Lesson Plans

TITLE The plasma membrane, transport and introduction to deconstruct and design practical investigation Resources and
Lesson/Wee Lesson 1 (week 2) Tuesday 7th May 2019 Preparation
k/Date
Outcomes As a result of this lesson, students will… PowerPoint
Understand: That all cells processes are vital for the survival of cells. Presentation
Do:
● Define plasma membrane, diffusion, osmosis and active transport YouTube
● Identify the function of the plasma membrane videos
● Distinguish between active and passive transport
● Use laboratory techniques to explore osmosis Deconstruct
Know: and Design
● The plasma membrane consists of a lipid bilayer with embedded proteins that separates the interior of the cell from the extracellular environment Practical task
and controls the movement of substances into or out of the cell. sheet
● Movement of molecules across the plasma membrane can occur through active or passive transport methods. (printed)
● Osmosis can be observed in the laboratory through the use of various models.
● The requirements for the Deconstruct and Design Practical Investigation. Transport
Phase Timing across the
105 mins membrane
Introduction **Introduce students and mark the role** 5 Venn
minutes Diagrams
Warm up: cell organelles activity- students label the diagrams of a plant and animal cell as best they can.
5 (printed)
Introduce Myself and welcome students minutes
Recap last week’s learning: The cell, cell theory, prokaryotic and eukaryotic cells, cell organelles and their function. 5
Learning Objectives: discuss the lessons learning objectives. minutes
Body ** students to add to their notes on Google Classroom** 15
minutes
The plasma membrane: 5-minute
● Acts as a barrier, maintains homeostasis, flexible and fluid and selective permeability. BREAK
● Made up of a phospholipid bilayer, cholesterol, carbohydrates and proteins
20
**5-minute BREAK: in the water on the beach game** minutes

10-
Transport across a cell membrane: minute
● Passive transport: diffusion and osmosis activity
● Active transport sheet

20-
Transport Across the cell membrane Venn Diagram (student activity handout)
 minute
Osmosis Formative Practical: Eggs and Salt practical
● Materials and method on summative assessment task sheet 15
minutes
Introduction to Summative assessment: discuss the requirements of their assessment task, show marking rubric, sum task
practical checklist, related theory etc.
● Task sheet and marking rubric
● Timeline
Conclusion Exit Card: students choose practical design (potato, carrot, egg, dialysis tubing) (temperature, salt concentration, surface 5
areas to volume ratio) minutes
https://docs.google.com/presentation/d/10upR-YxbtzXKSnuKYFwEpkxD6d4HiYP5Hp3pZ2ta6Ew/edit?usp=sharing
Back-up Watch: (plasma membrane video 12 minutes) https://www.khanacademy.org/test-prep/mcat/cells/transport-across-a-cell-membrane/v/how-
activity do-things-move-across-a-cell-membrane OR

Cell organelles revisions quiz: https://www.uh.edu/phar2362/littlegames/Matching_game_920.html

TITLE Egg osmosis results and Deconstruct and design summative assessment Resources and
Lesson/Week/Da Lesson 2, week 2 (10th May) Preparation
te
Outcomes Understand: That all cell processes are vital for the survival of the cell. PowerPoint
Know: Presentation
● Osmosis can be observed in the laboratory through the use of various models
● The requirements for the Deconstruct and Design Practical Investigation YouTube videos
● How to deconstruct and design a practical experiment
Do: Deconstruct and
● Use laboratory techniques to explore and analyse the cell process osmosis Design Practical task
● Use your understanding of osmosis to deconstruct and design an experiment that looks at how factors can influence osmosis. sheet (printed)
Phase Timing https://docs.google.c
105 mins om/document/d/1fw
Introduction Hook: Continuum walk 5 minutes X-
5 minutes gllGIdWiE4RpoNlHm-
Recap: Recap last lesson content (plasma membrane, transport across the membrane: active and passive
5 minutes 554SkT5BcGUruSvT
transport) WteQ0/edit
Learning Intentions: Introduce the lessons learning objectives.
Body Osmosis Theory:
● Recap the theory of osmosis from the previous lesson (draw and write on the whiteboard to help 15 minutes Deconstruct handout
(printed)
explain osmosis) https://docs.google.c
Ways to remember hypOtonic (o=think round think filling with water) om/presentation/d/
1QnP8ZCKLGqt6ZZTJl
SqGnTqYGGBQ6oV7L
wQjfk8CwL4/edit#sli
de=id.g58ff1397fc_0
_0

Practical Report
Template (uploaded
to Google
Classroom)
https://docs.google.c
om/document/d/17j
bHIAHkEX0LQwo7Z0
81EFPhahqhkhcfKok
QJ173VmI/edit

Brain break drawing

cards
Osmosis practical (formative): 15 minutes
● Weigh the eggs and record results in the table (individual and on PowerPoint presentation)
20 minutes
● Discuss the experiment results as a whole-class and discuss the theory of osmosis (including
hypotonic, hypertonic, isotonic) (link to assessment introduction). 5-minute
● Why it needs to be percentage weight- initial egg size is different (area to volume ratio plays) e.g. break
two blocks of chocolate 100g and 200g same price
● Discussion of results: students write how does salt affect osmosis

Assessment task- Deconstruct (1-page): students have already chosen their experimental conditions and
will now deconstruct their experiment.

Give examples:
20 minutes
Safety considerations: e.g. if cutting potato with sharp knife… what do you need to consider? Or using glass
in the laboratory
How can the rate of osmosis be measured: e.g. how did we measure it in the egg practical? (initial weight
and final weight of egg (mass))
 What needs to stay the same: why is this important? Getting consistent and more reliable results. (e.g.
room temperature, water source, amount etc.)

5-minute brain break: have a break or activity: back to back drawing (students pair up and go back to back.
Each student has a drawing (given by the teacher) that they have to describe to the other student) and then
swap)

Assessment task-Design (page 2): students have time to research and design their practical’s (method,
materials, and results table) Justify their design (page 3).
Conclusion Deconstruct and design must be checked by the teacher 15 minutes
Outline of next week’s lessons
Extension Part C: Practical Report-students can start writing their introduction etc. of the practical report
Activity

TITLE Deconstruct and design practical Resources and

Lesson/Week/D Lesson 1, Week 3 (Tuesday 14th of May) Preparation
ate
Outcomes After today, I will…
UNDERSTAND: That all cell processes are vital for the survival of the cell.
DO:
 Use your understanding of osmosis to deconstruct and design an experiment that looks at how factors can influence osmosis.
KNOW:
 Osmosis can be observed in the laboratory through the use of various models
 The requirements for the Deconstruct and Design Practical Investigation
 How to deconstruct and design a practical experiment
Phase Timing
PowerPoint:
105 mins
https://docs.google.co
Introduction Hook (video) 5 minutes m/presentation/d/13Gj
Introduce Learning Intentions 5 minutes xY6BGSwHlGa2kxXsU7
Body Finish Deconstruct 15 minutes 5hvRBldJw_cK6xYhGw
QZVc/edit#slide=id.g5a
Finish Design 0138084b_0_315
 Go through how your procedure should be written 25 minutes
 Example practical procedure (place in good or not so good) Design Procedure:
 Students finish their design https://docs.google.co
5 minutes m/document/d/1uK7g
Brain Break: Drawing in Pairs h8mPQjGFd4F9CV65Lk
 (brain LOWghVj3k4EIplqzVzTr
Start Writing Practical Reports: break) M/edit (printed)
 Write up materials and procedure
 Marking an example introduction 15 minutes Lesson-Introduction
 Complete practical introduction example:
30 minutes https://docs.google.co
Conclusion Conclude lesson and outline next lesson 5 minutes m/document/d/1rfpW
X2nBhO7y-
Homework NA aGxEvFefs06KPw6YNzB
XdCYy6XhNxs/edit

TITLE Deconstruct and design practical and introduction to cellular respiration Resources and
Lesson/Week/Da Lesson 2, Week 3 (Friday 17th of May) Preparation
te
Outcomes UNDERSTAND: That all cell processes are vital for the survival of the cell. PowerPoint:
https://docs.google.c
DO: om/presentation/d/
► Use your understanding of osmosis to deconstruct and design an experiment that looks at how factors can influence osmosis. 1UDnrcucg9ruHqoX
► Complete your designed practical that investigates how a factor influences osmosis. Of5sbX_xMNPRHGcH
4iQg8dJiakrs/edit#sli
KNOW: de=id.g57915e1699_
► Osmosis can be observed in the laboratory through the use of various models 0_127
► How to deconstruct and design a practical experiment
Phase Timing Students deconstruct
105 mins and design sheets
Introduction Welcome students 5 minutes
Introduce learning intentions Example graph:
https://docs.google.c
Body Practical investigation: 20 minutes
om/spreadsheets/d/
Set-up (20-30 minutes)
14Ui0hj7txUqPi8mb
Introduction to cellular respiration:
BrNjz3Rrk50pIdV9JZ
● Activity-who has the biggest muscles (15 minutes) 50 minutes
phhjtG5Zg/edit#gid=
● Video (15 minutes)
0
● Drawing out the stages of cellular respiration (15 minutes)
● Add the equation (5 minutes)
Tennis balls
● Extension: Venn diagram on the back (anaerobic vs. aerobic cellular respiration) 15 minutes
● Extension: students can work on their introductions
Collecting the results:
● Collect the results and record in the table
● What should be included in your results section 10 minutes
Creating a graph:
● What makes a good graph?
 ● How to create a graph with excel

Extension: Analysis of results and Complete evaluation of procedures

Conclusion Pack up and conclude lesson 5 minutes

Homework Complete results section and analysis

TITLE Results and analysis of deconstruct and design practical Resources and
Lesson/Week/Da Lesson 1, Week 4 (21st of May) Preparation
te
Outcomes After today, I will… PowerPoint
UNDERSTAND: That all cell processes are vital for the survival of the cell. Presentation:
https://docs.google.c
DO: om/presentation/d/
► Use your understanding of osmosis to deconstruct and design an experiment that looks at how factors can influence osmosis. 1fY58kDv54LI5S5e16
► Complete your results and analysis section of your practical report. SSdbsnQMsqHkQWk
UKYbUoO6s9A/edit#
KNOW: slide=id.g57915e169
► Osmosis can be observed in the laboratory through the use of various models 9_0_15
► How to deconstruct, design and report on a practical experiment
Phase Timing Example analysis,
105 mins evaluation and
Introduction Welcome class and mark role. 5 minutes conclusion (printed)
Introduce learning intentions
Body Results: 30 minutes
● Add table to a Google Sheets document and make appropriate calculations (weight differences and % weight difference)
● What makes a good graph and a not so good graph
● Create a graph (go through with the students how to create a scatter plot graph in Google Sheets)
● Graph checklist
● Results checklist
30 minutes
Analysis:
● Breaking down the question
● 20 minutes for students to complete their analysis
35 minutes
Evaluation of Procedure/Conclusion:
● Students have the rest of the lesson to write their evaluation and conclusion
Conclusion Remind students that their draft is due Friday 5 minutes
Pack up and conclude lesson
Homework Finish practical report =Draft due in Friday 24th of May (student free day)
Mentor Feedback for Lessons:

Wk. 2 AITSL Standard Done well... To consider...

Tue and Focus Areas

Standard 1: Know ● Friendly but professional ● Careful with pace - some of the
students and how they presence key slides were a bit quick and
learn ● Asked students by name to come they couldn’t all get down useful
● Rapport to the board and participate notes.
● Range of ● Check understanding. These guys
strategies are good at just sitting quietly and
● Inclusive not giving an indication if they are
● Differentiatio confused. Could be asking them
n to summarise a slide in their
notes, think of an example from
Professio life etc.
nal
Knowled Standard 2: Know the ● Balance of images, videos, written ● Don’t assume that they are
content and how to notes and verbal explanations. following along on the PPT
ge teach it ● Good use of differing to videos for ● Think about how much is on the
● Content ideas which can be better slide at once - animate the text or
knowledge explained when animated use more slides. The students
● Depth / ● Covered the content well - with lower literacy will be
Sequencing explained appropriately and overwhelmed with lots of text /
● Assessment covered what is required. can’t follow along
● Lit/Num/ICT ● Could get the students to predict
outcomes for experiment
(predict, observe explain is a good
teaching strategy)

Standard 3: Plan for ● Clearly considered the structure

and implement of the lesson, breaking it up with
effective teaching and activities and videos
learning ● Excellent lesson structure, varied
● Challenge what the students were doing
● Lesson with their time
structure ● Great brain break game. Think
● Strategies / about how hard they need to
resources work before doing these though.
● Communicati → Give clear mes for students to
on come back from break. Also, I
● Implementati wouldn’t sent Stacy and Brooke at
Professio on of the same time!
feedback ● Clear that you have considered
nal my feedback
Practice ● Good timing for lesson - went
right to just before the bell.

Standard 4: Create and ● Positive when a student didn’t ● Watch what students are doing
maintain supportive know the answer while teaching - what’s Stacey up
and safe learning to?
environments ● Headphones - they are a no.
● Engagement Tyson was watching YouTube
● Behaviour cricket clips
management
● Presence /
control
● Safety / ethics