SINGLE SUBJECT CREDENTIAL PROGRAM

EDSC LESSON PLAN

Name

CWID

Subject Area

Jason Unger

800460404

Science

Class Title

Lesson Title

Unit Title

Grade Levels

Biology

Osmosis

Cell Structure
and Function

9-10

Total Minutes
2-day lesson

Day 1 46
min

Day 2 46
min of the
103 min in
block
schedule
class period

CLASS DESCRIPTION

Aliso Niguel High School significant student racial demographics are 60% white, 16% Hispanic or Latino, and
12% Asian.

In the second period Biology class, there are three ELLs and four SSNs.

Seating arrangement in this class is 31 students arranged in eight table-units, seven with four students and
one with three students.
STANDARDS AND LESSON OBJECTIVES
CCSS Math, CCSS ELA & Literacy History/Social
Studies, Science and Technical Subjects, NGSS, and
English Language Development Standards (ELD)
Content Standards
NGSS

HS-LS1-3. Plan and conduct an investigation to

Grades 9-10
provide evidence that feedback mechanisms

1.B.6. Reading closely literary and informational

maintain homeostasis.
texts and viewing multimedia to determine how
CCSS
meaning is conveyed explicitly and implicitly

CCSS.ELA-LITERACY.RST.9-10.4. Determine the

through language
meaning of symbols, key terms, and other

1.B.7. Evaluating how well writers and speakers

domain-specific words and phrases as they are
use language to support ideas and arguments
used in a specific scientific or technical context
with details or evidence depending on modality,
relevant to grades 9-10 texts and topics.
text type, purpose, audience, topic, and content

CCSS.MATH.CONTENT.HSN.Q.A.2 Define
area
appropriate quantities for the purpose of
descriptive modeling.
Lesson Objective(s)
Evidence
SWBAT

Describe similarities and differences between

diffusion and osmosis

Explain how concentration differences affect the

overall flow of molecules.

Discover that the size of molecules will affect their

ability to cross membranes.
Observations and data recorded from work on guided

Predict the motion of water based on the

notes, laboratory procedures, predictions about results,
definition of osmosis.
and homework.

Differentiate between a hypotonic, hypertonic,

and isotonic solution.

Synthesize real world metaphors in which there is

a barrier that is completely permeable,
semipermeable, and impermeable.

Connect laboratory observations to definitions

and concepts.
STUDENT ASSESSMENT
Purpose/Focus of
Type
Implementation
Feedback Strategy
How Informs Teaching
Assessment
EL
Prepare students for a
Explain a model that
Call on students to
Gives me information
two-day lab activity to
uses real world objects to attempt to answers the
about their preparation
give a model of cellular
establish a difference
guided notes questions
and background
osmosis.
between diffusion and
before giving the
knowledge

PM

Students participate in
an inquiry-based lab
experiment that models
osmosis in cells with
dialysis tubing

The Cellular Applications

Guided Notes gives
students a chance to
apply their knowledge
from the experiment and
answer the questions
before they are
S
confirmed by the
teacher. The
Diffusion/Osmosis/Cell
Concept Homework
Assessment gives a
formative assessment of
their understanding of
the concepts.
INSTRUCTION
Instructional Strategies

osmosis

answers for students to

copy down

Students begin the

experimental set up and
make hypotheses on day
1 with minimal
introduction to the
concepts. Homework
assigned between the
lessons explains the
concepts that will allow
them to explain the
results they observe on
day 2.

At the end of day 1,

teacher leads a
discussion about what
they expect to happen in
the three trials. Day 2
begins with an update
about what they predict
having now read the
text.

Gives students an intro

to the lab based on prior
knowledge and problem
solving skills, and gets
updated feedback on day
2 that shows how
students have
progressed after reading
and observing results.

During Cellular
Applications Guided
Notes, students attempt
to answer each question
independently or with
partners, then receive
explanation for the
correct answers. Their
progress is monitored
while they work on the
Diffusion/Osmosis/Cell
Concept Homework
Assessment.

Give students a chance

to answer the Cellular
Applications Guided
Notes questions on their
own, then call on one
student randomly to
share his/her answer
before the teacher
explains the answer.
Monitor progress and
provide assistance
during the
Diffusion/Osmosis/Cell
Concept Homework
Assessment.

Summarizes students
understanding by
randomly calling upon
individuals to answer
questions before giving
explanations to the class.

Inquiry-based laboratory, modeling, and guided notes

DAY 1
Lesson Introduction/Anticipatory Set
Time
Teacher Does
10 min 1. Welcomes class, collects homework from
previous day, and displays daily agenda to be
copied. Begins the days activities by passing out
the Osmosis Inquiry Guided Notes Sheet.
2. Models a hypothetical activity for students to
imagine.

3.

Imagine a pepper shaker that is loaded with

whole peppercorns that have not been ground,
and a salt shaker that is loaded with coarse salt
crystals that also have not been ground. Neither
of these will come out the shakers because the
pores are too small and the particles too big. This
is the type of situation that can cause osmosis.
Osmosis happens when concentration on two
sides of a semipermeable membrane is balanced
out by water moving across the membrane
instead of the solute particles. Now, what would
happen if the saltshaker were placed in a bucket
of water? Discuss with your partners the steps
that would lead to a uniform concentration of salt
in all the water in the bucket.
Goes into a discussion about the importance of
water being a small molecule. It can pass
through just about any membrane. Teacher
provides oral answers to the following questions
in the Osmosis Inquiry Guided Notes:

What is the formal definition of osmosis?

How are diffusion and osmosis similar?

How are diffusion and osmosis different?

1.
2.

3.

Student Does
Copy daily agenda to be informed about the
goals of the daily lesson. They will know what
topics to anticipate for the lesson.
Students have two minutes to discuss the
question with partners at their tables. They are
randomly called upon to share their descriptions
of how the particles are moving past the top of
the salt shaker, which is acting similar to a
membrane.
Students are instructed to answer the questions
in the guided notes as they listen to the lecture.

Describe any volume changes that may

occur during osmosis and explain why

Why is it that while most particles cannot

move through a cell membrane, water
molecules are able to move freely into
and out of a cell?

Lesson Body
Time
Teacher Does
1. Teacher has lab stations set up. Station 1 = precut and pre-soaked casing. Station 2 = rolls of
string, rulers, and scissors. Station 3 = Osmosis
Lab Procedure worksheet. Station 4 = sugar
solution and 3 graduated cylinders. Station 5 =
supplies that students need to take back to their
group. The teacher will go over the laboratory
procedures with a demonstration of how to tie
and fill the dialysis tubing.
2. Have students go to lab stations and get the
30 min
required materials. The teacher asks questions
and assists with questions from the students
while keeping time. Once students have
gathered supplies and are ready to begin, a timer
will be set to 7 minutes for each of the three
portions of the day 1 lab setup.
3. Once all the trials have been completed, the
teacher makes sure each group has labeled their
trays. They are placed in a designated location to
be fetched the following day.
Lesson Closure
Time
Teacher Does

Student Does

1.
2.

3.

1.
1.
6 min
2.

Teacher directs a discussion about what students

think will happen in each trial and why.
Teacher assigns homework due the next class

2.

Students listen to directions and map out where

they will be going to collect lab materials and
bring them back to a station.
Students collect materials for trial 1 and return to
their lab stations. Once they have prepared the
tubing and had it checked by the teacher,
weighed the tubing, and placed it in a 400 mL
beaker with the appropriate solution, they answer
questions to record observations and predict the
outcome. The process is repeated for trials 2 and
3.
Students label their trays and place them in the
designated location. They return to their seats
and finish the necessary questions.

Student Does
Answers will vary based on each trial and any
misconceptions.
Students must read section 3.4 Diffusion and
Osmosis in the McDougal Littell Biology textbook
and turn in a one-paragraph summary of their
reading along with two questions that they may
have.

DAY 2
Lesson Introduction/Anticipatory Set
Time
Teacher Does

1.

5 min

Lesson
Time
30 min

Welcomes class, collects homework from

previous day, and displays daily agenda to be
copied. Teacher inquires what questions students
have after doing the reading, and what results
they anticipate in the three trials of the
experiment.
Body
Teacher Does
1. Instructs students to go back with their lab
groups and have one student collect the lab tray.
2. Tells students to remove the dialysis tubing from
the beakers, dry it, write down observations,
weigh it on the digital scale, and finish the lab
questions related to each trial. They are assisted
and asked questions to motivate investigative
learning, such as what do you think moved, the
sugar particles or the water molecules?
3. Has students clean the lab stations and return
their supplies to the storage area, then return to
their seats. Leads a discussion about the
accuracy of students predictions, and making
sure that any errors made in lab procedure and
misconceptions students may still have are
clarified.
4. Passes out the Cellular Applications Guided

Student Does
1.

1.
2.
3.

4.

Students turn in homework and copy daily

agenda. They respond to questions with their
hypotheses about what they will observe in each
of the three trials of the experiment.

Student Does
Go back to their lab stations from the previous
day and collect the lab tray
Students make observations, record data, and try
to explain the results with the knowledge they
have gained about osmosis.
Clean up lab stations and return supplies to
storage area. Participate in group discussions
about what they predicted and what actually was
recorded, and what is the scientific explanation
for the results.
Students are given time to work independently or
with a partner and answer the questions before
receiving illustrated explanations by the teacher.

Notes. This is done in segments. Students are

asked to define isotonic, hypotonic, and
hypertonic on their own, then the Google Slides
Osmosis Presentation is shown and explained to
clarify the definitions. This process continues
with questions that ask students to sketch a
before and after of a cell placed in each of these
solutions. The last question asks students to
explain why plant cells can withstand an increase
in turgor pressure while animal cells may burst.
Lesson Closure
Time
Teacher Does
Student Does
1. Passes out Diffusion/Osmosis/Cell Concept
1. Students have 10 minutes to work on the
Homework Assessment. Gives students 10
Diffusion/Osmosis/Cell Concept Homework
minutes to work on the assignment that will be
Assessment, which will be completed at home if
homework if it is not completed. Monitors the
necessary. They receive assistance from the
10 min
class and assists with any misunderstandings
teacher to answer any questions that remain.
that remain.
2. The rest of the class time is spent with an
2. Transitions into lesson on Active Transport,
introductory lesson on Active Transport,
Endocytosis, and Exocytosis, and spends the rest
Endocytosis, and Exocytosis.
of the class time on this next section.
Instructional Materials, Equipment, and Multimedia
Lab Materials and Equipment
Timer, markers, graduated cylinders, 400 mL beakers, syringes, digital scale, plastic tubs, scissors, rulers, string,
sausage casings, water, sugar
Other Materials, Equipment, and Multimedia
Google Slides Osmosis Presentation, Osmosis Inquiry Guided Notes, Osmosis Lab Procedure, Cellular Applications
Guided Notes, Diffusion/Osmosis/Cell Concept Homework Assessment.
DIFFERENTIATION
English Learners
Striving Readers
Students with Special
Advanced Students
Needs
Additional questions can be
asked on day 1 homework,
Beginning with Realia to
such as, In a u-tube
help students imagine a
If physical limitations
experiment, what other
boundary that does not
prevent individuals from
Little reading is involved
factor or force might
allow particles to cross
playing an active role in the
with this lesson plan.
prevent the two sides from
gives ELLs a way to relate
lab, they can still record
Striving readers can pace
becoming isotonic? A
the concepts of the lesson
observations and data that
themselves at home by
second version of the
to real world objects.
is collected by lab
reading a section of the
Diffusion/Osmosis/Cell
Reading is minimal.
members. Special learning
chapter after being
Concept Homework
Students will interact with
needs can be addressed by
motivated by an
Assessment can be made
one another for the
passing out handouts the
introduction and inquiry
with more advanced
majority of both lessons,
day before to individuals
based learning in class.
questions and students can
and ELLs may be assisted
who may need additional
be given the choice of
by bilingual students
time.
which homework
whenever possible.
assignment they will
attempt.
REFLECTION: SUMMARY, RATIONALE, AND IMPLEMENTATION
This lesson was inspired by a lesson within a unit that I found in the Digital Commons Network
(http://network.bepress.com/). The unit was titled Semipermeable Membranes, Diffusion, and Osmosis Inquiry:
Effective Modeling in a High School Classroom and developed by Amar Patel of Western Kentucky University. Some
modifications were made to give it my personal touch. This laboratory implements a structured inquiry practice, where
the teacher poses the question and plans the procedure, but the students communicate the results. It effectively
brings together modeling and epistemic inquiry into one lesson plan.