PSees+Lesson+Plans

The following lesson plans were developed by

Name: Patrick Sees School: Centerville High School School Email: Patrick.Sees@k12.sd.us School Phone: 605-563-2291

__**Lesson Plan #1:**__ Topic(s) - Anaerobic Respiration and Fermentation Grade Level - 10th grade biology


 * 5Es || Link || Description ||
 * Engage || Bread Dough Rising Video || Students will watch the youtube video on bread dough rising while also making other observations of some premixed ingredients to stimulate as many senses for observation as possible. Students will be asked follow up questions like, "What observations can you make?" and "What causes the bread to rise?" and "What kinds of ingredients are needed in bread making?" and "What is the purpose of the yeast?" ||
 * Explore || Fermentation in a Bag Activity || Students will investigate the quantity of gas produced (we likely have not revealed the identity of this gas to them just yet as we don't have any solid evidence of its identity) during the fermentation of sugar by yeast. We will only utilize sugar as the substrate at this point. Students likely will ask, "What about the flour?" since it had been previously identified as an ingredient for bread dough but hold discussion on this until the elaboration phase. ||
 * Explain || Yeast Article

|| Students will be asked to read the article concerning yeast and fermentation. Students will then be asked to answer the questionnaire that follows. A classroom discussion will follow the next day to discuss the answers to the questions presented with the article. From here, students will be asked to re-examine the process of photosynthesis (already previously discussed in a prior lesson). Students will be asked where the carbon dioxide comes from that the plants need for photosynthesis. From here students will be guided to understand that this gas must come from animals and other nonautotrophic organisms. This carbon dioxide then must flow throughout an ecosystem. As a small engineering component, students will be asked to help construct a carbon cycle and be confronted with a modification to the system and how the system may respond or they may be asked to propose a solution to the stress. All of this will be summarized in student note books and by the provided PowerPoint. ||
 * Elaborate || Revisitation of Fermentation in a Bag Activity (Various Feedstocks Investigation)

|| Once the connection between the use of carbohydrates for carbon dioxide production has been made, students will be asked to investigate the effect of various other feedstocks (other carbohydrates, such as flour and cornmeal) on yeast fermentation and carbon dioxide production and compare this to sugar. Students will then be asked to design or engineer a "recipe" to maximize carbon dioxide production. Design criteria included will be "production time", "cost" and "carbon dioxide yield". Cost per item and activity parameters are provided on the word document provided on the left. ||
 * Evaluate || Test || Students will be asked to mind-map their understanding of the relationship between photosynthesis and fermentation. Items to be given consideration are organisms utilizing each and the types of materials used/produced. As a final, end of the unit evaluation, the following test will be given. ||

__**Lesson Plan #2:**__ Topic(s) - Ohm's Law Grade Level - 9th grade physical science


 * 5Es || Link || Description ||
 * Engage || Paper/Graphite Circuit Video || Students will watch the youtube video concerning simple circuits utilizing paper and graphite. Upon completing the video, students will be asked to create their own McGyver LED flashlight using pencil, paper, a 6 V battery and an LED. ||
 * Explore || Ohm's Law Activity || Students will begin only with the resistors as the circuit load investigation. The data collected will be represented graphically, mathematically, diagrammatically and verbally by students. We will leave the light bulb, motor and LED portion of the investigation for after a thorough white-boarding session. Students will recognize that when the data is graphed voltage over current, the slope of the line will be a constant and the value of this slope closely resembles the value of the resistor used in the circuit. Given this evidence, it can be suggested that the resistor has a certain amount of charge flow restriction that we will call "resistance". Additionally, students will be able to argue that resistors of higher value will restrict charge flow, and thus lower current values, more than those of lower resistances.

Finally, students will need to utilize their diagrammatical models to propose an answer as to why the resistor resists charge flow as it does as well as why resistors of large value allow for lower currents. Finally, students will be required to answer the question, "How do you know?" ||
 * Explain || Chapter 16 Notes

|| The models constructed by the students will be summarized into the chapter notes. Example problems and graphics are provided in the section regarding Ohm's Law.

Students will then take the mathematical representation for Ohm's Law and apply it to a variety of questions pertaining to simply circuits. ||
 * Elaborate || Revisitation of Ohm's Law





|| Students will continue to explore the relationship between voltage and current of a circuit for a light bulb, motor and LED. Students will recognize that these devices don't follow Ohm's Law given the graphical representation of the data collected. Students will then be guided to form a new model that describes these new devices.

From here, the suite of activities/investigations utilizing copper tape, LDR's and LED's will be used to expand and strengthen student understanding of Ohm's Law. Special attention will be given to sessions 2, 3 and 4. ||
 * Evaluate || Quiz

Multiple Choice Test

|| The quiz is a short review of concepts relating to Ohm's law including qualitative and quantitative questions.

The multiple choice test contains questions relating to all of our electronics unit for physical science, some relating to Ohm's law.

The test handout contains a variety of quantitative questions involving Ohm's law. ||