SINGLE SUBJECT CREDENTIAL PROGRAM

SCIENCE LESSON PLAN

TEMPLATE Revised 4.15
For directions on how to complete this form, see EDSC Lesson Plan Directions and Scoring Guide in the SSCP Handbook at
www.sscphandbook.org.

Name

CWID

Subject Area

Nothing Cooler than Absolute Zero

Class Title
Biology

Biology
Lesson Title

Cellular Respiration

Unit Title
Energy and
Matter in Our
Ecosystems

STANDARDS AND LESSON OBJECTIVES

Next Generation Science Standards
HS-LS1-7.
Use a model to illustrate that cellular
respiration is a chemical process whereby the
bonds of food molecules and oxygen molecules are
broken and the bonds in new compounds are
formed resulting in a net transfer of energy.
HS-LS2-3.
Construct and revise an explanation
based on evidence for the cycling of matter and
flow of energy in aerobic and anaerobic conditions.

Cite specific textual evidence to support analysis of

science and technical texts, attending to important
distinctions the author makes and to any gaps or
inconsistencies in the account.

SL.11-12.5

Make strategic use of digital media (e.g., textual, graphical, audio

presentations to enhance understanding of findings, reasoning, a

HSN-Q.A.2 Define appropriate quantities for the purpose

of descriptive modeling
Evidence

SWBAT:

List the steps of cellular respiration

Identify the pathway of cellular respiration given

either aerobic or anaerobic conditions

Analyze the importance of cellular respiration to

the carbon cycle and human activity

PM

90 min

Common Core State Standard Connections

EL

9th

Total Minutes

RST.11-12.1

Lesson Objective(s)

STUDENT ASSESSMENT
Purpose/Focus of
Type
Assessment

Grade Levels

Implementation

Correctly identify and label the process

inputs and outputs of cellular respiration on
their energy and matter flow model and
where it is occurring.
Use the model to show the chemical reaction
of oxygen and food molecules releases
energy as the matter is rearranged, existing
chemical bonds are broken, and new
chemical bonds are formed, but matter and
energy are neither created nor destroyed.
Can explain that Energy from photosynthesis
and respiration drives the cycling of matter
and flow of energy under aerobic or
anaerobic conditions within an ecosystem.

Feedback Strategy

The purpose is to
diagnose students prior
knowledge of cellular
response to a limited
source of oxygen.

In the warm up, students

will be asked to discuss
what happens to a cell
when there is limited or
no oxygen available.
Students will then share
their responses verbally
to the class.

Verbal responses to
students and prompting
questions to ask
students to consider
different scenarios that
may be possible.

The purpose is to identify

what information
students came away
with from the activity. It
also helps students
identify what information
is a main focus.

Students will be asked to

write down observations
and predict what is
occurring during a
teacher led
demonstration. A class
discussion will then be

Verbal responses will be

given during discussion
opportunities after the
demo, during lecture,
during the graphic
organizer activity, model,
and at the closure

How Informs Teaching

This informs teaching of
a starting point of the
knowledge that has
previously been gained
on cellular respiration. It
may identify
misconceptions that are
present so they may be
addressed by the
teacher.
Informs instruction based
on identifying what
students took away from
the lesson and previous
lessons on cellular
respiration. If there are a
lot of inconsistencies or

led about their

responses.
During lecture,
opportunities for
students responses will
be incorporated to check
student understanding of
the content.
A graphic organizer will
be created to allow
students to identify the
steps and processes of
cellular respiration
including inputs and
outputs. Teachers will
monitor progress by
circulating the room and
answering questions
when asked or observing
progress to help students
who are struggling.

misconceptions the
teacher will revisit the
material for reiteration
using a different method.

activity.

Informs teacher of
student progress towards
the summative
assignment for the unit.

A stamp will be given for

the graphic organizer
correct completion,
written feedback may be
given if there are gaps
present.

The model will be added

to for students to identify
where cell respiration
takes place and how it
contributes to the
continued cycling of
Carbon through the
ecosystem.
A closure will be done in
science notebooks that
students will be asked to
identify the What? And
So What? Of the lesson,
and share their
responses to the class.
Written feedback will be
given to students on a
rubric including
additional comments
from the teacher on
successes.

The purpose is to
evaluate student
mastery of content
throughout the unit.

FOCUS OF INSTRUCTION
Instructional Strategies

Students will be asked to

create a detailed model
throughout the course of
the unit.
A unit exam will also be
given.

Written feedback will be

given to students in the
form of a grade
evaluation on the test.
However, students have
the opportunity to retake
unit tests as long as they
come and meet with the
teacher during lunch or
after school to identify
and discuss the
weaknesses that
appeared on the original
test, as a form of verbal
feedback.

The model informs the

teacher of the depth of
understanding from the
students about the
conservation and flow of
energy and matter. This
helps gauge the ability of
the student to answer
the driving question of
the unit, How does a
carbon atom end up as
part of us??
A unit test helps inform
teaching by helping
identify what concepts
students understood well
or not well. It informs the
teacher if the strategies
used will be beneficial to
students in future years
or if an adjustment of
lessons would be
appropriate.

Modeling, (want to do a text study)

Lesson Introduction/Anticipatory Set
Time
Teacher Does
As students walk into the classroom the teacher will
have the following posted on the overhead projector
as Bell Work: Turn to a partner and discuss

8 min

What happens to cells when oxygen is limited or not

available? Explain.
The teacher will then lead a class discussion asking
students to share what they came up with and to
explain their reasoning.

Lesson Body
Time
Teacher Does
10 min
The teacher will then discuss the upcoming
assignments and goals for the day with the students.
10 min
On the overhead the teacher will then have:
10 min
Yeast: a microscopic fungus
20 min
Cellular Respiration: Glucose (C6H12O6) +
20 min

Oxygen (6 O2) > Carbon dioxide (6CO2) + Water

(6H2O) + Energy
Please take out your science notebooks and wait for
demo to begin.
She will then explain to the class that a demo will be
done by adding sugar, yeast, and warm water
together and placing a balloon over the top of the
beaker. The teacher will then instruct students to
write observations down in their science notebooks.
At the completion of the demo, the teacher will then
lead a class discussion on what students saw
occurring during the demo and predict why it was
happening. The student responses will be written on
the board as students list their observations. If
students do not willingly answer and participate in
the discussion, the name cards will be used.
The teacher will then transition to the PowerPoint
presentation on cellular respiration. During the
lecture the teacher will pause several times to check
for student understanding by asking questions.
The teacher will then have students begin working
on the graphic organizer, tree map in groups of
three. Cellular respiration and definition, Glycolysis,
Aerobic Respiration, and Anaerobic Respiration will
be in the large boxes. The lines will be: summary,
steps, inputs and outputs, when does it occur. These
will be listed on the overhead projector for the
assignment.

Student Does
Students will walk into the classroom and see the
Bell Work on the board as usual and turn to a partner
to discuss the question.
When asked, students will volunteer to share what
they came up with their partner to the class. If
students do not volunteer they will be called on using
the name cards, when called on students will share
their answers.

Student Does
Students will listen to the upcoming assignments and
what will be discussed for the day.
Students will then get their notebooks out and read
the PowerPoint that has the intro information for the
demo. The students will then observe the teacher
demo and record observations made. When
prompted to do so, students will predict what was
occurring in the demo.
Students will listen to the lecture and take notes in
their science notebooks. Students will turn and
discuss with a partner when prompted to do so and
offer what they came up with. Students will also ask
questions about the information if they have one.
Students will listen to instructions on how to create
the graphic organizer in their notebooks. They will
ask questions to the teacher if they have any and will
refer to the posted instructions on the overhead
projector. When prompted to do so they may find two
partners to complete the graphic organizer with
using their knowledge and notes from both the
textbook and lectures.
While students work on the assignment, if they have
any questions about content or assignment they will
ask one of the teachers who are circulating.
Students will then participate in the class discussion
to go over the graphic organizer by having the
teacher place the template of the graphic organizer
large and on the white board, students can then go
up to the board to fill in the information. Doing it in
this format also allows students who did not have
completed templates to complete theirs.
When instructed to do so, students will revisit their
model to add to it how Carbon continues to cycle
through an ecosystem and where cell respiration
takes place.
Students will then think about and write their
responses to the discussion questions in their
science notebook. When they have their responses
they will meet with their group members and discuss
what they wrote and take notes on anything they
might have missed.

Teachers will circulate the room and answer any

questions while students work on the graphic
organizer.
The teacher will then place the template of the
graphic organizer enlarged and on the whiteboard
and ask students to come up to fill in the blanks.
The teacher will then ask the students to revisit their
model and further add the details of how Carbon
continues to cycle through an ecosystem by
identifying where cellular respiration takes place.
The discussion questions will then be posted for the
students to discuss and write responses in their
notebook. After about 8 minutes students will meet
with their peers to share their responses and add
additional notes to theirs. (we will return to their
responses at the beginning of the next class period)
Lesson Closure
Time

8 min

Teacher Does

Teacher will ask students to have science notebooks

out. The teacher will then ask students to pair with a
partner or group of 3 and think of a What? So What?
To write in their notebooks. The teacher will then ask
for students to share with the class one of the things
that the pair/group came up with.

Student Does
In their pairs or group of 3 students will discuss and
decide on an overall summary on the concepts for
the day and their importance to the bigger picture.
They will write it in their science notebook. When the
teacher begins to ask students to share their
responses, students will actively listen to their peers
answers to reflect on their own answers.

Instructional Materials, Equipment, and Multimedia

Cellular respiration PowerPoint slides, overhead projector, graphic organizer tree map, sugar, yeast, beaker, balloons,
warm water, rubber band/tape, warm water, model
Co-Teaching Strategies
Team Teaching/ one teach one observe
DIFFERENTIATION
English Learners
English learners will be
paired with students that
have demonstrated an
understanding of the
content. They will be
allowed to work together to
address minor
misconceptions.
Additionally, the teacher
will provide English
learners with key
vocabulary and definitions.
While they are working on
their graphic organizer and
models, the teacher can
walk around to answer any
questions English learners
may have. These students
will receive guided notes
for the lecture that will be

Striving Readers
For the lecture, guided
notes will be provided in
clear language for all
students to help
accommodate for striving
readers. These notes
should help students sift
through important
information, and filter out
the excess information that
they may come across,
making them more efficient
in their reading. The
directions for the model
and graphic organizer will
be in simple language for
students to clearly
understand. Depending on
the level of literacy
development of the student

Students with Special

Needs
For the lecture guided notes
will be provided, students
with special needs can be
given printed versions of
the PowerPoint slides to
follow along. Students with
special needs will be
grouped based on their
specific needs with other
students. In a case where a
student is especially
antisocial, moderate
personalities of other
students will be grouped
together as to not cause
the student any additional
anxiety and stress on
learning. Assigned roles will
also be given during the
group work model as to

Advanced Students
If there are multiple
advanced students in the
classroom they may be
grouped together to allow
for growth and
development together
through the analyzing and
arguing process of the
model building and
discussion questions, so
that they do not carry a
different grouping that
allows other students to
just follow along. Higher
achieving students may
also be asked to complete a
second demonstration or
activity on the lactic acid
build up process when
exercising.

presented in clear
language that makes sense
to all students. For the
closure, English learners
limit the feeling of being
a simplified text may be
will be allowed to write in
overwhelmed and focus on
provided to the student.
their native language or a
a task.
bullet point list depending
on their current level of
English knowledge.
REFLECTION: SUMMARY, RATIONALE, AND IMPLEMENTATION
Again, this lesson was designed keeping Universal Design in mind to benefit all students in the classroom. Continuing
to revisit the model from the first lesson of the unit continues to provide a common experience and reference building
point throughout the unit. Class discussions are used to allow students to express their ideas about the topic, while
informing the teacher of student content knowledge and presence of misconceptions. Actively using think-pair-share
and share-out-loud methods including writing student responses on the board and having students themselves write
on the board, can provide students with the opportunity to think about their own understanding of the content while
actively listening to their peers. Students will be grouped in fours during the modeling activity because it provides
students with the opportunity to work on a team to negotiate the model. If there are too many in a group, students can
choose to participate or not and the work may still be done, if there are not enough students in a group then they do
not have the opportunity to argue and reason their understanding of the model. The use of a continuously improved
upon model allows the teacher to check for understanding periodically. This way, the teacher can monitor progress
throughout the entire unit, beginning from day 1 of the lesson. For students with specific needs, the use of guided
notes during lecture can help focus student learning while keeping them engaged in the content. It also provides them
with a reference for studying later on in the unit. This lesson aims to focus on eliciting student responses throughout.
Doing so allows students to think about their own learning as well as the learning of their peers, and it helps the
teacher identify what misconceptions or misunderstandings are present so that they may be addressed. The lesson
closure is used to inform the teacher of what the students learned from the lesson, what misconceptions may still be
present or have arisen, and what students understand as the relevance to the topic to the driving question, How does
matter and energy cycle through an ecosystem?. Again, this allows students to think of their own understanding of
the content and what they have gained from the lesson.