Multigenre Project

PED 3119 -Integrating Technology in the Classroom

Senior Biology -Teaching Metabolic Processes

 Deanna Amorosa

Professor Hagerman

April 6, 2018

Part 1 -Defining Pedagogical Objective

My pedagogical student learning objective is to teach Grade 12 students to describe,

compare, and illustrate the process of cellular respiration and photosynthesis. Referring to
the Ontario Curriculum, Grade 12 University Preparation, Unit C -Metabolic Processes, it
includes the learning objective of teaching the process of cellular respiration and photosynthesis.
The Overall Expectations of the unit that reflects my learning objective are to investigate the
products of metabolic processes such as cellular respiration and photosynthesis and to
demonstrate an understanding of the chemical changes and energy conversions that occur in
metabolic processes. The specific expectation that my learning objective will focus on being able
to describe, compare, and illustrate (e.g., using flow charts) the matter and energy
transformations that occur during the processes of cellular respiration (aerobic and anaerobic)
and photosynthesis, including the roles of oxygen and organelles such as mitochondria and
chloroplasts. The three challenges I will address in order to achieve my learning objective are: 1)
Understanding the vocabulary, 2) Making connections between cellular respiration and
photosynthesis, and 3) Seeing the process as the big picture.

During my practicum experiences, I feel that students get easily intimidated by big
vocabulary that is new to them. Especially in the Senior Biology Curriculum, it is filled with new
vocabulary. One of specific expectations within the unit is strictly related to defining
appropriate terminology that is related to metabolism such as: glycolysis, Krebs cycle, electron
transport chain, ATP synthase, oxidative phosphorylation, chemiosmosis, proton pump,
photolysis, Calvin cycle, light and dark reactions, and cyclic and noncyclic phosphorylation. A
lot of these terms are difficult for students to even pronounce. Therefore, the challenge begins by
having the students be able to understand and define these words before trying to apply their
function in cellular respiration and photosynthesis. I feel that students get lost in the big words
and lose their ability to understand the metabolic processes accordingly.

Although this is a Grade 12 University Preparation course in which my learning objective

is for, I feel that I lesson I have taught in Grade 10 Academic Science in the Biology Unit would
be very effective to teach effective vocabulary. In terms of differentiated instruction, it is
important that the educator caters to the learners’ interests. When planning my lessons, I always
try to think of ways that the students will be engaged in the lesson. While teaching Biology, I
discovered that the use of analogies really helps with complicated vocabulary. I developed an
activity that allows the students to define the functions of the organelles within the cell using
analogies to something they can relate and make connections to. I’ve put an example of the
activity on the following page. I feel that this would be beneficial for Grade 12 students as well
to describe the different metabolic processes in the cell using analogies. It also allows the student
to strive away from straight memorization and more towards knowledge and understanding.

● Example of the activity I’ve used with my grade 10 academic science students:

To gain better understanding of the functions of each cell part and process, you will be
constructing a cell analogy. In this activity you will relate the ANIMAL or PLANT CELL to
another system we see in everyday life. You will pick out of a hat to determine what you will be
comparing the cell to. Each structure within the cell will also have to relate to something within
the system chosen.
 The students had the opportunity to choose what they wanted to compare the animal or plant cell
to. I provided some examples they could use such as: starbucks, a disney movie, the ocean, a
high school, a factory, etc… The students then completed the following chart on the next page.
The… Would Because…
be…

Cell Wall

Cell Membrane
Cytoplasm

Nucleus

Ribosomes

ER

Mitochondrion

Chloroplasts

Vacuoles

Golgi Body

DNA

Another challenge I’ve noticed while teaching the processes of cellular respiration and
photosynthesis is the lack of connections that the students make between the two. I read an
article, Connecting photosynthesis and cellular respiration: Preservice teachers' conceptions
which explores how students often compartmentalize functions and specialization of cell
organelles relevant to these two processes, without considering the interconnections between
the two (Brown, 2009). The study was aimed to focus on teaching students both systems
simultaneously rather than teaching them separately. It aimed at understanding connections
among biological systems at macro and micro levels is important to biological literacy (Brown,
2009). I feel that the article is right in how students think. They try to memorize concepts and
words to the best of their ability, but if you were to ask a student what does cellular respiration
and photosynthesis have in common, they would not be able to answer that, according to Brown.

I also read another article, Teaching Cellular Respiration & Alternate Energy Sources
with a Laboratory Exercise Developed by a Scientist-Teacher Partnership, focuses on the
activities that demonstrate cellular respiration and photosynthesis. It provides a lesson plan on
how to use batteries in the classroom to demonstrate cellular respiration and then continuing to
examine plants to look at the process of photosynthesis (Briggs, 2009). The article also expresses
how students are so aware of making the connection between the mitochondria, the
powerhouse of the cell, and how the battery works. The findings of the article demonstrated that
most students could explain that the change in voltage was a direct result of electron flow, and
link this to consumption of sugars (Briggs, 2009). The exercise was able to express that giving
students a hands-on approach to understanding the fundamental concept of electron transfer in
living cells further emphasizes the connections between the two systems (Briggs, 2009). In
addition, this activity allows students to make connections between biology, chemistry, and
physics and to engage in a scientific investigation using a potentially very useful new
technology.
As educators, it is our responsibility to foster students who can make connections to the outside
world as part of
our society.

http://ib.bioninja.com.au/higher-level/topic-8-metabolism-cell/untitled-2/photosynthesis-vs-respirati.html
The third challenge I feel I would overcome in order to reach my pedagogical student
learning objective is to have students examine the big picture of the process rather than non-
related segments of one another. I know this sound repetitive to the previous challenge about
making connections, but this differs in the sense that students tend to also not make connections
to the entire process. Cellular respiration is divided into various segments such as: Glycolysis,
Kreb Cycle, and Electron Transport Chain. Each one of these steps are highly dependent on one
another. Students should be able to see the whole process of the creation of ATP as a story
rather than different snapshots. Another article that I read, Teaching Aerobic Cell Respiration
Using the 5 Es, explains an activity that can be used to teach Aerobic Cell Respiration as a story
(Patro, 2008). The activity entails answering the fundamental question, “What happens when you
burn a potato chip”. It is an engaging way for the students to reflect as to what they think will
happen using the principles of cellular respiration. The same can be done for photosynthesis, but
instead of energy created, energy will be absorbed. There’s a demonstration that goes along with
the burning of the potato chip where a large potato chip is burned in the presence of a bunsen
burner and using the energy released to raise the temperature of a small amount of water in a test
tube (Patro, 2008). It’s a great summary of everything that was learned within the progression of
the unit. The pedagogical learning objective is mainly focused for the end of the unit when the
students are putting together the processes.

Learning Activities -I’ve included a series of activities that I would include to help achieve
these challenges that I feel Senior Biology Teachers face when trying to achieve the learning
objective to teach Grade 12 students to describe, compare, and illustrate the process of cellular
respiration and photosynthesis.

1. Understanding Definitions → Having the student research the definitions and create
their own notes, the analogy activity once they have defined the different parts of the
process of cellular respiration and photosynthesis, the use of interactive flash cards, and
using Flipgrid for the students to express in a short video clip what the definition is and
what it entails to the student.

2. Making Connections Between Photosynthesis and Cellular Respiration → The use of

concept maps and mind maps to draw the connections between the two different
processes, creation of Venn Diagrams to compare and contrast the two different
processes, and the demonstration of crash course videos to provide an alternative
perspective to help create more connections.

3. Seeing the Big Picture/The Overall Process → Demonstration of metabolism videos

helps bring everything together, use of students creating charts and diagrams, and
creating their own video teachings to demonstrate their understanding.
Part 2 -TPACK in Action
Limitations to Selected Technology
Integration in the Classroom
While the use of technology in the
classroom is suppose to expand our
dimensions as educations, it is
important to consider the limitations
associated with incorporating
technology into the school classroom.
Becoming aware of some of the
limitations while utilizing technology
in the classroom can allow better
integration for the widespread use of
computers and devices by the students
and teacher population. Here are some
limitations I’ve anticipated before
using the associated tech tools in my
classroom:

1. Time Lost
We’ve all know the struggles of using
the wifi provided at the school.
Whether it be connection problems,
downloading issues, policing software
and other difficulties can cause a great
deal of trouble when implementing a
lesson using laptops, computers, or
chromebooks. Teachers sometimes
end up shying away from using it
simply because of lack of time. I feel
that the students and the staff should
have two different types of
connections so that the server isn’t
overwhelmed all the time.
 2. Technology in the classroom can be a distraction
For the learners with behavioural IEPs, technology could definitely be used as a distraction as the
learner may not always be willing to stay on task. As a solution to this problem, the student with
the IEP should be placed in a group with students who are able to keep on task. This will prevent
the student from going off task as the other members of the group will keep the focus. As an
alternative form of technology for that student, they can be given the task that involves being the
secretary and strictly confined to the use of microsoft word/powerpoint. The internet tends to be
a distraction for learners with behavioural IEPs.

3. Fostering Digital Literacy

This point isn’t necessarily a limitation as it is a work in progress, but it comes with exposure on
how to determine whether a site is credible or not. I feel that while the students are defining the
different vocabulary presented in the unit, they will be exposed to a variety of resources. It will
be up to them to determine the credibility and validity of the sources. This may require more
time which could be viewed as a limitation, but eventually, this will help foster digital fluent
individuals.

4. Plagiarism (Copy/paste other people’s work)

With access to a variety of platforms, it is important to remind your students to always put
thoughts, ideas, and concepts in their own words and to always provide references.

Part 3 -Reflection

Reflect on the new understandings or insights about technology integration in classrooms

that you have constructed through this multigenre learning design activity. Identify the
learning challenges you faced in the development of this work and identify one goal, related
to technology integration, for the next year of your professional teaching career.

For my upcoming CSL placement, my associate teacher currently teaches two Grade 12
University Preparation Biology classes. I felt that I wanted to create my multi genre project to
reflect what I can apply during my final placement. I will be doing my placement at Ashbury
College. My associate teacher notified me that they have access to a lot of different technologies
and resources available. When I told her about the different technologies I wanted to try out in
the classroom, she was absolutely blown away. She said that it is so important for new teachers
to be able to foster digital fluent individuals. The greatest limitation when it comes to fostering
these types of learners is that the teacher is not digitally fluent themselves. I am very happy that I
was able to create activities that I’ll be able to apply in the classroom and reflect on how the tech
enhanced the learnings or whether it hindered and where I can adjust accordingly for the future.
 I felt like the tech activities I choose can really benefit the learners as they are a form of
differentiated instructions. Like I mentioned earlier, it is important to cater to the learners’
interests. I feel like the tech activities I picked are a lot of fun and provide great learning
potential. The challenges I faced when developing this work was how to apply it to a
pedagogical goal. I struggled a lot with finding one specific goal I wanted my students to achieve
by the end of the proposed activities. What I realized is that the technology can be used as a
scaffolding example. Each tech activity helps build up to the final pedagogical goal I created. For
example, if you are not able to define the terminologies related to metabolic pathways, you will
not be able to describe the process and make connections. Each activity builds upon the other
until they’re able to put all the concepts together and create a animated video of cellular
respiration and photosynthesis.

My goal related to technology integration for the next year of my professional teaching
career is to grow my digital hub. I really enjoyed being able to reflect through blog posts and
make connections between the real world and science related material. I also found a lot of
online resources from other teachers. I would like to have my resources available for other
teachers to use as well, especially if the lessons worked out really well in my classroom, I’d love
to share the experience for others to experience as well.

References

Adam-Carr, C. (2010). Science perspectives 12. Toronto: Nelson Education.

Smillie, R. M. (1962). Photosynthetic & respiratory activities of growing pea leaves . Plant
Physiology, 37(6), 716–721.

Brown, M. H. and Schwartz, R. S. (2009), Connecting photosynthesis and cellular respiration:

Preservice teachers' conceptions. J. Res. Sci. Teach., 46: 791-812. doi:10.1002/tea.20287

Edward T. Patro. Teaching Aerobic Cell Respiration Using the 5 Es. . The American Biology
Teacher. 2008 70 (2), 85-87

Liem, Tik. (1987). Invitations to Science Inquiry, 2nd Edition. Chino Hills, CA. Science Inquiry
Enterprises.

Ontario Ministry of Education. (2010). The Ontario Curriculum Grades 11 and 12: Science (pp.
52-53). Queen’s Printer for Ontario.
Teaching Cellular Respiration & Alternate Energy Sources with a Laboratory Exercise
Developed by a Scientist-Teacher Partnership Brandon Briggs, Teri Mitton, Rosemary Smith,
and Timothy Magnuson The American Biology Teacher 2009 71 (3), 164-167