Basic and intermediate compounds of the cycle and products, types of a reaction.
| Lesson topic | The Krebs cycle. Basic and intermediate compounds of the cycle and products, types of a reaction. | |
| Learning objectives that are achieved in this lesson (link to the curriculum) | 11.1.4.5 describe the Krebs cycle | |
| Lesson objectives | Explain the processes of formation of Krebs Cycle’s products
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| Assessment criteria | 1. Describe the link reaction; 2. Identify incoming and out coming products of the Krebs cycle and the link reaction; 3. Explain that ATP is synthesized in substrate-linked reactions in the Krebs cycle. | |
| Language goals | Learners are able to:
develop listening skills by identifying inputs and outputs when listening to an animation of the Krebs Cycle, and describe orally the stages of the cycle.
Subject vocabulary and terms glycolysis, electron transport chain, pyruvate/pyruvic acid, coenzymes, acetyl coenzyme A, intermediates, carbon compounds, oxidation, reduction, decarboxylation, ATP, reducednicotinamide adenine dinucleotide (NADPH), reduced flavin adenine dinucleotide (FADH2),matrix, mitochondrion, products, form, convert, remove, made up of, consists of, enters
A set of useful phrases for dialogues/writing X is broken down to Y. X is used to form…. X andare produced. during the conversion of Xto Y, Z is produced. X is transferred to… Y is released. | |
| Instilling values | Academic honesty, lifelong learning, leadership, the education of humility | |
| Parenting global citizenship | ||
| ICT Use Skills | PPT, video. | |
| Authenticity of learning | ||
| Interdisciplinary communications | Chemistry – discussing about chemical equations | |
| Prior knowledge | Metabolism and energy types: grade — g8; Respiration: academic years — 6; 7; 9; 10 | |
| During the classes | ||
| Planned stages of the lesson, time | Lesson Planned Activities | Resources |
| The beginning of the Lesson 1-15 min | Greetings. (I) Formative assessment about respiration Descriptions: 1) Identifies aerobic and anaerobic respiration; 2) Explains the role of mitochondria; 3) Describes the stages of energy exchange.
Define lesson topic and lesson objective after starter. Talking about assessment criteria. (W) Introduce the terminology of this topic. |
https://www.youtube.com/watch?v=82CplqKfw90&t=33s
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| Mid-lesson 15-30 min
30-40 min
40-50 min
50-75 min
| (W) Show an animation of the Krebs cycle. Ask learners to list the inputs and outputs. The Nicholson metabolic chart could be shown again to set the context
(G) Diagrams with sections missing can be completed by groups to establish their understanding of the processes.
(W) Watch a video about Krebs Cycle to check previous task.
(I) Learners perform the task on Krebs cycle to consolidate the knowledge. Descriptions: 1) describes Krebs cycle; 2) makes connection between Krebs cycle and oxidative phosphorylation; 3) identifies aerobic and anaerobic respiration;
Check and assesses by the answers. | |
| Reflection (debriefing) 75-80 min | Feedback – TAG Strategy. T = Tell something you like. A = Ask a question. G = Give a suggestion. | |
| Homework | ||
| Health and Safety | —No risk assessment -Room is well lit -Students have break between lesson. —Compliance posture. | |