Day

Student Skills

Instructional Strategies

Probing Questions

 Assessment Process

Student Product/Behavior

Feedback

1

1.Identify real-world problem associated with standards-based concept(s)

Leading students into a discussion about why they tire after a few repetitions of an exercise.

Video of exercise

Leg experiment

·        Why do muscles tire?

Discussion

Viewing video

Participating in leg exercise

Oral feedback

Timing

Monitor and check graphs

1- 9

2.Develop background skills and knowledge

§          Perform background research

§          Develop content understanding of key variables

§          Conduct investigations (labs) to gather data

§          Learn to use a modeling tool (e.g., STELLA)

Vocabulary

Lecture

Peer teaching

Review process of photosynthesis and respiration

Tree Video

  Plant Chromatography Lab

Photosynthesis Dance

Activity Cards

Elodea Lab

Yeast lab

Teach Excel essentials in graphing

Muscle Fatigue Lab

·        What is the source of all energy?

·        Can we live without plants?

·        How do plants exchange gas? Through what organelle?

·        How do leaves give off water? Through what organelle?

·         (During the Photosynthesis Dance) Why was the ATP replaced with candy?

·        Which test tube of Elodea produced the most bubbles: the one in the bright light or    the one in the dark?

·        Hypothesize which person in the class will be able to maintain a high average when    punching holes and justify choosing that person.

·        What caused the burning sensation in your arm?

·        Why was the graph wavy instead of on a drastic downhill decline all of the time?

·        What is binomial nomenclature and why is it important?

Active participation in all labs and activities

Making hypothesis on labs

Write lab reports or summaries

Peer teaching

Short quiz over peer teaching

Taking notes

Making observations

Taking correct measurements

Practicing lab safety

Taking test over the simplified formula of Photosynthesis and respiration

Watching videos

Making Excel charts and graphs

Encouragement

Grades

Oral feedback

Monitoring

Checking notes

Grade on graph

Leading in paths to identifying leaves

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3.Simplify real-world problem

·          Determine applicable principles/laws/procedures

·          Explain assumptions

Lecture ATP production during aerobic/anaerobic respiration

·          How many molecules of ATP are produced aerobically from one molecule of glucose?

·          How many molecules of ATP are produced during anaerobic respiration from one molecule of glucose?

·          Compare and contrast aerobic and anaerobic in the production of ATP?

Answering question

Participating in class discussion

Make flow chart of ATP production during aerobic and anaerobic cycles

Verbal feedback

Checking flowcharts

9

4. Identify variables and 

   interrelationships

§          Make a diagram or flowchart connecting ideas from research

Relate Aerobic & anaerobic respiration

to muscle fatigue

·        What is the relationship between muscle fatigue and respiration? Explain.

Class discussion

Verbal feedback

10

5. Defend the identified relationships and assumptions

§          Present and defend in groups

Explain if hypothesis was correct or incorrect and explain

·        Why did you choose that particular person for the most repetitions? 

·        If you were incorrect in your hypothesis, explain why.

Essay paper on hypothesis

Discussion

Graded paper

Discussion

11

6.        Represent relationships in terms of mathematical equations

§          Use diagrams and relationships to Derive mathematical equations

§          Determine theoretical numbers in absence of real figures

Explaining the flow of oxygen in relation to the production of ATP in STELLA

·        What is happening in this model?

Watching and explaining model

Verbal feedback

11

7.Translate variables and relationships into computational model:

§          Translate model into computational process

§          Review math equations

§          Run the model

§          Get results

§          Explore range of validity

§          Run check cases                                               

Use STELLA to demonstrate process

§          What is happening in this model?

Discussion of STELLA model

Lead discussions and demonstrate STELLA model.

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8. Interpret findings

·          Evaluate results

·          Draw conclusions

·          Make recommendations

Gather data from each person

Use Excel to make a spreadsheet for all data

Average each persons data

Graph

·        Why did some students have a higher average?

·        Could we graph athletes vs. non-athletes?

·        Could we graph girls vs. boys?

·        How else could we graph these?

Discussion

Gathering data

Graphing

Averaging

Verbal feedback

Checking spreadsheet, graphs and averages

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9. Communicate findings

§          Presentation, letter, essay, etc.

The students will prepare an essay on the relationship between plants and animals in their production, storage and use of ATP.  They will also write an essay about their data from the muscle fatigue lab.

Test

·    Exactly, what have you learned about the relationships discussed during this unit?

Wring essays

Taking tests

Verbal feedback, graded essays and tests.