Date of Lesson: Tuesday, December 1st, 2020

Subject: Biology
Grade Level: 9th Grade
Topic: Fermentation
Lesson Duration: ~50 minutes

Standard:
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.
Lesson Objectives:
Students will be able to...
· Explain how organisms get energy in the absence of oxygen.
· Identify the pathways the body uses to release energy during exercise.

Summary of Activities/Tasks:
· Discuss the basics of Fermentation (does it need oxygen? Where in the cell does it
take place? What makes it different than aerobic respiration?)
· Short “Check Your Understanding” - consists of three questions.
· Discuss the two types of fermentation.
· Discuss the reactants and products of Alcohol Fermentation and how this form of
Fermentation causes bread to rise.
· Discuss the reactants and products of Lactic Acid Fermentation and how our body
creates lactic acid through this form of Fermentation.
· Include Peardeck questions after each concept to check student understanding.
· Discuss how fermentation is a short-term occurrence and cellular respiration is a
long-term occurrence.
· Review the process of fermentation once again using the fermentation diagram.
· Exit ticket - write two differences between Alcohol Fermentation and Lactic Acid
Fermentation?
· Feed back?

Materials/Equipment:
· Peardeck link: https://app.peardeck.com/student/trjslvexa
· Google Slides

Assessment:
· Multiple Peardeck interactive questions.
· Slides with questions that are presented after every concept.
· Exit Ticket
 Handouts/materials:

https://app.peardeck.com/student/ttagsqpqr

https://docs.google.com/presentation/d/1QjeSnxGlwBjXe5zLEGsVXc0A_6aQHJQOEm_UPPZ
DI-I/edit?usp=sharing

- Formative assessments:In my lesson, I had bellwork, multiple interactive Peardeck

questions, and an exit ticket to assess the students. I had the bellwork at the beginning of
my lesson after teaching the basics of fermentation, and I had the exit ticket at the end of
the class. As for the Peardeck questions, after every slide, I had put a Peardeck question
to reinforce what the students had just learned.

1. The lesson’s essential question

The essential question of this lesson was “how do organisms get energy in the absence of
oxygen?”.
2. Lesson concepts

In this lesson, there were many concepts that were taught: How organisms get energy in the
absence of oxygen, the differences between lactic acid and alcoholic fermentation, and when
organisms use cellular respiration and lactic acid fermentation.
3. Learning targets

There were two learning targets, or objectives, for this lesson: to explain how organisms get
energy in the absence of oxygen, and to identify the pathways the body uses to release energy
during exercise.
4. Prior knowledge and ancillary knowledge/concepts

Before learning about fermentation, students should have prior knowledge about the process of
cellular respiration so that they can compare the two processes. They should also know about cell
organelles so they can understand where in the cell fermentation occurs.
5. Chosen instructional strategy and why it was selected
For my lesson, I decided to do a lecture-based lesson. Fermentation is a complex lesson that
requires a lot of teaching/instruction time. Despite the lesson being a lecture-based one, I
included multiple interactive questions that were asked after each concept taught in order to
reinforce student learning.