Unit 3; Lesson 4--Cell Membranes

1. TITLE OF LESSON

Unit 3; Lesson 4—Cell Membranes   

2. CURRICULUM AREA & GRADE LEVEL

9^th grade Biology

Content (Powerpoint): 2^nd half (50 minutes) of block day (Wed/Thurs)

Lab activity: Friday (50 minutes).

 

3. STUDENT INFORMATION

A. English Language Learners

All ELL students are CELDT level 4. There are 4 in period 5 and 6 in period 6 for a total of 10 ELL students.    

B. Students with Special Education Needs

There are 4 students with IEPs or 504s in period 4 and 4 in period 6 for a total of 8. Learning disabilities include ADHD (2), anxiety (1), autism (2), specific learning disability (e.g. reading comprehension/memory retention) (2), and mild cerebral palsy (1).

4. RATIONALE

A. Enduring Understanding

All cells have membranes to provide a permeable barrier to the outside environment.

 

B. Essential Questions

What does the cell membrane look like?

How does the cell membrane provide a permeable barrier to the external environment?

How do molecules, proteins and other materials get transported across the membrane? How is it regulated?

 

C. Reason For Instructional Strategies & Student Activities

My classes are composed with freshmen. Most of them don’t like biology, as evidenced by an informal poll on the first day of class. They dislike reading, and, as a result, rarely read outside of homework assignments. Therefore, my classes are very hands-on and activities-based. In addition, I design my intros, presentations, and activities to be fun, engaging, and thought-provoking. The use of multiple resources and teaching styles will help my diverse class understand the key points of this unit, regardless of whether they learn through visual, auditory, and/or kinesthetic modalities. This strategy will also help the ELL students and students with special needs in my class.

 

 

 

     

5. CONTENT STANDARD(S)

1. Cell Biology: The fundamental life processes of plants and animals depend on a variety of chemical reactions that occur in specialized areas of the organism’s cells.

a. Students know cells are enclosed within semipermeable membranes that regulate their interaction with their surroundings.

 

11. Investigation and Experimentation: Scientific progress is made by asking meaningful questions and conducting careful investigations. As a basis for understanding this concept and addressing the concept in the other four strands, students should develop their own questions and perform investigations.

            d. Formulate explanations by using logic and evidence.

g. Recognize the usefulness and limitations of models and theories as scientific representations of reality.

             

6. ELD STANDARD(S)

Listening & Speaking: 1 (Intermediate): Listen attentively to stories and information and identify important details and concepts by using both verbal and nonverbal responses.

Listening & Speaking: 7(EA): Respond to messages by asking questions, challenging statements, or offering examples that affirm the message.  

                 

7. LEARNING GOAL(S) – OBJECTIVES (all cognitive; some psychomotor (lab))

After being presented with content on cell membranes and doing an osmosis lab (“Mr. Potato Lab”), students will be able to identify the functions of the cell membrane.

 

8. ASSESSMENT(S)

A. Diagnostic/Entry Level:

3 students will be called on randomly to share their summaries from their notes on organelles (previous lesson). In addition, before launching into new content about cell membranes, I will ask them to share their definition of related vocab words (which should be completed): diffusion, osmosis, endocytosis, and exocytosis.

B. Formative – Progress Monitoring:

Students will asked to share their answers every 2-3 slides when presented with content on organelles. I will circulate as students prepare their potatoes for incubation in hypertonic and hypotonic solutions to informally check for understanding.

C. Summative:

Students will complete a scaffolded lab write up about osmosis based on their results of the “Mr. Potato” lab. They will develop hypotheses, record results into a chart, analyze their results, and write a conclusion (one paragraph). These labs will be peer-graded, and one from each lab group (8 total) will be randomly selected for grading.

              

9. EXPLANATION OF DIFFERENTIATION FOR ELL & STS W/ SP ED NEEDS

A. English Language Learners

1.) Content: Students are arranged into groups of 4 according to current grade so those who need help with note-taking can look at the notes of a partner next to them. I pause to ask for questions to ensure everyone is ready before I advance a slide.

2.) Process: Students are arranged into groups of 4 according to current grade so those who need help have others who can provide peer-tutoring (worksheets, labs, poster activity). I circulate as they look through the microscope to provide assistance. Finally, I check for understanding frequently through random Q&A. Students have frequent opportunities to hear other student explanations, as well as being randomly assessed.                                      

3.) Product: Following oral instruction of the “Mr. Potato Head lab”, students are given a handout with guidelines and written instructions (attached). Students can rely on others and see me for to aid in demonstrating and explaining osmosis after observing swelling in hypotonic solution and shrinking in hypertonic solution. I circulate to assist them while they write their answers on the lab worksheet (attached).

          

A. Students with Special Education Needs

1.) Content: Students with IEPs or 504s are accommodated, as directed. Some students are placed in different seats for better visual access to the whiteboard. Students are arranged into groups of 4 according to current grade so those who need help with note-taking can look at the notes of a partner next to them. I pause to ask for questions to ensure everyone is ready before I advance a slide.

2.) Process: Students are arranged into groups of 4 according to current grade so those who need help have others who can provide peer-tutoring (worksheets, labs, poster activity). I circulate as they prepare for the potato osmosis lab to provide individual assistance, if needed. Finally, I check for understanding frequently through random Q&A. Students have frequent opportunities to hear other student explanations, as well as being randomly assessed.                                      

3.) Product: Following oral instruction of the “Mr. Potato Head” lab, students are given a handout with guidelines and written instructions (attached). Students can rely on others and see me for to aid in demonstrating and explaining osmosis after observing swelling in hypotonic solution and shrinking in hypertonic solution. I circulate to assist them while they write their answers on the lab worksheet (attached).  

                                     

10. INSTRUCTIONAL STRATEGIES

A. Intro (10 min):

Students summarize their notes on organelles from the day before. We will then review the definition of vocab words: diffusion, osmosis, endocytosis, and exocytosis.

 

*Note—I would begin with a discrepant event about osmosis.

 

B. Instruction (25 min): I will instruct them to open up a fresh page in their spiral notebooks for note-taking. I will then present content on cell membranes, periodically stopping to ask questions and check for understanding (ppt attached). These questions include:

1. What are the two types of transport?
2. What is the difference?
3. What are the 3 types of passive transport?
4. What is the difference between diffusion and facilitated diffusion?
5. How do molecules move in diffusion and osmosis?
6. What are 3 types of active transport?
7. Which type uses a protein pump?
8. What is the difference between Endocytosis and Exocytosis?

 

C. Guided Practice (25 min Day 1; 25 min Day 2): After distributing the lab worksheet, I will go over it with the class. Students will be instructed to break into their lab groups. Then, I will circulate and answer questions as students prepare their potatoes. They will collect baseline data on Friday, incubate their potatoes, and record their endpoint data on Monday.

 

D. Independent Practice: Students will be instructed to complete their lab write-ups.                                       

 

E. Closure: I will go over the lab answers with the class. I will then grade the lab write-ups to check for understanding.

                                                          

11. STUDENT ACTIVITIES

A. Intro (10 min):

2 students will share their summary of “organelles”. 3 students will share their definition of the words: endocytosis, exocytosis, diffusion, and osmosis.               

B. Instruction (25 min): Students will take Cornell-style notes on the presentation about cell membranes (attached ppt presentation). Students will answer questions periodically to check for understanding (see above).

 C. Guided Practice (2x25 min (2 days)): Day 1—Students prepare their potatoes for the osmosis lab. They weigh their potatoes and put one in a hypertonic solution and one in a hypotonic solution. Then, they record their hypotheses and baseline data. Day 2 (Monday)—Students record weights of their potatoes, analyze results, and draw conclusion, using the lab worksheet for support.                                    

D. Independent Practice: Students will demonstrate the process of swelling and shrinking in hypotonic and hypertonic solutions to help understand osmosis. Students will complete their lab write-ups.                                       

E. Closure: I will go over the lab answers with the class. I will then grade the lab write-ups to check for understanding.

 

12. RESOURCES

PowerPoint presentation “Cell Membranes”

“Mr. Potato Head” lab

Link to my blog for more resources on Cells (Unit 3).

http://www.drrichardsbiology.blogspot.com/p/unit-3-cell.html

Link to resources in Google Docs:

https://docs.google.com/folder/d/0BxAJgJ5OqE-GQkRKVllVOXJKTkE/edit

                                                                                                                                    

 

 

 

 

 

 

 

 

 

 

14. RUBRIC

 

Design Component & Criteria	Approaching	Meets (includes the criteria for Approaching)	Exceeds (includes the criteria for Approaching & Meets)
Title, Curriculum Area & Grade Level 5%	Provides a title that is related to the lesson activity	& addresses the unit it belongs to and in what curriculum area and grade	& describes where it fits within a unit plan.
Student Information 10%	Identify the names of the students that need differentiation (both ELL & Students w/ Sp Ed needs)	& describe each of the students readiness level, learning profile and interests	& includes prior successful differentiation strategies for each student.
Rationale 10%	Describes the rationale for teaching this lesson (big ideas, enduring understandings, essential questions) …	& addresses how the instructional strategies and the student activities are suited to meet the standard and objective of the lesson…	& explains how the assessment is a valid and reliable way to assess student learning.
Standards and Objectives 20%	Both CA Content and ELD Standards are identified and each is addressed in an objective that contains a condition, verb, and criteria	& each objective is labeled by the type (cognitive, affective, psychomotor or language) and the number of the standard it addresses	& identifies which of the six facets of understanding it is designed to address.
Assessment 10%	Provides an assessment for each objective and articulates if it is diagnostic, entry-level, formative or summative assessment	& clearly communicates to students about the expectations (rubric)	& provides a sample of student work.
Differentiation 10%	Describes the students differentiation strategy for the individual students…	& labels the strategy (lesson content, process or product) and the way it addresses the students identity and developmental needs (readiness, interest or learning profile)…	& provides how the strategy will be assessed for effectiveness and altered if needed.
Instructional Strategies 15%	Provides an into, through and a beyond activity for lesson…	& describes in detail the steps the teacher will take to implement the lesson and any need materials (i.e. graphic organizer, ppt, model, rubric)…	& provides script for teacher and times for each activity.
Student Activities 15%	Describes what the students will do during the into, through and beyond activity of the lesson…	& each activity is student centered with multiple opportunities for the instructor to check for understanding…	& provides times for each activity.
Resources 5%	All instructional materials needed to implement the lesson are listed/described.	All instructional materials that are needed to implement the lesson are provided, such as power point, graphic organizer, sample student work, assignment rubric, quiz...	& all materials listed for the unit are listed and/or provided.
Self-Evaluation (10% will be deducted if not included)	Provides a copy of the rubric with the lesson plan…	& highlights or circles the evaluated criteria for each lesson component…	& provides evidence for each criteria marked.