Cellular Transport Mechanisms

Day 1
Daily Lesson Plan
for Day 1
Course, Grade Level
Unit Description
Unit Theme
Utah Core
Standard(s) and
Objective(s)

Cell Membrane and Maintaining Homeostasis

Wednesday, Oct 21, 2015
Biology, 9-12th Grade
Cellular Transport Mechanisms
Balance
S2-3 (c,d)
ILOs
1. Use science process and thinking skills.
h. Construct models, simulations, and metaphors to describe and
explain natural phenomena.
2. Communicate effectively using science language and reasoning.
a. Provide relevant data to support inferences and conclusions.
b. Use precise scientific language in oral and written
communication.
6. Demonstrate understanding of the nature of science
a. Science findings are based on evidence.

Essential
Question(s)

1. How does understanding the components of a system help us illuminate

the system as a whole?
2. How does balance influence overall health and wellbeing?
Academic
1. Homeostasis: briefly discussed at the beginning of the year with
Characteristics of Life
2. Cell membrane: basic structure and function during cell unit
3. Microscopy Lab: carryover from previous unit.
Interests
1. Memes: I show them regularly. Grumpy Cat is a class favorite.
2. Dean Potter video: high risk factor of the stunt will appeal to many of
my students.
Learning Styles
1. Visual-Spatial: POGIL Activity, analyzing a diagram. Lecture, short
videos.
2. Verbal-Linguistic: Writing Lab Reports
Motivation
1. In-class time to finish lab reports to avoid homework.
Funds of Knowledge
1. Many of my students are interested in animals, and like learning from
animal examples.
Formative
1. Think-pair-share exit ticket
Summative
1. Unit pre-assessment
1. Start of Class (25 min)
a. Unit pre-assessment
b. Agenda and news
c. Hand back work
i. While students are taking pre-assessment

How do activities,
materials, etc.
connect to students
prior knowledge?
(Academic,
interests, learning
styles, motivation,
funds of knowledge)

Assessments
(Formative and/or
Summative)
Learning Activities
(descriptions and
time frames)

Accommodations
made for struggling
and accelerated
learners (grouping
patterns, content
literacy strategies,
etc.)

d. Hand out new unit overview and pacing guide

i. Reminder about unit assessment
ii. Reminder about last day to hand in late work before the
end of the quarter
2. Engage (2 min)
a. Grumpy Cat and Trekkie cell biology memes
3. Explore (20 min)
a. The Selectively Permeable Membrane POGIL Worksheet
section.
i. Students will work in table-group pairs to answer the
prediction questions about cell membrane structure and
maintaining homeostasis.
ii. We will go over the discussion questions as a group.
1. Students can revise their responses while we are
reviewing.
4. Explain/Elaborate (15 min)
a. Guided Notes and Lecture
i. Review cell membrane structure and function
ii. Define Homeostasis
1. Introduce unit theme: Balance
a. Watch Dean Potter high-lining video
2. Example of Homeostasis in animals
a. Watch Thermoregulation video
iii. Define selective permeability
iv. Define fluid-mosaic model
5. Evaluate (8 min)
a. Think-pair-share: How does the cell membrane help maintain
homeostasis in cells?
i. In your own words, write a one-sentence explanation.
ii. Share with your neighbordiscuss similarities and
differences. Record their sentence as well.
6. Writers Workshop: Lab Reports (20 min)
a. Review lab report expectations
i. Components
1. Introduction
2. Methods
3. Results
4. Conclusions
ii. Rubric
b. In-class writing time
i. Finish 2nd draft of Microscopy lab report
ii. Trade editing with a classmate if you finish early.
7. AM Announcements (last 5 minutes of class)
Grouping Patterns
1. Individual Work: students will complete their pre-assessments on their
own.
2. Pairs: students work in pairs at their tables for the POGIL worksheet and
think-pair-share exit ticket
a. Table groups are assigned based on student preferences and
heterogeneous ability groupings.
Content Literacy Strategies

Resources

How has the prior

days assessment
shaped my
instruction?

1. Anticipatory set on cell membrane structure based on diagram of cell

membrane (POGIL Worksheet)
Differentiation
1. Guided notes for PowerPoint slides and videos lecture
2. Online timer for POGIL activity and writing time
3. Rubric for lab report available to students while they are writing.
1. Online countdown timer http://www.online-stopwatch.com/countdown/
2. Grumpy Cat Meme http://cdn.meme.am/instances/55257000.jpg
3. Trekkie Meme http://memecrunch.com/meme/5W9HF/cellmembrane/image.jpg
4. Cell Structure and Function POGIL Worksheet
https://d3jc3ahdjad7x7.cloudfront.net/eibvaKlAyTq6RgywQV4dtL8a5G
tb5pbbYV5OrubGOnoPMH40.pdf
5. Dean Potter High-lining YouTube Video
https://www.youtube.com/watch?v=CTo44kw9qM8
6. Thermoregulation in Animals YouTube Video
https://www.youtube.com/watch?v=NJEBfl_LKno
7. Cellular Transport Mechanisms Guided Notes
8. Cellular Transport Mechanisms PowerPoint Slides
9. Lab report Rubric
Carryover from previous unit:
Students were not done with their microscopy labs, so I gave them
additional time in class to finish their lab reports.
Unit Pre-Assessment:
I will grade pre-assessment before teaching the second day of the unit,
and will be able to tweak my unit accordingly at that point.