Lesson Plan

Submitted Lesson Plan should include the following:

Names of UALRTeach Students: ____Charles Rowland____________________________________
_____Carrie Owens______________________________________
State Standards Addressed:

Specific Objectives: The Students will be able to correctly explain and show an example of
each type of active and passive transport and know the difference between hypo, hyper, and
isotonic cells.

Materials List: (Be sure to give quantities needed of each item. *items that need to be
purchased)
1 bag of materials for every 2 students in the class
Each bag needs:
1. 4 popsicle sticks hot glued into a square (done before lesson)
2. 4 small blue marbles (water molecules)
3. 1-2 big marbles (channel diffusion)
4. 1 ping pong ball (facilitated diffuision)
5. 1 golf ball (active transport)
6. Optional: 3 small yellow marbles (Na+) and 2 small grey marbles (K+)
7. 10 rubberbands
2 beakers
Red and blue food coloring
1 foldable for every student
1 Exit tickets for every student
Safety Considerations: Students will not eat, throw or roll any of the balls provided. Students
will not shoot or harm any other students with the rubberbands.

Lesson Plan

Engagement

Time:

What I Will Do

What Student Will

Do

Questions To Ask

After they are all

seated we will
explain for them to
raise their hands
when they smell
the air freshener.
Then we will spray
it.

Students will raise

their hands when
they smell the air
freshener.

Why did person at

the front of the
classes name
smell it first?

Exploration

Time:

Explanation

Time:

We will have bags

prepared with rubber
bands, ping pong
balls, marbles, and a
golf ball. We will
explain how to make
and demonstrate each
form of diffusion.

Students will attempt

set up the cell
membrane structure
with a rubber band
grid and attempt to
pass these objects
through the rubber
band lattice.

What was required for

the ping pong ball to
pass through that
wasnt required by the
marble?

We have prepared a
PowerPoint
presentation about
cellular transport.

Students will take

notes on their
foldables.

What is the
difference between
simple diffusion
and channel
diffusion?

Slides on: Passive

transport, diffusion,
simple diffusion,
channel diffusion,
facilitated diffusion,
cells and osmosis, and
active transport.

Elaboration

Time:

This portion will be a

Think, Pair, Share
activity with
brainstorming
questions. We will
read the questions,
then get them to talk
among there groups.
Then we will discuss
as a class.

Students will talk

with their groups
on the answer and
then share their
findings with the
class.

Water, water
everywhere, and not a
drop to drink. This
common statement
about people
shipwrecked at sea
has biological
significance. Why is it
that we cant drink sea
water to quench our
thirst?
After celery is stored
in an open refrigerator
for two days, it is
wilted. However,
immersing the cut
stalk in water for a
few hours restores the
integrity of the celery.
How?

Evaluation

Time:

We will hand out an

exit ticket with a
question on it for
them to do and leave
in the back.

Students will think

about the
questions, write
down their ideas
and turn it in
before leaving the
class.

What factors do you

think might affect the
rate of diffusion?
Explain your
reasoning.