Proposed Lessons:
1. Aerobic vs. Anaerobic : Curriculum Expectations C2, C2.1, C3.1, C3.3
In this lesson, students will make the transition from aerobic cellular respiration to anaerobic cellular respiration. Based on the knowledge they have already acquired, they will apply it to try and figure out anaerobic cellular respiration. The teacher will have to led some of the class.
Hook: Mini Investigation (Modified) : Energy Consumption During Exercise
Action: Feel the Burn Case Study from SpongeLab, Teacher led discussion, schematic of anaerobic cellular
respiration (ethanol fermentation and lactic acid fermentation)
Debrief: Brainstorm for next day inquiry
2. Yeast Lab Inquiry : Curriculum Expectations C1, C2, C1.1, C2.1, C3.1
In this lesson, students will lead an investigation. They will watch yeast ferment (dependent variable - production of bubbles) based on independent variables of their choice. They will pick two independent variable (e.g. type of sugar) and see how these affect yeast fermentation. The Smarter Science fishbone is a great way for students to organize their thoughts.
Hook: Yeast Air Balloon
Action: Smarter Science Fishbone with yeast, Yeast Inquiry
Debrief:Find a group that used a different independent variable. Think pair share and add it to your results.
3. Applications : Curriculum Expectations C1, C2, C1.1, C2.1
In this lesson students will learn about the application of organisms that respire anaerobically. For years, we have used fermentation as a way of prolonging the life of our foods. Bacteria are also used in processes such as bioremediation and biofuels. Students will research these applications.
Hook: Jar of pickles
Action: Option 1 If you have access to computer lab
Ontario Educational Research Bank : Students research application of organisms that respire anaerobically and their use bioremediation, biofuels, etc.
Option 2: If there is not access to computer lab
Stations set up throughout the classroom (class computer, newspaper articles, research papers, etc.) and students answer the same questions as they rotate throughout the room.
Debrief: Address common misconception number 2. Exit ticket: Does fermentation only occur when cells are forced into an anaerobic situation and have to respire and produce energy through pathway which
requires little or no oxygen?
4. Assessment
1. Aerobic vs. Anaerobic : Curriculum Expectations C2, C2.1, C3.1, C3.3
In this lesson, students will make the transition from aerobic cellular respiration to anaerobic cellular respiration. Based on the knowledge they have already acquired, they will apply it to try and figure out anaerobic cellular respiration. The teacher will have to led some of the class.
Hook: Mini Investigation (Modified) : Energy Consumption During Exercise
Action: Feel the Burn Case Study from SpongeLab, Teacher led discussion, schematic of anaerobic cellular
respiration (ethanol fermentation and lactic acid fermentation)
Debrief: Brainstorm for next day inquiry
2. Yeast Lab Inquiry : Curriculum Expectations C1, C2, C1.1, C2.1, C3.1
In this lesson, students will lead an investigation. They will watch yeast ferment (dependent variable - production of bubbles) based on independent variables of their choice. They will pick two independent variable (e.g. type of sugar) and see how these affect yeast fermentation. The Smarter Science fishbone is a great way for students to organize their thoughts.
Hook: Yeast Air Balloon
Action: Smarter Science Fishbone with yeast, Yeast Inquiry
Debrief:Find a group that used a different independent variable. Think pair share and add it to your results.
3. Applications : Curriculum Expectations C1, C2, C1.1, C2.1
In this lesson students will learn about the application of organisms that respire anaerobically. For years, we have used fermentation as a way of prolonging the life of our foods. Bacteria are also used in processes such as bioremediation and biofuels. Students will research these applications.
Hook: Jar of pickles
Action: Option 1 If you have access to computer lab
Ontario Educational Research Bank : Students research application of organisms that respire anaerobically and their use bioremediation, biofuels, etc.
Option 2: If there is not access to computer lab
Stations set up throughout the classroom (class computer, newspaper articles, research papers, etc.) and students answer the same questions as they rotate throughout the room.
Debrief: Address common misconception number 2. Exit ticket: Does fermentation only occur when cells are forced into an anaerobic situation and have to respire and produce energy through pathway which
requires little or no oxygen?
4. Assessment