1. TITLE OF LESSON
Unit 3; Lesson 5—ATP: The Energy of Life
2. CURRICULUM AREA & GRADE LEVEL
9th grade Biology
Dr. Rachel Richards
3. STUDENT INFORMATION
A. English Language Learners
All ELL students are CELDT level 4. There are 4 in period 5 and 6 in period 6 for a total of 10 ELL students. See Unit 3; Lesson 1: Introduction to the Cell for more detail.
B. Students with Special Education Needs
There are 4 students with IEPs or 504s in period 4 and 4 in period 6 for a total of 8. Learning disabilities include ADHD (2), anxiety (1), autism (2), specific learning disability (e.g. reading comprehension/memory retention) (2), and mild cerebral palsy (1). See Unit 3; Lesson 1: Introduction to the Cell for more detail.
A. Enduring Understanding
ATP is essential for the energy of life. ATP is necessary for all biological processes, including cell repair, enzymatic and chemical reactions, transport, synthesis of new materials (proteins, DNA, RNA, etc.), and the breakdown of materials. It is involved with every living process of the body, including brushing your teeth, sleeping, and eating, as well as more vigorous activities like running and playing sports. ATP is rechargeable and cycles between ADP and ATP.
B. Essential Questions
Why is ATP important?
Why is it considered “rechargeable”? How does ADP form ATP?
Where does the energy in ATP come from?
C. Reason For Instructional Strategies & Student Activities
My classes are composed with freshmen. Most of them don’t like biology, as evidenced by an informal poll on the first day of class. Therefore, my classes are very hands-on and activities-based. In addition, I design my intros, presentations, and activities to be fun, engaging, and thought-provoking. The use of multiple resources and teaching styles will help my diverse class understand the key points of this unit, regardless of whether they learn through visual, auditory, and/or kinesthetic modalities. These various strategies will also help the ELL students and students with special needs in my class learn the new material by being exposed to it in different ways.
5. CONTENT STANDARD(S)
1. Cell Biology: The fundamental life processes of plants and animals depend on a variety of chemical reactions that occur in specialized areas of the organism’s cells.
f. Students know usable energy is captured from sunlight by chloroplasts and is stored through the synthesis of sugar from carbon dioxide.
g. Students know the role of the mitochondria in making stored chemical-bond energy available to cells by completing the breakdown of glucose to carbon dioxide.
i. Students know how chemiosmotic gradients in the mitochondria and chloroplasts store energy for ATP production.
6. ELD STANDARD(S)
Listening & Speaking: 7(EA): Respond to messages by asking questions, challenging statements, or offering examples that affirm the message.
7. LEARNING GOAL(S) – OBJECTIVES (all cognitive)
After being presented with content on ATP and creating an ATP booklet, students will be able to explain why ATP is important, how it can be recharged, and where the energy comes from.
A. Diagnostic/Entry Level:
3 students will be called on randomly to share their summaries from their notes on membranes and transport (previous lesson), an informal assessment. In addition, before launching into new content about ATP, I will ask them specific questions about passive and active transport to see how much students remember from the previous lesson.
B. Formative – Progress Monitoring:
Students will asked to share their answers every 2-3 slides when presented with content on ATP. I will circulate as students prepare their ATP booklets to informally check for understanding and give guidance.
Students will take a quiz on this material and a unit exam at the end of the following week (both are multiple-choice).
9. EXPLANATION OF DIFFERENTIATION FOR ELL & STS W/ SP ED NEEDS
A. English Language Learners
1.) Content: Students are arranged into heterogenous groups of 4 according to current grade so those who need help with note-taking can look at the notes of a partner next to them. I pause to ask for questions to ensure everyone is ready before I advance a slide.
2.) Process: Students are arranged into heterogenous groups of 4 according to current grade so those who need help have others who can provide peer-tutoring. I circulate as they create their booklets to answer questions, provide assistance, and check for understanding. Students have frequent opportunities to hear other student explanations, as well as being randomly assessed.
3.) Product: Following oral instruction on how to create the ATP booklets and being provided a handout with step-by-step directions, students can rely on others, the textbook, and their notes to aid in the construction of their booklets. Students can also receive individual help from me to aid in understanding how energy can be harvested from ATP.
A. Students with Special Education Needs
1.) Content: Students with IEPs or 504s are accommodated, as directed. Some students are placed in different seats for better visual access to the whiteboard. Students are arranged into groups of 4 according to current grade so those who need help with note-taking can look at the notes of a partner next to them. I pause to ask for questions to ensure everyone is ready before I advance a slide.
2.) Process: Students are arranged into groups of 4 according to current grade so those who need help have others who can provide peer-tutoring (ATP booklet). I circulate as they prepare their ATP booklets to provide individual assistance, if needed. Finally, I check for understanding frequently through random Q&A. Students have frequent opportunities to hear other student explanations, as well as being randomly assessed.
3.) Product: Following oral instruction of the ATP booklets, students are given a handout with step-by-step directions. Students can rely on others and see me for extra assistance.
10. INSTRUCTIONAL STRATEGIES
A. Intro (20 min):
Students summarize their notes on cell membranes and transport. I will call on 3 students to share their summaries with the class to check for understanding. I will question students orally about the differences between passive transport and active transport. This should be a good lead-in to ATP since active transport uses energy and passive transport does not.
What is passive transport?
What are some examples?
What is active transport?
What are some examples?
B. Instruction (20 min): I will instruct them to open up a fresh page in their spiral notebooks for note-taking (Cornell notes). I will introduce the content with an anticipatory set, leading a discussion about what energy is and why it’s important. I will then present content on ATP, periodically stopping to ask questions and check for understanding (ppt attached). These questions include:
1. What does ATP stand for?
2. Why is ATP important?
3. How is ATP like a rechargeable battery?
4. How does ADP make ATP?
5. Which organelle makes ATP?
C. Guided Practice (45 min): After distributing the handout, I will go over it with the class. Students will be instructed to work quietly in pairs. Then, I will circulate and answer questions as students prepare their ATP booklets.
D. Closure (30 min): In the time left at the end of class, I will lead a review game where students compete in groups to answer multiple-choice questions on the overhead at the front of the class. I will read the question and answer choices. After 20 seconds, each group displays which letter they have selected for their answer choice. Each group that answers correctly gets a point. One group will be called on to explain their rationale for their answer choice.
11. STUDENT ACTIVITIES
A. Intro (20 min):
2 students will share their summaries of membranes and transport. Students will then respond to questions about passive and active transport.
B. Instruction (20 min): Students will take Cornell-style notes on the presentation about photosynthesis and cell respiration (attached ppt presentations). Students will answer questions periodically to check for understanding (see above).
C. Guided Practice (45): Students will create ATP booklets to explain how energy comes from ATP.
D. Closure (30 min): Students will play a review game in groups to practice their knowledge of cell membranes, transport, organelles, and ATP.
PowerPoint presentation “ATP”
ATP booklet handout (hard copy only; attached to this plan)
Link to my blog for more resources on Cells (Unit 3).
Link to resources in Google Docs:
Students seemed to enjoy my analogy to putting money in a bank to ATP. They also liked the ATP booklet activity and loved the review game. This lesson went very well.