Is ATP worth the investment?

In this lesson plan, students learn about ATP using an economic analogy. Students use simple financial tables to explore the concepts of cost, revenue, and return on an investment as it applies to ATP in aerobic and anaerobic respiration.

A lesson plan for grades 9–12 Science

By MaryBeth Knight Greene

Provided by NC REAL Enterprises

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This lesson primarily addresses goals in biology, however, it provides helpful reinforcement of concepts in civics and economics as well. It is designed to help students understand how ATP (adenosine tri-phosphate) can be considered the currency of cells. ATP must be “spent” in order for all metabolic processes to continue. Furthermore, during ATP production, ATP must be “invested” before more ATP can be generated. With this concept in mind, students will use simple financial tables to explore the concepts of cost, revenue, and return on an investment as it applies to ATP in aerobic and anaerobic respiration.

Teacher preparation

Classroom time required

20-30 minutes

Materials Needed

• A copy of the worksheet for each student (Note: File includes answer key.)
• One overhead copy of the worksheet for use during explanation

Pre-activities

• Familiarize students with the role of ATP as the primary energy molecule for the cell. Make sure they understand that ATP is generated by phosphorylation of ADP. This activity could serve as an introduction to or a reinforcement of the types of cellular respiration. Either way, students will gain the most from the activity if they already grasp the big picture of respiration — that the process creates energy in the form of ATP from glucose molecules.
• Discuss briefly a simple textbook diagram of ATP prior to starting the activity.

Activities

1. Have students read the information at the top of the worksheet, either in small groups, as a class, or individually. Then complete the table with Robin’s data.
2. Make sure each group/student has correctly completed the table and calculated the return on investment before allowing students to continue to the second page.
3. After completing both pages and answering the questions, ask students to
   compare their answers to other groups/students, and then discuss the answers as a class.