Lesson Plan [1]: [Bubble Membrane Modeling]

Overview

In this lesson, students will use a soap bubble to complete different challenges. After the
challenges, students will relate the characteristics of the soap membrane to the structure and
function of the cell membrane.

Total Time

65 minutes

Standards

Bio.1.2.1 Explain how homeostasis is maintained in a cell and within an organism in various
environments (including temperature and pH).

Student Learning Objectives

■ SWBAT identify the structure of the cell membrane.

■ SWBAT demonstrate how a bubble membrane models a cell
membrane.

Language Demands [Optional]

Language Objectives
SWBAT define cell membrane
SWBAT define the parts of the cell membrane.

​Academic Language Functions

Students are using language to make break down a model into parts and compare their model
to the structure and function of a cell membrane.

Academic Language Forms

Content-specific vocabulary:
Cell membrane, plasma membrane, integral protein, phospholipid bilayer, fluid mosaic
model, semipermeable.
Support Vocabulary:
Fluid, membrane, protein, carbohydrate, lipid

Assessment
Formative Assessment
After students have received instructions for the class about the overarching theme of the
activity, safety instructions, and directions for the materials, they will receive a slip of paper
with the challenge instructions. There are two challenges for this activity. After the students
have set up their materials, they will call the teacher over and I will give them their first
challenge. One they have completed the first challenge, they will call me over again and I will
ask them how they were able to complete the challenge. The first challenge is to put their
finger through the bubble membrane and the second is to move a paper clip through the
bubble membrane without popping it or without the paperclip touching the bubble membrane.
In order for students to move to the next challenge, they must show me that they completed
the first one. As I am waiting for students to complete challenges, I will walk around to make
sure students are trying to figure it out and provide hints that are struggling with the
challenges.

​Summative Assessment
After the notes about the cell membrane and how it can be modeled by a bubble membrane, I
will give students an exit ticket that they will need to complete by the end of class. I will collect
the exit tickets and review them for accuracy.

Resources & Materials

- Materials for each group

- Container
- Soap, water, and corn syrup solution
- String
- 2 straws
- Paperclip
- Thin rubber band
- Challenge slips
- Materials for each students
- Note packet
- Exit ticket sheet

Summary of Learning Activities

Time What the Teacher What the Students How I will Assess
is Doing are Doing Student Progress
Towards
Objectives

5 mins Introducing class to Getting in their seats -Watch students nod

the new unit. and listening to the head as they make
Directing students on teacher. connections.
 the safety of the -Ask for questions
activity. before moving on.
Make sure students
are listening and not
on phones.

15 mins Explain to students -Listen to instructions -Ask for student

their expectations for -Complete Know and questions before
the Know, Want to Want to know of moving onto the
know, and Learned KWL chart. next step.
(KWL) Chart. Hand -Walk around and
out charts and read student
provide students with answers and ask
7 minutes of them questions to
individual time to fill help them write
Know and want to more and encourage
know of the KWL them to write for the
Chart. entire 7 minutes.
-Collect charts to
review after the 7
minutes.

20 mins Explain the Bubble - Students will -Ask students to

Membrane complete the demonstrate their
Challenge. Ask challenges and ask completion of the
students to stay with the teacher to check challenges and help
their desk groups to see if they them if they are
and have one completed each of struggling or stuck.
student gather all the the challenges
materials needed for correctly.
the challenge.
-Provide each group
with challenge 1: put
your finger through
the bubble without
popping the bubble.
-One students
complete challenge
1, hand them
challenge 2: get a
paperclip through the
bubble membrane
without the paper
clip touching the
bubble soap.
Materials: rubber
 band and paperclip.

15 mins Pass out student Students will fill in Review answers in

note packets and their note packets the Peardeck
have present the while answering the Presentation and
Peardeck with the questions in the address alternate
content for students. Peardeck and having conceptions that
As students learn a discussion with the arise.
about the cell class.
membrane, ask them
to compare the
structure and
function to the
bubble membrane.

10 mins Pass out Exit Ticket Students will I will walk around to
and explain to complete the exit make sure students
students that the ticket questions. are answering the
answers should be They will each need questions
filled out by the end to complete their own completely and that
of class. sheet individually but all students are
may talk to their understanding the
groups to share their majority of the
answers. content. I will collect
completed exit
tickets and review
them to see if there
is any content I need
to review in class
the next day.
 Lesson Plan [2]: [Gummy Bear POE]

Overview

In this lesson, students will Predict, Observe and Explain (POE) what will happen when they
leave a gummy bear in solutions with different concentrations of solutes.

Total Time

70 minutes on day 1
20 minutes on day 2

Standards

Bio.1.2.1 Explain how homeostasis is maintained in a cell and within an organism in various
environments (including temperature and pH).

Student Learning Objectives

■ SWBAT relate the size of the gummy bear to direction of water

movement.
■ SWBAT summarize osmosis
■ SWBAT predict what will happen when cells are left in different
solutions
■ SWBAT complete a predict, observe, and explain chart.
■ SWBAT determine if a solution is hypotonic, hypertonic, or isotonic
based on observations of the size of the gummy bear.

Language Demands [Optional]

Language Objectives
- SWBAT define osmosis.
- SWBAT explain the difference between hypotonic, hypertonic, and isotonic.
​Academic Language Functions
- Students are using language to make predictions, summarize observations, and
create explanations for the change in the gummy bear size using their understanding
of water movement based on the type of solution the gummy bear was in.
Academic Language Forms
- Content-specific vocabulary:
-Osmosis, hypotonic, hypertonic, isotonic, solution, solute, concentration
gradient
- Support Vocabulary:
- Predict, observe, explain, dilute
 - Linguistic structures that support the academic language function:
- Sentence started will be projected on the board as an example of how students
will relate the size of the gummy bear to what type of solution the gummy bear
was in.

Predict Observe Explain

What will happen to the size
of the gummy bear when
placed in each solution?
What happened? Why did this happen?
● The gummy bear in
_________
grew/shrunk/stayed
the same because
water moved ______.

Assessment

Formative Assessment
I will walk around the classroom to make sure students are on task and will ask them probing
questions
- “What observations can you make about the gummy bear?”
- Check to make sure the answers are observations and not inferences.
- “What was moving to make the gummy bear grow/shrink?”
- Correct Answer: water
- “What type of solution was this gummy bear in?”
- “Which gummy bear was your control?”

I will also be reading student responses on their sheets while they are working to ensure
students are making connections with the content and using complete sentences to explain
their work.

​Summative Assessment
I will collect their charts with their predictions, observations and explanations to grade for
accuracy and completion.

Resources & Materials

- Materials per group

- 4 small cups
- 4 gummy bears
- Water
- Corn syrup
 - Saturated salt solution
- Wax paper
- Ruler
- Packet with instructions and POE chart

Summary of Learning Activities

Time What the Teacher What the Students How I will Assess
is Doing are Doing Student Progress
Towards
Objectives

10 mins Passing out warm up Completing the -Walking around and

for students. The warmup. making sure
warm up is asking students are
for students to fill out completing their
and color a drawing work, answering
for the parts of the student questions,
cell membrane. The and looking for
students are allowed trends in student
to use their notes understanding.
from the previous
day.

10 minutes Guiding notes using Using laptops to Checking the

Peardeck on the answer questions in answers for the
differences between the Peardeck Peardeck and
active and passive presentation. answering questions
transport and the Filling out their note that students have.
types of passive packets.
transport (osmosis,
diffusion and
facilitated diffusion)

5 mins Explain lab and how -Listening to -Answering student

to complete a POE instructions and questions and
chart. Explain lab asking questions if asking students to
safety (not to eat they have any. repeat back their
anything in the instructions and
class). Explain steps.
expectations and
timeline for lab.
Assigning groups for
lab work.

40 mins Pass out labs. Walk Students will work Walk around
around asking through lab including classroom asking
 probing questions. creating a procedure, formative
Help students move determining their assessment
through creating a variables, and questions.
procedure and experimental setups, -questions:
checking procedures and collecting data. What is your
before groups set up Students need to independent
their experiment. record the volume of variable?
the gummy bear What predictions are
before the 24 hours you making?
to calculate change
in volume.

5 minutes Cleaning up the Students should Teacher will be

classroom and make sure their helping students
making sure all stations are cleaned, stay on task and
groups have their their experimental reminding students
data recorded, setups are labeled of the classroom
experimental setups with group name, cleanliness
prepared, and and their predictions expectations and
predictions are are in complete directing students to
made. sentences. their next steps.

20 Minutes on Day 2 Explain to students Students will gather Teacher will walk
how to gather data their experimental around to different
and provide setups from Day 1 groups to make sure
sentence starters to and gather data, students are on task
students who need make observations and on track to finish
scaffolding to create and create in 20 minutes, and
explanations for why explanations for why answering questions
the gummy bear the gummy bear that students have
changed size after changed sizes when while asking probing
they were placed in placed in different questions about
different solutions. solutions. their explanations.
 Lesson Plan [3]: [Osmosis Socratic Seminar]

Overview

In this lesson, students will conduct a Socratic seminar to gather evidence to discuss the
occurrences in the article in terms of water movement and solutions created.

Total Time

70 minutes

Standards

Bio.1.2.3 Explain how specific cell adaptations help cells survive in particular environments
(focus on unicellular organisms).

Student Learning Objectives

■ SWBAT interpret quantitative evidence relating to osmosis.

■ SWBAT justify their argument with data and evidence
■ SWBAT explain the differences between plant and animal cell
structures that help them maintain homeostasis.

Language Demands [Optional]

Language Objectives
- SWBAT define osmosis
- SWBAT explain if a solution is hypotonic, hypertonic, or isotonic compared to a cell.
​Academic Language Functions
- Students are using language to make predictions, gather evidence, and support their
claims, ask for clarification, and agree or disagree with their peers.
Academic Language Forms
- Content-specific vocabulary:
- Hypotonic, Hypertonic, isotonic, osmosis
- Support Vocabulary:
- Solution, silutes, dilutions
- Linguistic structures that support the academic language function:
- As a class, we will create sentence starters to help students agree with
someone, respectfully disagree with someone, ask for clarification, or introduce
another question. The sentence starters will stay on the board for students to
refer back to throughout the seminar.
Assessment

Formative Assessment
I will listen to students as they hold a socratic seminar and make notes on who is speaking,
how many times each student speaks, and whether or not the student used a sentence
starter, used evidence to support their claim, or introduced a question. I will also be prepared
to step into the conversation to help students remain on task or move forward from a topic
they have been talking about for too long. I will also be monitoring the students on the outside
of the circle to make sure they are actively listening to the conversation and taking notes on
their rubrics.

​Summative Assessment
I will ask for all the rubrics to be collected so that I can review how students marked each
other. Alsong with the students scores of each other, I will refer back to my notes to assign
each student a grade from 1-100 on how well they performed during the Socratic seminar.

Resources & Materials

- Rubrics for each student to fill out for their assigned partner
- Desks arranged with an inner circle and an outer circle with room for students to
change seats
- Two readings for the class.
- Half of the class will be assigned to read one article and the other half will read
a different article. Assigned readings were given out 3 days prior to the socratic
seminar.

Summary of Learning Activities

Time What the Teacher What the Students How I will Assess
is Doing are Doing Student Progress
Towards
Objectives

10 mins -Watch a video Helping pull out the -Asking students if

about another discussion norms they have any
teacher explaining from the video and questions about
how to do a socratic including any norms their expectations
seminar that has a that are not in the and instructions.
few minutes of other video.
students modeling a
Socratic seminar.
-We will pull our
 discussion norms
from and write them
on a poster during
the video.

10 minutes Create sentence - Write down one -Walk around while

starters to help sentence starter for students are working
students respectfully each category on their sentence
agree with someone, -Share one of the starters and helping
disagree with sentence starters for students who are
someone, ask for categories until there struggling to come
clarification, or to are 3 sentence up with sentence
introduce a new starters for each starters.
question. category.
I will pick students to
share a sentence
starter until we have
3 sentence starters
for each category.

40 mins Teacher will direct Half of the class who Making notes on
students to where read the same article who is talking and
they need to be. will start on the listening to
Teacher will hand inside of the circle. conversation. If the
out rubrics to the Students on the conversation dies
group that is on the outside will fill out the down or the content
outside. Teacher will rubrics while listening of the conversation
listen to the group to the conversation. is incorrect, give a
discussion and take Each group will talk chance for students
notes on the for about 10 minutes to redirect each
conversation and (until the other or introduce
who including how conversation finishes another topic, but
many times each naturally) and then the teacher can step
person talked and the two groups will in to ask another
what the students switch roles. question or address
added to the misconceptions if
conversation. needed.

10 minute class Teacher will ask Students will think Teacher will listen to
debrief students to think about and answer feedback and repeat
about the the questions for the it back to students to
discussions and teacher and the class let students know
asks the class to hear and share that the teacher
-What did you like their opinions about hears their
about the socratic the socratic seminar. comments.
seminar
-What could we do
differently if we did
this again in the
future
-What other topics
do you think a
socratic seminar
would be good for?
 Lesson Plan [4]: [Transport Candy Lab]

Overview

In this lesson students will model diffusion, osmosis, facilitated diffusion and active transport
using different candies. Students will draw what their models look like and answer questions
about each mode of transport.

Total Time

90 minutes

Standards

Bio.1.2.1 Explain how homeostasis is maintained in a cell and within an organism in various
environments (including temperature and pH)
- Compare the mechanisms of active vs. passive transport (diffusion and osmosis).

Student Learning Objectives

- SWBAT model the mechanisms of diffusion.

- SWBAT model the mechanisms of osmosis
- SWBAT model the mechanism of facilitated diffusion.
- SWBAT differentiate between active and passive transport.

Language Demands [Optional]

Language Objectives
- SWBAT determine if a cell is in an isotonic, hypotonic or hypertonic environment.
- SWBAT determine the concentration gradient of a cell.
- SWBAT determine whether the type of transport is active or passive.
​Academic Language Functions
- Students are using language to describe what is happening in the model of cell
transport.
Academic Language Forms
- Content-specific vocabulary:
-Osmosis, diffusion, isotonic, hypotonic, hypertonic, concentration gradient,
carrier protein, channel protein, active transport, passive transport
- Support Vocabulary:
- Cell membrane, phospholipid bilayer, ATP, substrate
- Linguistic structures that support the academic language function:
- Students will create a key to remember which structures the different candies
represent.
Assessment

Formative Assessment
I will ask students to raise their hands at checkpoints through the lab to show me their model
of each step of the lab and I will ask them questions to check for understanding
- “What do the m&m’s represent”
- Possible answers: water, sugar, salt, any substrate
- “What substrate is moving through the membrane?”
- Possible answers: water, sugar,
- “Which way is the sugar/water/substrate/Skittles moving?”
- Possible answers: in the cell, out of the cell, from high to low, from low to high
- “Which side of the cell membrane has a higher concentration gradient?”
- “Is this transport system using energy?”
There will be teacher checks after each section of the worksheets to ensure that the teacher
is checking for any alternate conceptions.

​Summative Assessment
- I will collect the completed packets to grade for completion and accuracy.

Resources & Materials

Resources:
- Skittles (original colors)
- Pull apart Twizzlers
- Gummy bears
- Smarties
- Life savers
- Paper Towels
Candy Modeling Packet for each student

Summary of Learning Activities

Time What the Teacher What the Students How I will Assess
is Doing are Doing Student Progress
Towards
Objectives

Before class -print out lab

worksheets
-prepare cups of
candy with the
amounts of each
 candy needed for the
lab

10 mins Hand out student lab Listening to teacher Watch students nod
worksheets that they and thinking about head and make sure
will complete during the connections they are listening by
lab. Gather students between previous having their eyes up
attention and review classes and what front, phones away,
that substrates and they are doing today. and not talking.
water and can move - Students will -Answer questions
in and out of cells. make about demonstration
predictions without giving away
- Sets up about what which prediction is
cornstarch will happen in correct.
and iodine the
demonstratio demonstratio
n that n (which way
explaining the iodine
how much solution will
cornstarch is move)
in each part
and what
iodine is.

15 Introduce the class Students will fill out Listen to student

to the terms isotonic, the part of their lab responses. Answer
hypotonic, and worksheets that the student questions.
hypertonic. class is working on
- Have together.
students
share words
with prefixes
- Have
students
write down
definitions
- Give students
word tricks to
remember
words.
(Hypo=hippo)

50 Pass out cups of Working in their Walk around and ask

candy. groups of 3, students formative questions
Walk around the will work through (from above) and
 room listening to their lab worksheets listen to student
student conversation and raising their responses for
and visiting groups hands when they understand.
at checkpoints. reach checkpoints in
their lab to bring the
teacher over to
check and ask
formative
assessment
questions. They will
complete questions
at the end of the lab.

15 mins -Pass out new cady Turn in lab Check and grade
extra candy to all the worksheets. Eat labs and take notes
students for them to new, clean candy. of trend or commons
eat. -Complete Exit alternative
-show students the Ticket on notecard. conceptions based
results of the on labs and exit
cornstarch and tickets.
iodine experiment
-pass out notecards