Cellular Energy Scaffolded Phenomena-Based Lesson: Cyanide Mitochondrial Inhibition Teacher Discussion Guide | Biology | Grades 9–12

This is the teacher discussion guide, with lesson flow, facilitation questions, anticipated student ideas and model explanations for leading the class discussion for the Scaffolded Phenomena-Based Lesson in the high school Biology (grades 9–12) chapter Cellular Energy, built around the phenomenon Cyanide Mitochondrial Inhibition. This scaffolded version adds sentence frames and extra supports for students who need them. It is sold separately from the other two parts of the set.

Complete the set: Cellular Energy Scaffolded Phenomena-Based Lesson: Cyanide Mitochondrial Inhibition Presentation; Cellular Energy Scaffolded Phenomena-Based Lesson: Cyanide Mitochondrial Inhibition Student Response Sheet. Original version: Cellular Energy Phenomena-Based Lesson: Cyanide Mitochondrial Inhibition Teacher Discussion Guide.

Sections: Section 1: Three-dimensional Learning Alignment (ngss); NGSS Dimension; Scaffolded Three-dimensional Learning Goal; Section 3: Scaffolded Science Talk Moves Matrix; Scaffolded Talk Move; Verbatim Facilitation Prompt & Talk Goal; Everyday Student Misconception (flawed Claim); Scientific Evidence & Intuitive Correction. Sample item: “Cyanide prevents cells from using oxygen by inhibiting Complex IV in the mitochondrial ____________.”

What's inside: SCAFFOLDED Teacher Discussion Guide (editable .docx + PDF, about 1,446 words, 4 pages); answer key / model answers for the teacher.

Standards: HS-PS1-5 — Apply scientific principles and evidence to provide an explanation about the effects of changing the temperature or the concentration of the reacting particles on the rate at which a reaction occurs. HS-LS1-1 — Construct an explanation based on evidence for how the structure of DNA determines the structure of proteins which carry out the essential functions of life through systems of specialized cells. HS-LS1-5 — Use a model to illustrate how photosynthesis transforms light energy into stored chemical energy. HS-LS1-7 — Use a model to illustrate that cellular respiration is a chemical process whereby the bonds of food molecules and oxygen molecules are broken and the bonds in new compounds are formed resulting in a net transfer of energy. HS-LS2-5 — Develop a model to illustrate the role of photosynthesis and cellular respiration in the cycling of carbon among the biosphere, atmosphere, hydrosphere, and geosphere.

Resource type: Phenomena-Based Lesson – Teacher Discussion Guide. Format: editable Microsoft Word file plus a ready-to-print PDF.

Classroom use: Open with the phenomenon slide show, let students record ideas on the response sheet, and lead the discussion with the teacher guide. Built for high school Biology, grades 9–12.

Format note: These files are delivered in Microsoft Office formats (Word and/or PowerPoint). If you open a worksheet that includes tables in Apple Pages or another non-Microsoft app, table formatting may not display correctly. For best results, use Microsoft Word or PowerPoint (or upload the file to Google Docs). If you run into any formatting issues, contact us and we can send a PDF version.