Lesson Plan Part I: Information about the Lesson or Unit

Topic: Passive Transport through Cell Membranes Abstract

After a brief explanation of concentration gradient and diffusion across a membrane, students will act out the movement of water across a membrane in a scenario where they are water molecules and they must diffuse across a membrane of masking tape to reach equilibrium. Students will then make observations and predictions about a shell-less egg soaked in salt water, a raisin soaked in fresh water, and kool-aid dropped into hot and cold water without stirring. Using these demonstrations and the leading questions of instructors, students will make hypotheses concerning the movement of molecules and the movement of water across a cell membrane in response to solute concentration.

Part II: Clarifying Your Goals for the Topic

Big Ideas
Plant and animal cells both have a cell membrane, which selectively allows materials into and out of the cell. The membrane is semi-permeable, meaning that some substances are able to move through it and others are not. Molecules, which are always moving, are allowed to move into and out of the cell depending on their size, charge, and their environmental concentration gradient. Molecules and atoms always diffuse from high to low concentration gradient, meaning that they go from areas of high concentration to low concentration until the two concentrations are equal. The state of equal concentrations being present on either side of a membrane is called equilibrium. The diffusion of water across a cell membrane is known as osmosis, and it plays a huge role in the survival of organisms. Both osmosis and diffusion are passive processes, as is facilitated diffusion. Facilitated diffusion takes place when a molecule that is too large to cross the cell membrane uses a protein channel to move down its concentration gradient and allow the cell to reach equilibrium. Active transport requires the input of energy to get materials across the cell membrane.

Student Practices
Students will recognize differences in concentration gradient and act out the movement of water molecules across a membrane to reach equilibrium in a scenario where they are water molecules and a cell membrane is a long piece of scotch tape dividing the classroom. Students will also act out the movement of water in a cell in hypertonic, hypotonic, and isotonic environments. Students will then observe changes in various systems that are the result of diffusion or osmosis, and will hypothesize the reasons behind these changes. Once students have a hypothesis, they will apply their knowledge from the water molecule scenarios at the beginning of the lesson to draw what has happened in each of the demonstrations. They will then relate

these experiences to other experiences in their life where osmosis and diffusion may have taken place. Finally, students will predict what will happen to a piece of celery placed in fresh water versus a piece of celery placed in salt water.

Objectives for Student Learning

Objective NGSS or Michigan Objective(s)
1. B2.5h (Explain the role of cell membranes as a highly selective barrier (diffusion, osmosis, and active transport)

Type
Identifying SP

2. B2.6a (Explain that the regulatory responses of an organism to external stimuli occur in Using SP order to maintain both short- and long-term equilibrium).

Specific Lesson Objective(s)

1. Describe the meaning of equilibrium in the context of cell membranes. 2. Predict materials that are and are not able to move through a cell membrane. 3. Students will use their knowledge of hypertonic, isotonic, and hypotonic solutions to predict the movement of water (and resulting cell change) through a cell membrane. Identifying SP Using SP Using SP

Part III: Classroom Activities

Materials
Presentation materials (Overhead transparencies or PowerPoint presentations, etc): N/A Copied materials (Handouts, worksheets, tests, lab directions, etc.): (attachment) Pages in textbook: Book:_______N/A_____ Pages:___N/A____ Laboratory materials: For the teacher or the class as a whole: Electric kettle For each laboratory station: Food Coloring/Kool Aid (One dropper per table) Pre-prepared eggs (3-4 total salt water, 3-4 total fresh water) (Soak in vinegar for 48-60 hours, then soak in salt or fresh water for 24-48 hours) Pre-prepared raisins (6-10 total) (Soak in water for minimum 24 hours) Dry raisins (6-10 total) Celery sticks (2-4 total) Clear plastic cups (2 per table) Salt Other materials: N/A

Activities
Introduction (10 minutes) Instructors will introduce the concepts of concentration gradient and equilibrium with drawings on the board. Students will then get up and participate in a demonstration where they represent water molecules, and diffuse across a scotch tape membrane until equilibrium is reached. This scenario will be repeated with the addition of solute molecules to one or both sides of the membrane. Several students will also be assigned to be glucose molecules, which can diffuse across the membrane with the help of protein channels, and they will have to match up small stickers to their counterparts on the membrane before they are able to diffuse. Main Teaching Activities (30-35 minutes) Students will observe the following pre-prepared demonstrations: -liquid Kool-Aid or food coloring placed in hot and cold water -Shell-less eggs soaked in salt water and fresh water -Raisins soaked in water alongside non-treated raisins Students will make predictions, using their knowledge from the introduction demonstration, about how water (or kool-aid/food coloring) molecules moved in each of the demonstrations. Students will draw these scenarios and explain what happens at equilibrium in all of the situations. Conclusion (5-10 minutes) Students will use the knowledge that they have gained about concentration gradient and movement of water across plant and animal cell membranes to predict what will happen to a celery stalk allowed to soak in fresh water versus a celery stalk allowed to soak in salt water. This demonstration will be set up in the classroom, and observations will be made several days later to confirm or reject and modify these hypotheses.

Part IV: Assessment of Focus Students

Focus Objective
B2.5h (Explain the role of cell membranes as a highly selective barrier (diffusion, osmosis, and active transport)

Developing Assessment Tasks

1. Predict how a stalk of celery in fresh water will compare with a stalk of celery in salt water. Where is the water moving in each treatment? Where is the salt moving? 2. Question:

In Figure 1, two columns of water are separated by a semipermeable membrane

through which only water molecules can pass. Side 1 contains brown dye and water; Side 2 contains pure water. After two hours, the water level in Side 1 will be ... a. higher than in Side 2. b. lower than in Side 2. c. the same height as in side 2. The reason for my answer is: a. water will move from high to low solute concentration. b. water flows freely and maintains equal levels on both sides. c. the concentration of water molecules is less on Side 1. d. water moves from low to high water concentration.

Osmosis and Diffusion Diffusion:

Draw Solute and Solvent Diagram:

Equilibrium:

Cell Membrane:

Semi-Permeable Membrane:

Osmosis:

Isotonic:

Hypotonic:

Hypertonic:

Observations (draw and write) Kool-Aid in Cold Water:

Why did this happen? Why do you think there was a difference between the two cups?

Kool-Aid

Kool-Aid in Hot Water:

Dry Raisin:

Why does the raisin in water look different than the dry raisin?

Raisins

Raisin in Water:

Eggs in Water:

Why does the egg in corn syrup look different from the egg in water?

Eggs

Eggs in Corn Syrup:

Wrap-Up Predict how a stalk of celery in fresh water will compare with a stalk of celery in salt water. Where is the water moving in each treatment? Where is the salt moving?

Two columns of water are separated by a semi-permeable membrane through which only water molecules can pass. Side 1 contains brown dye and water and side 2 contains pure water. After two hours, the water level on side 1 will be a. high than on side 2 b. lower than on side 2 c. the same as on side 2 The reason for my answer to the question above is a. water will move from high to low solute concentration b. water flows freely and maintains equal levels on both sides c. the concentration of water molecules is less on side 1 d. water moves from low to high water concentration