Cellular Respiration - Assessment

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Students will be able to demonstrate their understanding of cellular respiration.

Big Idea

Show what you know!

Teachers' Lounge

Purpose of Lesson:

The purpose of this lesson is to assess student learning of cellular respiration.  This is also the final shot at making connections within the unit.  


Major Strategies to Watch for:

Concept map - I use this shared concept map to make connections with the unit and with previous and future student learning. 

Student Learning tracker -  This new tool allows me to track how the class is advancing as a whole and also lets students do self assessment and set goals.


3 minutes

Learning Goal: Prove what you have learned about cellular respiration.

Opening Question: Fill in the blanks of these sentences using your word glossaries.

Cellular Respiration produces _________________ for ____________.  This energy is _______.  The ____________of cellular respiration are sugar and oxygen.  The __________________ of cellular respiration are carbon dioxide, water, and ATP.

Students record their opening question on their learning goal sheet and are ready to start class 3 min after the bell has rung.  I reward students who get started early with ROCK STAR SCIENTIST tickets.  

Follow the links to learn more about the beginning of class strategies and ROCK STAR scientist tickets.   


10 minutes

This video of Photosynthesis and Cellular Respiration from the point of view of the seed is a funny way to end this unit. We watched this same video at the end of photosynthesis, but now we know more and so can discuss more.  

I stop the video at different points to point out when the seen is talking about photosynthesis and when the seed is talking about cellular respiration. (Stopping the video - particularly in a random manner - is a simple yet powerful tool to keep students engaged with it, rather than acting as passive viewers.) At the end of the video, we make a chart that helps us understand the flow of energy and matter.



Cellular Respiration





What are the reactants?



What are the products?



What kind of energy is in the equation?



What types of organisms do this reaction?



What is the main purpose of the reaction?






Cellular Respiration


 ï»¿Water + Carbon dioxide +sun ->

 Sugar +Oxygen

 Sugar +Oxygen ->

Water + Carbon dioxide +ATP

What are the reactants?

 Water and Carbon dioxide

Sugar and oxygen

What are the products?

 Sugar  and Oxygen

Water and Carbon dioxide

What kind of energy is in the equation?



What types of organisms do this reaction?

 Plants and some bacteria


What is the main purpose of the reaction?

 To make food

To make energy



10 minutes

On the day of any summative assessment, I like to take the time to wrap-up my instruction by using an animated interactive power point review.  The purpose of the review is to give the students one more look at the content this time at a global perspective so that students can make connections and solidify their understanding.  

In this review, I want to make sure that students understand that;

1) All organisms do cellular respiration.

2) Cellular respiration produces energy.

3) The reactants and products of cellular respiration.

For me, there are two important parts of the power point.  First, I set it up to be interactive with several processing slides within the presentation so that students can hear thoughts from their peers as well as me.

Second, I use animation techniques in the powerpoint to capture student attention, include non-verbal visual cues, and allow for storytelling.  Making animated powerpoints can be time consuming and tricky, but I love it and find it well worth the time.  

Below are several screenshots of how to do different animations.  Once you have the skills, the rest is up to your imagination!

Making basic entrance and exit animations

Unable to display content. Adobe Flash is required.

Using animations to tell a story

Unable to display content. Adobe Flash is required.

Adding in movement lines

Unable to display content. Adobe Flash is required.


Concept Map

10 minutes

The purpose of this section is to reexamine the shared concept map we made at the beginning of the unit and to add connections and thinking. 

To do this I pull students to the back of my room by one of my unused white boards. We have three norms at the board.

-Everyone sits on the floor.

-Everyone brings their map paper and a pencil.

-Everyone raises their hand to talk. 

Each unit, I print out the Essential Learnings on tag board for the students. This also includes the success criteria for each standard and a tracking device. I give students a plastic cover to keep them in. This simple structure increases their worth to kids, showing them daily how important the student trackers are. Because this shows the tracking of learning it makes a very logical place to put the picture or concept map of learning on the back.

With students, I sketch out the unit on the board and fill in some details. Students have the freedom to add more details to their maps. With each mini- unit, the maps grow in detail and connections. This is a picture of what one students' map looked like. In later units, I want to bring kids up to do the thinking on the concept maps. 


20 minutes

The purpose of this section is to assess the students on their understanding of cellular respiration and its connections and relationship to photosynthesis. When students have completed their tests, they can read or work on their Animotos.


3 minutes

Closing Statement: "We have been connecting the food we eat with the energy we use for years in our heads.  The last few days in class we have been learning the chemical reactions involved in this change."

Closing Question: "What were some of the most interesting thoughts you had during this learning?"

Closure depends greatly on timing and is not as easy to plan in advance as opening.  You can find more information about how I manage closure here.