South Dakota Science HS-LS1-7

ScienceGrades 9–12Life Science

The Standard

Use a model of the major inputs and outputs of cellular respiration (aerobic and anaerobic) to exemplify the chemical process in which the bonds of food molecules are broken, the bonds of new compounds are formed, and a net transfer of energy results. (SEP: 2; DCI: LS1.C; CCC: Energy/Matter)

South Dakota Science Standards (2024) · From Molecules to Organisms: Structures and Processes

Teacher's field guide

What This Standard Means

What Students Need to Do: Students model how cells process glucose with and without oxygen. They show old bonds breaking, new bonds forming, and a net transfer of energy to ATP.
What Mastery Looks Like: Students can show that yeast using oxygen produces carbon dioxide, water, and more ATP. Without oxygen, yeast produces ethanol, carbon dioxide, and less ATP. They can trace carbon atoms from glucose into the products.
Common Misconceptions: Students may think breaking a glucose bond releases energy by itself, but breaking bonds takes energy. They may also think cells make no ATP without oxygen or that yeast makes water instead of ethanol without oxygen.
How to Assess It: Exit ticket: Draw two arrow models for yeast processing glucose, one with oxygen and one without. Label inputs, products, relative ATP yield, and bonds broken and formed.

Lesson moves

Ways to Teach It

Use atom tiles and ATP counters to model glucose becoming carbon dioxide and water with oxygen, or ethanol and carbon dioxide without it.
Ask students to circle broken and new bonds on two reaction diagrams, then explain why breaking bonds alone cannot supply ATP.
Hand out input and output cards for yeast with and without oxygen; teams match the cards and rank ATP yield.
Show a photo of rising bread dough; have students trace the carbon in the gas bubbles back to flour sugars.

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