1 of 26

Metabolism

Lesson 3.4: "Blood Doping: Messing with Metabolism to Win Races"

© The Regents of the University of California. All rights reserved.

2 of 26

Warm-Up

10 MIN

Metabolism: Lesson 3.4

Activity 1

© The Regents of the University of California. All rights reserved.

3 of 26

Activity 1

Metabolism: Lesson 3.4

Investigation Notebook pg 80

© The Regents of the University of California. All rights reserved.

4 of 26

Activity 1

Metabolism: Lesson 3.4

In order to maintain a high level of performance, what types of foods do you think an athlete should eat right before a race? Explain your reasoning.

© The Regents of the University of California. All rights reserved.

5 of 26

Activity 1

Metabolism: Lesson 3.4

The energy released in cellular respiration helps an athlete perform. How do you think an athlete might be able to increase cellular respiration?

© The Regents of the University of California. All rights reserved.

6 of 26

Activity 1

Metabolism: Lesson 3.4

We started learning about metabolism by investigating several medical conditions in which things were going wrong with metabolism. Now, we will examine the other end of the spectrum; we will consider how elite athletes are able to increase their cellular respiration in order to compete at the highest levels.

© The Regents of the University of California. All rights reserved.

7 of 26

Activity 1

Metabolism: Lesson 3.4

Let’s review the homework from the last lesson.

What are examples of signals sent within Diego’s body?

© The Regents of the University of California. All rights reserved.

8 of 26

Activity 1

Metabolism: Lesson 3.4

Signals sent from the eyes depend on light, which is an electromagnetic �input.

© The Regents of the University of California. All rights reserved.

9 of 26

Activity 1

Metabolism: Lesson 3.4

Signals sent from the ears, or from the fingers through touch, are both examples of mechanical inputs.

© The Regents of the University of California. All rights reserved.

10 of 26

Activity 1

Metabolism: Lesson 3.4

Signals sent from the nose (using the sense of smell) are examples of a chemical input.

© The Regents of the University of California. All rights reserved.

11 of 26

Active Reading: “Blood Doping”

20 MIN

Metabolism: Lesson 3.4

Activity 2

© The Regents of the University of California. All rights reserved.

12 of 26

Activity 2

Metabolism: Lesson 3.4

We’ll be reading an article about blood doping, a way in which some athletes have tried to trick their bodies into having just a bit more energy than they would normally have.

© The Regents of the University of California. All rights reserved.

13 of 26

Activity 2

Metabolism: Lesson 3.4

Question Starters

  • What causes…?
  • Is this evidence of…?
  • Does this support the claim that…?
  • Is this like (another idea or activity from class)...?
  • Why did…? Why didn’t…?
  • Would it be better if…?
  • Who…? What…? When…? Where…? Why…? How…? Can…?

Remember, we are focusing on asking deeper, more meaningful questions.

These question starters can help you work on this strategy.

© The Regents of the University of California. All rights reserved.

14 of 26

Activity 2

Metabolism: Lesson 3.4

I will model Active Reading. I’ll show you:

  • how to annotate to show your thinking.
  • some strategies you can use, such as asking questions and making connections.
  • our focus strategy for this unit—asking deeper questions.

© The Regents of the University of California. All rights reserved.

15 of 26

Activity 2

© The Regents of the University of California. All rights reserved.

16 of 26

Activity 2

Metabolism: Lesson 3.4

Investigation Notebook pg 81

© The Regents of the University of California. All rights reserved.

17 of 26

Discussing Annotations

15 MIN

Metabolism: Lesson 3.4

Activity 3

© The Regents of the University of California. All rights reserved.

18 of 26

Activity 3 - Screen 1

Metabolism: Lesson 3.4

Next, you will look over your annotations and choose some to discuss.

Let’s review the different hashtags you’ll use to select your annotations.

© The Regents of the University of California. All rights reserved.

19 of 26

Discussing Annotations

Microbiome: Lesson 2.1

Activity 3 - Screen 1

Step 1: Prepare to Share

Step 2: Discuss

Step 3: Prepare to Present

Choose an interesting question or connection to share with a partner.

Tag it with #share.

Talk about your chosen annotation with a partner.

Tag it with #discussed if you were able to resolve your questions.

Choose an interesting or unanswered question to present to the class.

Tag it with #present.

#share

#discussed

#present

© The Regents of the University of California. All rights reserved.

20 of 26

Metabolism: Lesson 3.4

Investigation Notebook pg 81

Activity 3 - Screen 1

© The Regents of the University of California. All rights reserved.

21 of 26

Metabolism: Lesson 3.4

Activity 3 - Screen 1

Let’s discuss your questions and see if we can answer them as a class.

What interesting or unanswered questions do you still have about the article?

© The Regents of the University of California. All rights reserved.

22 of 26

Activity 3 - Screen 2

Metabolism: Lesson 2.2

Investigation Notebook pg 81

Review your annotations and then answer the reflection question.

© The Regents of the University of California. All rights reserved.

23 of 26

Homework

Metabolism: Lesson 3.4

Activity 4

© The Regents of the University of California. All rights reserved.

24 of 26

Activity 4

Metabolism: Lesson 3.4

For this activity, you will choose one article from an article set to read about how body systems work differently in different organisms. Then, you will answer some questions.

© The Regents of the University of California. All rights reserved.

25 of 26

Activity 4

Metabolism: Lesson 3.4

Investigation Notebook pg 82

© The Regents of the University of California. All rights reserved.

26 of 26

Metabolism: Lesson 3.4

End of Lesson

Published and Distributed by Amplify. www.amplify.com

© The Regents of the University of California. All rights reserved.