The following respiration activity can be used for both introducing and reviewing the main topics of cellular respiration and can be used with the respiration graphic organizers that may be also found in this blog. https://cavalierscience.blogspot.com/2010/06/cellular-respiration-graphic-organizer.html
Other "Workout" activities on different topics and be found in this blog here are the links:
SUGGESTED RULES ~ OR HOW THE GAME
WORKS
If you find any links on my blog that do not work, please let me know by leaving a comment. I would like to keep my blog up-to-date and relevant.
Other "Workout" activities on different topics and be found in this blog here are the links:
The Respiration Workout Worksheet and directions can be copied from this link: https://drive.google.com/open?id=1lsRFAjwXlQkeV472efBmY0tMmkySv89FnLG2W-euyeQ
The Respiration Workout Answer Key can be copied from this link: https://drive.google.com/open?id=13hD5iTfsij07Gd4I9xzeUsOaXnTvAgWZ
I am posting the directions here so that you can read through them and get an idea about how the activity works. I got some great comments from administrators who observed my classroom because the activity engages every student. Even the students who didn't want to participate were engaged because classmates were seeking them out to get the answers on the worksheet.
Directions for Respiration Workout Game:
SUGGESTED RULES ~ OR HOW THE GAME
WORKS
Explain to students that this is a cooperative learning
activity, which requires all to participate.
By participating in this process, students will have some feeling for
how a scientific community of experts works together to produce solutions to
problems, and a body of scientific knowledge.
Each student will become an expert in an area of biology, and will be
given an opportunity to share their knowledge with every other member of the
class. When students participate in this
activity at the beginning of a course, the activity also serves as an
“ice-breaker” and allows students to get to know each other and learn names. As a role model, the teacher should also
participate in this activity.
Each student needs: Respiration Workout sheet, his or her
textbook, classroom references, notebook paper, and pencil. Instruct students to number their paper 1.
through 25., leaving enough room to write the answers to each question.
Behavior Expectations ~ for some groups of students, the
teacher should explain that this activity requires some movement around the
room and sharing of answers. That this
is an activity for serious learning and cooperation, and that students are to
behave as professionals. Disruptive
students should not be allowed to ruin this activity and will be responsible for
answering all the questions by themselves, if they choose to be removed from
participation because of their disruptive behavior.
1. The teacher writes a number
on each of twenty-five pieces of paper or index cards. The numbers are mixed up and distributed to
the students so that each student gets a number.
2. The number, that each
student receives, tells which question on the Respiration Workout sheet that
he/she is responsible for answering. The
answers are expected to be clear and understandable enough to be shared with
other students. Students are to be
instructed that they should take care to make sure the answer is correct
because their answer is going to be used by every other student in the
class. Check their work.
3. After students are given
some time to research their answer, the teacher will instruct the students to
move around the room collecting answers from other students. They are to write the answers on their
notebook paper; they may gather the answers in any order (but on the paper they
hand in, the answers must be in order!).
After each answer is collected, the student who provided the answer to
the question must write his/her name in the question square. The goal is to have a classmate’s name in
every square and the answer to every question.
4. The time given to complete
this activity can be flexible. This can
be completed during one class period or in short segments over several
days. The teacher can determine a due
date that corresponds to the time it takes the class produce a completed
worksheet. Answers and worksheets can be
turned in for a grade. A shorter version
of this activity is to have each student stand, in order, to share their answer
with the class (some of the learning experience will be lost). This activity can be used as an introduction,
or a review of material.
5. There are some answers that
are easier to explain with the use of diagrams and props. The teacher can assist by supplying pictures,
props, or suggesting that students make use of the diagrams in their textbooks
to explain their answers. https://cavalierscience.blogspot.com/2010/06/cellular-respiration-graphic-organizer.html
If you find any links on my blog that do not work, please let me know by leaving a comment. I would like to keep my blog up-to-date and relevant.
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