1. Topic-
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| Using scientific process skills to investigate cellular osmosis. |
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2. Content-
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How different solutions affect the movement of water into and out
of a cell.
Key terms: solution, concentration, hypotonic, isotonic, hypertonic,
osmosis |
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3. Goals: Aims/Outcomes-
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1. Improved inquiry skills.
2. Student understanding of how organisms are structured to ensure
survival. (CT content standard 7.2)
3. Student ability to describe how the cell membrane functions to
support life CT GLE C15) |
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4. Objectives-
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Students will:
1.Practice the ability to construct a testable
question.
2. Identify variables, make predictions, and form a hypothesis.
2. Complete a virtual lab and respond successfully to oral and written
questions about cellular osmosis. |
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5. Materials and Aids-
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| Laptop computers, easel, lab packet |
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6. Procedures/Methods-
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A. Introduction-
1. Review the importance of water for human survival.
2. Review prior information about solutions including concentration
terms: hypo, hyper, and isotonic using illustrations on blackboard.
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B. Development-
1. Preview of lab instructions and expectations. Answer questions
that come up about procedure.
2. Teacher modeling of response expectations by completing paragraph
1 section with the students.
3. Teacher to demonstrate use of the virtual lab tools for students
who need assistance. |
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C. Practice-
1. Student lab questions will be answered individually as I circulate
around the room.
2. Student illustrations and responses will be monitored during the
lab to address misconceptions or errors.
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D. Independent Practice-
1. Lab analysis questions in small groups.
2. Extension questions.
3. Independent (optional) online self-check quiz based on the lab.
Can be done at the end of class, or at home by the student by accessing
my website. |
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E. Accommodations (Differentiated Instruction)-
Accommodations are embedded in the lab activities:
1. Use of laptops to engage students and provide a visual of the concept.
2. Answers are written and drawn; recognizing that students communicate
using different means.
3. Extra time: lab is accessible from home allowing students to work
at their own pace. |
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F. Checking for understanding-
| 1. Asking students "why"?, "how do you know"?, and "what do you
think"? type questions throughout the lab. |
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G. Closure-
1. Class discussion of how the relationship between variables helps
to form a hypothesis.
2. Class discussion of what was learned from the work on osmosis.
3. Peer sharing of responses. |
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7. Evaluation-
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1. Formulative- asking questions throughout the activity.
2. Summative- Teacher created rubric. |
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