Belmont Lesson Plan Template

DEPARTMENT OF EDUCATION
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Lesson Planning Document
1.
General Information
Teacher: Shannon Cain
Subject: Biology
Number of Students: 23-28
Mentor: Mrs. Turner
Grade: 9th
Lesson Number: 2 of 3
Date: 10/21/14
Time Allowed: 45 min
Unit Title: Cell Structure and Function
2.

3.

Topic: Chapter 7.3 Cell Boundaries

Diffusion and Osmosis
Permeability Model Lab
Subjects Integrated: Biology

4.

Readiness and Background Knowledge

The students have learned about the cell organelles structure and function, and they
have taken a quiz on this topic. We have also had a lecture and video on the topic of diffusion
and osmosis.
5.

Goals

CLE 3210.1.5 Compare different models to explain the movement of materials into
and out of the cell.
6.
Objectives
Student learning objectives:
By the end of this lesson, the students will be able to explain the concepts of diffusion,
osmosis, and the selective permeability of the cell membrane.
Given analysis questions about the lab, the class will be able to answer these questions
with 90% accuracy.
Teacher learning objectives
I will work on giving individualized guidance to students as they are completing their
lab.
Assessment (statement of how you will assess your objective for the lesson)

The students will complete the lab procedures and answer the analysis questions as a
group (informal assessment). The students will write a lab report for this lab and turn this in
for a grade (formal assessment).
7.

Resources and Materials

-water
-plastic bag
-starch solution
-iodine solution
-beaker
-pipettes

8.

Instructional Model, Procedures, and Strategies

-What do you know about diffusion and osmosis? ~5 minutes
-Introduction to lab ~5 minutes
-Completion of the lab procedure with their lab partner ~15 minutes
-Work with partner to answer analysis questions and begin writing lab reports
~remaining class time

a.)

Attention Signal
My mentor teacher uses a bell to get the students attention when they are conversing.
The students will raise their hands to answer and ask questions.
b.)

Opening and Advanced Organizer

The students love lab days. I will introduce the lesson by having the students talk
about what they learned about diffusion and osmosis in the previous lesson.
c.)

Behavioral Expectations
We expect the students to treat the teachers and each other with respect. The students
will follow the lab safety procedures that we taught the first week of school. Students will work
together with their lab partners to complete their lab.
d.)
Instructional Steps
-The students will enter the classroom and place their backpacks in the back of the room.
-The students will complete the daily attendance and exercise procedures.
-The students will share what they know about diffusion and osmosis by raising their hands.
-I will discuss the lab procedure and point out where the materials are located. (The students
were given the lab handout the day before, so they have read and written down the procedure
in their lab notebooks.)
-The students will work with their lab partner to complete the lab. In this lab, they will create a
model cell (plastic bag). Inside the plastic bag, they will place starch. In their beaker, they will

place water (enough to cover the plastic bag) and iodine. They will place the bag into the
beaker and observe what happens.
-After the students complete their lab procedure and clean up, they will move to the front of
the room to work on their analysis questions with their partner.
-They will have the remaining class time to begin working on their lab report that is due the
next day.
-I will walk around the room to assess the students and give them the opportunity to ask
questions.
e.)

Lesson Closure
The students will complete their lab reports, and we will close the lesson at the
beginning of the following class through a discussion about what the student observed and
concluded from their lab.
f.)

Feedback and Evaluation

I will evaluate the students informally as I walk around and listen to their discussions
about the lab questions. The students will also be assessed formally through their lab
notebooks. I will write individualized feedback into their lab notebooks.
9.

Modifications
If a student is struggling with a concept, we will find new ways to explain this
concept until the student understands. We will encourage students to come to our room
during their study hall if they have any questions or confusion. Students may also come into
our room during lunch or their study hall to complete the lab if they need more time.