Lesson Plan
Class: 5th years
Length of Class: 80mins
Subject: Biology
Topic: Respiration
​
Previous Knowledge and Experience:
I expect the pupils to have a basic understanding of the scientific theory underpinning
respiration. The pupils will have previously been introduced to the topic from Junior
Certificate Science. I expect the students to have a god understanding of the aerobic
respiration and will be able to describe it in a word equation. I also expect that some pupils
will be able to demonstrate the requirements and products of aerobic respiration. This was
covered in the Junior Certificate syllabus (OB9 describe the process of aerobic respiration by
means of a word equation and understand that aerobic respiration requires the presence of
oxygen, OB10 demonstrate the products of aerobic respiration) I also expect the pupils to
have a basic understanding of fermentation and its uses. I also expect the pupils to have a
basic understanding of energy and its transfer from the physics section of the Junior
Certificate Syllabus (OP17 state the principle of conservation of energy, OP20 identify
different forms of energy and carry out simple experiments to show the energy conversions) I
do expect however that many pupils will have misconceptions about the topic of respiration.
One of the main misconceptions I expect the students to have is pupils believing that
respiration is synonymous with breathing.(Bishop et al 1986) Another common
misconception I expect the pupils to have is that energy is not conserved but is consumed in
respiration and thus depleted when utilised.
​(Carlsson 2002)Aim:
To develop the pupils conceptual knowledge of respiration by identifying and
addressing misconceptions and to further develop the students scientific skills of
inquiry.
Objectives:
The pupils should be able to overcome their misconceptions and form accurate
scientific understanding of the topic being addressed. (Cognitive domain)
The pupils will be able identify a problem, devise a solution and address the problem
using their reasoning and scientific skills of inquiry (Psychomotor domain)
The pupils will be able to demonstrate teamwork and fairness in time allocation
during presentation and idea generation. (Affective domain)
The pupils should gain an interest in an appreciation for the importance of respiration
in biology and our daily lives. (Affective domain)
Assessment:
This objective will be assessed by use of an individual concept map created by each
student.
This objective will be assessed by use of classroom discussion and questioning prior
to practical.
This objective will be assessed by use of presentations from each group and peer/
teacher questioning.
This objective will be assessed by teacher observation during lesson.
Subject Matter:
Pupils will learn that respiration is the controlled release of energy from food. They will learn
that energy released is stored as ATP – which is the immediate source of energy in the cells.
They will learn about the different types of respiration (Aerobic and anaerobic). Aerobic
respiration requires oxygen and the end products are CO2, H20, and ATP. Anaerobic
respiration is the breakdown of sugar to release energy in the absence of oxygen.
Resources:
Mini-whiteboards, energy currency analogy sheet, concept cartoons, powerpoint, projector,
lab equipment, apple juice, alcohol.
Time Teacher Activity
2m
3m
Pupil Activity
References
Common Misconceptions:
(Bishop et al, 1986)
•• Respiration is synonymous with breathing
(Carlsson, 2002)
•• Energy is not conserved but is consumed in respiration
(Seymour et al,1991)
and thus depleted when utilised
• During respiration oxygen is converted into another form
of gas, carbon dioxide.
Objectives/goals are
discussed to increase
pupils’ metacognitive
Pupils will file into class and abilities.
prepare all learning materials
Set Up (5mins)
Metacognition is a selfevaluative process that
Teacher will take roll.
focuses on one’s own
Pupils will take down
thinking process (Proust,
homework which is internet
2010)
based (See appendix)
Teacher will discuss class
Pupils will answer a few
objectives
questions from projector
10m
Literacy and numeracy. It
has been shown that in the
21st century students need
all components of tradition
literacy as well as with
their extension to
multimedia situations.
(Elkins and Gunn et al.,
2011)
PAR constructivism model
and scaffolding of learning.
(Petty, 2010)
15m
15m
20m
Use of mini whiteboards
allows for monitoring of all
pupils understanding rather
than sporadic questioning.
Blooms taxonomy. Higher
and Lower Order
Questioning
Analogies play an
important role in the
meaningful learning of
science (Cavallo, 1996)
Kabapinar (2005) found
that concept cartoon
teaching approach was
effective in creating
focused discussions where
reasoning behind students’
misconceptions could be
uncovered.
Enage: The point of this
stage is to generate enough
interest in the subject to
propel students into
learning process. (Stamp,
2007)
Explore: Pupils have the
opportunity to work
through problem and
generate new ideas
Inquiry Based Learning.
Keys (2001), states that
inquiry develops abilities
such as identifying and
posing questions, designing
and conducting
investigations.
Explain: Students formally
provided with definitions
and concepts. Aim to
introduce correct concepts.
Group work discussion is
used as it helps incorporate
peer teaching and
assessment for learning
into the lesson.
Elaborate: Pupils will use
what they have learned to
answer probing questions
that require application of
learning
Evaluate: During this
stage instructor can assess
their students abitilty to use
concepts correctly in
making a concept map.
One of the powerful uses of
concept maps is not only as
a learning tool but also as
an evaluation tool, thus
encouraging students to
use meaningful mode
learning patterns
(Mintzes et al., 2000)
Literacy and Numeracy
Introduction (10mins)
Teacher will ask
Pupils will answer questions by
questions using visual
using mini-whiteboards
aids to recap/ revise
material that links to new
material and help identify
any misconceptions.
Key Questions
How do humans acquire energy?
What is respiration?
What is the equation for respiration?
How is respiration different to breathing?
How is aerobic respiration different to anaerobic
respiration?
Is energy lost forever when our body uses it?
Development (55mins)
Teacher will introduce
new material about
aerobic and anaerobic
respiration using
PowerPoint and establish
its links to the prior
knowledge. An “energy
currency” analogy will
be used to help pupils
understand ATP and
address the
misconception about
energy conservation. (See
appendix)
Pupils will take notes and ask
any questions they have
regarding new material.
Pupils will answer questions
and become self aware of any
misconceptions they might
have during concept cartoon
activity
Pupils will ask any questions
they have regarding topic and
any individual misconception
they might have.
Teacher will facilitate and
assess learning by use of
a series of concept
cartoons. (See appendix) Pupils will work in groups to
Any individual
identify the problem and devise
misconceptions will be a solution.
addressed.
Groups will present their
solutions/ideas for their
Teacher will introduce
problem to class. Pupils will
the drink driving activity then assess each possible
problem and break pupils solution in a class discussion
into groups.
and decide the best course of
(See appendix)
actions
Teacher will ask
questions and facilitate
class discussion
Pupils will observe and help
assist in carrying out the
iodoform test that solves
Teacher will carry out the problem that they were giving
iodoform test that the
in the beginning.
pupils helped to devise to
solve the problem.
Teacher will link alcohol
production to respiration.
Conclusion (10mins)
Teacher will ask some
probing questions to
assess pupils’ ability to
elaborate on knowledge.
How is anaerobic
respiration in humans
different to anaerobic
respiration in fungi?
Which process
anaerobic or aerobic is
more effective at
producing ATP? Why?
Pupils will answer some
probing questions which
require application of the
concepts they
Pupils will construct individual
mind maps that incorporate all
that they learned today and link
to previous mind maps on
other topics.
Pupils will add new words to
their key words section on the
Teacher will monitor
pupil activity and provide topic
individual feedback and
address any
misconceptions/
difficulties.
​
​
​
Appendices
Energy Currency Analogy:
ATP is like currency/money. It can be used acquire and produce other things. It can be used
everywhere and by everyone. It is not lost when it is used it just passes onto other people to
be used to acquire and produce more things. In this way it is conserved. It can be stored/
saved for use when needed. It can be used instantly when required. Certain processes/
businesses require currency to produce products and to acquire/produce more currency.
Certain businesses/processes can produce/acquire more currency than others depending on it
requirements.
Drink Driving Activity:
Explain to students that you have obtained two urine samples from a two car collision – one
sample from each driver. Both drivers claimed that they hadn’t been drinking, but empty cans
were found in the back of one of the cars. Use a solution of apple juice and one solution of
apple juice with ethanol. How can we test if these urine samples have alcohol? Students will
told that the police have given them a solution of potassium iodine, a solution of sodium
hypochlorite, test tubes and a water bath in order to find out if either of the urine samples
contains alcohol. They will devise the experiment and assist teacher in carrying out the
devised iodoform test. The police have said that yellow crystals indicate that alcohol is
present. The scientific method and inquiry learning will be emphasised throughout.
Internet Based Homework:
http://scratch.mit.edu/projects/10067390/. This is an interactive recap that recaps on
respiration. It helps address any misconceptions students may have in relation to the
differences of respiration and photosynthesis. In addition, it develops students IT skills and
st
computer literacy and numeracy. It has been shown that in the 21 century students need all
components of tradition literacy as well as with their extension to multimedia situations.
(Elkins and Gunn et al., 2011)
Concept Cartoons:
Respiration happens
when you take a big
breath in and hold it.
Then all the oxygen
is used to make
energy.
Breathing is the same
thing as respiration. It
releases energy by
converting O2 to CO2
.
Molly
Rory
Respiration is the
controlled release of
energy from food.
Respiration can
only occur when
there is oxygen is
present otherwise
it wont happen
Sam
Levi
Energy is stored as
ATP is conserved.
That means that it
isn't lost when its
used.
ATP is formed by
combining O2 AND
CO2 with food o form
energy.
Molly
Rory
If you use too much
ATP at one time it
becomes all used up
and is lost forever
Anaerobic
respiration
produces no ATP
just alcohol and
glucose
Sam
Levi
Reference List
Bishop, BA, & Anderson, CW (1986). Evolution by natural selection: a teaching module.
Occasional paper 91. East Lansing: Institute for Research on Teaching, Michigan State
University.
Carlsson, B., (2002). Ecological understanding 2: Transformation-A key to ecological
understanding. Int. J. Sci. Educ., 24: 701-715.
Cavallo, A. M. L. (1996). Meaningful learning, reasoning ability, and students’
understanding and problem solving of topics in genetics. Journal of Research in Science
Teaching, 33, 625–656
Elkins, J., Gunn, S. and Wyatt-Smith, C. (2011). Multiple perspectives on difficulties in
learning literacy and numeracy. Dordrecht [u.a.]: Springer
Kabapinar, F. (2005), The Effectiveness of Teaching via Concept Cartoons from the Point of
View of Constructivist Approach, Educational Sciences: Theory & Practice, 5(1), 135-146.
Keys, C. W. and Bryan, L. A. (2001). Co-constructing inquiry-based science with teachers:
Essential research for lasting reform. Journal of research in science teaching, 38 (6), pp. 631-645.
Mintzes, J. J., Wandersee, J. H., & Novak, J. D. (2000). Assessing science understanding: A
human constructivist view. San Diego: Academic Press.
Petty, G. (2006). Evidence based teaching. Cheltenham: Nelson Thornes.
Proust, J. (2010), Metacognition. Philosophy Compass, 5: 989–998.
Scratch.mit.edu, (2014). Scratch - Photosynthesis & Cellular Respiration Labeling
Interactive. [online] Available at: http://scratch.mit.edu/projects/10067390/ [Accessed 23
Apr. 2014].
Seymour, J. & Longdon, B. (1991). Respiration – that’s breathing isn’t it? Journal of
Biological Education, 25(3), 177-183.
Taber, K. (2002). Chemical misconceptions. London: Royal Society of Chemistry.