|Lesson Plan Title/Info:||Lesson Plan - Lesson 10: Facilitated Diffusion and Active Transport Is Number 10 Of 15 In Unit Plan - Cell Structures, Functions, and Processes|
|Creator:||Denise Gipson: firstname.lastname@example.org|
|Essential Questions:||How are cell organelles uniquely structured for their individual functions?
How do cells get and use the materials necessary for life?
|Vocabulary Development:||A graphic organizer will be completed for the transportation terms (osmosis, diffusion, passive transport, facilitated diffusion, and active transport).
|Introduction/Engagement Activity:||Review that the cell membrane surrounds the cell and is a "sea" of proteins floating in a phopholipid bilayer. There are four kinds of passive transport (the cell does not expend any extra energy): 1) water moves by osmosis through a membrane, 2) oxygen and other small molecules diffuse through the membrane, 3) charged molecules (such as ions) move passively by means of special transport proteins that form a channel in the membrane, and 4) certain molecules, such as glucose, use facilitated diffusion, in which specific proteins in the membrane open and close in response to the needs of the cell. When the cell has need of glucose, for instance, the transport channel protein for glucose opens, and glucose uses this protein to cross the membrane and enter the cell. Because all of these movements are passive, the molecules move with their concentration gradient (i.e. from high to low).
However, some molecules move against their concentration gradient into and out of the cell; these movements require the input of energy and are thus known as active transport. This is especially true in the case of glucose and certain ions (sodium, potassium, and hydrogen), which will be discussed in more detail at the end of the unit. At this point, you should stop and be sure that the students have correctly filled out the top portion of the Transportation Types Tableas the vocabulary portion of the lesson.
|Exploration/Experiment:||The students should use Internet-enabled computers and the Cell Membrane Website to finish the Transportation Types Table by working through all of the membrane pages (21C.O.9-12.3.TT8) and taking notes on five different membrane components (SC.O.B.2.6).
When the students have finished taking their notes, lead the students in a class discussion about the different components of the membrane and have volunteers come and fill in the answers on a blank "master table" on the board.
If there is time, the students may continue to observe their on-going experiments from previous lessons.
|Active Literacy/Explanation:||The students will complete the Transportation Types Table.
If there is time, the students may review the unit terms on the word wall (unit vocabulary words written on tag board and taped to the wall).
|Application/Elaboration:||Explain that in the next lessons, you will be discussing how cells use these membrane transportation systems to actually harness and/or use energy.
|Reflection/Evaluation:||On an exit slip, ask the students to explain which membrane component they find the most interesting and why.
|Connection To Other Disciplines:||
microbiology, health and medicine
|Materials:||An Internet-enabled computer is needed for each student and materials are needed for the word wall (tag board, scissors, and tape).
The Cell Membrane Website (http://www.johnkyrk.com/cellmembrane.html) contains information on the parts of the membrane and some of the membrane transportation types.
active transport animations
|Date Created:||July 29, 2008|
|Date Modified:||August 28, 2008|
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