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S9 Q1 W8 D1 - A detailed Lesson Plan and activities

Teacher (University Of Cebu - Lapu-Lapu and Mandaue)

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Section and Time: Date:

Learning Differentiate basic features and importance of photosynthesis and Level 9
Competency respiration S9LT -lg - j - 31
Quarter 1st
K – Differentiate respiration (breathing) from cellular respiration using
kinesthetic activity worksheets. Week
8
No.
Learning S – Plot and analyze graphs of experimentally-recorded data with accuracy
Objectives and precision.
A – Display cooperation and collaboration throughout the conduct of the
group activities. 1
Day
V – Appreciate the importance of cellular respiration in our conduct of
different kinesthetic activities.
Topic Cellular Respiration Duration 60 min.
Resources Power Point Presentation, Educational Video, Chalkboard & Learners’ Material, Activity sheets,
Needed and other materials specified in the activity sheet.
Republic of the Philippines
Department of Education
Region VII, Central Visayas
DIVISION OF LAPU-LAPU CITY
B.M. Dimataga St., Lapu-Lapu City
Pusok National High School

PROCEDURE:
Element of the
Suggested Activities
Plan
Awareness  Prayer and checking of attendance
 House Rules (Positive Reinforcement)

After everyone has settled down, a recapitulation of the previous lesson will be made to
establish continuity of learning. The following questions will be asked to the students:

1. What is photosynthesis?
Photosynthesis is the process by which plants use sunlight, water, and carbon dioxide to
create oxygen and energy in the form of sugar.

2. What are the two main stages/reactions of photosynthesis and their differences?
Light reaction and dark reaction are the two types of sequential processes that occur
during the photosynthesis of plants. Light reaction occurs in the thylakoid membrane
of chloroplast whereas the dark reaction occurs in the stroma of the chloroplast.

3. Is photosynthesis an essential process? Why or why not?

It is the source of energy and food for all organisms. It releases oxygen into the
environment which is utilized by organisms.

4. What value can we learn from photosynthesis can be useful in the current situation we
are facing right now?
Answers may vary. Relate food security in the discussion.

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 Presentation of Lesson Objectives

 Video Analysis

A video on “The 8 Stages of Marathon Running” will be shown to the class. Afterwards,
questions will be asked to facilitate analysis and critical thinking. Relate the concept of
cellular respiration, physical activities, energy, and food intakes.

Video Link: https://www.youtube.com/watch?v=3ItnxJLAOeY4

Guide Questions:

1. Why do we feel tired at some point when we do exercise or physical activities?

Because whenever we do exercise or perform physical activities, pour body use up our
energy. These energies are need to sustain life processes.

2. What does your body need to survive and function? Can you give some examples?
Nudge the discussion as needed so that oxygen, food, water, and energy are all
mentioned

3. Do you think you will feel more energized and can run around faster and longer with or
Activity without food?
We need food and oxygen to generate energy that our body can use for growth, repair
and movement. If we do not eat, our body will eventually run out of energy, will not be
able to function anymore, and will starve.

4. What happens inside our body to the food we eat?

The food we eat is digested in our stomach and digestive system. That means it is broken
down into smaller components (such as proteins, vitamins, carbohydrates, and fats) that
can be absorbed by our body to be processed. Some of these processes release energy
that our body can use for functions such as moving, thinking, or growing.

5. What kind of nutrients or compounds do you think foods contain that help give our
body energy? How does our body transform food into energy?
Many foods that we eat can be converted by our body to carbohydrates or sugars such
as glucose, which is the most important starting compound to make energy. The process
that our body uses to make energy from glucose is called cellular respiration. It
happens continuously in the cells of our body to provide energy to us nonstop.
Respiration, the process of breathing, is not the same as cellular respiration, although
both are related.

Analysis Present to the class the chemical equation for cellular respiration. Have them identify its
difference from the chemical equation for photosynthesis. Then, explain to your students that
cellular respiration is a two-stage process.

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First, glucose is broken down into smaller molecules, which happens in the cytoplasm
of our cells and produces some energy. The second stage takes place in the "powerhouses of
our cells," the mitochondria. Here, the smaller molecules from glucose are broken down
further and, in combination with oxygen, make the end products of cellular
respiration carbon dioxide, water, and energy. This step is the major energy contributor
during cellular respiration.

In your discussion, make the link between cellular respiration and breathing (respiration)
by discussing the following questions.

1. Where do you think the oxygen that we need for cellular respiration comes from?
The oxygen for cellular respiration comes from the air (which contains about 20% oxygen).
This is the reason why we have to breathe—to provide oxygen to the cells for breaking down
glucose to generate energy.

2. What do you think happens to the by-products of cellular respiration, carbon dioxide and
water?
Both, carbon dioxide and water, are carried away in our bloodstream. The water usually
leaves our body through sweating or is transported to our kidneys and ends up in our urine.
The carbon dioxide eventually ends up in the breath that we exhale.

3. What would happen if your body suddenly needed a lot of extra energy (for example,
when you exercise)? Do you think the cellular respiration rate would change?
High-intensity exercise can result in up to a 1,000-fold increase in the rate of ATP demand
compared to that at rest, thus, changing the rate of the cellular respiration forward.

4. What does that mean for the amounts of carbon dioxide and water being produced? Would
the amounts increase or decrease?
An increase rate of cellular respiration means an increase in the amount of carbon dioxide
and water being produced.

Abstraction
Before allowing students to perform a series of experiments about the relationship of
respiration (breathing) and cellular respiration, help students understand how the indicator
solution is related to carbon dioxide and cellular respiration by asking questions and doing
two short demonstrations.

1. Carbon dioxide is an acidic gas. Can you think of a liquid that has carbon dioxide in it? Is
that liquid acidic, basic, or neutral?
Soda has carbon dioxide. Adding carbon dioxide to a liquid makes it acidic.

2. Knowing that carbon dioxide is acidic, and makes water acidic, how could we measure
how much carbon dioxide we exhale?
Knowing that carbon dioxide acidifies a solution, we can measure the amount of carbon
dioxide being produced by the time it takes to make a neutral solution acidic. We can use pH
indicators that change color dependent on if the solution is acidic, neutral, or basic. An
example of such an indicator is bromothymol blue.

Demonstration 1: Show how the indicator solution (bromothymol blue) changes color
depending on if the solution is acidic, neutral, or basic.

1. Place the three cups with indicator solution in front of the class so everybody can see

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them. Let your students notice the color and tell them that this is a neutral solution of
just water (plus indicator).

2. Add one teaspoon of acid (vinegar) to one of the cups or beakers and let your students
observe the color change (to green/yellow). Tell them that you added an acid to the
indicator solution.
3. Add enough of the prepared baking soda solution to one of the other cups to make the
color change from green to blue and let your students observe the color change. Tell
them that you added a base to the indicator solution.

4. Let your students compare the different colors and recall which solution is acidic, basic,
or neutral.
Demonstration 2: Show that the indicator solution also turns green/yellow (acidic) when you
breathe into it through a straw, due to the carbon dioxide in your breath.

Students will now perform a series of experiments to measure the end product of cellular
respiration (carbon dioxide) that is present in their exhaled breath. Use the activity sheet
attached at the last pages. Use the following questions for them to make predictions. Write
the predictions down to compare to the results after the experiment.

Instructions:

1. Divide the class into groups of 4-6 students. Each student should perform the whole
experiment (before and after exercising) once.

2. Within an experiment, students should divide tasks. For example, one student could
Application prepare the indicator solution, another one exhales into the indicator solution, and a third
student measures the color change with the stopwatch.

3.Students should then rotate through each task so everyone can have a turn measuring the
amount of carbon dioxide in their breath.

You can walk the students through the experimental procedure described below.
A slideshow is available that you can use to guide your students through the experiments.

Slideshow link:
https://www.sciencebuddies.org/teacher-resources/lesson-plans/slideshow-
cellularrespiration-noGSJ.pdf

Assessment
Have each group present their data gathered all throughout the experiment and discuss
their answer on the given set of questions found on the activity sheet. Throughout the data
analysis process, encourage the students to question their data. You could ask the following
questions:

1. How reproducible was your data? Did all your trials before or after exercising result in a
similar pattern? Did all groups observe the same trend in their results?
The amount of exhaled carbon dioxide, or actual times needed to change the color of the
indicator solution, will probably vary from student to student. However, all groups should
have observed the same trend between their data from before versus after exercising.

2. What are possible sources of variation in your data? For example, did you see a difference
depending on which student conducted the experiment?

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Let each group review and present the data they recorded in their student worksheet.
Discuss the results with the students and ask them to interpret the meaning of their data.

1. How many of you observed a faster color change after exercising?

All students should raise their hands. If there is a group that has opposite results, do some
joint troubleshooting to find out what led to their results. Everyone should have seen the
same trend (faster color change after exercising) in their experiments

2. Why do you see a faster color change in the indicator solution after exercising?
A faster color change of the indicator solution from neutral (blue-green) to acidic (green-
yellow) means that more carbon dioxide was exhaled into the solution during the same time
period, turning the solution acidic faster.

3. What does a faster color change tell you about your cellular respiration rate?
More carbon dioxide in your exhaled breath means that cellular respiration rates increase
when exercising, as your body needs more energy to perform the exercises

4. Did the amount of exhaled carbon dioxide vary between different experimenters?

Even if people are doing the same activities, it does not mean that their cells respire at the
same rate. Every person's metabolism functions slightly different so the amount of exhaled
carbon dioxide can vary from person to person even if they are doing the same thing.

In a long bond paper, have each group combine all the groups' average color change times
before and after exercising into a scatter plot to reflect the entire class's data. This way they
Assignment
can also see the trend of the data clearly, showing that after exercising, more carbon dioxide
is produced due to a higher cellular respiration rate.

Remarks

Prepared by:

BRAYAN M. IGOT
Science Teacher I

Checked by:

PROCELIE B. BUANGHUG
MT-I Pusok NHS

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Get Energized with Cellular

Respiration!
Name: ___________________________________

Date:

Directions: Answer the questions below in preparation for the experiment.

Think Through Your Experiment

1. Draw a picture, write an equation, or describe in a few sentences how breathing is part of
cellular respiration.

2. Why does the indicator solution change color when you exhale into it? Hint: your
answer needs to discuss carbon dioxide and acids.

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Get Energized with Cellular

Respiration! – Page 2
Name: ___________________________________

Date:

Directions: Answer the questions below and follow the steps to conduct your
experiment.

1. What are the independent and dependent variables in your experiment? Remember, an
independent variable is what you change; dependent variables are what you measure.

2. Write down your prediction about how exercising will affect the rate of color change when
you exhale into the indicator solution. Write 1–3 sentences explaining why this is your
prediction.

Experiment
3. Follow these steps to conduct your experiments.
a. Practice exhaling through a straw into water. Assign one person in your group at a time
to perform the experiment. Each member of your group should do the experiment
once.

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i. Fill the cup two-thirds full with water.

ii. Cover the cup with plastic wrap and secure it with a rubber band.

Get Energized with Cellular

Respiration! – Page 3

Directions: Continue following the steps below to conduct your experiment.

i. Use the straw to poke two holes into the plastic wrap, as
shown (right).
ii. Each group member should prepare his/her own straw. Cut
the straw and reassemble as shown with safety valve. The
safety valve will prevent you from accidentally sucking up
the indicator solution. If you do not have your own safety valve, you
can share one by inserting it into your own straw when it is your turn.
iii. Stick the bottom of the straw through the hole closer to the rim of the cup.

iv. Take a deep breath, and start exhaling through the straw into the water for as
long as you can.

b. Now do the experiment with indicator solution instead of water.

i. Fill the cup two-thirds full with water.
ii. Add 2 mL (half a teaspoon) 0.04% bromothymol blue indicator solution.
iii. The solution should be green or blue depending on the pH of your water.

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iv. Repeat steps a.ii-a.vi. But this time, start a stopwatch immediately before the
experimenter starts exhaling into the indicator solution. Each member of your
group should use his/her own straw. If you do not have your own safety valve,
you can share one by inserting it into your own straw when it is your turn.
v. Stop the stopwatch once the color has changed from blue-green to yellow and
does not change anymore. Record the time in the table on the next page.

Get Energized with Cellular

Respiration! – Page 4

a. Take turns so each group member performs the experiment once, following step b.
again. Record all your measured times in the data table.
b. Prepare a fresh straw; you can still reuse the safety valve. Then repeat steps b. and
c. again, but before you start exhaling into the indicator solution, do jumping jacks
for one minute. Try to exhale into the straw the same way you did before exercising. Again, take
turns, so each group member performs the experiment after exercising once and don't forget to
record all your measured times.

Time of color change [s]

Experimental condition

Student 1 Student 2 Student 3 Student 4 Average

Before exercising

After exercising

3. Calculate the average time of color change from all group members before and after
exercising. Record your calculations in the table.
4. How did exercising affect how long it took for the indicator solution to change color?

Reflect

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5. What does your experiment tell you about how exercising affects cellular respiration?
Explain your thinking.

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