Every year when I teach cellular respiration, my students always struggle remembering the organelle where it takes place (well, at least aerobic cellular respiration).  Students can’t recall what it looks like or get it confused with a chloroplast (which is the organelle where photosynthesis occurs).  So, why not make students create a mitochondrion model?

We already know that hands-on activities can take learning to a whole new level.  Students tend to remember the information better when they see it, play with it, and why not eat it? I don’t even go that in depth on what is exactly in a mitochondrion.  I just want my students to recognize it.  So I created this mitochondrion model lab that is free! You can download it here on tpt (click here). 

It is editable, google docs! So you just have to make a copy then you can use it and edit it to fit your students’ needs or grade level.  It can also be a great distance learning lab! I created a YouTube Video showing how to create the mitochondrion model.  Often students can get confused when doing labs, and wonder if they are completing a step correctly.  So, to help guide students, I made a video that shows step-by-step how to create the model.

My activity even comes with

(1) FREE Lab write up

(2) FREE Vocab Cards

(3) FREE Labels to identify the parts of the mitochondrion

Once again, you can pick this activity up for FREE on my tpt store by clicking here and downloading it!  Also, don’t forget to follow me for more freebies, sales, and more!  Here is a link to other cellular respiration activities that you may want to use for your classroom.

Thanks,

Mrs. G

In my class, students have to know the cellular respiration equation.  So I created two activities that allow students to practice the equation.

(IMAGE ABOVE)  The first one is a foldable.  It shows that both plants and animals do cellular respiration.

(IMAGE ABOVE)  When students open the flaps, they see the equation in terms of words. You will see that I also go over the equation with my students and I have them write some additional stuff.  For example, I had my students write that we get our sugar from our food.

(IMAGE ABOVE) When students open the flaps again, they see the equation in terms of symbols.

(IMAGE ABOVE)  This is my second activity.  Students receive a bunch of pieces (vocab words, pictures, and symbols) that they have to assemble in order to create the cellular respiration equation and answer a few questions about the process.  For example, you see in the picture it asks, “Cellular respiration happens in what type of cell?”

(IMAGE ABOVE)  You can see that I am placing the “plant & animal cell” piece on top of that question.

(IMAGE ABOVE) Next you can see that I am filling out the cellular respiration equation in terms of words using the pieces.

(IMAGE ABOVE) Next you can see that I am filling out the cellular respiration equation in terms of symbols.

(IMAGE ABOVE) This is the same activity but a different version for your high level students.  It doesn’t show them the boxes.  So students have to place the “+”s and the “arrows.”

(IMAGE ABOVE)  When I have my students complete this last activity, I have them do it in pairs.  For example, student A receives the answer sheet (the white sheet above) and student B receives the yellow sheet with the pink pieces.  Student A guides Student B while he/she attempts the activity.  If he/she gets stuck, then Student A gives them a hint.  If Student B can’t figure out the answer, Student A can give them the answer.  After Student B finishes the activity, they switch roles.  This activity is great for your EL students because they have a partner to practice with, and they are guided through the whole process.

You can both of these activities by clicking here.

Here is my cellular respiration foldable.  It goes over the 3 stages of cellular respiration and allows students to practice their knowledge or test another student.

It is also editable.  So if you don’t like how I worded the questions or if your students do not need to know everything that I included, you just edit it.  Sometimes I will also order the questions & answer to guide my lower level students through this process .  For example, I would add #1 to the question that says, “What is the first stage called?”  Then I would I add # 2 to the answer.  So students follow the direction properly.  For you higher levels, I wouldn’t add the numbers.  This product is available as a PDF and a editable Microsoft Word document.

If you want to buy this product, click here.