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.  

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