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Comparing Aerobic vs. Anaerobic Respiration

Subject:

Science  

Grades:

7, 8, 9, 10  

Title – Comparing Aerobic vs. Anaerobic Respiration
By – Amy Malowitz
Primary Subject – Science
Grade Level – 7-10

Objective:

  • Students will compare the two types of cellular respiration: aerobic respiration and anaerobic respiration (fermentation). Students will note similarities and differences between the two processes including when, where, and how each process occurs.
  • Students will develop a concept map using Inspiration indicating the criteria for aerobic and anaerobic respiration. This concept map will indicate:
    • Three similarities between the two processes.
    • Two types of cells that perform each process.
    • Location in the cell where each process occurs.
    • Oxygen requirements for each process.
    • Reactants and products for each process.
    • Energy output for each process.
    • Two different types of anaerobic respiration.
      • Reactants and products for each.
      • Types of cells that perform each process.

Introduction:

  • This activity will follow a fermentation (anaerobic respiration) lab using yeast. This lab will address the process of alcoholic fermentation.
  • Students will perform push-ups to experience lactic acid build-up in muscle cells.
  • These activities will gain interest in the process of anaerobic respiration.
  • Students will have already studied the detailed process of aerobic cellular respiration.

 Procedure:

  • Students will work in pairs or trios to answer questions (as seen in benchmarks) on aerobic and anaerobic respiration.
  • Students will use previous notes and lab activities to summarize main ideas for aerobic and anaerobic respiration.
  • Individually, students will create a concept map using Inspiration to further integrate and separate the two processes.

 Accommodations:

  • Instructions will be provided in written format as well as read orally. Instructions will also be on an overhead.
  • One example will be provided for students on how to summarize data.
  • Students will be shown examples of concept maps.
  • Individual groups will have to show completed summary before proceeding to complete concept map.
  • Students will be asked to draw a part of their concept map on paper before proceeding to computer to ensure understanding of procedure.

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