Lesson Title: Active Transport Subject: SBI3C

Unit Title: Cellular Biology Time Required: 75 Minutes

Teacher Candidate: Emma Gordon Date: February 26, 2018
Mentor Teacher: Theresa Kolobaric Grade: 11C

Learning Goals (What do you want the students to know or be able to do at the end of the lesson?)
- Students will be able to investigate the functions of cells
- Students will be able to investigate the factors that influence cellular activity
- Students will be able to demonstrate an understanding of the basic processes of cellular biology
- Students will be able to use appropriate terminology related to cellular biology
- Students will be able to describe the functions of important biochemical compounds
- Students will be able to explain the roles of various organelles
- Students will be able to explain the chemical changes associated with the process of cellular respiration
- Students will be able to explain the energy transformations associated with the process of cellular
respiration
- Students will be able to explain the important of various cellular processes in human systems
Success Criteria (What will you observe that tells you that students are successful?)
- I will be able to investigate the functions of cells
- I will be able to investigate the factors that influence cellular activity
- I will be able to demonstrate an understanding of the basic processes of cellular biology
- I will be able to use appropriate terminology related to cellular biology
- I will be able to describe the functions of important biochemical compounds
- I will be able to explain the roles of various organelles
- I will be able to explain the chemical changes associated with the process of cellular respiration
- I will be able to explain the energy transformations associated with the process of cellular respiration
- I will be able to explain the important of various cellular processes in human systems
Accommodations (How will you meet the needs of your students? What management strategies will you use?)
English as a Second Language:
- EA support, or peer mentor
Individual Action Plan:
- Accommodations only as specified on the student’s IEP – allowing for time, number of questions etc.
Curriculum Expectations (Which expectation is the focus for your instruction?)
Overall Expectations:
B2. Investigate the structures and functions of cells, and the factors that influence cellular activity, using
appropriate laboratory equipment and techniques
B3. Demonstrate an understanding of the basic processes of cellular biology

Specific Expectations:
B2.1 Use appropriate terminology related to cellular biology
B3.1 Describe the structures and functions of important biochemical compounds
B3.2 Explain the roles of various organelles in the processes of digestion, cellular respiration, and protein synthesis
B3.3 Explain the chemical changes and energy transformations associated with the process of cellular respiration,
and compare the reactants to the products
B3.4 Explain the importance of various cellular processes in human systems
Assessment (How will you know that the students have achieved the learning expectation? What assessment tool will you use?)
Assessment for Learning:
- Potato Osmosis Lab
Assessment of Learning:
Lesson Template #5 1 Revised 2011
 - Potato Osmosis Lab
Instructional Strategies (Which teaching strategies will you use? how will you group the students?
 Independent Work  Cooperative Learning  Summarizing & Note taking  Identifying similarities/differences
 Homework & Practice  Visual & Graphic Organizers  Questions  Generating & Testing Hypotheses
 Goal setting & Feedback  Problem Solving

Materials Key Questions

- Potatoes - What will happen to the potato in a no salt solution,
- Rulers medium salt solution, and a high salt solution?
- Paper towel - What is active transport?
- Salt
- Water
- Test Tubes
- Note Handout
- Potato Osmosis Lab

Instruction (How will the students develop the knowledge and /practice the skills?.)
Duration Activity/Task
Introduction (How will you engage and motivate the students?)
- Hand out “Potato Osmosis Lab” worksheet
20 MIN - Explain the purpose of the osmosis lab
- Have students fill out the “hypothesis” section on the worksheet for no salt solution,
medium salt solution, and high salt solution
Lesson Steps (Describe the sequence of the lesson.)
- Students will work in pairs to prepare the potato pieces and the three different
solutions (no salt, medium salt, high salt) at lab stations
- Once students have prepared their potato pieces and put them into the three different
45 MIN solutions they will return to their seats
- After all students have return to their seats handout the “Active Transport” note
o Description of active transport, how it works, examples and diagrams
o Description of bulk transport and it’s two processes endocytosis and exocytosis
o Description of the two types of endocytosis (phagocytosis and pinocytosis)
with examples and diagrams
o Description of exocytosis with examples and diagrams
Conclusion (How will you wrap-up the lesson?)
10 MIN - Allow time for any questions or clarifying active transport, bulk transport, endocytosis
and exocytosis

Lesson Template #5 2 Revised 2011