Direct Instruction Model

Lesson Title: Cell Membrane Transport

Targeted Grade Level: 9th

Academic Subject: Science/Biology

Lesson Goals:

The learner will investigate and explain cellular processes, including

homeostasis and the transport of molecules by direct instruction from their
teacher. The learner will be able to identify the process of active transport and
passive transport, as well as identify the movement of water molecules through
osmosis through a structured practice, completing a guided practice, and an
independent practice.

Lesson Objectives:

 Investigate and explain cellular processes, including homeostasis and

transport of molecules
 Identify the processes of active transport and passive transport
 Identify the movement of water in and out of a cell through osmosis

Materials/Resources Needed:

 Objectives clearly stated on board

 Presentation – Cell membrane Transport notes with visuals
 Structured practice in presentation
 Guided practice - “Osmosis Beaker Practice”
 Independent practice – Exit Ticket


Lesson Components:

Phase 1: Orientation

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EDUC 6330 | Lesson Plan Template
 The teacher establishes the content of the lesson by introducing the topic of
transport through the cell membrane. The teacher has the students read out loud
(echo/choral read) the objectives that are clearly stated on the board. The
objectives are as follows:
 Investigate and explain cellular processes, including homeostasis and
transport of molecules
 Describe the processes of active transport and passive transport
 Identify the movement of water in and out of a cell through osmosis

The teacher will begin the lesson by introducing the topic of transport through
the cell membrane and establishing the procedures for the lesson. The teacher will
point out the goals for the day and the students will clearly identify the objectives,
plan, and goals.

Phase 2: Presentation
The teacher will demonstrate and explain the concept of the transport of
molecules through the cell membrane, active transport, and passive transport. The
teacher will have students engaged by repeating words and phrases as well as
finishing sentences to check for understanding as they move through the lesson.
The teacher will clearly identify the types of active transport and they types of
passive transport. The teacher will provide visuals and direct the instruction the
whole lesson. The teacher is consistently modeling what the students should be
doing and is the “I-do” aspect of the lesson.

Phase 3: Structured Practice

The teacher will lead the students through practice examples and visuals of
the different types of transport, the types of molecules transported, and what is
needed for each. The questions are in the presentation and completed as a whole
group. The teacher uses this time to model what the students should be doing and
is the “we-do” aspect of the lesson. The students are able to respond to the
questions with adequate think time to respond, and the teacher provides
immediate and specific corrective feedback and reinforces correct practices. There
are 5 questions in the presentation to be completed at structured practice. The
teacher is having students verbalize the steps that are taken with questions such as
“ What do I do next?” “How do I know which way the water is moving?”. Students
have the opportunity to “Think-Pair-Share” during some of these structured practice
questions while verbalizing what should be done.

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EDUC 6330 | Lesson Plan Template
Phase 4: Guided Practice
Students will begin the guided practice “Osmosis Beaker Practice” over the
movement of water molecules through osmosis. Students will complete this
practice in class semi-independently, meaning the teacher is constantly monitoring
and moving around helping students by providing feedback quickly. Students are
working and they do the thinking, but the teacher is there to monitor and check for
understanding constantly.

Phase 5: Independent Practice

After the guided practice in class, students will have an exit ticket the last 10
minutes of class that will be completed independently. The teacher will collect these
prior to students leaving class and give them back to students with feedback at the
beginning of the next class. The goal is for the teacher to monitor students but try
to make correction minor and not guide students through the practice.

Evaluation:

Students are evaluated throughout the lesson. The teacher is able to check
for understanding during the presentation, structured practice, guided practice,
and independent practice. The teacher is able to use these checks for
understanding to provide immediate corrective feedback. The students are
assessed based on their exit ticket at the end of class. The teacher will collect these
and see which students understood the content and which did not. The teacher is
able to use this to shape the beginning of the next class session and provide
feedback to the students.

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EDUC 6330 | Lesson Plan Template