Planning for Instruction Guide

Age/Grade level of Students:

This lesson is designed for the average 9-12 grade student ages typically ranging from 15-18.

Concept of Lesson:

This lesson and lab activity is designed to introduce the topic of cell membranes and highlight the structures and functions associated with them. In addition, the importance of surface area to volume ratio will be discussed in relation to cell membrane function.

Link to Georgia QCC:

The lesson and lab activity correspond to the following QCC standards:

1.1 Proficiency in the Scientific Process

1.2 Analytical lab reports

1.3 Use of laboratory equipment

1.4 Proper care and use of a microscope

4.1 Properly distinguish between living and non-living objects

4.2 Cell Theory

4.3 Properly differentiate between prokaryotic and eukaryotic organisms

4.4 Identification of common cell organelles and associated functions

4.5 Properly differentiate unicellular from multicellular organisms

5.1 Ability to explain Homeostasis

5.2 Ability to site examples of Homeostatic organisms

5.3 Ability to describe cell processes

5.4 Reaction of cells in solutions of different concentrations

Objectives of the Lesson:

The lesson and lab activity will enable the students to understand the structure, function, and critical importance of the cell membrane. In addition, the students will be able to understand the importance and relevance of the surface area to volume ratio crucial in the workings of cell membranes.

Applied Learning Theories:

The proposed lesson and lab activity are structured in such a way to incorporate two distinctly different learning theories. In the lecture portion of the lesson the students are geared more toward a behaviorist orientation. The students are provided with a variety of evidence to support the material being presented. The students are asked questions specific in response as to lead the discussion in the scripted direction. As expected in science classrooms, there is a reasonable amount of vocabulary and very factual material that must be presented as such.

In the lab portion of this lesson, a more Inquiry/ Constructivist orientation can be applied. The lab is structured in such a way that the student is guided toward the appropriate outcome through a “cookbook recipe” with a predicted outcome. Although the students are guided in the right direction, they are still asked to formulate explanations based on the outcome of the experiment.

Motivational Strategies Incorporated:

Initially, the students will be introduced to the concept of the cell membrane with a quick and easy experiment with an egg. The students will be “hooked” so to speak by the egg without a shell. If all goes well, the students will have some interest in finding out more about the cell membrane and its importance to the egg and other applications. Throughout the lesson, a positive and energetic atmosphere will be fostered by the teacher with general disposition and communication. By providing the students with real life applications, hopefully the value of the material will become apparent and influence the students’ motivation to learn.

Questions to Ask:

In order to guide the lesson at the appropriate pace and in the right direction, a variety of questions will be asked. The following is a sample of the types of questions deemed appropriate for this lesson.

Informative Questions:

1) “Can anyone tell me what a cell membrane is or what it does?”

2) “What does the word permeable mean?”

Analytical Questions:

1) “How does the surface area to volume ratio relate to a cell membrane?”

2) “How does our body use cell membranes and where?”

Exploratory Questions:

1) “What if our cell membranes were not permeable?”

2) “What if we did not have cell membranes?”

Transitions Needed:

Ideally only one transition is needed between the lesson and lab activity. This should not be a difficult transition if the appropriate procedures have been established for this regular occurrence. The following is an example of a procedure/routine for this type of transition.

· Lab groups will consists of 4 students. These groups will be chosen by the students unless there are problems that prevent this from being productive.

· The students will be dismissed by the teacher 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:

Several activities are planned throughout the lesson and lab that should keep the students focused on the material. The initial demonstration with the egg experiment should allow sufficient time for the students to get focused on the class and get settled. The actual lecture time is not too long and will be done at such a pace to keep discussion and participation active. The students will then go into a lab activity that provides a hands-on activity that will keep them engaged. If there is extra time at the end of lecture or lab time, an additional activity has been planned that will demonstrate the surface area to volume ratio as a group activity.

Proposed Assessment:

Questioning throughout the lecture should provide some indication of the students’ grasp of the concepts being taught. This more informal assessment will be on an individual basis in contrast to the individual formal assessment on a chapter or unit test. In addition, the students will be required to turn in a formal lab report that is composed of group-collected data with individual summarizations and explanations after completing the lab activity.