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Additional Lessons 41 - 50 of 106 for Cellular Respiration
  41.   7 Stages of the Water Cycle
...ver-ocean-evaporation (evaporation, or an animal could drink it at any time during the process) or snow-melt- infiltration-plant-evapo-transpiration- infinite possibilities!!! Desert soil infiltration-groundwater or evaporation or plant evapo-transiration or drink for an animal-sweat-evaporation or cellular respiration or?waste product or??? infinite possibilities!!! Gravel Parking Lot Depends on soil and gravel compaction Precipitation-soil infiltration-groundwater-seepage-creek-river-ocean or evaporation or drink for animal along route Precipitation-accumulation-evaporation-drink for animal-or bird bath-or gets someone's shoes...
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    Grade Level: 3-5

  42.   Ecology at Work
...ranspiration, urban heat island effect Reviews: Read Reviews | Review/Comment Related Curriculum subject areas Life Science Physical Science activities Rooftop Gardens Educational Standards : Colorado Science a. Gather, analyze, and interpret data regarding the basic functions of photosynthesis and cellular respiration (Grade 7) [2009] a. Develop, communicate, and justify an evidence-based scientific example of how humans can alter ecosystems (Grade 8) [2009] International Technology Education Association-ITEA STL Standards Technology I. Much of the energy used in our environment is not used efficiently. (Grades 6 - 8) [2000] Doe...
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    Grade Level: 6-12

  43.   Differences between Plant and Animal Cells
...cterize animal cells. 2&3. Have students answer questions about the lesson while reviewing the days learning(informal assessment)(again how are plant cells different from animal cells, why don't animal cells have cell walls, etc), and hand out formal assessment Next period we will be learning about cellular respiration, how we use food to obtain energy in the form of ATP ASSESSMENT:(for each objective) I.The student will complete the following quiz as a bell-ringer(next class) and hand in as a formal assessment. FORMAL ASSESSMENT:(Both of these assessments will be due by next class, use them to prepare for the bell-ringer next cl...
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    Grade Level: K-12

  44.   Plants and Animal Cells
...oplasts characterize animal cells. 2&3. Have students answer questions about the lesson while reviewing the days learning(informal assessment)(again how are plant cells different from animal cells, why don't animal cells have cell walls, etc), and hand out quiz Next period we will be learning about cellular respiration, how we use food to obtain energy in the form of ATP ASSESSMENT:(for each objective) I.The student will complete the following quiz as a bell-ringer(next class) and hand in as a formal assessment. FORMAL ASSESSMENT:(Both of these assessments will be due by next class, use them to prepare for the bell-ringer next cl...
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    Grade Level: K-12

  45.   Respiratory System
Lisetta Shah Aaron Madson Eleanor Mathis Science Skills and Reasoning 4th Period June 20, 2007 Time: 50 minutes Objectives: The student will identify elements of the respiratory system in humans. The student will describe the processes of the respiratory system in humans. Materials: Overhead projector, transparency sheets, vis-a-vis pen, large piece of butcher paper, markers, tape or pushpins to hang butcher paper, index cards Do Now: (Written on overhead transparency) Think about a dance performan...
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    Grade Level: K-12

  46.   Ecology 5 Carbon and Oxygen Cycles
...ncluded as well) 5. Have them construct a diagram of their own carbon cycle using some of the examples mentioned in the Q and A period (5-10 minutes) 6. Explain that the oxygen cycle is similar to the carbon cycle CO2 --> photosynthesis--> O2 goes to water, metal oxides the ozone, and organisms --> Cellular respiration starts the cycle over again. 7. On the same sheet of paper used for the carbon diagram, have them construct an oxygen cycle (5 min). 8. Walk through the oxygen cycle again, calling on the students for examples of steps in the cycle (where does the oxygen go after it is released by the plants?) Closure: Today we tal...
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    Grade Level: K-12

  47.   Ecology 5 - Carbon and Oxygen Cycles
...ncluded as well) 5. Have them construct a diagram of their own carbon cycle using some of the examples mentioned in the Q and A period (5-10 minutes) 6. Explain that the oxygen cycle is similar to the carbon cycle CO2 --> photosynthesis--> O2 goes to water, metal oxides the ozone, and organisms --> Cellular respiration starts the cycle over again. 7. On the same sheet of paper used for the carbon diagram, have them construct an oxygen cycle (5 min). 8. Walk through the oxygen cycle again, calling on the students for examples of steps in the cycle (where does the oxygen go after it is released by the plants?) Closure: Today we tal...
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    Grade Level: K-12

  48.   Losing It: Tasty Models 5-8
...of nutrient molecules An opportunity to apply critical thinking to atomic modeling Glucose Carbohydrates are a group of nutrients that include sugars and starches. The most familiar carbohydrate building block is probably glucose. Glucose is the basic "fuel" of living things. During the process of cellular respiration, glucose breaks down and releases the energy needed to maintain life processes. Materials Gum drops (variety of colors) Toothpicks Glucose Model Examine the supply of gumdrops that you will be using to assemble your molecular models. Now, consider the formula of glucose, C6H12O6. Based on this formula, how should y...
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    Grade Level: 6-8

  49.   Is Atp Worth the Investment?
Is ATP worth the investment? In this lesson plan, students learn about ATP using an economic analogy. Students use simple financial tables to explore the concepts of cost, revenue, and return on an investment as it applies to ATP in aerobic and anaerobic respiration. A lesson plan for grades 9 - 12 Science By MaryBeth Knight Greene Provided by NC REAL Enterprises Learn more Related pages Mix and match ecology: Symbiosis: In this high-school biology lesson, students gain an understanding of the three kinds of symbiotic relationships by creating relationships between imaginary animals. O...
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    Grade Level: 9-12

  50.   Content Rich Science Skits
...as well, since this journey is fairly difficult to visualize in detail. I've had a few kids get a little queasy about mucous and such, but generally they LOVED this skit. There are lots of weird characters, and even an "epiglottis rap." After the students have worked with the skit, I introduce the cellular respiration chemical equation (summary version, NOT the Krebs cycle itself) where oxygen reacts with glucose to produce energy (ATP and heat) and carbon dioxide is produced as a waste product. The kids then clearly understand that the processes of eating and breathing are LINKED in our cells. They understand more about WHY we...
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    Grade Level: K-12


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