CLASS: IX TEACHER: Namrata

Singh

DATE Movement in and out of cells/ Day 1

Learning objectives  Describe diffusion as the net movement of particles from a region of their
higher concentration to a region of their lower concentration (i.e. down a
concentration gradient), as a result of their random movement
 State that the energy for diffusion comes from the kinetic energy of random
movement of molecules and ions
Lesson focus / Learners will be able to:
success criteria  Understand the concept of diffusion as the net movement of particles from an
area of higher concentration to an area of lower concentration.
 Learn that the energy for diffusion is derived from the kinetic energy of
random movement of molecules and ions.
Prior knowledge / Learners know about matter, its states, solvent, solute and kinetic energy.
Previous learning

Plan

Lesson Planned activities Notes

Introduction Let the class settle down, introduce meeting message:

Dear tenth graders,

You all have been familiar with the states of matter and the
energy possessed by molecules in motion. Can you tell me
the name of the energy possessed by molecules in motion?
Today we will learn about diffusion and its effects on plants
and animals. Have you ever wondered by cells don’t burst
out in normal conditions?

Main activities Introduction (5 minutes):

 Materials needed:
 Begin the lesson by asking students if they have Cambridge IGCSE
Biology fourth edition
ever observed the spreading of a scent, such as the (Dave Hayward and
smell of food, in a room. Discuss their observations DG Mackean)
and ask them to speculate on how the scent spreads.
 Introduce the concept of diffusion and explain that
it is the process by which particles move from areas
of higher concentration to areas of lower
concentration.

Definition of Diffusion (10 minutes):

 Write the definition of diffusion on the board:

"Diffusion is the net movement of particles from a
region of higher concentration to a region of lower
concentration as a result of their random
movement."
 Break down the definition and explain key terms
 Lesson Planned activities Notes
such as "net movement," "particles," "region," and
"concentration gradient."

Understanding Concentration Gradient (10 minutes):

 Use visual aids, such as diagrams or illustrations, to

demonstrate the concept of concentration gradient.
 Show examples of areas with high and low
concentration and explain how particles tend to
move from high to low concentration areas.
 Emphasize that diffusion occurs down a
concentration gradient, and the larger the difference
in concentration, the faster the rate of diffusion.

Energy Source for Diffusion (10 minutes):

 Explain that the energy for diffusion comes from

the kinetic energy of random movement of
molecules and ions.
 Discuss the concept of kinetic energy and relate it
to the constant motion of particles.
 Use real-life examples, such as the spreading of
food coloring in water or the mixing of perfume
molecules in the air, to illustrate the role of kinetic
energy in diffusion.

Demonstration and Observation (10 minutes):

 Conduct a simple diffusion experiment using a petri

dish filled with water and a drop of food coloring.
 Ask students to observe and record the movement
of the food coloring over time.
 Discuss the observations and relate them back to the
concept of diffusion and the concentration gradient.

End/Close/ Learners are able to:

Reflection/Summar  Know about diffusion and its effects on plants and
y animals
Assignment State about diffusion with an example.
CLASS: IX TEACHER: Namrata
Singh

DATE Movement in and out of cells/ Day 2

Learning objectives  State that some substances move into and out of cells by diffusion through the
cell membrane
 Describe the importance of diffusion of gases and solutes in living organisms
Lesson focus / Learners will be able to:
success criteria  Understand the significance of diffusion in living organisms, particularly the
movement of substances through the cell membrane.
 Recognize the importance of diffusion for the exchange of gases and solutes
within living systems.
Prior knowledge / Learners know about diffusion and its effects on plants and animals.
Previous learning

Plan

Lesson Planned activities Notes

Introduction Let the class settle down, introduce meeting message:

Dear tenth graders,

Have you ever wondered how oxygen is carried throughout

our body? Today we will discuss about the importance of
diffusion in living organisms.

Main activities Introduction (5 minutes):

 Materials needed:
 Begin the lesson by asking students about diffusion. Cambridge IGCSE
Biology fourth edition
 Engage students in a brief discussion about why it (Dave Hayward and
is essential for substances to move into and out of DG Mackean)
cells in living organisms.

Examples of Diffusion (10 minutes):

 Provide examples of diffusion in daily life, such as

the smell of perfume spreading in a room or the
mixing of sugar in a cup of tea.
 Relate these examples to how substances move into
and out of cells through the cell membrane.

Diffusion through the Cell Membrane (10 minutes):

 Use diagrams to explain the structure of the cell

membrane and its role in diffusion.
 Discuss the selective permeability of the cell
membrane and how it allows certain substances to
pass through while restricting others.
 Provide examples of substances that move through
the cell membrane by diffusion, such as oxygen,
 Lesson Planned activities Notes
carbon dioxide, and small molecules like glucose.

Importance of Diffusion in Living Organisms (10

minutes):

 Explain the significance of diffusion in living

organisms.
 Discuss the exchange of gases (oxygen and carbon
dioxide) in the respiratory system, emphasizing
diffusion across the alveoli in the lungs.
 Discuss the importance of diffusion for the
transport of solutes, such as nutrients and waste
products, across cell membranes, focusing on
processes like nutrient absorption in the small
intestine and waste elimination in the kidneys.

End/Close/ Learners will be able to:

Reflection/Summar  State the importance of diffusion in all living
y organisms
 Give examples of diffusion.
Assignment
CLASS: IX TEACHER: Namrata
Singh

DATE Movement in and out of cells/ Day 3

Learning objectives  Investigate the factors that influence diffusion, limited to: surface area,
temperature, concentration gradient and distance
Lesson focus / Learners will be able to:
success criteria  Investigate and understand the factors that influence the process of diffusion.
 Explore the impact of surface area, temperature, concentration gradient, and
distance on the rate of diffusion.
Prior knowledge / Learners know about diffusion and factors affecting diffusion
Previous learning

Plan

Lesson Planned activities Notes

Introduction Let the class settle down, introduce meeting message:

Dear tenth graders,

Can you tell me what is diffusion and its significance in

various contexts? Today we will discuss about various
factors affecting diffusion.

Main activities Introduction (5 minutes):

 Materials needed:
 Begin the lesson by reviewing the definition of Cambridge IGCSE
Biology fourth edition
diffusion and its significance in various contexts. (Dave Hayward and
 Explain that diffusion is influenced by several DG Mackean)
factors, and in this lesson, students will investigate
four key factors: surface area, temperature,
concentration gradient, and distance.

Factor 1: Surface Area (10 minutes):

 Explain the concept of surface area and its influence

on diffusion.
 Conduct a demonstration by filling two petri dishes
or shallow containers with water.
 Add a drop of food coloring or dye to each dish and
observe the spread of color.
 Compare the rate of diffusion in a dish with a larger
surface area (e.g., spread out over a larger area)
versus a dish with a smaller surface area (e.g.,
concentrated in a smaller area).
 Discuss the results, emphasizing that a larger
surface area facilitates faster diffusion due to more
space for particle movement.
Lesson Planned activities Notes
Factor 2: Temperature (10 minutes):

 Explain that temperature affects the kinetic energy

of particles and, therefore, the rate of diffusion.
 Measure the temperature of the room using a
thermometer and record it.
 Fill two petri dishes or shallow containers with
water.
 Add a drop of food coloring or dye to each dish and
observe the spread of color.
 Place one dish in a warmer environment (e.g., near
a heat source) and the other in a cooler area (e.g.,
away from heat).
 Observe and compare the rate of diffusion in both
dishes.
 Discuss the results, emphasizing that higher
temperatures increase the kinetic energy of
particles, leading to faster diffusion.

Factor 3: Concentration Gradient (10 minutes):

 Discuss the concept of a concentration gradient and

its influence on diffusion.
 Fill two petri dishes or shallow containers with
water.
 Add a drop of food coloring or dye to each dish, but
add more dye to one dish to create a higher
concentration.
 Observe and compare the spread of color in both
dishes over time.
 Discuss the results, emphasizing that a steeper
concentration gradient leads to faster diffusion as
particles move from an area of high concentration
to an area of low concentration.

Factor 4: Distance (10 minutes):

 Explain that the distance between the source and

destination affects the rate of diffusion.
 Fill two petri dishes or shallow containers with
water.
 Add a drop of food coloring or dye to one dish.
 Measure and record the distance from the center of
the dish to the edge.
 Observe and compare the spread of color in both
dishes over time.
 Discuss the results, emphasizing that shorter
distances promote faster diffusion as particles have
 Lesson Planned activities Notes
a shorter path to travel.

End/Close/ Learners will be able to:

Reflection/Summar  Know and observe various factors affecting the rate
y of diffusion.
Assignment
CLASS: IX TEACHER: Namrata
Singh

DATE Movement in and out of cells/ Day 4

Learning objectives  Describe the role of water as a solvent in organisms with reference to digestion,
excretion and transport
 State that water diffuses through partially permeable membranes by osmosis
 State that water moves into and out of cells by osmosis through the cell
membrane
Lesson focus / Learners will be able to:
success criteria 

Prior knowledge / Learners know about diffusion, solute and solvent. They are also familiar that cell
Previous learning membrane is a partially permeable membrane.

Plan

Lesson Planned activities Notes

Introduction Let the class settle down, introduce meeting message:

Dear tenth graders,

What is the importance of water in our life? Can you

imagine your life without water? Today we will discuss
about the role of water and how osmosis takes place.

Main activities Introduction (5 minutes):

 Materials needed:
 Begin the lesson by discussing the importance of Cambridge IGCSE
Biology fourth edition
water in living organisms. (Dave Hayward and
 Ask students to share examples of biological DG Mackean)
processes where water acts as a solvent, such as
digestion, excretion, and transport.

Water as a Solvent (5 minutes):

 Explain that water is a universal solvent due to its

polarity.
 Discuss the role of water as a solvent in biological
processes, such as digestion where it helps break
down and transport nutrients.
 Use diagrams to demonstrate how water interacts
with solutes in the body.

Introduction to Osmosis (10 minutes):

 Introduce the concept of osmosis as the movement

of water through a partially permeable membrane.
 Explain that osmosis occurs to balance the
concentration of solutes on either side of the
 Lesson Planned activities Notes
membrane.
 Discuss the significance of osmosis in maintaining
water balance within cells and the overall
functioning of living organisms.

Osmosis Demonstration (30 minutes):

Divide students into groups.

 Provide each group with beakers or containers,

dialysis tubing or partially permeable membrane,
and two solutions: one with a higher concentration
of salt or sugar and one with pure water.
 Instruct students to tie off one end of the dialysis
tubing and fill it with the salt or sugar solution.
 Submerge the filled dialysis tubing in a beaker of
pure water and start a timer.
 Allow the setup to sit for a specific period (e.g., 20
minutes) while students observe the changes.
 Discuss the results, emphasizing that water moves
across the partially permeable membrane through
osmosis to balance the concentration of solutes.

Provide students with handouts of ATP of osmosis in onion

cells and osmosis in chickens’ eggs

Osmosis in Cells (10 minutes):

 Explain that osmosis also occurs in cells, primarily

through the cell membrane.
 Use diagrams to demonstrate the movement of
water into and out of cells based on differences in
solute concentrations inside and outside the cell.
 Emphasize that water moves from areas of lower
solute concentration to areas of higher solute
concentration to achieve equilibrium.

End/Close/ 
Reflection/Summar
y
Assignment
CLASS: IX TEACHER: Namrata
Singh

DATE Movement in and out of cells/ Day 5

Learning objectives  Investigate osmosis using materials such as dialysis tubing

Lesson focus / Learners will be able to:
success criteria 

Prior knowledge / Learners know about

Previous learning

Plan

Lesson Planned activities Notes

Introduction Let the class settle down, introduce meeting message:

Dear tenth graders,

Today we will

Main activities
 Materials needed:
Cambridge IGCSE
Biology fourth edition
(Dave Hayward and
DG Mackean)

End/Close/ 
Reflection/Summar
y
Assignment

CLASS: IX TEACHER: Namrata
Singh

DATE Movement in and out of cells/ Day 6

Learning objectives  Investigate and describe the effects on plant tissues of immersing them in
solutions of different concentrations
Lesson focus / Learners will be able to:
success criteria 

Prior knowledge / Learners know about

Previous learning

Plan

Lesson Planned activities Notes

Introduction Let the class settle down, introduce meeting message:

Dear tenth graders,

Today we will

Main activities
 Materials needed:
Cambridge IGCSE
Biology fourth edition
(Dave Hayward and
DG Mackean)

End/Close/ 
Reflection/Summar
y
Assignment

CLASS: IX TEACHER: Namrata
Singh

DATE Movement in and out of cells/ Day 7

Learning objectives  State that plants are supported by the pressure of water inside the cells pressing
outwards on the cell wall
 Describe osmosis as the net movement of water molecules from a region of
higher water potential (dilute solution) to a region of lower water potential
(concentrated solution), through a partially permeable membrane
Lesson focus / Learners will be able to:
success criteria 

Prior knowledge / Learners know about

Previous learning

Plan

Lesson Planned activities Notes

Introduction Let the class settle down, introduce meeting message:

Dear tenth graders,

Today we will

Main activities
 Materials needed:
Cambridge IGCSE
Biology fourth edition
(Dave Hayward and
DG Mackean)

End/Close/ 
Reflection/Summar
y
Assignment

CLASS: IX TEACHER: Namrata
Singh

DATE Movement in and out of cells/ Day 8

Learning objectives  Explain the effects on plant cells of immersing them in solutions of different
concentrations by using the terms: turgid, turgor pressure, plasmolysis, flaccid
 Explain the importance of water potential and osmosis in the uptake and loss of
water by organisms
Lesson focus / Learners will be able to:
success criteria 

Prior knowledge / Learners know about

Previous learning

Plan

Lesson Planned activities Notes

Introduction Let the class settle down, introduce meeting message:

Dear tenth graders,

Today we will

Main activities
 Materials needed:
Cambridge IGCSE
Biology fourth edition
(Dave Hayward and
DG Mackean)

End/Close/ 
Reflection/Summar
y
Assignment

CLASS: IX TEACHER: Namrata
Singh

DATE Movement in and out of cells/ Day 9

Learning objectives  Describe active transport as the movement of particles through a cell
membrane from a region of lower concentration to a region of higher
concentration (i.e. against a concentration gradient), using energy from
respiration
 Explain the importance of active transport as a process for movement of
molecules or ions across membranes, including ion uptake by root hairs
 State that protein carriers move molecules or ions across a membrane during
active transport
Lesson focus / Learners will be able to:
success criteria  Describe active transport as the movement of particles through a cell
membrane from a region of lower concentration to a region of higher
concentration, using energy from respiration.
 Explain the importance of active transport as a process for the movement of
molecules or ions across membranes, including ion uptake by root hairs.
 State that protein carriers move molecules or ions across a membrane during
active transport.
Prior knowledge / Learners know about
Previous learning

Plan

Lesson Planned activities Notes

Introduction Let the class settle down, introduce meeting message:

Dear tenth graders,

Today we will

Main activities Introduction (5 minutes):

 Materials needed:
Cambridge IGCSE
Biology fourth edition
(Dave Hayward and
Greet the students and introduce the topic of active
DG Mackean)
transport.

Ask students if they are familiar with the concept of passive

transport and briefly discuss it to provide context.

Explain that active transport is a different process that

allows particles to move against their concentration
gradient, requiring energy.

Main Body:
Lesson Planned activities Notes
Part 1: Active Transport and its Mechanism (15 minutes):

Display visual aids or use the whiteboard to draw a diagram

illustrating a cell membrane and the movement of particles.

Define active transport as the movement of particles

through a cell membrane from a region of lower
concentration to a region of higher concentration, against
the concentration gradient.

Explain that active transport requires energy, which is

obtained from cellular respiration.

Discuss the role of ATP (adenosine triphosphate) as the

energy currency of cells and its importance in facilitating
active transport.

Describe the process of active transport, emphasizing the

involvement of transport proteins or carriers embedded in
the cell membrane.

Part 2: Importance of Active Transport (15 minutes):

Explain to students that active transport is essential for

various physiological processes.

Discuss the importance of active transport in maintaining

concentration gradients across cell membranes, which is
crucial for cell function and homeostasis.

Highlight the significance of active transport in processes

such as nutrient uptake in the intestines and ion uptake by
root hairs in plants.

Emphasize the role of ion uptake by root hairs in water and

mineral absorption from the soil, contributing to plant
growth and development.

Part 3: Protein Carriers in Active Transport (10 minutes):

State that protein carriers play a vital role in active transport

by facilitating the movement of molecules or ions across a
membrane.

Explain that these protein carriers undergo conformational

changes to transport substances across the cell membrane.
 Lesson Planned activities Notes
Discuss the specificity of protein carriers and how they can
selectively transport certain molecules or ions.

Provide examples of protein carriers involved in active

transport, such as the sodium-potassium pump.

Conclusion (5 minutes):

Recap the main points discussed during the lesson,

including the definition and mechanism of active transport,
its importance, and the involvement of protein carriers.

Encourage students to ask any remaining questions or seek

clarification on the topic.

Assign relevant readings or worksheets to reinforce the

understanding of active transport.

End/Close/ 
Reflection/Summar
y
Assignment
