Target Student Performance
Students use molecular models to explain how carbon, oxygen, and hydrogen atoms are rearranged into new molecules in a cow’s cells.
Resources You Provide
- (From previous lesson) Students’ unanswered questions they shared in 3.3 Evidence-Based Arguments Tool for Mealworms Eating
- (From previous lesson) 3.3 Evidence-Based Arguments Tool for Mealworms Eating
- molecular model kit (1 per pair of students)
- scissors (1 per pair of students)
- twist ties (at least 12 per pair of students)
- video of a cow moving, such as here: https://youtu.be/onWzeDElz6w
Resources Provided
- 4.1 Molecular Models for Cellular Respiration Worksheet (1 per student)
- 4.1 Grading the Molecular Models for Cellular Respiration Worksheet
- 41 Molecular Models for Cow Cellular Respiration PPT
Recurring Resources
- Molecular Models 11 x 17 Placemat (1 per pair of students)
- Molecule Diagram 11 x 17 Poster (1 per class)
- Three Ways to Represent Glucose 11 x 17 Poster (1 per class)
- Forms of Energy Cards (1 set per pair of students)
- Cow 11 x 17 Poster (1 per class)
Setup
Prepare one model kit, one Molecular Models 11 x 17 Placemat, one pair of scissors, and one Forms of Energy Cards for each pair of students. Print one copy of the 4.1 Molecular Models for Cellular Respiration Worksheet for each student. Prepare a computer and a projector to display the PPT. Retrieve the materials from Activity 3.3. This may include PPT slides from the lesson in which you typed students’ unanswered questions or a photograph of their unanswered questions. Print and hang the Cow 11 x 17 Poster, Molecule Diagram 11 x 17 Poster, and Three Ways to Represent Glucose 11 x 17 Poster.