Download Cellular Processes: Aerobic and Anaerobic Respiration

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Status: Published
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Resource ID#: 76197
Cellular Processes: Aerobic and Anaerobic Respiration
This lesson is an introduction lesson that provides students with the basics concepts of aerobic and anaerobic respiration. The lesson centers around
a reading passage and lab activity. By the end of the lesson students should be able to complete a concept map to compare and contrast aerobic
and anaerobic respiration.
Subject(s): Science
Grade Level(s): 8
Intended Audience: Educators
Suggested Technology: Computer for Presenter,
Computers for Students, LCD Projector
Instructional Time: 55 Minute(s)
Resource supports reading in content area: Yes
Freely Available: Yes
Keywords: cellular respiration, aerobic, anaerobic fermentation, cell functions
Resource Collection: FCR-STEMLearn Cell Biology
LESSON CONTENT
Lesson Plan Template: Learning Cycle (5E Model)
Learning Objectives: What will students know and be able to do as a result of this lesson?
The student will demonstrate an understanding of fermentation by identifying the gas produced in the reaction, and explaining the color change seen in the reaction.
The student will complete a concept map to correctly identify how cells release energy from glucose.
The student will describe the process of fermentation as a way a cell obtains energy from food molecules.
Prior Knowledge: What prior knowledge should students have for this lesson?
Students should know the cell's organelles and their functions.
Students should understand the process of photosynthesis.
Student should understand the process of active and passive transport.
Student should have an understanding of glycolysis which includes: that it occurs in the cytoplasm and precedes cellular respiration, the process of glycolysis is to
break down glucose into smaller molecules, ATP and pyruvic acid. Students are not expected to know the steps of how the process of glycolysis happens.
Guiding Questions: What are the guiding questions for this lesson?
How do cells obtain energy? ( Answer: Cells use a process called cellular respiration to obtain energy. Cellular respiration occurs in the mitochondria of the cell,
where a series of chemical reactions convert energy from glucose into ATP which the cell uses for energy.)
How do some cells release energy without oxygen? ( Answer: Fermentation is the process used by the cell to release energy from glucose without using
oxygen. An example of fermentation occurs in baking bread, the yeast in the bread breaks down the sugar and the end products are alcohol, carbon dioxide, and
energy.)
Engage: What object, event, or questions will the teacher use to trigger the students' curiosity and engage them in the concepts?
1. Upon entering the classroom the students will read statements which are posted on the smart board and respond with either agree or disagree using responders. If
responders are not available the teacher could use small white boards and dry erase markers or use a show of hands.
Warm up: Agree or Disagree Statements
Cellular respiration only occurs in lungs cells. - Disagree
Without oxygen aerobic respiration cannot continue. - agree
page 1 of 4 Bread products that you eat are a result of alcoholic fermentation- Agree
2. Mini-lab Divide students into groups of four, one student in each group will use a straw to blow into a cup containing bromothymol blue. There should be just
enough bromothymol blue present in the cup to cover the bottom of the cup ( small tasting cup can be used.) The other students in the group should make
observations as the student blows into the cup. The student should blow into the cup for approximately 2-3 minutes. The students should observe a color change. The
color of the bromothymol blue should turn from blue/green to yellow. Students should record the color change. The teacher can ask the question " What caused the
liquid change color?" The students should come to the conclusion that the carbon dioxide that was being blown through the straw caused the color change. The
teacher will tell the students that today we will be talking about what happens in the cell after glycolysis and that the carbon dioxide we breathe out is a by product of
that process. The observations from the mini-lab will be used to draw a conclusion in the lab that will be completed later in the lesson. Make sure the student who
is blowing into the cup wears safety goggles. The mini-lab could also be done as a teacher demonstration.
Explore: What will the students do to explore the concepts and skills being developed through the lesson?
The teacher will review lab directions with the students. The students will be asked to pour yeast and warm water (read the directions on the packet of yeast for
water temperature) into a Ziploc bag that contains two sugar cubes. Close the bag and shake it until all the ingredients are well mixed. Remove as much air as
possible before you close the bag. Students will make an initial observation and begin the reading activity (below) while the bag sits for 15 minutes. Fermentation
Lab Procedue.docx
During the 15 minutes that the students are waiting for the lab results, they will be given a reading selection (Investigating Fermentation see link) and given five
minutes to read and formulate two questions from the selection. The teacher will ask the students to write their questions on a note card. At the end of the five
minutes the students will turn to their shoulder partner and teacher will facilitate a timed rally robin (steps follow). The reading selection can be found at "
Investigating Fermentation" .
Steps for Rally Robin
1. Pair Shoulder Partners. Determine who is A and who is B.
2. Students are given 5 minutes to read an article and formulate two questions each.
3. Partner A answers partner B questions while Partner B coaches, checks the accuracy of the
answer and praises. This is timed for 4-5 minutes or whatever the teacher determines is appropriate.
4. Reverse roles and repeat from step 3.
5. The teacher should move around the classroom to facilitate this activity.
Explain: What will the students and teacher do so students have opportunities to clarify their ideas, reach a conclusion or
generalization, and communicate what they know to others?
Teacher will review the concept of cellular respiration and fermentation using the attached power point .Cellular Respiration ppt.pptx The teacher may also use the
following video or animation in order to reinforce the concept of cellular respiration. animation glycolysis video cellular respiration The teacher will further explain the
glycolysis video so the students can understand how the processes shown in the video works.
Students will be asked to work with a partner to compare and contrast aerobic and anaerobic fermentation. The concept map should address the following ( blank
map and answer key provided in the link) : Glyclosis concept map.docx
Where in the cell does the process takes place
Oxygen requirements for each process
Energy output for each process
Examples
The teacher should walk around and provide feedback as students work on concept map.
· Three similarities between the two processes.
· Two types of cells that perform each process.
· Location in the cell where each process occurs.
· Oxygen requirements for each process.
· Reactants and products for each process.
· Energy output for each process.
· Two different types of anaerobic respiration.
· Reactants and products for each.
· Types of cells that perform each process.
Elaborate: What will the students do to apply their conceptual understanding and skills to solve a problem, make a decision,
perform a task, or make sense of new knowledge?
Teacher will ask the students to share observations from the "fermentation lab activity". The teacher will ask the students if they have an idea about “What happened”
based on the article they read and what they observed in the activity.
T- Do you think the activity was an example of aerobic or anaerobic respiration? Student response: anaerobic because we removed the oxygen from the bag.
T – What provided the energy for fermentation to occur in the bag? Student response: The sugar
T- Is there gas being released from this process? How do you know? Student response: Yes, because the bag puffed up.
T- What kind of gas is being released? How do you know? Student response: Carbon dioxide, the bromothymol blue turned yellow.
Before the student leaves have them answer the exit question "How does the cell release energy from glucose without oxygen?" Student response:
Fermentation is the process used by the cell to release energy from glucose without using oxygen. An example of fermentation occurs in baking bread, the yeast in
the bread breaks down the sugar and the end products are alcohol, carbon dioxide, and energy.
The exit cards should be taken up, reviewed and given back. Make sure to follow up the next day with a short discussion on the exit question and answer. This can be
page 2 of 4 used as a formative assessment.
Summative Assessment
The students will show mastery of this standard by answering the following questions chapter test or as a quiz.
1. Which is a true statement about fermentation?
A. does not require oxygen
B. occurs in the mitochondria
C. requires oxygen
D. makes a lot of ATP
(answer: a. is does not require oxygen)
2. What is the end product of aerobic respiration?
A. alcohol, energy, carbon dioxide
B. lactic acid, carbon dioxide, water
C. carbon dioxide, energy, water
D. oxygen, carbon dioxide, water
( answer: c. carbon dioxide, energy, water)
3. Discuss the role of fermentation in baking bread?
(answer: Fermentation is a type of cellular respiration in which the cell does not use oxygen to make energy. Yeast that is used to bake bread goes through this
process. The yeast in bread breaks down sugar and the products given off are energy, alcohol, which evaporated in the baking process, and carbon dioxide. The
carbon dioxide causes the bread to rise and leaves the holes that are seen in the bread when it is sliced.)
4. What happens during glycosis?
(answer: Glycosis is the first phase of cellular respiration in which sugar is broken down into smaller molecules, some ATP molecules are produced. More ATP is
produced during the second phase of cellular respiration.)
Formative Assessment
1. The students will read a given passage ( link provided in lesson content "explore" section) and be asked to formulate two questions. Students will use their
questions and participate in a rally robin activity.
2. The student will complete a concept map( see note below) to compare and contrast aerobic and anaerobic respiration using the following criteria: Concept map can
be found in under lesson content in the "explain" section.
Where in the cell the process takes place
Oxygen requirements for each process
Energy output for each type of process
Examples
Note: Concept maps are a good way to organized knowledge. concepts are usually enclosed in circles and lines are used to connect the concepts together. Usually
there are statements written on the lines to help guide students when they are filling out a concept map.
Teacher will walk around the room and give feedback as the students work on their concept maps.
Student will be given an exit question to answer upon leaving.
Exit question - How do cells release energy without oxygen?
Feedback to Students
1. Rally Robin- the teacher should facilitate the activity. Students can use teacher feedback for the next activity which is the graphic organizer (directions for the Rally
Robin are found in the lesson content "explain" section.
2. Concept map - Teacher feedback will be given immediately as the teacher moves around the classroom and looks at student responses. Students can use feedback
when they answer the exit question at the end of the lesson.
3. Exit question - Answers will be reviewed and given back to the students the next day. The answers will be reviewed when the question is returned.
ACCOMMODATIONS & RECOMMENDATIONS
Accommodations:
Maintain high expectation in a structured environment. ESOL: use pictures, repeat, rephrase, slowdown directions and concepts as necessary, allow the use of a word
bank with the graphic organizer and translation dictionary. ESE: allow extra time on activities. Use enhanced teacher modeling of learning strategies. Teacher may use
a word bank with the graphic organizer.
Extensions:
Possible extensions of this lesson would be to write a lab report, which would include the question, hypothesis, experimental design, data and conclusion. There are a
number of variables that could be changed in order to make the activity an inquiry activity. Lab Report Rubric.docx
page 3 of 4 Suggested Technology: Computer for Presenter, Computers for Students, LCD Projector
SOURCE AND ACCESS INFORMATION
Contributed by: Norma Kealy
Name of Author/Source: Norma Kealy
Is this Resource freely Available? Yes
Access Privileges: Public
License: CPALMS License - no distribution - non commercial
Related Standards
Name
SC.8.L.18.2:
Description
Describe and investigate how cellular respiration breaks down food to provide energy and releases carbon dioxide.
page 4 of 4