Reflection: Unit Planning Cellular Respiration: Do Plants Breathe? - Section 6: Closure


Just as it is important to plan a unit with the end in mind, it is important to plan the order of the units you present in your year so that you can promote content connections between units.  For example, in my year, I begin with a unit on energy.  Energy can be tracked and applied in every unit of my curriculum that follows.  Then, I move into waves.  By moving from energy to waves, obvious connections result and the energy unit provides background knowledge moving into waves.  Next, I moving into chemistry and matter.  During the chemistry unit, we can then have deep discussions about chemical energy being gained and released during chemical reactions.  Now, during the cells unit, we can knowledgeably talk about chemical reactions in cells and about the energy required for cells to function.  Now, when I introduce molecules in cells such as carbohydrates, proteins, and lipids, my students have a foundation in what a molecule is.  When I talk about bonds being broken and formed in photosynthesis and respiration, students have an idea of what a chemical reaction means.  Moreover, as we track energy through a system, they have the foundation of how radiant energy from the sun could be stored as chemical energy in plants.

Strategically order your units to promote these overlaps and your students will gain a deeper understanding and notice crosscutting themes with each unit you teach.

  Plan Your Year to Promote Content Connections
  Unit Planning: Plan Your Year to Promote Content Connections
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Cellular Respiration: Do Plants Breathe?

Unit 7: Cells: Structure, Function, and Processes
Lesson 5 of 12

Objective: Students will be able to provide evidence that food is rearranged during chemical reactions to form new molecules that release energy.

Big Idea: Students measure the pH level of an enclosed system to prove that plants go through cellular respiration!

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