SCI 414 Learning Cycle Lesson Plan Template
The headings below are required aspects of each lesson plan. Any additional information needed for the
lesson plan may also be included. All lesson plans must have internal alignment (objectives, learning
activities, and assessment must match). Remember each lesson plan may cover more than one day but
each must be able to be taught by a qualified substitute from these plans.
Topic
Fermentation
Grade Level (and course name, if applicable)
High school – 9th grade
General Biology
Inquiry Level and Depth of Knowledge (DOK)
Guided Inquiry
Depth of knowledge level 4
Content Objectives
Students will be able to discuss the process of fermentation by listing the inputs and outputs of the
process.
Students will be able to modify the lab given to them to see how different variables impact
fermentation in an experimental setting.
Nature of Science Concepts
The process of science involves observation, exploration, testing, communication, and application.
Science is ongoing; answering one scientific question frequently leads to additional questions to be
investigated.
Scientific knowledge is open to question and revision as new ideas surface and new evidence is
discovered.
NGSS Science and Engineering Practices – Explain how these are being used by students in this lesson.
Developing and Using Models
Modeling in 9–12 builds on K–8 experiences and progresses to using, synthesizing, and developing
models to predict and show relationships among variables between systems and their components in
the natural and designed worlds.
 Use a model based on evidence to illustrate the relationships between systems or between
components of a system.
In this lab, students model by creating their own experiment and following the one the teacher has
prepared for them. This lab allows students to understand the concept and then change variables to
understand the relationships that are taking place in this process.
SCI 414 Learning Cycle Lesson Plan Template
NGSS Disciplinary Core Ideas - Explain how these are being used by students in this lesson.
LS1.C: Organization for Matter and Energy Flow in Organisms
 As matter and energy flow through different organizational levels of living systems, chemical
elements are recombined in different ways to form different products.
 As a result of these chemical reactions, energy is transferred from one system of interacting
molecules to another. Cellular respiration is a chemical process in which the bonds of food
molecules and oxygen molecules are broken and new compounds are formed that can transport
energy to muscles. Cellular respiration also releases the energy needed to maintain body
temperature despite ongoing energy transfer to the surrounding environment.
In this lab, students are taking their knowledge of cellular respiration a step further and are applying
that knowledge to fermentation. They see the same re-combination of elements to form a different
process by using energy.
NGSS Crosscutting Concepts - Explain how these are being used by students in this lesson.
Energy and Matter
 Energy cannot be created or destroyed—it only moves between one place and another place,
between objects and/or fields, or between systems.
In this lab, students are seeing the process of fermentation happen, where the addition of sugar to
yeast is converted into energy for use to make carbon dioxide. The energy is moving between
systems, like the standard points out.
Missouri Learning Standards (Include Local curriculum standards if applicable) – paste the standard
here. Explain how the lesson meets the standard.
9-12.LS1.C.2 Use a model to demonstrate that cellular respiration is a chemical process whereby the
bonds of molecules are broken and the bonds in new compounds are formed resulting in a net
transfer of energy. [Clarification Statement: Emphasis is on the conceptual understanding of the
inputs and outputs of the process of cellular respiration.]
Fermentation is a process similar to cellular respiration. Understanding fermentation allows students
to compare it to cellular respiration and how the inputs and outputs of each differ based on different
resources available.
Materials and Equipment
SCI 414 Learning Cycle Lesson Plan Template
For each lab group:
3 Balloons
3 Flasks
Water
Yeast
Sugar
Timer
String
Ruler/Meter stick
Safety and Equipment Considerations
When in the lab setting, students should be wearing appropriate lab attire such as closed toe shoes
and googles.
Modifications for Differentiated Instruction (Accessibility, Learning Styles, Cognitive Level)
Modifications can be addressed by giving students more time to complete the lab if needed based on
different cognitive level or physical needs. If needed, the lab procedure and information can be
printed out before class for students.
Diversity – How are issues of diversity addressed, if appropriate.
This lab would typically not bring up issues of diversity.
Instructional Activities: Instructions for the teacher. Include classroom management instructions,
grouping, time estimates for activities, what are students doing?, what is teacher doing?
Be sure to label guided practice, independent practice, closure and real-life applications of concepts
in the lesson activities.
Instructional Activities: Anticipatory set (Engagement)
Teacher Actions
Student Actions
SCI 414 Learning Cycle Lesson Plan Template
*anticipatory set on topic done by Dr. Bonebrake
previously during a different day
Instructional Activities: Exploring the Idea, Guided Practice
Teacher Actions
 Teacher will explain to students to the

experiment they will be doing by writing
out the materials on the SmartBoard and
telling them the procedure of putting 7 g
of yeast into one flask,

 Before moving to the lab, the teacher will
ask students if they have any question
before beginning.
 The teacher will remind students to wear

proper lab gear, goggles, for the entire
duration of the lab.
 As students start working on the lab, the

teacher will remind students of
procedures, answer questions, and
remind students to write down
observations.

 The teacher should pose questions to
help students such as “What differences
are you seeing between the three
flasks?”, “Why are you seeing these
differences?”, “What dos the sugar
supply to the yeast?”
Student Actions
Students will get out their lab notebooks
and listen while the teacher explains the
lab, taking note of major information
such as materials and procedure.
Students will get into lab groups
(maximum of 4 students per lab table)
and make sure they have all materials
listed in their notes.
Students will follow the lab as outlined in
their labs, asking questions if needed
along the way.
Students will document the data
collected in a table, as well as keep track
of qualitative data through observing
their experiments.
After data is collected, students will clean
lab areas and be ready to discuss their
variables and results as a class.
Instructional Activities: Explaining (Getting the Idea), Independent Practice
Teacher Actions
Student Actions
SCI 414 Learning Cycle Lesson Plan Template





The teacher will hand out the after-lab
worksheet to all students.
The teacher will explain to students that
they are expected to complete the
activity on their own to start with.
The teacher will walk around the room
answering questions and monitoring
students.
After all students are done individually,
the teacher will put students into groups
to discuss answers and come up with the
best answers.
Once groups have gotten the chance to
discuss, the teacher will put each group
in charge of one or a few questions that
they are responsible for explaining to the
rest of the class.



After completing the lab, students will
answer the questions given by the
teacher individually, as best they can.
After completing as much of the
worksheet as possible, students will get
into their lab group and check and
discuss their answers as a group.
Once answers are gone over, students
will come together as a class to discuss
answers by having a few questions that
their group must explain to the class and
to others.
Instructional Activities: Expanding (Applying the Idea), Real-life application & Closure
Teacher Actions
Student Actions
*Done by Dr. Bonebrake on the next day of
 Students will listen to teacher give
biology class
instructions before getting into lab
 The teacher will explain to students that
groups.
they will be doing the same experiment
 Students will get into lab group and
as before on fermentation. The
decide on a variable to test, thinking
difference is each group will choose a
about the first experiment and what
variable to change from the first
could impact fermentation.
experiment and see its impact.
 Students will get their experiment
 The teacher will decide if groups are
checked by the teacher and start their
choosing appropriate variables that are
experiment.
realistic for lab. Once groups have
 Students will create a table or chart to
decided on their new independent
convey information easily with the
variables, the teacher will write it on the
teacher and the class.
board as taken.
 After data is collected, students will clean
 After all group have a different variable
lab areas and be ready to discuss their
to test, the teacher will aid students
variables and results as a class.
when needed during their experiment.
The teacher will walk around the room,
ensuring safe lab procedures and
students’ focus.
SCI 414 Learning Cycle Lesson Plan Template
Instructional Activities: Student worksheets, handouts
Inserted worksheet: “Fermentation Lab Questions”
Assessment
SCI 414 Learning Cycle Lesson Plan Template
Formative Assessment(s):
 Students results to the lab activity
 After-lab worksheet understanding
 Student’s own lab activity and logic behind new variables
Summative Assessment(s):
Resources
Biology Book: Miller, Kenneth R., and Joseph S. Levine. Biology. Pearson, 2019.
Fermentation Lab Questions
SCI 414 Learning Cycle Lesson Plan Template
1. What were your results to the fermentation lab?
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2. Were your lab group’s results consistent with what was expected? If not, what sources of error
could have caused this?
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3. With the flask that inflated the balloon the most, what caused the increase of CO2?
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4. How does the combination of the yeast and sugar compare to normal cellular respiration?
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