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Metabolism

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

Lesson purpose: to provide students with an intriguing new context in which to apply their understanding of cellular respiration and also to provide background for students’ discussions in the Science Seminar in Chapter 4

Please refer to this lesson’s Materials & Preparation section in the digital Teacher’s Guide or the print Teacher’s Guide for information about preparing to teach this lesson, including any applicable safety notes. Below are links to resources used in this lesson.

Blood Doping: Messing with Metabolism to Win Races

Printable article: “Blood Doping: Messing with Metabolism to Win Races”

Annotation Tracker

Annotation Summary Sheet

Odd Organisms and How They Get the Molecules They Need

Printable article set: Odd Organisms and How They Get the Molecules They Need

Metabolism Investigation Notebook, pages 79–82

Metabolism Glossary

Metabolism Multi-Language Glossary

Note: These materials are made available exclusively for use by students and teachers for whom the corresponding materials have been purchased or licensed from Amplify. Any alterations you make should only be shared within your own school or district. Any other distribution or reproduction of these materials is forbidden without written permission from Amplify.

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Warm-Up

10 MIN

Metabolism: Lesson 3.4

Activity 1

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Activity 1

Metabolism: Lesson 3.4

Investigation Notebook pg 80

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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.

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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?

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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.

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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?

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Activity 1

Metabolism: Lesson 3.4

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

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Activity 1

Metabolism: Lesson 3.4

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

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Activity 1

Metabolism: Lesson 3.4

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

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Active Reading: “Blood Doping”

20 MIN

Metabolism: Lesson 3.4

Activity 2

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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.

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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.

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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.

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Activity 2

👉Teacher action:

Model Active Reading with an emphasis on asking deeper, more thoughtful questions. The following outline is one way to do that, but feel free to adapt to your own process.

Project the “Blood Doping: Messing with Metabolism to Win Races” article.
Read the title and then ask a question about it.
Say, “This title makes me think of a lot of questions! At first, I thought I would just write ‘How?’ but I want to ask a more thoughtful question. So I’m going to ask, ‘How can a person change their metabolism?’”
Highlight part of the title text and press ADD NOTE. Write, “How can a person change their metabolism?” Press SAVE.
Model asking another question. Begin reading the first paragraph of the article. Stop after the third sentence.
Say, “The article says that athletes process oxygen, glucose, and amino acids better than almost any other humans. I wonder why they process it better.”
Highlight part of this text and press ADD NOTE. Write, “Why do athletes process these molecules better?” Press SAVE.
Model making a connection. Read the first four sentences in the second paragraph (through the sentence that starts “To bring in more oxygen . . .”).
Say, “Even though we are focusing on asking deeper questions, we also want to use the other strategies that will help us become better, more sophisticated readers. After reading this section, I thought of a connection. I remember that when we ran, we found out that our breath rates increased to bring in more oxygen.”
Highlight part of this text and press ADD NOTE. Write, “Like when we ran in class and our breath rates increased.” Press SAVE.
Finish reading the second paragraph and add another annotation.
I was going to write “What?” next to this sentence about special gels, but I know that isn’t a very good question. How can I change this into a question that is more thoughtful?
Ask students for ideas and choose one of their suggestions. Highlight part of this text and press ADD NOTE. Write the suggestion and press SAVE.

�💬Suggested teacher talk:

After reading, you’ll select questions you would like to share with a partner and the class. Be sure to record specific, thoughtful questions.

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Activity 2

Metabolism: Lesson 3.4

Investigation Notebook pg 81

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Discussing Annotations

15 MIN

Metabolism: Lesson 3.4

Activity 3

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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.

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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

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Metabolism: Lesson 3.4

Investigation Notebook pg 81

Activity 3 - Screen 1

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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?

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Activity 3 - Screen 2

Metabolism: Lesson 2.2

Investigation Notebook pg 81

Review your annotations and then answer the reflection question.

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Homework

Metabolism: Lesson 3.4

Activity 4

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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.

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Activity 4

Metabolism: Lesson 3.4

Investigation Notebook pg 82

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Metabolism: Lesson 3.4

End of Lesson

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