD. . If alcohol fermentation occurs, the pyruvic molecules are transformed into ethanol through the use of NADH produced during gylcolysis. It is because of the formation of NAD that many organism often use this processes for the purpose of regenerating the molecule so that it can be used in gylcolysis. Alcohol fermentation is used by many people to aid in the creation of beer, bread and wine. __Krebs Cycle-__ When oxygen is present, the cell utilizes cellular respiration which involves the Krebs Cycle, also known as the Citric Acid Cycle. The first step in the Krebs Cycle is the transformation of pyruvate into Aceytl CoA and, through this process, NADH as well as CO2 are produced. After this step, the molecules are transformed into various molecules during a cycle of steps which produces a net gain of three NADH molecules, one ATP molecules and one FADH2 molecule per a gluclose (this will vary depending on the organic molecule being broken down in the cellular respiration process) molecule. In total, the net energy produced is 10 NADH, 2 FADH2 and 4 ATP. __Electron Transport Chain-__ In order to produce even more energy, the cell brings in the membrane of the mitochondria where the electron transport chain resides. During this process, electrons from the energy molecules NADH an FADH2 that were produced during the Krebs Cycle are used to generate even more ATP. First, the electrons are passed into the membrane and as this occurs, H+ atoms are pumped across the membrane via membrane receptors. As the hydrogen atoms are passed across the membrane, oxygen is ready to accept them, forming water as a result. Not all of the hydrogen atoms are used however, which results in a high concentration of these atoms on the outer side of the membrane. These atoms are then pumped back across the membrane, resulting in a large production of ATP (approximately 28-30 molecules per glucose molecule.
 * Content Notes**

cellular respiration graphic organizer- photosynthesis graphic organizer- photosynthesis lab- the heat is on lab-
 * Handouts**