Reflection: Pacing Modeling Cellular Respiration (Part 1/2) - Section 4: Putting It All Together: What Our Results Mean


In this teaching reflection, I explain why it is important to use many lines of evidence to help students understand their lab results and ultimately, make sense of the misconception probe used at the beginning of this unit.  

Students use an indirect method of measuring the rate of respiration.  In the beginning, using this indirect method confuses many students so it is important to allow students several different ways to conceptualize what the data means.  

  Pacing: Using Multiple Evidence to Explain Cellular Processes
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Modeling Cellular Respiration (Part 1/2)

Unit 8: Cellular Respiration
Lesson 3 of 4

Objective: Students will compare the rates of cell respiration in germinated and non-germinated seeds at various temperatures.

Big Idea: Every living thing needs cellular respiration...I mean, everything.

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2 teachers like this lesson
cellular respiration, Science, Developing and Using Models, Energy and Matter
  49 minutes
nadh dehydrogenase electron carriers unlabeled
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