Graduate Fellows in K-12 Education
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1 Lesson Title: Aerobic vs. Anaerobic Respiration Discipline Focus: Biology Cellular Respiration Grade level: 10 Length of lesson: 45 minutes Stage 1 Desired Results Content Standard(s): Understand that scientists conduct investigations for a variety of reasons, including: to discover new aspects of the natural world, to explain observed phenomena, to test the conclusions of prior investigations, or to test the predictions of current theories Explain the function and importance of cell organelles for prokaryotic and/or eukaryotic cells as related to the basic cell processes of respiration, photosynthesis, protein synthesis and cell reproduction. Understanding (s)/goals Students will understand: The basic process and purpose of cellular respiration. How aerobic and anaerobic respiration compare. How knowledge of cellular respiration can be used in everyday activities. Essential Question(s): What is the purpose of cellular respiration? What does it do or what is produced? How does cellular respiration work? What components are involved in this process? What are the differences and similarities between aerobic and anaerobic respiration? Student objectives (outcomes): Students will be able to: Describe the basic ideas and components of the respiration process in cells. Compare and contrast aerobic and anaerobic respiration. Develop a hypothesis about how to determine when sugar is provided for respiration in making dough. Observe/measure results of the experiment (how much did the dough rise?) Analyze results to make a conclusion. Performance Task(s): N/A Stage 2 Assessment Evidence Other Evidence: Wrap-up group discussion focused on results of the experiment and comparisons of each type of respiration process
2 Learning Activities: Stage 3 Learning Plan During this lesson, students will compare and contrast the processes of aerobic vs. anaerobic cellular respiration. Anaerobic respiration will be observed through an experiment of making dough with yeast. Aerobic respiration will be observed during a reenactment of the aerobic process. Materials needed: Flour Warm water Yeast Sugar Plastic cups Spoons Plastic wrap Large plastic tub or flat bottom container Permanent markers Rulers Before class Prepare materials for making dough. Fill plastic cups (one for each student) with ½ cup of flour. Add 1 tablespoon of sugar to only half of the plastic cups of flour and label these cups with an A. Cups of flour without sugar are labeled B. Fill separate plastic cups (one for each student) with 5/16 cups (1/4 cup + 1 tablespoon) of warm water. Divide half of ¼ ounce yeast packets into separate containers (cups, bowls, plastic bags, etc.) making sure each student receives a container of yeast (dividing the packets saves on resources). Fill the large plastic tub (or similar container) with hot water and set on the side of the classroom. Write the following instructions on the board. 1) Take each of the following materials to your seat: a) One cup of flour (either A or B) b) One cup of water c) One container of yeast d) One spoon e) One permanent marker f) One ruler 2) Pour yeast into the cup of warm water and stir until yeast is mostly dissolved. 3) Add water/yeast mixture to the cup of flour and stir until dough forms (make sure to mix in all flour from the bottom of the cup, dough will be sticky). 4) Flatten the dough into the bottom of the cup smoothing the top until it is even.
3 5) Draw a line on the cup to mark where the top of the dough sits and write your name on the cup. 6) Cover the cup with plastic wrap and gently place in tub of warm water. Setting up the experiment before class will 1) save time during class for more discussion or extended activities, and 2) make the experiment more like a problem solving activity because the students will not know which cups contain sugar. During class Introduce the topic with an application of cellular respiration: yeast utilizes anaerobic respiration while making dough. Introduce the experiment of making dough and guide students through the instructions on the board (dough should be made within the first 10 minutes of class to allow time to rise. Further explanation of the experiment will be done after dough is made). Have students follow the instructions to make the dough. Walk around the classroom to address any questions. It may be necessary to demonstrate the process in front of class. (10 minutes) Explain the experiment: Yeast is used when making dough to help dough rise. Dough rises because of alcoholic fermentation (fermentation is another name for anaerobic respiration). Outline the process of alcoholic fermentation (can be drawn as diagram): Yeast use the sugar (glucose) found in flour to work through alcoholic fermentation producing carbon dioxide gas and ethyl alcohol that evaporates during baking. Carbon dioxide gas bubbles make the dough rise. If more sugar is available, will more carbon dioxide be created? Inform students that half the cups of flour contained more sugar and they need to determine which cups, A or B, have the additional sugar.
4 Have students (as a class) develop a hypothesis of how they will determine which cups have more sugar: i.e. The dough in cups containing additional sugar will rise more than the dough in cups without additional sugar because more carbon dioxide will be created in the cups with additional sugar. Briefly outline aerobic respiration (can be drawn as diagram): (If time is running short, this part can be taken out) Introduce aerobic competition : Class is divided into two teams. Each team has to act out or walk through the aerobic respiration process (as shown on board) verbally (signs may also be used) highlighting the key components. The teams must state where and how much ATP (energy) is produced during the process. Each team will be given one minute to repeat the aerobic process as many times as possible. The winner of the competition is the team to produce the most ATP in one minute. Give teams 3 minutes to prepare for the competition. Have each team act out the aerobic process while being timed (1 minute for each team) and keep track of how much ATP is being produced. Congratulate winners with prize of choice. (15 minutes) Have students gently collect their cups of dough (without deflating the dough). Have students measure the change in height of the dough (current height minus the original height where the line was drawn) and record this data in a table on the board. Keep track of A vs. B data. Have students calculate the percent change in height of their dough (change in height divided by the original height multiplied by 100) and record this in the table.
5 Calculate the average percent change of cups A and cups B and write this on the board. Wrap-up class discussion -Based on our hypothesis, which cups have the additional sugar? How do we know? What observations help us make our conclusion? -Inform students of which cups contained the additional sugar. -Was our hypothesis correct? Why or why not? If not, what factors might have affected our experiment? -How are aerobic and anaerobic respiration the same? How are they different? Which process is more efficient at producing energy? How could we measure the efficiency of each process?
What are the similarities between this equation for burning glucose and the equation for cellular respiration of glucose when oxygen is available?
Cellular Respiration in Yeast Adapted from Alcoholic Fermentation in Yeast Investigation in the School District of Philadelphia Biology Core Curriculum 2009 by Dr. Jennifer Doherty and Dr. Ingrid Waldron,
More information(Figure revised from Johnson and Raven, 2004, Biology, Holt Rinehart and Winston, p. 110)
Alcoholic Fermentation in Yeast Adapted from Alcoholic Fermentation in Yeast Investigation in the School District of Philadelphia Biology Core Curriculum 2011 by Drs. Jennifer Doherty and Ingrid Waldron,
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