Sed 482 Lesson Plan 6r6c1n

Lindsay Kozlowski Relationships for Cellular Respiration Class (Grade Level): 10th Grade

Time Length: 50 minutes

“BIG IDEA” for LEARNERS How do humans gain energy from food? LESSON OVERVIEW

Bellwork: Students will discuss and write what relationships are like with people in their life. They will describe what they think is needed in order to relate things to one another and what components they see in their own relationships between people in their lives. Lesson: Following the Bellwork activity, the class will engage in a scientific discussion about how things relate to one another in science using two different articles outlining the word relationship. These articles will help to show students the differences between the term relationship when it is used casually and in a scientific context. The class will then be guided back to the topic of cellular respiration and photosynthesis and they will begin the activity. Activity: Students will work in small groups to create graphic organizers, flow charts, etc. as a model for how energy and materials are exchanged in cellular respiration and photosynthesis. Students will determine the relationships in the processes of cellular respiration and photosynthesis. Through modeling, students will be able to outline the relationships that exist and students will be able to better understand how we get energy from food because of these relationships as well. In of Scientific Sense-Making through Scientific and Engineering Practices, this lesson engages the students by having them generate a model based on the relationships that they think exist within these processes (Implementing). As for Scientific Discourse through Scientific and Engineering Practices, the students will have a whole class discussion using two different articles about the relationships that may exist (Elaborating). This is promoting “science talk” and will get the students to speak to one another using scientific and scientific language. This will help in the category of English Language and Disciplinary Literacy Development because the students will be interacting with one another through the class discussion and through working in small groups. They will be interacting and using scientific language as well as English to help their language and literacy development (Implementing). In the category of Contextualizing Science, this lesson starts off by contextualizing the lesson by having students compare relationships in their own lives and then transferring that knowledge to scientific relationships. The students will then be able to connect (with help from the teacher) how these scientific relationships help us as humans use the energy from food (Introducing/Implementing). Overall, the focal SSTELLA practice is Contextualization. STANDARDS

Next Generation Science Standards (NGSS 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. AZ State Science Standards S4-C5-PO1 Compare the processes of photosynthesis and cellular respiration in of energy flow, reactants, and products. Common Core Literacy Standard: 9‐10.RST.4. Determine the meaning of symbols, key , and other domain‐specific words and phrases as they are used in a specific scientific or technical context relevant to grades 9– 10 texts and topics. LESSON LEARNING OBJECTIVE AND ASSESSMENT SWBAT describe and outline in writing the relationships between organisms and energy sources based on how energy and materials are exchanged in photosynthesis, cellular respiration, and the synthesis of complex molecules. This will be done via the creation of a model. Students will demonstrate that they met the objective by… Students will work in small groups to create graphic organizers, flow charts, mind maps, etc. as a model for how energy and materials are exchanged in cellular respiration and photosynthesis based on the relationships between components in these processes. SCIENTIFIC PRACTICES AND ASSOCIATED LANGUAGE FUNCTIONS SCIENTIFIC PRACTICE(S) RECEPTIVE LANGUAGE FUNCTIONS PRODUCTIVE LANGUAGE FUNCTIONS

Developing and Using Models Constructing Explanations Comprehend others’ oral and written descriptions, discussions, and justifications of models or phenomena or systems. Comprehend explanations offered by others. Communicate (orally and in writing) ideas, concepts, and information related to a phenomenon or system using a model developed for this purpose: Label diagrams of a model and label its parts Describe a model using oral and/or written language as well as illustrations Describe how a model relates to a phenomenon or system Communicate (orally and in writing) ideas, concepts, and information related to a phenomenon or system (natural or designed): Provide information needed by listeners or readers.

KEY VOCABULARY

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Photosynthesis Cellular Respiration Relationships Symbiotic Relationships Mitochondria Chloroplast Glycolysis Krebs Cycle

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Electron Transport Chain Calvin Cycle

MATERIALS Bellwork: PowerPoint (Appendix B) with question on it that reads: “What are some of the relationships that exist in your life? Write those relationships down on a sheet of paper and also write down how those relationships work. What is needed to keep a relationship?” Lesson: Copies of both articles that are used will be needed either in electronic form or printed out for the teacher and the students to look off of. Teacher will need a list of guiding questions that they want to ask for the class discussion (Appendix A). Students will just need their notebooks to take notes in as the discussion progresses. Activity: The students will need chart paper and post it notes for their small groups in order to draw out their models. RESOURCES Article 1: http://search.proquest.com.ezproxy1.lib.asu.edu/docview/197198435?pqorigsite=summon Circle, D. (2006). Consonance: Relationships. Music Educators Journal, 92(3), 4. Retrieved from http://.ezproxy1.lib.asu.edu/?url=http://searc h.proquest.com/docview/1108435?id=4485 Article 2: http://www.the-scientist.com/?articles.view/articleNo/41170/title/SophisticatedSymbiosis/ Vence, T. (2014). Sophisticated symbiosis: Specialized giant clam cells distribute photosynthetically productive light to symbiotic microalgae in an energy-efficient manner. Retrieved from http://www.thescientist.com/?articles.view/articleNo/41170/title/Sophisticated-Symbiosis/

PREREQUISITE KNOWLEDGE Students will need to know the processes that occur within both cellular respiration and photosynthesis (this was taught previously in this unit). They will also need to have basic knowledge of relationships and what sustains a relationship (this will be from their funds of knowledge and relationships with people that they know). Finally, students will need to know (from previous classes) what graphic organizers are, flow charts, mind maps, etc. because they will be choosing their method for creating their model of the big idea. TEACHING PROCEDURES AND ANNOTATED SSTELLA PRACTICES

Part I: Bellwork 1. The teacher begins the lesson by displaying a question on the board on a PowerPoint slide. “What are some of the relationships that exist in your life? Write those relationships down on a sheet of paper and also write down how those relationships work. What is needed to keep a relationship?” Students will be expected to write this question down on a sheet of paper as well as write their answer down. Students will be randomly selected to be called on to answer this question and about 5 students will be called on total. Their answers will be shared verbally with the class. SSTELLA ANNOTATION: The teacher contextualizes the concept of relationships within science and compares that to relationships that the students have in their own lives. Part II: Lesson 2. The teacher shows one article on the board. The students are told to follow along with the article as it is read aloud. Once the article is read, the class will engage in a short discussion about how the article defines relationships and what the students think is needed to keep these relationships. The class will do the same with the second article. After both articles have been analyzed, the class will discuss the similarities and differences between both articles and their uses of the word “relationships”. The teacher brings the class into a full discussion on relationships and what relationships exist in the cellular processes of cellular respiration and photosynthesis. This discussion will go into how energy is exchanged and how the processes of cellular respiration and photosynthesis are able to work because of the relationships that exist. The goal of this discussion is to have students think about the relationships that exist and how that relates to the big idea of how we as humans get energy from food.

The teacher leads and facilitates the discussion and has a list of questions (Appendix A) to go off of to guide the students’ responses. The students will respond orally to the questions and will also respond to one another’s comments. SSTELLA ANNOTATION: The teacher engages the students in a productive science talk about the relationships that exist within cellular respiration and photosynthesis and how that gives us energy (Scientific Discourse through Scientific/Engineering Practices). The teacher also promotes opportunities for English Language Development through learning of vocabulary (Implementing). Part III: Activity

3. Students will work in small groups to create graphic organizers, flow charts, mind maps, etc. as a model for how energy and materials are exchanged in cellular respiration and photosynthesis. The students, in their groups, will write down their models on chart paper. They will get to choose the format of their model (graphic organizer, flow chart, etc.). The students will be given post it notes with key and components to their model to use as guidance. The goal of this activity is for understanding of the relationships between these components and how they work together in photosynthesis and cellular respiration. The teacher will walk around to the different groups and will help them formulate their models. The teacher will also help students when they get stuck or have questions. The students will work with one another to create their models and to determine exactly how these processes work together to give humans energy.

The students will turn in their models. It will be explicitly communicated to students that they must draw arrows to show the relationships between concepts, topics, ideas, etc. The students must also individually write a brief explanation of their models and the relationships that exist. In their groups, students will briefly present their models to the class. SSTELLA ANNOTATION: The teacher engages students in Scientific Sense-Making through Scientific/Engineering Practices through the creation of a model to depict how this phenomenon works.

APPENDIX A Guiding Questions for Discussion: 1. Based on what you answered for the bell work question, what properties (things) do you think need to exist in relationships? 2. What makes relationships work? 3. Are relationships that you have with people in your life able to be related to scientific relationships? How so? 4. What properties of (or things in) relationships that you have at home do you see work in scientific relationships? 5. What are some things that relate to one another in cellular respiration? (You may need to look at your notes to review what happens in this process) 6. What are some things that relate to one another in photosynthesis? (You may need to look at your notes to review what happens in this process) 7. How do these processes (cellular respiration and photosynthesis) relate to how we get energy from food?

APPENDIX B PowerPoint