ND Curriculum Initiative

The North Dakota Curriculum Initiative (NDCI) was a long-term professional development program for North Dakota public and non-public school curriculum administrators and teachers. The NDCI ended on December 2013.

Cellular Respiration

For grade(s) 10.

Subject & Standards


Understandings & Goals

Enduring Understanding: I want the students to be aware that cellular respiration is involved in the body’s activities daily. That it gives us the nergy that we need. It is an ongoing process with successive steps. These steps involve both anaerobic and aerobic cellular respiration. We cannot exist w/o cellular respiration. Goal(s): Students will use inquiry lessons in order to become active learners. Students will gain an understanding of the importance of cellular respiration. Students will create the various steps of cellular respiration through various hands on activities.

Questions Answered

Essential questions: What are the steps of cellular respiration? How are the pocesses of cellular respiration carried out in one’s body? Why is cellular respiration important for one to maintain life? When does our body use anaerobic and when does it use aerobic resspiration? Objectives: Students will creat a computer format to journalize and assess activitiesof cellular respiration Students will design a paper model depicting the steps of glycolysis, first step of respiration. Students will use this paper model to explain the process to other students and instructor. Students will form a hypothesis about the fermentation process. Students will generate a data table to plot results from the fermentation lab. Students will use the Inspiration Software to design a diagram for the electron transport chain.


What quiz and test items (e.g. simple content-focused questions that require a single, best answer) will provide evidence of understanding? Chapter test: A variety of questions, matching, multiple-choice, true and false. What academic prompts (e.g. open-ended questions or problems that require students to think critically and then to prepare a response / product / performance) will provide evidence of understanding? Students will draw diagram of steps and explain and answer essay questions on the chapter test.The questions will answer how, why, when,where. What performance tasks and projects (e.g. complex challenges that are authentic, mirror the real world and require a performance or product) will you include that will provide evidence of student understanding? Design a paper model in cooperative groups and then explain their model to other groups and to the instructor. They also will form a hypothesis about fermentation and then create a lab to priove the hypothesis. What other evidence (e.g. observations, work samples, dialogues, student self-assessment) of understanding will you collect? Other evidence will include journal entries answering open ended questions and also including student self assessment of what they have learned in each of the steps of cellular respiration,work sample in the form of Inspiration Software diagram,and data table.

Instructional Strategies

I believe that students develop a deeper understanding of concepts if they are active learners. Inquiry lessons provide more student involvement and research also shows that inquiry lessons provide a more complete understanding of the concept taught. One example of Inquiry based learning in the cellular respiration unitwill promote higher order thinking because the students need to create their own hypothsis and data table and then analyze the results of the fermentation lab. From this analysis they will be able to determine when cellular respiration in anaerobic or aerobic. The entire unit will be taught as inquiry lbased lessons.

Lesson Created By

This lesson was created by Justin Wageman. Learn more about Justin Wageman on their profile page.