The Science of Breathing David R. Wilkowske Unit Plan and Multimedia Assignment ED 505 – Technology and Education – Section 2 University of West Alabama Livingston, Alabama Dr. Beth Gibbs - Instructor

Subjects and Grade Levels Courses: Biology Botany Organic and Physical Chemistry Grade Levels: 9-12, Gifted and Talented, College Freshmen

Courses:

Biology

Botany

Organic and Physical Chemistry

Grade Levels: 9-12, Gifted and Talented, College Freshmen

Curriculum-Framing Questions Essential Question: Why do plants and animals breathe?

Essential Question:

Why do plants and animals breathe?

Curriculum-Framing Questions Unit Questions: How does a plant convert carbon dioxide into oxygen? Photosynthesis and Respiration: A plant inhales CO2 via its stomatal pore which is then combined with sunlight to form glucose which animals eat in the forms of leaves and stems.

Unit Questions:

How does a plant convert carbon dioxide into oxygen?

Curriculum-Framing Questions Unit Questions: How does an animal convert oxygen into carbon dioxide? Animal Respiration: Breathing in Oxygen, eating Glucose (plants), drinking water, then exhaling – CO2. The carbon cycle is complete.

Unit Questions:

How does an animal convert oxygen into carbon dioxide?

Curriculum-Framing Questions Content Question: Can anything live without the presence of oxygen ? Anaerobic Bacteria

Content Question:

Can anything live without the presence of oxygen ?

Curriculum-Framing Questions Content Question: What are the top ten plants for purifying indoor air? Dracaena "Warneckii" Warneckii Spathiphyllum "Mauna Loa" Peace Lily Chrysantheium morifolium Pot Mum Sansevieria Laurentii Mother-in-Law's Tongue Dracaena Massangeana Mass cane/Corn Plant Dracaena Marginata Marginata Dracaena "Janet Craig" Janet Craig Gerbera Jamesonii Gerbera Daisy Hedera Helix English Ivy Aglaonema Modestum Chinese Evergreen Chamaedorea Seifritzii Bamboo Palm Scientific Name Common Name

Content Question:

Curriculum-Framing Questions Content Question: What would happen if all the plants in the world died?

Content Question:

Unit Summary Students will identify the major differences in breathing between animals and plants.

Students will identify the major differences in breathing between animals and plants.

State of Alabama Content Standards SC (9-12) Biology: 3. Identify reactants and products associated with photosynthesis and cellular respiration and the purposes of these two processes. SC (9-12) Botany: 7. Explain plant cell processes, including light dependent and light independent reactions of photosynthesis, glycolysis, aerobic and anaerobic respiration, and transport. Additional Learning Objectives: AHSGE Standard II, Objective 1, c and d; Reading Comprehension Connection: I-1, I-2, I-3, II-2, II-3 Source: http://alex.state.al.us/lesson_view.php?id=222

SC (9-12) Biology: 3. Identify reactants and products associated with photosynthesis and cellular respiration and the purposes of these two processes.

SC (9-12) Botany: 7. Explain plant cell processes, including light dependent and light independent reactions of photosynthesis, glycolysis, aerobic and anaerobic respiration, and transport.

Additional Learning Objectives: AHSGE Standard II, Objective 1, c and d; Reading Comprehension Connection: I-1, I-2, I-3, II-2, II-3

Source: http://alex.state.al.us/lesson_view.php?id=222

Student Objectives/Learning Outcomes Students will identify at least two cellular breathing structures in plants and animals and compare and contrast between the two different types of living organisms. Students must also identify at least one similar product associated with plant respiration (photosynthesis) and animal respiration.

Students will identify at least two cellular breathing structures in plants and animals and compare and contrast between the two different types of living organisms.

Students must also identify at least one similar product associated with plant respiration (photosynthesis) and animal respiration.

Procedures Overview of Group Project Information Gathering Rubric and Rules Brainstorming Activities and Objectives Group Project Deadline

Overview of Group Project

Information Gathering

Rubric and Rules

Brainstorming Activities and Objectives

Group Project Deadline

Approximate Time to Completion This group project may take up to six weeks of in-class, after school and homework tasks.

This group project may take up to six weeks of in-class, after school and homework tasks.

Prerequisite Skills Student must have a basic understanding of Microsoft Office software: PowerPoint, Word and Excel.

Student must have a basic understanding of Microsoft Office software: PowerPoint, Word and Excel.

Materials and Resources Technology - Hardware Desktop or laptop computers Internet Connection Printer – either inkjet or laser Projection System Scanner Video Camera – optional

Technology - Hardware

Desktop or laptop computers

Internet Connection

Printer – either inkjet or laser

Projection System

Scanner

Video Camera – optional

Materials and Resources Technology - Software Spreadsheet – Microsoft Excel Desktop Publishing – Microsoft Publisher E-mail Software – MS Outlook or web based like Yahoo Internet Web Browser – I.E. or Firefox Multimedia

Technology - Software

Spreadsheet – Microsoft Excel

Desktop Publishing – Microsoft Publisher

E-mail Software – MS Outlook or web based like Yahoo

Internet Web Browser – I.E. or Firefox

Multimedia

Materials and Resources Printed Materials Current science textbooks, lab manuals and instructor supplied handouts Supplies Paper for computer printer

Printed Materials

Current science textbooks, lab manuals and instructor supplied handouts

Supplies

Paper for computer printer

Materials and Resources Internet Resources Google , Google Images and other search engines and database information retrieval systems Other Resources Field trip to nearest local science museum if feasible

Internet Resources

Google , Google Images and other search engines and database information retrieval systems

Other Resources

Field trip to nearest local science museum if feasible

Accommodations for Differentiated Instruction Resource Student Modification of some project requirements, and full inclusion with other students if possible. Alternative instruction and assessment, extended project time and project templates plus other support personnel and structures if available. Non-Native English Speaker Internet based language conversion systems and/or other locally based language conversion software. Hands on experiential learning, peer support and other support personnel.

Resource Student

Modification of some project requirements, and full inclusion with other students if possible. Alternative instruction and assessment, extended project time and project templates plus other support personnel and structures if available.

Non-Native English Speaker

Internet based language conversion systems and/or other locally based language conversion software. Hands on experiential learning, peer support and other support personnel.

Accommodations for Differentiated Instruction Gifted Student Challenging tasks assigned at one or more grade levels above peers. Learning objectives in the cognitive domain at the synthesis and evaluation levels. See Pp.188-189 in Curriculum Planning – Henson, 2006. At this level of learning cognition in-depth student selected research and investigation in related topics can be performed or other open-ended projects and tasks can be assigned.

Gifted Student

Challenging tasks assigned at one or more grade levels above peers.

Learning objectives in the cognitive domain at the synthesis and evaluation levels. See Pp.188-189 in Curriculum Planning – Henson, 2006.

At this level of learning cognition in-depth student selected research and investigation in related topics can be performed or other open-ended projects and tasks can be assigned.

Evaluation Student assessment will be conducted by the instructor using a rubric Student Assessment

Student assessment will be conducted by the instructor using a rubric