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All living organisms, regardless of how they get their own food, need to carry out cellular respiration in order to harness the energy from that food. In this instructional sequence, students will experiment with a very simple organism that carries out cellular respiration, design a new experiment using the same materials, and analyze problems based scenarios based on what they learned. The sequence allows teachers to build in opportunity to focus on Experimental Design, Graphing and Diagramming Skills, in addition to topics in Cellular Respiration.

In this lab, students explore factors that impact cellular respiration in yeast, and have the opportunity gain experimental design skills.

After reading about the use of crickets for human consumption as a food source, students write a response to the following question: How can the addition of crickets make school lunches more nutritious? Students will apply what they have learned about digestion, macronutrients, and human energy needs in order to write an informational paragraph or essay about why crickets are a good food source and can make school lunches more nutritious.

This is an introductory activity for the New York State Diffusion Across a Membrane Lab.

In this lab, students look at enzyme activity by collecting and analyzing data.

Enzymes are protein molecules that have several functions. They can break down other molecules (digest), put molecules together (synthesis), as well as speed up chemical reactions. In this 5Es sequence students will observe enzyme functioning at different temperatures, and model optimal conditions for their enzyme using a simulation. They will then graph their data and use scientific language to describe their results.

Molecules are constantly in motion. They move in straight lines until they are deflected by each other or their environment. Diffusion is the process by which the collisions between molecules gradually force them apart from one another, along their concentration gradient. In this instructional sequence, students will build a model cell using an artificial membrane and determine through experimentation and observation which molecules can pass through the membrane and which cannot.

This booklet can be used with teams of teachers to work through the resources in Unit 2.

The Regents Item Bank provides questions from past Regents exams aligned with the content of this unit.

This video is a screencast designed to help you learn more about the storyline for Unit 2. Thanks to Chris King (WBAF), and Zach White-stellato (AMSII) for creating this presentation!