Created by:
Ron Wilson, Jane Schultz, and Linda EllisonCapital High School, Charleston, WV
Course and Grade Level: CATS-10 (Coordinated and Thematic Science 10)
Job/Career Clusters: Health Science and related fields
West Virginia IGOs:
Scientific Attitudes/Habits of Mind: 10.5, 10.6
Scientific Processes. Thinking Skills: 10.8, 10.9, 10.12
Laboratory Investigations/Hands-on Learning: 10.17, 10.18, 10.20
Science Themes and Content: 10.21, 10.25, 10.30
Computer and Technology: 10.92, 10.93, 10.94, 10.95, 10.97
Abstract: This lesson is designed as an introductory lecture and subsequent project-based assignment for the topics of respiration, glycolysis and fermentation. A PowerPoint lecture is embedded within the lesson to be used as either an introduction or even a follow-up to the project. The student project is to create a concept map using the Inspiration program upon the completion of independent or small-group Internet-based research. The production of the concept map can be used as an assessment tool for the student and their research on the topics being discussed.
Concept Map(s) of the "science" that underlies the lesson:
See the "Respiration" Inspiration Concept Map (view only)Download the "Respiration" Inspiration file
Duration of Lesson: 2 to 2-1/2 periods (50 minute periods)
Materials:
Repsiration Introduction - PowerPoint
Inspiration Software (for construction of Concept Map; see "Preparation" below)
Glycolysis Concept Map
Respiration Concept Map
Data Projector or Direct Link to Television (for viewing PowerPoint Lecture and concept maps)
PC with PowerPoint software and Internet access
Large paper and markers (construction of Concept Map if there is no Inspiration Software)
Preparation/Teacher Notes:
Inspiration software can be used for the construction of the concept map electronically or large paper can be substituted if the software is not available. (Note: A 30-day trial version of Inspiration can be downloaded from: http://www.inspiration.com)An example concept map has been provided but should only be used as a guide to grade the student's concept map or to show to them upon completion of their concept map
Procedures:
Modifications for Learning Disabilities:
Enrichment Activities:
Print a hard copy of the suggested concept map provided, make a class-set of copies, cut them into separate pieces and distribute each set to the students who complete the activity early. The students should then try to arrange the individual pieces of the concept map into a complete concept map. Remind the students that each concept must be linked through "linking words" which tie the concepts together rationally.
Suggested assessment:
The students could turn in the Inspiration concept map which they created within the lesson
References:
Miller & Levine. Biology (New Edition). Prentice Hall. Englewood Cliffs, New Jersey. 1993.Brusca, Johnson. Biology: Visualizing Life. Holt, Rinehart and Winston. National Academy Press, Washington, D.C. 1990
http://buglady.clc.uc.edu/biology/bio104/cellresp.htm
http://www-biology.ucsc.edu/classes/bio3/overheads/RespA.html