Five-Step Lesson Plan Template

VISION-SETTING

FIVE-STEP LESSON PLAN TEMPLATE

OBJECTIVE

KEY POINTS

What is your objective?

What key ideas and understandings are represented by

this objective?
What knowledge and skills do students need to access
these key ideas and understandings?

SWBAT Differentiate between isotonic,

hypertonic, and hypotonic environments and
describe how a cell maintains homeostasis by
predicting the movement of water across a
membrane.

WHAT:

Osmosis - Movement of water from

areas of high concentration to low
concentration through a semipermeable
membrane

Semipermeable membrane is where only

water is allowed to move through.

Tonicity- the ability of a solution

surrounding a cell to cause that cell to
gain or loose water

Hypertonic- The solution outside the cell

is more concentrated causing water to
flow out and the cell to shrivel.

Hypotonic- The solution outside the cell

is less concentrated causing water to
flow in and expand

Isotonic- concentration that surrounds

the cell is the same inside as the same
outside

Homeostasis- the body maintains a

constant internal environment while the
external environment changes.

HOW: Particles are going to always want to

Five-Step Lesson Plan Template

more areas where they are MORE of them to
LESS of them it even it out also called diffusion.
Osmosis is the movement of water particles from
areas of high concentration of water to low
concentration of water.
WHY: water is small polar molecule that

gains access to a lot of places that other

molecules cant! It plays a special function
to keep all our organs in check and keep then
functioning properly.
ASSESSMENT
Describe, briefly, what students will do to show you that they have mastered (or made progress toward) the objective.
Attach your daily assessment, completed to include an exemplary student response that illustrates the expected level of rigor.

STUDENT GOAL
How does the objective connect to the summer achievement goal?

Explain mechanisms that permit organisms to maintain biological balance between their internal

DETERMINING METHODS

and external environments

4. OPENING (_10_ min.)

MATERIALS

How will you communicate what is about to happen? How will you communicate how it will happen?
How will you communicate its importance? How will you communicate connections to previous lessons?
How will you engage students and capture their interest?

I will go over questions that were given to students on the previous day.
3. INTRODUCTION OF NEW MATERIAL (_15_ min.)
How will you explain/demonstrate all knowledge/skills required of the objective, so that students begin to
actively internalize key points?
Which potential misunderstandings do you anticipate? How will you proactively mitigate them?
How will students interact with the material?
How/when will you check for understanding? How will you address misunderstandings?
How will you clearly state and model behavioral expectations? Why will students be engaged?

Teacher Actions:

Student Actions:

Good morning students, last week we

talked about 4 different types of
transport across the plasma
membrane. Can someone RAISE
YOUR HAND (model) and name 2 of
the types of transport that we talked
about last class? (stop and let
students answer prompt if they cannot
recall to look at notes)

Students could say. Passive transport,

active transport, diffusion, or osmosis

How can we distinguish osmosis from

diffusion?

Osmosis- movement of water from a

low concentration to high
concentration.

So we are going to watch a powerpoint

and we are going to follow along with
our notes. There should be absolutely
no taking unless you have a question
and then raise your hand. You should
be following along on your guided
notes as we go over the key points.

Diffusion movement of particles from

a low concentration to high
concentration.

Following along with guided notes.

Answering questions by raising hand.

Five-Step Lesson Plan Template

Intro to New Material (Key points, what you are saying, any questions related to
the objective.)

Osmosis = Movement of water from areas of high concentration to low

concentration through a semipermeable membrane

Semipermeable membrane is where only water is allowed to move

through. (These are at the top of your GN for reference for todays
lesson. We MUST understand to understand the movement of
water in a cell).

Concentration- is the amount of substance inside a solution

Tonicity- the ability of a solution surrounding a cell to cause that cell to

gain or loose water

There are 3 different ways that a cell can respond to gaining or losing
water (swell, shrivel, stay the same).

Hypertonic- The solution outside the cell is more concentrated

causing water to flow out and the cell to shrivel. ***(Water always
moves towards higher concentration, so when water is more
concentrated outside, thats why the cell shrivels.)

Hypotonic- The concentration of the solution inside and outside the

cell is equal. **(Clarifying that the water is moving into the cell
because the concentration is higher, More water means bigger cell.)

Isotonic- concentration that surrounds the cell is the same inside as the
same outside (iso means equal)

CFU- Iso mean equal, what do you think that means about the
concentration inside and outside of an isotonic cell? (The
concentration should be equal inside and outside the cell).

CFU- Should there be any movement of water then? (No, the

Five-Step Lesson Plan Template

concentration is the same so there should not be any movement of
water)

Water moves in cells to create a balanced environment. Another word

for balanced is homeostasis.

Homeostasis- maintaining the steady state and physical condition of

the body. The body wants to maintain a constant temperature of about
37 degree Celsius/ 98.6 F

CFU #1 (Teacher Models Students follow on guided notes)The outside environment is less concentrated than the inside
environment.
-

Which way will the water move? (Out of the cell)

What will that cause the cell to do? (Shrink)

What type of cell environment is that? (Hypertonic)

CFU #2 (Teacher Models Students follow on guided notes)The outside environment is more concentrated than the inside
environment.
-

Which way will the water move? (into the cell)

What will that cause the cell to do? (Expand)

What type of cell environment is that? (Hypotonic

Five-Step Lesson Plan Template

HOW: Particles are going to always want to more areas where they are MORE of them
to LESS of them it even it out also called diffusion.
Osmosis is a special type of diffusion...it is the movement of water particles from areas
of low concentration of water to high concentration of water.
If cells become too concentrated either with water or fluid this can cause the
cell to burst. For example fish in a sea. If the salinity (salt) concentration
becomes to high, this can cause the fishes cells to stop doing work, which
would ultimately kill the fish.

2. GUIDED PRACTICE (_25_ min.)

How will students practice all knowledge/skills required of the objective, with your support, such that they
continue to internalize the key points?
How will you ensure that students have multiple opportunities to practice, with exercises scaffolded from
easy to hard?
How/when will you monitor performance to check for understanding? How will you address
misunderstandings?
How will you clearly state and model behavioral expectations? Why will students be engaged?

Students will work in groups of twp for

this practice. Students will be allowed
to talk with one another to complete
this assignment but only with their
selected group member.

Students will move to their groups

after I finish giving directions and
begin working.

Five-Step Lesson Plan Template

1. INDEPENDENT PRACTICE 25 min.)
How will students independently practice the knowledge and skills required of the objective, such that they
solidify their internalization of the key points prior to the lesson assessment?
When and how would you intervene to support this practice?
How will you provide opportunities for remediation and extension?
How will you clearly state and model behavioral expectations? Why will students be engaged?

For the first 15minutes of this exercise, students will work independently to answer the
questions on the worksheet that will be given to them. For the last 10 minutes students
will work on reviews material, which will be included into their worksheet. I will review
the material with students in the morning. This will help students better prepare for
their text.
Lesson Assessment: Once students have had an opportunity to practice independently, how will
they attempt to demonstrate mastery of the knowledge/skills required of the objective?

Match the following definitions with the correct term:

1. Isotonic

___B___

A. The solution outside the cell is

more concentrated causing water to flow out and the cell to shrivel.
2. Hypertonic ___A__
B. The concentration of the solution inside and
outside the cell is equal.
3. Hypotonic __C___

C. The solution outside the cell is less

concentrated causing water to flow in and expand.

4. Celery stalks that are immersed in fresh water for several hours
become stiff and hard. Similar stalks left in a 0.15 M salt solution
become limp and soft. From this we can deduce that the cells of the
celery stalks are
A) hypotonic to fresh water and the salt solution
D) isotonic
with fresh water but hypotonic to the salt solution
B) hypertonic to fresh water and the salt solution
E) hypertonic
to fresh water but hypotonic to the salt solution
C) hypotonic to fresh water but hypertonic to the salt solution.

5. Base your answer on the following information. A cell is

placed in solution. Below is a diagram listing molarity.
The cell is which of the following
relative to the solution?
A. Hypotonic
B. Hypertonic
C. Isotonic
D. Isosmotic
E. None of the above

5. CLOSING (__ min.)

How will students summarize and state the significance of what they learned?
Why will students be engaged?

Students will continue working on review questions for quiz.

Five-Step Lesson Plan Template

HOMEWORK (if appropriate).

How will students practice what they learned?