SAINT FRANCIS UNIVERSITY

Loretto, PA 15940

EDUCATION DEPARTMENT

LESSON PLAN Format

Student Teacher: Blake Over Grade: 9

Subject: Honors Biology
Time Needed for Lesson: 38 min Lesson Concept: Diffusion/Osmosis

PA STANDARD(S) (Write out standards):

Standard - 3.1.B.A1
-Describe the common characteristics of life.
-Compare and contrast the cellular structures and degrees of complexity of prokaryotic and eukaryotic
organisms.
-Explain that some structures in eukaryotic cells developed from early prokaryotic cells (e.g., mitochondria,
chloroplasts)

BIG IDEAS/ESSENTIAL QUESTIONS:

-How can the cell be the basic unit of life?

-What is the cell?

ELIGIBLE CONTENT:
N/a
OBJECTIVE(S) (Be sure to include all four parts):

1.) After completing the lesson students will be able to describe diffusion and osmosis with 85% accuracy..
2.) After completing the lesson, the students will be able to cite the 2 main characteristics with 100%
accuracy.
3.) After completing the lesson, students will be able to distinguish between iso, hypo, and hypertonic
solutions with 85% accuracy.

MATERIALS:
- Guided Note Packet
- Pencil
- Projector
- White Board
- PowerPoint
- Bellringer sheet

ACTIVITIES (There are three sections here):

OPENING (Introduction, purpose, hook)

-Have students take their seat and take attendance.

-Put the bell-ringer onto the white board.
-Bell-ringer: What is it called when molecules pass through the cell membrane with the
concentration gradient and without using energy?
Ans: Diffusion
Does passive transport or active transport go with the concentration
gradient?
Ans: passive

BODY (Bulleted step by step/differentiation must be included)

-Begin the notes where you left off

-The first slide is diffusion
-Read through each slide and have students fill in each word that is a blank.
-Along with the notes say the following things for each slide:
-Slide 4: Stress that diffusion is an example of passive transport.
-Slide 5: Please do now. Why is osmosis an example of passive transport?
-Slide 6: Explain that molecules still travel back and fourth despite equilibrium.
-Slide 7: Think pair share: Why do plant cells not burst in hypotonic solutions?
-Slide 8: Please do now: Write the differences between hypo and hypertonic.
 CLOSURE (Wrap up and brief summary):
-With 5 minutes left make sure to stop and pass out an exit ticket.
-Exit ticket will be turned in as the students walk out.
-Questions on exit ticket will be:
-Describe diffusion using 2 sentences.
-Describe osmosis using 2 sentences.
-Differentiate between hypo and hypertonic solutions.

ACCOMMODATIONS/MODIFICATIONS:
-n/a

ASSESSMENT: (How you will determine that student has mastered objectives?): Consider formative and
summative assessment measures for all levels of differentiation.

-The exit ticket will access how well the students met the objectives and the lesson in general. It will be
graded for completion with the rest of the exit tickets and bell-ringers for a 5 point grade at the end of the week.

SELF-ASSESSMENT/REFLECTION: (Complete this section if you have taught this lesson to peers or in
clinical placement):
N/a
 SAINT FRANCIS UNIVERSITY
Loretto, PA 15940

EDUCATION DEPARTMENT

LESSON PLAN Format

Student Teacher: Blake Over Grade: 9

Subject: Honors Biology
Time Needed for Lesson: 38 min Lesson Concept: Osmosis

PA STANDARD(S) (Write out standards):

Standard - 3.1.B.A5
Relate the structure of cell organelles to their function (energy capture and release, transport, waste removal,
protein synthesis, movement, etc).

Explain the role of water in cell metabolism.

Explain how the cell membrane functions as a regulatory structure and protective barrier for the cell.

Describe transport mechanisms across the plasma membrane.

BIG IDEAS/ESSENTIAL QUESTIONS:

-How does the cell move materials?

-What is the importance of transport?

ELIGIBLE CONTENT:
N/a
OBJECTIVE(S) (Be sure to include all four parts):

4.) After completing the worksheet, students will be able to correctly identify whether a solution is isotonic,
hypertonic, or hypotonic, with 90% accuracy
5.) After completing the lesson, the students will be able to explain why our blood cells don’t burst when
placed into a hypotonic solution.

MATERIALS:
- Pencil
- Projector
- White Board
- Osmosis worksheet
- Bellringer sheet

ACTIVITIES (There are three sections here):

OPENING (Introduction, purpose, hook)

-Have students take their seat and take attendance.

-Put the bell-ringer onto the white board.
-Bell-ringer: In osmosis, does the water move to the area of higher solutes or lower
solutes?
Ans: Diffusion of water with the concentration gradient.
Does diffusion require energy?
Ans: yes

BODY (Bulleted step by step/differentiation must be included)

-Begin the notes where you left off

-The first slide is diffusion
-Read through each slide and have students fill in each word that is a blank.
-Along with the notes say the following things for each slide:
-Slide 10: Think pair share: what makes facilitated diffusion different than regular?
-Slide 11: Make sure students know the 2 main characteristics: needs energy; against
-Slide 12: explain the picture thoroughly
-Slide 13: Think Pair Share: compare and contrast pino and phagocytosis
-Slide 14: highlight the pseudopods
-Slide 15: explain Receptor-mediated endocytosis (target molecules, receptors, pits)
-Slide 16: Think Pair Share: Where to the vesicles come from?
 -Explain that the students have reached the end of their notes and that they should start to study
for their quiz now.

CLOSURE (Wrap up and brief summary):

-With 5 minutes left make sure to stop and pass out an exit ticket.
-Exit ticket will be turned in as the students walk out.
-Questions on exit ticket will be:
-Compare and Contrast Endocytosis and exocytosis.
-What are the 3 types of endocytosis?
-How well do you feel you grasp this chapter so far? (scle of 1 – 10)

ACCOMMODATIONS/MODIFICATIONS:
-n/a

ASSESSMENT: (How you will determine that student has mastered objectives?): Consider formative and
summative assessment measures for all levels of differentiation.

-The exit ticket will access how well the students met the objectives and the lesson in general. It will be
graded for completion with the rest of the exit tickets and bell-ringers for a 5 point grade at the end of the week.

SELF-ASSESSMENT/REFLECTION: (Complete this section if you have taught this lesson to peers or in
clinical placement):
N/a
 SAINT FRANCIS UNIVERSITY
Loretto, PA 15940

EDUCATION DEPARTMENT

LESSON PLAN Format

Student Teacher: Blake Over Grade: 9

Subject: Honors Biology
Time Needed for Lesson: 38 min Lesson Concept: Osmosis Review

PA STANDARD(S) (Write out standards):

Standard - 3.1.B.A5
Relate the structure of cell organelles to their function (energy capture and release, transport, waste removal,
protein synthesis, movement, etc).

Explain the role of water in cell metabolism.

Explain how the cell membrane functions as a regulatory structure and protective barrier for the cell.

Describe transport mechanisms across the plasma membrane.

BIG IDEAS/ESSENTIAL QUESTIONS:

-How does the cell move materials?

-What is the importance of transport?

ELIGIBLE CONTENT:
N/a
OBJECTIVE(S) (Be sure to include all four parts):

6.) After completing the worksheet, students will be able to correctly identify whether a solution is isotonic,
hypertonic, or hypotonic, with 90% accuracy
7.) After completing the lesson, the students will be able to explain why our blood cells don’t burst when
placed into a hypotonic solution.

MATERIALS:
- Pencil
- Projector
- White Board
- Osmosis worksheet
- Bellringer sheet

ACTIVITIES (There are three sections here):

OPENING (Introduction, purpose, hook)

-Have students take their seat and take attendance.

-Put the bell-ringer onto the white board.
-Bell-ringer: In osmosis, does the water move to the area of higher solutes or lower
solutes?
Ans: higher.
What happens to a blood cell when it is placed into a hypotonic solution?
Ans: it bursts

BODY (Bulleted step by step/differentiation must be included)

-Explain to the students that today will be a work day on trying to understand osmosis
-Osmosis is a difficult concept, but once you grasp it, it becomes easy.
-Tell students that they will have a worksheet that they can work on with a partner.
-Was originally going to be homework, but decided that class time was necessary in order
to allow students to bounce ideas off of one another and the teacher.
-Pass out the worksheet and tell the students to complete the front and back.
-Once the worksheet is out tell students to pair up with the person next to them and work
on the worksheet.
-Encourage teamwork and to ASK QUESTIONS!
-While the students continue to work on the worksheet walk around the room and ensure that
they
are doing the steps and thinking correctly
CLOSURE (Wrap up and brief summary):
 -Give students a 5-minute warning.
-Explain that was not finished will be due the next time they are in class.

ACCOMMODATIONS/MODIFICATIONS:
-n/a

ASSESSMENT: (How you will determine that student has mastered objectives?): Consider formative and
summative assessment measures for all levels of differentiation.

-The osmosis worksheet will be graded for completion the next time they are in class. We will then go
over it as a class. Teacher will randomly call on students just to access how well each student did.

SELF-ASSESSMENT/REFLECTION: (Complete this section if you have taught this lesson to peers or in
clinical placement):
N/a
 SAINT FRANCIS UNIVERSITY
Loretto, PA 15940

EDUCATION DEPARTMENT

LESSON PLAN Format

Student Teacher: Blake Over Grade: 9

Subject: Honors Biology
Time Needed for Lesson: 38 min Lesson Concept: Osmosis Review

PA STANDARD(S) (Write out standards):

Standard - 3.1.B.A5
Relate the structure of cell organelles to their function (energy capture and release, transport, waste removal,
protein synthesis, movement, etc).

Explain the role of water in cell metabolism.

Explain how the cell membrane functions as a regulatory structure and protective barrier for the cell.

Describe transport mechanisms across the plasma membrane.

BIG IDEAS/ESSENTIAL QUESTIONS:

-How does the cell move materials?

-What is the importance of transport?

ELIGIBLE CONTENT:
N/a
OBJECTIVE(S) (Be sure to include all four parts):

8.) After completing the review, students will be able to correctly identify whether a solution is isotonic,
hypertonic, or hypotonic, with 100% accuracy
9.) After completing the lesson, the students will be able to explain why our blood cells, plant cells, and
protists don’t burst when placed into a hypotonic solution with 100% accuracy.

MATERIALS:
- Pencil
- Projector
- White Board
- Osmosis worksheet
- Bellringer sheet

ACTIVITIES (There are three sections here):

OPENING (Introduction, purpose, hook)

-Have students take their seat and take attendance.

-Put the bell-ringer onto the white board.
-Bell-ringer: Why does water always go to the area with the highest solute conc?
Ans: higher solute concentration = lower water conc. (passive)
On a scale of 1 – 10 how well did everyone understand the osmosis wkst?
Ans: student opinion.
-Go around and check for completion of wkst (20 pts)

BODY (Bulleted step by step/differentiation must be included)

-Explain to the students that today will be a day to review the worksheet as a class.
-Go over each question in the following way.
1. Read question to the students.
2. Ask them what the question is asking.
3. Draw a blank diagram.
4. Have students fill in the percentages
5. Now ask them whatever the question is asking.
6. Then ask why they said that.
7. Restate every step.
8. Ask if everyone understands.
-Review should take up the remainder of the class until 5 minutes left.
CLOSURE
 -Pass out exit slip with the following
-What would a cell with a 40% water concentration do when placed into a solution with a
10% solute concentration.
-ANS: water would rush in and the cell would swell and burst.
-Did this review worksheet and classroom review help you understand osmosis better?
-How well do you feel you understand osmosis? (scale of 1-10)

ACCOMMODATIONS/MODIFICATIONS:
-n/a

ASSESSMENT: (How you will determine that student has mastered objectives?): Consider formative and
summative assessment measures for all levels of differentiation.

-Exit ticket will access how well the students actually understand the information and how well the
students feel they understand the information.

SELF-ASSESSMENT/REFLECTION: (Complete this section if you have taught this lesson to peers or in
clinical placement):
N/a
 SAINT FRANCIS UNIVERSITY
Loretto, PA 15940

EDUCATION DEPARTMENT

LESSON PLAN Format

Student Teacher: Blake Over Grade: 9

Subject: Honors Biology
Time Needed for Lesson: 38 min Lesson Concept: Cell Transport Quiz / Study Guide
Review

PA STANDARD(S) (Write out standards):

Standard - 3.1.B.A5
Relate the structure of cell organelles to their function (energy capture and release, transport, waste removal,
protein synthesis, movement, etc).

Explain the role of water in cell metabolism.

Explain how the cell membrane functions as a regulatory structure and protective barrier for the cell.

Describe transport mechanisms across the plasma membrane.

BIG IDEAS/ESSENTIAL QUESTIONS:

-How does the cell move materials?

-What is the importance of transport?

ELIGIBLE CONTENT:
N/a
OBJECTIVE(S) (Be sure to include all four parts):

10.) After going over the first half of the study guide, the students will be able to answer all of the
questions correctly with 75% accuracy.

MATERIALS:
- Guided Note Packet
- Pencil
- Projector
- White Board
- PowerPoint

ACTIVITIES (There are three sections here):

OPENING (Introduction, purpose, hook)

-Have students take their seat and take attendance.

-Put the bell-ringer onto the white board.
-Bell-ringer: What is one type of transport that you know really well?
What is one type of transport that you had to practice the most?
-Have students put all of their materials away and pass out the quiz.
-Explain that they have 15 minutes to complete the quiz.

BODY (Bulleted step by step/differentiation must be included)

-As students take the quiz, walk around the classroom.

-Make sure no one is cheating and answer any questions
-After everyone is finished collect the test
-Go over the entire study guide
-read the question and go around the room in order, allowing the students to answer
-give the correct answer if the student is wrong.

CLOSURE (Wrap up and brief summary):

 -With 5 minutes left make sure to stop and pass out an exit ticket.
-Exit ticket will be turned in as the students walk out.
-Questions on exit ticket will be:
-How well do you think you did on the quiz? (letter grade)
-Did you study an adequate amount or could you have studied more?
-How will your study habits change for the exam
-Dismiss students and collect exit slip.

ACCOMMODATIONS/MODIFICATIONS:
-n/a

ASSESSMENT: (How you will determine that student has mastered objectives?): Consider formative and
summative assessment measures for all levels of differentiation.

-The quiz will assess how well the students know the types of transport
-The exit ticket will access how well the students met the objectives and the lesson in general. It will be
graded for completion with the rest of the exit tickets and bell-ringers for a 5 point grade at the end of the week.

SELF-ASSESSMENT/REFLECTION: (Complete this section if you have taught this lesson to peers or in
clinical placement):
N/a
 SAINT FRANCIS UNIVERSITY
Loretto, PA 15940

EDUCATION DEPARTMENT

LESSON PLAN Format

Student Teacher: Blake Over Grade: 9

Subject: Honors Biology
Time Needed for Lesson: 38 min Lesson Concept: Cell Transport Review Game

PA STANDARD(S) (Write out standards):

Standard - 3.1.B.A5
Relate the structure of cell organelles to their function (energy capture and release, transport, waste removal,
protein synthesis, movement, etc).

Explain the role of water in cell metabolism.

Explain how the cell membrane functions as a regulatory structure and protective barrier for the cell.

Describe transport mechanisms across the plasma membrane.

BIG IDEAS/ESSENTIAL QUESTIONS:

-How does the cell move materials?

-What is the importance of transport?

ELIGIBLE CONTENT:
N/a
OBJECTIVE(S) (Be sure to include all four parts):

1.) After completing the review game, the students will be able to correctly describe a hypotonic solution,
hypertonic solution, and isotonic solution with 100% accuracy.
2.) After completing the review, the students will be able to correctly answer their study guide questions
with 75% accuracy.

MATERIALS:
-Paper with questions
-chalk
-chalkboard
-pencil
-trashcan

ACTIVITIES (There are three sections here):

OPENING (Introduction, purpose, hook)

-Have students take their seat and take attendance.

-Put the bell-ringer onto the white board.
-Bell-ringer: Draw a diagram of a cell when placed into a beaker that contains:
A: a hypotonic solution
B: a hypertonic solution
C: an isotonic solution

-Have students pair up and discuss their answers with a partner

-Go over the answers
A: water will rush into cell; cell will swell
B: water will rush out of cell; cell will shrivel
C: water will enter and exit the cell at equal rates; cell will not change
-Inform students that they will be playing a review game called And One

BODY (Bulleted step by step/differentiation must be included)

-Separate in them into teams (preselected)

-Read the rules of the game to the students:
-There are three different spots on the floor where you can answer a question
-So each team is split evenly (or close to evenly) into 3 groups
-Each round the teams will be allowed to pick which group is going to which spot
-Once everyone is in their spots, teacher will say go, and students will flip over paper
-Once the paper is flipped students will have 20 seconds to answer both questions
-Once the timer is up, teacher will read the questions and give the answers
-Each question that a group gets correct is one point
 -If the students get both questions right, they get to pick someone to shoot an And 1
-closest desk is 1 point, middle desk is 2 points, furthest desk is 3 points
-To shoot the And 1 students simply fold the paper that the questions were on and throw
it
at the trash can
-Total score from each round will be added together
-most points you can score in a round is 12
-Winner will be the team with the most points
- Once the rules are given get started.
-place a question sheet for each team in each spot
-use a timer to time the questions

CLOSURE (Wrap up and brief summary):

-With 5 minutes left make sure to stop and pass out an exit ticket.
-Exit ticket will be turned in as the students walk out.
-Questions on exit ticket will be:
-Describe a hypotonic solution, hypertonic solution, and isotonic solution?
-hypertonic – solution with greater solute concentration
-hypotonic – solution with lesser solute concentration
-isotonic – solution with equal solute concentration
-What is one thing that you learned during class today?
-anything legitimate

ACCOMMODATIONS/MODIFICATIONS:
-n/a

ASSESSMENT: (How you will determine that student has mastered objectives?): Consider formative and
summative assessment measures for all levels of differentiation.

-The exit ticket will access how well the students met the objectives and learned important information
during the review game. It will be graded for completion and will also provide me with an idea of whether or
not the students learned anything during the review game.

SELF-ASSESSMENT/REFLECTION: (Complete this section if you have taught this lesson to peers or in
clinical placement):
N/a
 SAINT FRANCIS UNIVERSITY
Loretto, PA 15940

EDUCATION DEPARTMENT

LESSON PLAN Format

Student Teacher: Blake Over Grade: 9

Subject: Honors Biology
Time Needed for Lesson: 40 min Lesson Concept: Cell Transport Review Game

PA STANDARD(S) (Write out standards):

Standard - 3.1.B.A5
Relate the structure of cell organelles to their function (energy capture and release, transport, waste removal,
protein synthesis, movement, etc).

Explain the role of water in cell metabolism.

Explain how the cell membrane functions as a regulatory structure and protective barrier for the cell.

Describe transport mechanisms across the plasma membrane.

BIG IDEAS/ESSENTIAL QUESTIONS:

-How complex is the movement of molecules through the membrane?

-Different types of transportation allow the cell and organisms to function.

ELIGIBLE CONTENT:
N/a
OBJECTIVE(S) (Be sure to include all four parts):
- After completing the bellringer, the students will be able to explain what prevents a human cell, plant
cell, and protist from dying in a hypotonic solution, with 100 percent accuracy.
- After participating in the review game students will be able to answer the study guide questions with
90% accuracy.

MATERIALS:
- Computer
- Bellringer sheet
- Buzzer
- Exit slip

ACTIVITIES (There are three sections here):

OPENING (Introduction, purpose, hook)

-Have students be seated and take attendance.

-Have students complete a bell-ringer that will be on the projector.
-Bell-ringer: Identify what keeps a human cell alive when placed into a hypotonic
solution? Then do the same for a plant cell and a protist.
-Allow students 2 minutes to answer.
- Allow students 2 minutes to share with a partner
-Call on a few groups to answer
-Ans: skin, cell wall, and contractile vacuole (respectively)
-Explain that we will be playing the buzzer game from earlier in the year, but with a twist.
-explain that it will be more like family fued

BODY (Bulleted step by step/differentiation must be included)

-Have students put everything away and get ready to play a review game.
-Explain the rules
-2 teams randomly created by the teacher
-Team names are decided by each team
-to begin the game one student from each team will be called up to the back desk.
-I will read a question out loud and you will be able to answer at any point after buzzing
-If you miss, other team gets a chance to steal. They can ask for the question repeated
-If the student answers correctly, their team will get a chance to answer all 5 questions
that are on the board.
-BUT all students should answer because if the team answering misses one, the
opposing team gets to steal, just like family fued.
-Each correct answer is worth 1 point.
 CLOSURE (Wrap up and brief summary):

-Stop game with 5 minutes left and have students complete an exit ticket.
-Exit ticket: What type of transport involves receptors and target molecules?
ANS: receptor mediated endocytosis
What type of transport involves the drinking of fluids?
ANS: pinocytosis
What type of transport involves diffusion of water?
ANS: osmosis
How well do you feel you have studied so far?
ANS: up to student

ACCOMMODATIONS/MODIFICATIONS:
-n/a

ASSESSMENT: (How you will determine that student has mastered objectives?): Consider formative and
summative assessment measures for all levels of differentiation.

The main point of class was to participate in the review game, which was an assessment in itself.
Students have their study guides to continue to study and answer.

SELF-ASSESSMENT/REFLECTION: (Complete this section if you have taught this lesson to peers or in
clinical placement):
N/a
 SAINT FRANCIS UNIVERSITY
Loretto, PA 15940

EDUCATION DEPARTMENT

LESSON PLAN Format

Student Teacher: Blake Over Grade: 9

Subject: Honors Biology
Time Needed for Lesson: 38 min Lesson Concept: Cell Transport Test

PA STANDARD(S) (Write out standards):

Standard - 3.1.B.A5
Relate the structure of cell organelles to their function (energy capture and release, transport, waste removal,
protein synthesis, movement, etc).

Explain the role of water in cell metabolism.

Explain how the cell membrane functions as a regulatory structure and protective barrier for the cell.

Describe transport mechanisms across the plasma membrane.

BIG IDEAS/ESSENTIAL QUESTIONS:

-How does the cell move materials?

-What is the importance of transport?

ELIGIBLE CONTENT:
N/a

OBJECTIVE(S) (Be sure to include all four parts):

11.) After completing the exam students will be able to answer the questions correctly with at least
85% accuracy.
MATERIALS:
- Pencil
- Exam

ACTIVITIES (There are three sections here):

OPENING (Introduction, purpose, hook)

-Have students take their seat and take attendance.

-Pass out the test and read the directions
-explain that they have only one period to take the test
-must have everything off of their desk
-no cell phones
-if you have to use the rest room put your phone on my desk

BODY (Bulleted step by step/differentiation must be included)

-Have students begin the exam.
-Walk around and monitor the students to ensure honesty
-Answer any questions they may have that are reasonably
-Provide a notice with 15 and 5 minutes left

CLOSURE (Wrap up and brief summary):

-Once bell rings, allow students to complete the question they are on and collect the test.

ACCOMMODATIONS/MODIFICATIONS:
-students who must have more time will be given half of the test now and the other half during a study
hall or in worst case scenario, during the next class.

ASSESSMENT: (How you will determine that student has mastered objectives?): Consider formative and
summative assessment measures for all levels of differentiation.

-The exam will test their knowledge on what they learned throughout the entire chapter and how many
of the objectives were met throughout..

SELF-ASSESSMENT/REFLECTION: (Complete this section if you have taught this lesson to peers or in
clinical placement):
N/a