Transformations in Matter and Energy Carbon TIME is an NSF-funded partnership led by Michigan State University
Activity 4.2 - Explaining How Cows Move and Function: Cellular Respiration (40 min)
Target Student Performance
Students explain how matter moves and changes and how energy changes during cellular respiration in a cow’s cells (connecting macroscopic observations with atomic-molecular models and using the principles of conservation of matter and energy).
Resources You Provide
- (from previous lesson) 3.3 Evidence-Based Arguments Tool for Mealworms Eating
- 4.2 Explanations Tool for Cow Cellular Respiration
- 4.2 Grading the Explanations Tool for Cow Cellular Respiration (1 per student)
- 4.2 Explaining How Cows Move and Function: Cellular Respiration PPT
- 4.2 How do Animals Get the Energy They Need to Move? Reading (1 per student)
- Learning Tracking Tool for Animals
- Assessing the Learning Tracking Tool for Animals
- Animals Matter Tracing Tool (1 per class)
- Assessing the Animals Matter Tracing Tool
- (Optional) Example Animal Explanations Handout (1 per student or per group)
- Cow 11 x 17 Poster (1 per class)
- Questions, Connections, Questions Student Reading Strategy
- Three Questions 11x17 Poster (1 per class)
- Three Questions Handout (Color Version)
- Three Questions Handout (BW Version)
Print one copy of the 4.2 Explanations Tool for Cow Cellular Respiration for each student. Return students’ completed versions of the 3.3 Evidence-Based Arguments Tool for Mealworms Eating for review. In this activity, your students will need to use the Three Questions Explanation Checklist on the back of the Three Questions Handout. Be sure to have this available to students, and see the notes in the Modifications at the end of the Activity for ideas about how to use it.
During the class, circulate while students are comparing their explanations. Listen to see if they are able to explain cellular respiration at both the macroscopic and atomic-molecular scales. Use 4.2 Grading the Explanations Tool for Cow Cellular Respiration to grade student responses. This worksheet has “grading” in the title (instead of “assessing”) because at this point, students can be held accountable for correct answers. If students are still struggling with these concepts, you may want to revisit parts of the activity they are finding difficult. Use Assessing the Animals Matter Tracing Tool to grade the tracing tool.
- Make sure students understand that the chemical energy in glucose (not glucose itself) is converted to heat and motion energy.
- Make sure that students discuss and understand all three columns of the Three Questions 11x17 Poster or Three Questions Handout.They play a central role in all Carbon TIME units.