Primary Type: Lesson Plan
Status: Published
This is a resource from CPALMS (www.cpalms.org) where all educators go for bright ideas!
Resource ID#: 71722
Anaerobic Respiration and You
This lesson plan explains anaerobic respiration and its role in human society. It is designed for two class periods, each 50 minutes in length, and one
take home activity. Students are going to compare and contrast the physiology of two types of anaerobic respiration and identify different
microorganisms that are used in the modern food industry. The teacher explains and presents the content and the procedures on the first day as
a lesson walk through. There is an optional activity (yogurt making and bacterial smear) that can easily be performed in the classroom. It is highly
recommended that Honors and AP students should be given the optional activity provided with this lesson plan.
Subject(s): Gifted, Science
Grade Level(s): 9, 10, 11, 12
Intended Audience: Educators
Suggested Technology: Document Camera,
Computer for Presenter, Internet Connection,
Interactive Whiteboard, LCD Projector,
Speakers/Headphones
Instructional Time: 1 Hour(s) 40 Minute(s)
Resource supports reading in content area: Yes
Freely Available: Yes
Keywords: respiration, anaerobic respiration, fermentation, yoghurt, yeast, bacteria
Resource Collection: FCR-STEMLearn Diversity and Ecology
ATTACHMENTS
Bacterial Smear Procedure.docx
Cornell Notes Template.pdf
Fermentation.pptx
Foods_and_Bacteria_Article.doc
FORMATIVE ASSESSMENT Role of Anaerobic Respiration.docx
Formative assessment 2.docx
Summative_Evaluation__Survey_a_Supermarket.doc
Testing Prior Knowledge.docx
LESSON CONTENT
Lesson Plan Template: General Lesson Plan
Learning Objectives: What should students know and be able to do as a result of this lesson?
Students will be able to:
1. Identify the importance of anaerobic respiration in yeast, bacteria, and animal cells.
2. Differentiate between the products and pathways of anaerobic respiration in yeast and human cells.
3. Apply knowledge about anaerobic respiration in real life by exploring different food products such as yogurt, cheese, beer and wine.
4. Explain the anaerobic respiration pathways resulting in the production of lactic acid and ethyl alcohol.
Prior Knowledge: What prior knowledge should students have for this lesson?
Prior Knowledge
Students will need to know:
page 1 of 4 1. Cellular respiration: definition, purpose, and outcome.
2. The location, in the cell, and process of cellular respiration.
3. The basic structure of mitochondria.
4. Definitions and basic pathways of glycolysis, Krebs cycle, and electron transport chain.
5. Basic differences between aerobic and anaerobic respiration.
Guiding Questions: What are the guiding questions for this lesson?
Guiding questions.
1. What type of living organisms will survive in the absence of oxygen? Give a few examples.
2. Explain the ways in which living organisms are used in food production.
3. What are antibiotics and how are they produced?
4. Where does beer and wine come from?
5. Is it healthy to eat bacteria? Give a few examples of the benefits and harmful effects of bacteria in the food industry.
Teaching Phase: How will the teacher present the concept or skill to students?
Step 1
The teacher will display a variety of food items available in the market that are made by using bacteria or yeast. The teacher will ask the students to identify the
food items and will give the students a chance to speak about these food items. The teacher will ask "How is it made?" for each item.
After testing the prior knowledge using the pretest (attached), the teacher will review and discuss the results. This part of the teaching phase will last for about 10
minutes.
The teacher will, then, review both pathways of anaerobic respiration by using the "fermentation" PowerPoint (attached).
The teacher will introduce the vocabularies associated with alcoholic fermentation and lactic acid fermentation.
The teacher will display lactic acid and ethyl alcohol molecular models (easily found online) and actual substances (warning - wear appropriate safety gear) in
order for the students to be able to visually differentiate both of the chemicals. The teacher will ask them to write about the differences on the Daily Plan page.
The teacher will introduce the concept that the formation of these chemicals always starts from glucose in anaerobic respiration (use the PowerPoint; attached).
The teacher will introduce the two groups of organisms that use this pathway as an alternative form of energy-making process. (If the class is equipped with a
digital microscope, images of prepared slides will be projected on the screen at this time).
The teacher will use the flow chart to explain the reaction and end-product.
Students will use the Daily Plan notes template (attached) to take notes during the presentation.
The teacher will walk around and make sure all of the students are taking enough notes to meet the objective.
Step 2
Using the library or internet resources the teacher will ask the students to create a table that identifies 10 different food items, and the students will list the common
and scientific names of the microorganisms used in the different foods' production. The teacher will walk around and help the students to access the resources and
information via the internet or library books. The teacher will assist the students to create a table in the Daily Plan page.
The teacher may create and demonstrate a template (attached) of the table for struggling students. A sample table is attached.
- or The teacher may print and make copies of the above template for the students in advance.
Step 3
Students will prepare a bacterial smear from yogurt by following the bacterial smear activity procedure (attached). They will understand that these food products
use microorganisms, and some products have live cultures.
Guided Practice: What activities or exercises will the students complete with teacher guidance?
The teacher will assist with the use of Daily Plan Notes Template while delivering content.
Bacterial Smear Activity. (The teacher will compare the smear preparations of the students and save the image for future reference if the classroom is equipped
with a digital microscope.)
Independent Practice: What activities or exercises will students complete to reinforce the concepts and skills developed in the
lesson?
The students will practice demonstrating their knowledge of the alcoholic and lactic acid fermentation pathways by drawing the pathways on a charts after the
lecture.
Students will prepare the bacterial smear (yogurt) activity independently.
The students will complete the summative assessment. The article summary worksheet and rubric are attached.
Closure: How will the teacher assist students in organizing the knowledge gained in the lesson?
The teacher will ask the students to present both fermentation flowcharts in front of the class. Students will describe their flowcharts in detail.
Students will complete the lab page (Bacterial smear) with completed diagrams and conclusions for the assessment. Also, the teacher will ask students to submit
the smear slide for evaluation. (If the class is equipped with a digital microscopes, the images can be saved and discussed later).
Summative Assessment
http://dwb.unl.edu/Teacher/NSF/C11/C11Links/www.bact.wisc.edu/microtextbook/metabolism/FermFoods.html
Students access this link and read the article given and prepare a summary of the article in the given template.
The template and the grading rubric is attached.
http://dwb.unl.edu/Teacher/NSF/C11/C11Links/www.bact.wisc.edu/microtextbook/metabolism/FermFoods.html
Students will access this link and read the article given, or the teacher can print it for students to use. The students will prepare a summary of the article in the
given template.
The template and the grading rubric are attached.
The article has a quantitative text complexity measure of 1150 Lexile.
Formative Assessment
This lesson is about how anaerobic respiration is used in the production of different food products and how anaerobic respiration is different in bacteria, yeast and
animal cells.
page 2 of 4 The teacher will administer the pre-test to test the prior knowledge and evaluate the students. The pre-test questions and the key are attached.
In the first part of the lesson, the teacher will lead a discussion covering the pre-test questions and answers; the teacher may want to involve student volunteers in
this assessment. The students will explain why an answer is correct.
While presenting the content using PowerPoint ("Fermentation", attached), the teacher will walk through the class and make sure students are on task and taking
notes in the Daily Plan handout (attached). The teacher will assist the struggling students with vocabulary. Once the explanation is complete, the teacher will walk
around and place a check mark or a date stamp to ensure that they have made enough notes to accomplish the objective.
A Formative Assessment (with key) is also attached to be given after the PowerPoint.
Feedback to Students
Students will be given 5 minutes to take a quick quiz (Formative Assessment and Key - attached) containing five questions after the PowerPoint. (Projected onscreen, displayed through www.polleverywhere.com, or as a physical quiz).
Depending upon the quiz results, the teacher may give feedback to the students. Also, the teacher may ask a student volunteer to explain why the answer is correct
and why other answers are incorrect.
If the students require one-to-one instruction and feedback, the teacher can work with them during the second half of the lesson.
The teacher will walk around and explain the content for struggling students.
ACCOMMODATIONS & RECOMMENDATIONS
Accommodations:
Depending upon the the type of student accommodation, please modify the lesson content.
1. The teacher may make large prints of the PowerPoint slides.
2. The teacher may print and give the procedure to make bacterial smears/yogurt production a day in advance, so that the students can read and come to class
prepared.
3. Lab safety procedures/contract. The teacher will have student sign the contract well in advance from the students with behavioral accommodations.
4. Students with writing disabilities may use a cell phone and www.polleverywhere.com to answer the pre-test and formative assessment questions.
5. For academically challenged students the teacher may want to start with the vocabulary cards to build understanding of the terms.
6. A classroom display of different food items made by using bacteria and/or yeast may facilitate learning and possibly motivate participation.
Extensions:
For AP and Honors Students.
http://www.nature.com/scitable/topicpage/yeast-fermentation-and-the-making-of-beer-14372813
1. Students will use the above-linked article. In groups of two or three, the teacher will ask the students to prepare a presentation based on the article about
fermentation.
2. Students may visit the local super market and identify 10 different food items that used fermentation in their production. The worksheet is attached with the file
name: "Survey at the Supermarket".
For high performing groups the teacher may ask the students to answer, "How does the same type of anaerobic reaction produce the two different products: ethyl
alcohol and lactic acid?" This assignment may be given a day before the lesson is scheduled. The teacher will ask students to prepare a summary and present it to the
class on the day of the lesson.
Suggested Technology: Document Camera, Computer for Presenter, Internet Connection, Interactive Whiteboard, LCD Projector, Speakers/Headphones
Special Materials Needed:
1. Student Laptops with internet connectivity.
2. Printer
3. Microscopes
4. Microscope Slides
5. Methylene Blue stain
6. Goggles
7. Lab aprons
8. Notes Page printouts and worksheet prints
9. Various food items that used fermentation in their production.
10. Yogurt for bacterial smear (optional).
Further Recommendations:
A cell phone for each student is optional.
The teacher may demonstrate how yeast is used in bread production by demonstrating bread dough rising. A 'control' dough may be used without yeast.
SOURCE AND ACCESS INFORMATION
Name of Author/Source: Anonymously Submitted
Is this Resource freely Available? Yes
Access Privileges: Public
License: CPALMS License - no distribution - non commercial
page 3 of 4 Related Standards
Name
SC.912.L.18.6:
Description
Discuss the role of anaerobic respiration in living things and in human society.
page 4 of 4