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Teacher Candidate Name: Megan Hendrix 1

Daily Lesson Plan Title: Intro to Cellular Respiration


Date:

Stage 1 Desired Results

ACOS standards (lesson goals):


SC 2015 9-12 Biology
6.) Analyze and interpret data from investigations to explain the role of products and reactants of
photosynthesis and cellular respiration in the cycling of matter and the flow of energy.

a. Plan and carry out investigations to explain the interactions among pigments, absorption of light,
and reflection of light.

The goal of this lesson is to introduce cellular respiration to the class. They will learn the basics of it
to get them ready for our lab during the next class meeting.
Describe the context for learning:
School is:
in suburban area
40% free/reduced lunch
very diverse population
28 students
2 gifted students
4 special ed. students with reading comprehension problems
6 other students with reading challenges
Other considerations:
The teacher in the 8th grade told you that the group of 9th graders you have this year really struggled
in her classes the year before. When they got to her in 8th grade they were very far behind where
she believed they should be and she struggled all year to teach them at an appropriate grade
level. Youve never heard anything about this teacher so you arent sure how to use her comments.

Unit for this lesson: Photosynthesis


This is the second lesson for this unit. It will show how cellular respiration works and what it does.
This unit will fall around the beginning of March and go through the beginning of April. I will be
teaching this lesson during that time so that we can do activities with plants. The spring time is the
best time to do that because everything is starting to grow and students can go outside and look at
different plants. This is the first part of this unit. The following lesson will be a lab in which we will
see characteristics of photosynthesis and cellular respiration.

Plan for management:


Basic procedures:
o I greet my students as they walk in the door and remind them to start their bellringer
as soon as they get in the classroom.
o They work on their bellringer for up to 5 minutes after the bell rings.
o I have a timer that will sound when the 5 minutes is up.
o When the timer sounds, the students will immediately look up at me to see what is
next for the lesson.
o I will go over what is going to be done in class for that day.
o Students will raise their hands if they wish to ask questions, answer questions,
contribute to discussions, etc.

Secondary Education Lesson Plan Template


Adapted from Understanding by Design Professional Development Workbook 2004
Teacher Candidate Name: Megan Hendrix 2
Daily Lesson Plan Title: Intro to Cellular Respiration
Date:

Time management:
o A timer will be used to ensure that we do not go over on our time limit for each
portion of the lesson.
Transitions:
o When the timer sounds, students know to immediately stop what they are doing and
look up at me to see what the next part of the lesson will be.
Collaboration:
o I have my students split into sets of 2. I have made sure that I do not have 2 gifted
students sitting together, 2 special ed students sitting together, or any other students
who might struggle sitting together. I have split them up in a way that will
accommodate each student. I have a gifted student paired with a more average
student. I have a special ed student paired with an average student. This will ensure
that the gifted students do not get too far ahead of the special ed students.
o The plan for successful collaboration has multiple concepts to it. I will walk around
the room while the students are working together to make sure that they are working
on the right thing. I will also be going around checking work to see how far along each
group is. This will show me if we need to add more time to this portion of the lesson
or not.
Other Management Issues
o Students will not get up unless instructed to do so
o They will work in the sets of partners that I assign.
Total class time: 60 minutes

Understandings (Students will understand):


Cellular respiration happens in every living thing which means that they will understand that cellular
respiration happens within their bodies.
It is a very important component to our everyday lives that they do not even realize happens.

Essential Knowledge (Students will know):


Cellular respiration is the breakdown of glucose molecules to make ATP
It takes place in all living things
Oxygen can be used for this process making it aerobic.
Oxygen may not be used making the process anaerobic.
How cellular respiration works. They will be able to make a diagram to show how it works.

Essential Skills (Students will be able to):


Work in groups to make a poster on cellular respiration.
Specify what a diagram looks like to show how cellular respiration works.
Use iPads to do research on the topic.

Essential Question(s):
What is something about cellular respiration that you want to learn more about and why?

Stage 2 Assessment Evidence

Assessment Evidence:
Secondary Education Lesson Plan Template
Adapted from Understanding by Design Professional Development Workbook 2004
Teacher Candidate Name: Megan Hendrix 3
Daily Lesson Plan Title: Intro to Cellular Respiration
Date:

Formative assessments: Think Pair Share: The bellringer that the students will be completing
is a think pair share in which they will be working together to answer a question. They will
think about the question, answer it to together, and write the answer on the white boards to
share with the class.
o Question: What do you know about cellular respiration?

Summative assessments: The students will have a project for this unit. They will build a diagram of
their choice that shows how photosynthesis and cellular respiration work. They will work with one
other person for this assignment. I will pick the groups and they will be given in class time to work on
this project, but will also be responsible to do some of it on their own.

Stage 3 Learning Plan (Include approximate time for each activity in the learning plan)

Materials needed for the lesson: pencil, markers, poster board, white board, expo marker, paper towels,
iPads

BEFORE THE LESSON ACTIVITIES:

Bell ringer:
Description of activity: Think, Pair, Share: I will have a question written on the board for the students to
answer. I will be giving them white boards. The students are sitting with a partner because I have their
desks slid together in 2s. They will think about the question and answer the question together and
write their answer on their white board. I will be giving them 5 minutes after the bell rings to get this
task finished. When the 5 minutes is over, I will select 3 groups at random to stand and tell me what
they said. The question is going to be What do you know about cellular respiration?
Approx. time required: 5 minutes:

Review of relevant, previously learned information (should be an activity):


Description of activity: Since the students have more than likely at least heard about cellular
respiration, the review will be going over the bellringer. I will be asking 3 random groups to stand up
and tell me what their white board says. I will tell them at the beginning that it does not matter if they
are wrong. I just want to see what they think. I will be going off of their answers on their boards to
explain some background info on cellular respiration. This info will be things like cellular respiration
is the breakdown of glucose molecules to make ATP, it takes place in all living things, can be aerobic
(may use oxygen) or anaerobic (may not use oxygen)
Approx. time required: 5-7 minutes

DURING THE LESSON ACTIITIES:

Introductory Activity (should be an activity):


Description of activity: We will be watching a video on cellular respiration. Before the video is started, I
will ask all students to place all materials under their desks to ensure that everyone pays attention. I
will be turning the light off so that everyone can see better. I will stand up during the video and walk
around to be sure that my students are paying attention. I will also tell them before the video to pay
close attention because they will need to know some things about the video to do our next activity.
Approx. time required: 8 minutes
Link for video: http://www.teachertube.com/video/cellular-respiration-321065

Body of the lesson (thoroughly describe all aspects of the lesson):


Description of activity: The students will be making a poster about cellular respiration. They will be
getting into groups of 4 for this activity. They will also be using the school ipads that I have borrowed
from the library.
Secondary Education Lesson Plan Template
Adapted from Understanding by Design Professional Development Workbook 2004
Teacher Candidate Name: Megan Hendrix 4
Daily Lesson Plan Title: Intro to Cellular Respiration
Date:

Getting into groups:


o I will instruct the students to get into groups of 4. They are already in groups of 2, so I will tell
them which groups of 2 will be getting together. This will be the groups of 2 that are in front and
behind each other. I will be telling them which ones will be paired together so that they will not
try to move across the room. The 2 in the front will be instructed to turn their desks to face the
2 behind them.
o Accommodations for SPE, DSL, gifted students, etc: I will have my students spaced out in a way
that two SPE students are not seated together, and two gifted students are not seated together,
etc. They will be spaced out so that one group will not solely consist of one type of student.
o Each group will have 2 iPads to make sure that they have the tools that they need to make their
poster.
o This lesson will contain a more hands on approach as well as having the students look up
information. The students will work together to make a poster containing information needed
to better understand cellular respiration.
o I will go over the instructions before starting the lesson. Each group will also get a paper with
these instructions to look at throughout the activity.
Instructions:
o Each group will need:
One poster
Markers
2 ipads
o Poster should contain (Use ipad to help research ideas for these):
A title (Cellular Respiration)
A drawn diagram of photosynthesis
3 facts about photosynthesis
All 4 group members names on the back of the poster
o Using the iPad:
iPads will be given out when other supplies are collected.
Each group should designate two members to get iPads while the other two members
will collect the other supplies needed to complete the activity.
iPads should only be used for research for this project.
If the iPad is running out of battery, bring it to my desk and I will give you a new one.
If I see students using iPads for reasons other than the research specified, the ipad will
be taken up and said student will lose points from the day.
o Making the poster:
The poster should be very neat and contain all information listed in section titled
Poster should contain.
The diagram must be correct and the facts must be correct. This is what the iPad is for.
It is to help you look up sample diagrams to go off of. It is also to look up facts about
cellular respiration.
Use colors that make the poster pop.
When finished, bring to my desk so that I can be sure that you have all information
needed before turning it in.
o Turning in poster:
Bring your posters to me when finished.
The students will work on their posters for approximately 20-25 minutes.
I will walk around the room monitoring what my students are doing. This will also make it easier for
them to ask me any questions that they have about the activity.
While working on their posters, the students will be instructed to keep their voice level to a minimum.
They will be allowed to talk because they are working in groups, but I do not want the room to get so
loud that they can not hear their group members.
I will be taking them up at the end so that I can check off their names so that they will get their grade
for the day. After getting all of that together, I will be hanging some of the posters in the hallway for
everyone to see.

Secondary Education Lesson Plan Template


Adapted from Understanding by Design Professional Development Workbook 2004
Teacher Candidate Name: Megan Hendrix 5
Daily Lesson Plan Title: Intro to Cellular Respiration
Date:

When the posters are collected, I will ask my students to move the desks back the way that they were.
They will also be instructed to return all materials (iPads, markers, etc).

Approx. time required: 25-30 minutes

Closing the lesson Activity:


Description of the activity: I will give sticky notes to all students and have them write their
names on the back of them. I will then have them write one thing that they learned about
cellular respiration. When they are finished, I will ask them to go to the board and stick their
sticky note to the board.
o I will collect these sticky notes after they leave so that I can check off their names and
make sure that they all learned something and that what they wrote was right.
Approx. time required: 5 minutes

AFTER THE LESSON ACTIVITIES:

Preview of the next lesson:


Description of activity: We will do a venn diagram comparing photosynthesis and cellular respiration.
I will draw it on the board and ask my students to tell me things about photosynthesis and cellular
respiration and then tell me the things that are the same from what they have already learned.
Approx. time required: 5 minutes

Related out of class assignment: I will ask the students to re watch the videos from the photosynthesis
lesson and the one on cellular respiration. I will be giving them the link for both of these. I wlll write both
links on the board so that they can write it down to take with them.

I created this lesson plan by myself.

Secondary Education Lesson Plan Template


Adapted from Understanding by Design Professional Development Workbook 2004