LESSON PLAN TEMPLATE FOR THE AGENDA FOR EDUCATION IN A DEMOCRACY

Name:__Dana Horton___________________Date:__Oct. 30, 2014___________________

Unit Essential Question:_ Why are we made of cells? How do cells work together to create
multicellular organisms?
Lesson Topic:_Passive Transport__________Class:_Biology, 1st Period___________________
PLANNING THE LESSON
With Democracy and Social Justice at the Center of Instruction
Focusing on the National Network for Educational Renewal (NNER) Mission the 4-Part
Agenda for Education in a Democracy
EQUAL ACCESS
ENCULTURATION
NURTURING PEDAGOGY
STEWARDSHIP
To Knowledge
In Democratic Society
Safe and Caring for All
of the Mission
Students will be working together in groups to create a product. This aligns with the
enculturation mission.

STANDARDS (www.cde.state.co)
Content:
Colorado State Science
Standard 2.5: Cells use
passive and active transport
of substances across
membranes to maintain
relatively stable intracellular
environments

Literacy and Numeracy:

Students use spoken, written,
and visual language to
accomplish their own
purposes.

Democracy and
21st Century Skills:
Students will collaborate for a
common purpose.

Literacy and Numeracy:

SWBAT use written and visual
language by answering
problems using both pictures
and written descriptions on
the Insane Cell Membrane
worksheet.

Democracy and
21st Century Skills:
SWBAT coordinate with group
members to complete
individual parts of a mural
that go well together for the
purpose of being collaborative
citizens.

OBJECTIVES
Content:
SWBAT apply the concepts of
diffusion and osmosis to realworld situations by working
on the Insane Cell Membrane
worksheet.

ASSESSMENTS What is your evidence of achieving each objective? How will students know
and demonstrate what they have learned in each of the areas, all of the objectives?
Content:
Evidence will be the correct
inclusion and drawing of the
cell membrane structures on
the mural activity. Students
will have correct answers for
the first two questions on the
Insane Cell Membrane
worksheet, and have answers
on the other problems that
connect to, and reflect, how
molecules will move down a
concentration gradient.

Literacy and Numeracy:

Evidence will be the
completion of both a drawing
and a written explanation for
each question on the Insane
Cell Membrane worksheet.

Democracy and
21st Century Skills:
Evidence will be if, when put
together, all four pieces of the
cell membrane mural will
have similar color and size of
objects.

Literacy and Numeracy

Visual Language

Democracy and
21st Century Skills
Coordinate

KEY VOCABULARY
Content
Passive Transport
Cell Membrane

HIGHER ORDER QUESTIONS for this lesson

Content
Why is it important that cell
membranes are selectively
permeable?

Literacy and Numeracy

Democracy and
Why is it important to be able 21st Century Skills
to express things in more than Why is working collaboratively
one way?
a 21st century skill?

Why do molecules move from

a higher concentration to a
lower concentration?

Why do we need to know how What did you learn about

to explain our thinking?
working together?
Does working in a group work
well for you?
Why is it important to think
about how well you work in a
group?

LESSON FLOW
This is the actual planning of the lesson activities.
Time

Anticipatory Set Purpose and Relevance

Notebook Questions: Look at your gummy bear and fill in the information on
your blue sheet.
Roll Question: What was your favorite halloween costume when you were little?

Time

Building Background
Link to Experience: Share examples of diffusion in the human body lungs and
liver.
Link to Learning: On the Insane Cell Membrane worksheet, students will apply
diffusion to real-life situations.

Time

Activity Name Cell Membrane Mural, Insane Cell Membrane

Time

Instructional Input Explain the mural activity, then have students work on them
in groups. Use question-and-answer to review material for the quiz. After
students take the quiz, go over an example of one of the problems on Insane Cell
Membrane.
Models of Teaching:
Cooperative Learning, Direct Instruction,
SIOP Techniques: Cooperative Learning (Mural activity); I do, We do, You do
(Insane Cell Membrane).
Guided Practice: Before the quiz, students will have the opportunity to review
membrane structure through the mural activity. Insane Cell Membrane will help
them review and practice passive transport.
Reading , Writing, Listening, Speaking Students will be working on independent
or group work most of the time, writing their answers, listening to instructions
and each other (in the groups). Students will have to critically read the questions
in the Insane Cell Membrane worksheet.

Checking for Understanding: Students will take a quiz on recent material. The
review for the quiz will require responses from students. While students are
working on the worksheet, I will walk around checking answers to make sure
students are on the right track.
Questioning Strategies: Insane Cell Membrane has questions starting with the
basics and then a series of more difficult application questions.
Independent Practice: If students do not finish the worksheet, they will finish it
as homework.

Time

Review and Assessments of All Objectives

Content: Evidence will be the correct inclusion and drawing of the cell membrane
structures on the mural activity. Students will have correct answers for the first
two questions on the Insane Cell Membrane worksheet, and have answers on the
other problems that connect to, and reflect, how molecules will move down a
concentration gradient.
Literacy and Numeracy:
Evidence will be the completion of both a drawing and a written explanation for
each question on the Insane Cell Membrane worksheet.
Democracy and 21st Century Skills:
Evidence will be if, when put together, all four pieces of the cell membrane mural
will have similar color and size of objects.

Time

Closure
Ticket out the door:
Describe what a concentration gradient is and give an example of one in the real
world.