As secondary educators we picked the age group of 15-18 year olds. These high school level students will deal with Biology in various subjects such as: General Biology, Anatomy, Genetics, and Zoology, etc. We developed a lesson plan for a lecture and lab about the cell membrane. I thought this lesson would most appropriately be introduced in a General Biology class or in an Anatomy class. This lesson and lab activity is designed to introduce the structure of the cell membrane as well as highlight its functions. This lesson and lab will explore the concept of surface area to volume ratio and its importance in the cell.

We were able to link our lesson to the QCC’s. Our lesson would cover 3 topic areas: Science Process Skills, and Laboratory Safety; Cellular Biology (structure); and Cellular Biology (Homeostasis).

Finding a learning theory that would best fit this lesson was a little harder for us. After much debate and reading we were able to conclude that we would use two learning approaches. For the lecture section of the lesson we would use the behavioral approach; give the students information while asking questions for feedback. The laboratory section of the lesson was set up with an inquiry approach, having the students collect their own data, analyze it, and explain it.

For one of our bigger questions, how will we motivate the students to want to learn, we first had to develop a hook to draw the students into the lesson. After debating what would work best, I thought of the naked egg idea. A naked egg is an egg without a shell.

To make a naked egg, soak eggs in plain white vinegar for twenty-four hours. Then replace the old vinegar with fresh vinegar and allow them to soak for another twenty-four hours. At this time remove the eggs from the vinegar and rinse carefully not to break the membrane.

This hook provides for a discrepant event. The students will not expect to see an egg without a shell and they will be interested in learning about the cell membrane. The naked egg can also tie into the next lesson of osmosis, the diffusion of water.

Soak the naked eggs in corn syrup overnight and allow the water to defuse out of the egg along the concentration gradient. After allowing the student to see a shriveled egg, place the naked egg in water allowing the egg to swell as the water returns to the egg becoming even bigger than it was.

This initial hook is used to motivate the students to want to learn about membranes and how they work. Along with the hook we plan to have a positive attitude toward the students and their lessons as well as providing them evidence in the real world. As mammals, humans have cell membranes that allow us to sweat. If we didn’t have cell membranes that were permeable, we could not maintain homeostasis.

Formulating questions was the next topic of discussion. We had to formulate questions in three different areas, Informative, Analytical, and Exploratory. We developed questions such as:

“Can someone tell me what a cell membrane is or what it does?”, “How does our body use cell membranes and where?”, and “What if we didn’t have cell membranes?”

Asking the different types of questions allows us to differentiate our lessons to provide for the individual differences between the students.

Transitions are needed to go from one area to another. In our lesson we need a transition between the lecture section and the laboratory section. This transition is a previously established procedure for our classroom that we developed in the CPR².

· Lab groups will consists of 4 students. The students will choose the groups unless there are problems that prevent this from being productive.

· The teacher will dismiss the students from lecture in groups to collect the materials needed for lab. Once this is accomplished, the students will proceed to the assigned lab table and begin working.

· Students are expected to follow all rules and regulations associated with appropriate lab behavior at all times while in the lab.

· Once the lab assignment is completed, materials must be returned to the appropriate places and tables must be cleaned with disinfectant.

· Students finishing all tasks before the assigned time is up may return to the lecture area or enrichment areas and remain quiet.

Lesson activities will consist of the initial egg demonstration, and the lab activity. We did have another activity to be completed between lecture and lab if there was enough time. Assessments will consist of questioning throughout the lecture to indicate individual understanding, and a formal lab report will be due and the end of class for a grade.

In constructing this lesson plan I learned that it is difficult to be able to accommodate to all the students’ different learning needs. When arriving at decisions we had to relate to the CPI. We had to make sure that we were able to teach about the cell membrane in the best way possible. We had to make sure that we used various questions to assess all types of learners and thinkers. We also had to comply with the ethics and standards of the QCC’s when formulating the lesson. With having a group of only two members it is not that hard to get along and agree, although I should say that we did have debates along the way. Fortunately we are both able to work through problems and communicate to each other what needs to be done and when it needs to be accomplished.

Although this lesson planning was not that easy, it was an exciting step in my learning process. I had to teach what my lesson plan was about to our class, and I tried to implement the various approaches that we would use in our own lesson. I look forward to educating tomorrow’s youth about all of the concepts of Biology in a fun, creative, and motivating classroom setting.