Lesson: Double Trouble
Teacher: |
Kaylan Duthie |
Unit Theme/Course: |
Human Respiration – 7th Grade Life Science |
Date: |
November 22nd, 23rd |
Timing: |
2 Days |
Rationale/Goal:
· Problem: Does the human body produce oxygen or carbon dioxide as waste during cellular respiration?
Overview:
In the previous labs, students identified the ingredients and products of combustion of a candle, and learned that heat is a product of cellular respiration by breathing into water and recording a temperature change. In this activity, students will use a breathing model to explore what gases are ingredients and products of cellular respiration by looking for evidence within the model. After this, they will be aware of two products of cellular respiration: heat and carbon dioxide.
Learning
Objectives [cognitive,
academic, language, socio-cultural] |
Assessment
Criteria |
Students will understand the flow of air through the breathing model |
Students will label a diagram of their model with colored arrows moving in the correct direction and indicate which test tube the BTB changed color in. |
Students will learn what gas is produced during cellular respiration |
Students will identify carbon dioxide as a product of cellular respiration and include evidence from the activity such as the color change of the BTB indicator in the exhalation test tube |
Students will identify the two products of cellular respiration that are the same as combustion |
Student will state that heat and carbon dioxide are products of both cellular respiration and combustion |
EALR:
6-8 INQB Investigate |
Different kinds of questions suggest different kinds
of scientific investigations. |
Plan and conduct a scientific investigation (e.g., field
study, systematic observation, controlled experiment, model,
or simulation) that is appropriate for the question being asked. . Work collaboratively with other students to carry out the investigations.
|
6-8 INQC Investigate |
Collecting, analyzing, and displaying data are essential
aspects of all investigations. |
Communicate results using pictures, tables, charts, diagrams, graphic
displays, and text that are clear, accurate, and informative. *a |
6-8 INQE Model |
Models are used to represent objects, events, systems, and processes. Models
can be used to test hypotheses and better understand phenomena,
but they have limitations. |
Create a model or simulation to represent the
behavior of objects, events, systems, or processes. Use the model to
explore the relationship between two variables and point out
how the model or simulation is similar to or different from the actual
phenomenon. |
6-8 LS1C |
Multicellular organisms have specialized cells that perform different functions.
These cells join together to form tissues that give organs their
structure and enable the organs to perform specialized functions within
organ systems. |
Relate the structure of a specialized cell (e.g., nerve and
muscle cells) to the function that the cell performs. Explain the relationship between tissues that make up
individual organs and the functions the organ performs (e.g., valves
in the heart control blood flow, air sacs in the lungs maximize
surface area for transfer of gases). Describe the components and functions of the digestive,
circulatory, and respiratory systems in humans and how these systems
interact. |
double_trouble_lesson_plan.pdf | |
File Size: | 352 kb |
File Type: |
double_trouble.pdf | |
File Size: | 1215 kb |
File Type: |