UNIVERSITY OF NEW HAVEN
2007-2008 Lesson Plan Format
Student Teacher __ Grade Level__9___ Date of lesson_11/14/07__
Length of lesson_ 45 min_________
Content Standards: Identify one or two primary local, state, and national curricular standards this lesson is designed to help
students attain. How will the learning tasks lead students to attain the identified standards?
Goal: The students will understand that cells rely on and protect themselves against the random, entropic movements of
molecules.
Standards:
Connecticut State Department of Education Standards - Enrichment Content Standards:
Cell Biology – Cells are enclosed within semipermeable membranes that regulate their interaction with
their surroundings.
National Science Education Standards:
Physical Science B.4 – Motions and forces
Learner Background: Describe the students’ prior knowledge or skill related to the learning objective(s) and the content of this
lesson, using data from pre-assessment as appropriate. How did the students’ previous performance in this content area or skill impact
your planning for this lesson?
This lesson focuses on two major concepts: 1.) The cell membrane is selectively permeable and
2.) Diffusion. The students’ prior knowledge related to concept 1 is moderate. The students’ prior
knowledge related to concept 2 is limited.
Concept 1: The cell membrane is selectively permeable
 Directly preceding this lesson, the students learned about the structure and function of the cell
membrane.
 The students’ verbal and written responses to a hands-on “selective permeability” activity
provided evidence that the majority of the students understand that the size of a molecule
affects its ability to permeate the cell membrane.
 The students’ preliminary understanding of the relationship between size and permeability led
me to incorporate the “Starch-Filled Bag in Iodine Solution” demonstration into this lesson.
This demonstration will allow me to reinforce the concept of selective permeability while
introducing the concept of diffusion.
Concept 2: Diffusion
 The students have not displayed existing knowledge of the term diffusion.
 During an in-class activity for which the students tested the ability of polar and non-polar
substances to mix, the students noticed that food coloring goes from a “globby” appearance to a
“spread out” appearance when added to water (Evidence = student comments). However, the
students did not express any knowledge of the appropriate vocabulary associated with this
physical phenomenon.
June 2007 University of New Haven
2007- 2008
UNIVERSITY OF NEW HAVEN
2007-2008 Lesson Plan Format

Due to the students’ past comments, I decided to use food coloring and water to introduce the
concept of diffusion.
Student Learning Objective(s):
Identify specific and measurable learning objectives for this lesson.
The students will be able to:
 Create a simple drawing to illustrate what happens during diffusion (on the molecular level)
 Explain how a plastic baggie is similar to the cell membrane (selectively permeable)
 Use gained knowledge of selective permeability and diffusion to make sound predictions about how
molecules will move across the membrane of a decalcified/“naked” egg placed in vinegar, colored
water, and corn syrup.
Assessment: How will you ask students to demonstrate mastery of the student learning objective(s)?
Attach a copy of any
assessment materials you will use, along with assessment criteria.
Objective 1: “Check Your Understanding” section of lesson, Bio Homework: Diffusion worksheet
Objective 2: Questioning during “Starch-Filled Bag in Iodine Solution” demonstration
Objective 3: Questioning during “Naked Egg” set-up, “Naked Egg” Predictions worksheet
Materials/Resources:
List the materials you will use in each learning activity including any technological resources.
 Demonstration of Simple Diffusion: 1 glass beaker filled with tap water, food coloring
 Diffusion/Passive Transport Lecture: white board, markers, computer, projector
 Demonstration of Passive Transport/Selective Permeability: 1 beaker filled with a warm
iodine solution, a plastic baggie filled with a starch solution
 “Naked Egg” Inquiry Set Up: 3 decalcified/“naked” eggs, 3 plastic containers with lids, vinegar,
karo/corn syrup, deionized water with food coloring, “Naked Egg” Predictions Worksheet
 Bio Homework: Diffusion worksheet
 Support Materials:
o Bio Notes: Diffusion and Passive Transport (notes companion) (for Student 1)
o “Naked Egg” Predictions modified worksheet (for Student 2)
 Enrichment Materials
o Bio Homework: Diffusion modified worksheet (for Student 3)
June 2007 University of New Haven
2007- 2008
UNIVERSITY OF NEW HAVEN
2007-2008 Lesson Plan Format
Learning Activities:
Identify the instructional grouping (whole class, small groups, pairs, individuals) you will use in each lesson segment and approximate
time frames for each.
Initiation: Briefly describe how you will initiate the lesson. (Set expectations for learning; articulate to learners what they
will be doing and learning in this lesson, how they will demonstrate learning, and why this is important)
(Whole class, 5 min)
 On the white board, draw a cell and oxygen molecules. Ask students: How will the cell get
oxygen from the blood stream? Can the cell move toward an area with a lot of oxygen?
Can it reach out and grab the oxygen? If not, what are its options? How do things get into
our cells?
 Review idea that molecules are constantly moving
o Demonstration: Food coloring added to water
 Ask students: What do you notice? Does the food coloring stay in one place or
does it spread out? What will this solution look like by the end of this period?
Why?
 Introduce lesson topic:
o How molecules/substances move into/out of the cell (Diffusion)
Lesson Development: Describe how you will develop the lesson, what you will do to model or guide practice, and the
learning activities students will be engaged in order to gain the key knowledge and skills identified in the student learning
objective(s). Include reference to Bloom’s taxonomy to identify higher levels of thinking.
(Whole class, 15 min)
 Explain process of diffusion
o Powerpoint: Illustrations of diffusion (molecular level)
o Movement of molecules from an area of high concentration to low concentration
o Use visuals to complement description and refer to food coloring in water
o Use a familiar, sensory example: If a student sprays perfume/cologne in one part of the
room, the smell will eventually reach a student on the opposite side of the room. Ask
students: Why does this happen? (Comprehension)
o Check for understanding: Students draw what happens as perfume molecules diffuse
through the air. Check with each student to ensure correct understanding. Provide
support as needed. (Comprehension)
o Explain that the students now need to consider the process of diffusion as it applies to
the cell
 Explain process of passive transport
o Ask students: What happens to diffusing molecules if you put something in their way?
Can molecules diffuse through the cell membrane?
o Reminder: cell membrane is selectively permeable
o Introduce term: passive transport
 Ask students: What does passive mean?
 “Passive” = exerting no effort or energy
 Passive Transport = does not cost the cell any energy
 Ask students: Can all molecules diffuse across the cell membrane? Why not?
(Comprehension of selective permeability)
June 2007 University of New Haven
2007- 2008
UNIVERSITY OF NEW HAVEN
2007-2008 Lesson Plan Format

Show visuals and animation to illustrate passive transport, in tandem with
selective permeability
o Demonstration: “Starch-Filled Bag in Iodine Solution”
 Orient students to materials and demo set up. Relate plastic baggie to a cell.
Discuss relative sizes of iodine molecules versus starch molecules. Show what
happens to white starch solution when exposed to iodine (becomes dark purple).
 Ask the students to use their current knowledge about diffusion and selective
permeability to predict what might happen (Application/Synthesis)
 Ask students guiding questions: Where is the starch in high concentration? To
where will starch want to diffuse? Do you predict that starch molecules will be
able to diffuse through the membrane? Why or why not? What will happen if
the starch can diffuse through the membrane? Repeat for iodine.
 Reveal starch-filled baggie that has incubated in iodine solution for 1 hour. Ask
the students what they observe.
 Students explain their observations (Comprehension/Application)
(Whole class/Pairs, 15 min)
 Introduce “Naked Egg” experiment. Show students the decalcified eggs. Read through and
explain the assignment. Relate the egg to a cell. Explicitly state the purpose of the activity
(Apply knowledge about diffusion and selective permeability).
 Explain the difference between the egg’s contents and that of karo syrup/colored water
(different sugar, water, and dye concentrations)
 Students make and justify predictions on worksheet (in pairs if necessary)
(Application/Synthesis)
Closure: Briefly describe how you will close the lesson and help students understand the purpose of the lesson. (Interact
with learners to elicit evidence of student understanding of purpose(s) for learning and mastery of objectives)
(Whole class, 5 min)
 Discuss student predictions
 Explain: This activity will illustrate how the cell membrane controls diffusion of molecules
in and out of the cell.
 Assign homework
June 2007 University of New Haven
2007- 2008
UNIVERSITY OF NEW HAVEN
2007-2008 Lesson Plan Format
Individuals Needing Differentiated Instruction: Describe 1 to 3 students with learning differences. These students
may be special or general education students and need not be the same students for each lesson. Students may represent a range of ability
and/or achievement levels, including students with IEPs, gifted and talented students, struggling learners, and English language learners.
Note: Differentiated instruction may not be necessary in every lesson. However, over the course of the student teaching
placement, it is expected that each student teacher will demonstrate the ability to differentiate instruction in order to meet
the needs of students with learning differences.
Which students do you anticipate may struggle with the content/learning objectives of this lesson?
Student name
Student 1
Student 2
Evidence that the student needs
differentiated instruction
During lessons that involve
heavy note taking, Student 1
often struggles to identify which
information should be written
down, and his notes are very
disorganized. When this occurs,
Student 1 becomes overwhelmed
and withdrawn.
How will you differentiate instruction in this lesson to support student
learning?
Provide Student 1 with a “notes companion” to cue him to important
information and help him organize the lesson material.
This student has displayed
trouble applying learned content
to new situations. He tends to
associate a concept with the
concrete examples provided in
class and struggles to see how
that concept is related to other
scenarios/examples.
“Naked Egg” Predictions Worksheet:
This student benefits from
hints/cues that guide him to
make the relevant connections.
Such scaffolding typically leads
to his successful application of
the class content.
Include focus questions/hints for each condition.
Hint 1 (For Corn Syrup Condition): Think back to the plastic baggie with the
starch. Did starch move through the plastic baggie? How are corn syrup and
starch similar?
Hint 2 (For Colored Water Condition): How big do you think the molecules
in food coloring are?
Hint 3 (For all conditions): Think about the animations in class. Did water
move through the cell membrane?
Which students will need opportunities for enrichment/higher level of challenge?
Student name
Evidence that the student needs
differentiated instruction
How will you differentiate instruction in this lesson to support student
learning?
Student 3
This student grasps concepts
quickly and often asks very
insightful questions in class.
Bio Homework: Diffusion Worksheet:
This student is curious and often
looks ahead in the book. He
often approaches me after class
to ask questions about future
class material.
June 2007 University of New Haven
Ask student to consider whether or not cells rely solely on diffusion to
obtain/eliminate substances.
Have student look up the following terms in the textbook:
Active transport, Endocytosis, Exocytosis
Ask student to consider the following:
If the cell membrane can fully control what moves in and out of the cell via
mechanisms of active transport, why is passive transport still important?
What are the benefits and the costs of active transport versus passive
transport?
2007- 2008
UNIVERSITY OF NEW HAVEN
2007-2008 Lesson Plan Format
June 2007 University of New Haven
2007- 2008