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Sarah Ireley
SECD 592D
Action Research Project 5E unit
Structure and Function of the Cell Membrane: A 5E Unit
Incorporating Role-Play into Science Education
Broad Unit Objectives:
Identify parts of the cell membrane.
Describe the structure and function of the cell membrane.
Give analogies for components of the cell membrane.
Define passive transport: diffusion, and osmosis, giving examples
of each.
Predict the movement of particles in the presence of a
concentration gradient for active and passive transport.
Explain the effects of diffusion and osmosis on cells and whole
organisms given several real world scenarios.
Define and differentiate active transport: phagocytosis, and
pinocytosis and give examples of each.
Role-play the processes of active, passive and facilitated
diffusion
Compare and contrast passive, active and facilitated diffusion.
Big Ideas
Students will understand the structure and function of the cell
membrane as a working system with the help of real-world
application and analogies.
Essential Questions
Why is the proper function of the cell membrane essential for
survival?
How does the cell membrane work with other parts of the body to
maintain homeostasis?
AAAS chapter 11: Common Themes:
11a: Systems: The usefulness of conceptual models depends on the
ability of people to imagine that something they do not understand is
in some way like something that they do understand. (267) Students
will be introduced to the concept of diffusion through a model using a
balloon and vanilla flavoring. Students will also build a physical model
of the cell membrane using foam characters.
Standards:
Sarah Ireley
Sarah Ireley
Day 1
Big Ideas
Students will gain a better understanding of the size of a cell.
Essential Questions
How big is a cell?
How big are the different parts of the cell
Whats the environment of a cell like?
How many cells are in my body?
Indicators
Students will complete pre and post reading questions.
Students will participate in class discussion
Students will complete formative assessment exit slips.
Objective
Students will complete a pre-assessment unit questionnaire,
participate in a discussion activity about the size of the cell and
react to reading passages about the size of a cell.
Materials
Pre-assessment
Selection from A Short History of Nearly Everything by Bill
Bryson
The Way Life Works by Hoagland and Dodson
Journals
Engage
1. Pre-Assessment Questionnaire
Students will complete a short questionnaire (See Appendix
A), which will assess prior knowledge on this subject.
o I will use this to evaluate prior knowledge on the topics
Sarah Ireley
Sarah Ireley
Day 2
Big Ideas
Students will continue to explore the size of the cell
Students will be introduced to the structure of the cell membrane
Essential Questions
How big is a cell related to other objects?
What everyday object can we relate the cell membrane to?
Indicators
Completion of Cells Alive activity
Answer Balloon pin and skewer activity questions
Class discussion
Objective
Students will gain understanding of the scale of microscopic
organisms and particles by completing an interactive web
activity.
Students will use a balloon as a model for comparison to the cell
membrane.
Materials
Computers
Cells Alive: How Big is a
Handout
Helium balloon
Latex balloon
Wooden skewer
Pin
Tape
Soap
Sarah Ireley
Explore
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o Time = 5 minutes
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2. Cells Alive
Students will complete Cells Alive: How Big is a ? handout
(See Appendix A).
This activity compares the size of several types of cells, viruses,
and bacteria using interactive software. In this activity, students
are asked to draw, measure, and describe the appearance of
several microscopic cells and organisms.
Time = 7-10 minutes.
o Engage
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o 3. Helium Balloon: introduction to structure of the cell
membrane.
I will ask students How is this helium balloon like a cell?
o Possible answers: separates whats inside from whats
outside, the Contents inside the balloon (helium) differ
from its outside surroundings (air)
Time = 3-5 minutes.
o 4. Pin and skewer through a balloon
I will ask students to answer What will happen if I try to put this
needle through the balloon? In their journal.
Students will volunteer their answers
o Possible answers: it will pop, it wont pop.
I will demonstrate how it is possible to stick a skewer and a
needle through a balloon without popping it.
Sarah Ireley
Sarah Ireley
o Day 3
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o Big Ideas
Students will understand the concept of the cell membrane as
a semi-permeable, fluid-like structure.
o Essential Questions
How is the cell membrane like and unlike a colander and soap
bubble?
How can we use models to understand the function of
microscopic structures?
o Indicators
Students complete two hands on activities which explore the
structure and function of the cell membrane, answering
discussion questions and participating in class discussions
o Objectives
Students will apply their understanding of particle size related
to passage through a colander to the rate of molecule
passage through a cell membrane.
o Materials
Colanders, sieves
(various sizes)
Sand
Flour
Pebbles
Water
Bubble solution
Transparencies
Straws
Bubble within a Bubble
handout
Particle Size Handout
Explore
1. Warm Up: Journal
In their journals students will answer: what did you learn
yesterday about the cell membrane?
Time = 3-5 minutes.
2. Particle Activity
In groups of three, students will be given the following
materials.
o Colander or sieve
Sarah Ireley
Students will explore these materials through an inquirybased activity. Included in this activity are making
observations about the materials and exploring their
properties. Students should conclude from this activity that
the cell membrane is like a strainer or sieve that lets certain
particles through while keeping others out.
o Time for activity = 10-15 minutes
o Class discussion about results = 5 minutes.
Model
Balloon
Coland
er / sieve
Soap
Sarah Ireley
bubble
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Sarah Ireley
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Day 4
Big Ideas
The structure and function of the cell membrane.
Essential Questions
What is the cell membrane composed of?
How can large particles pass through the cell membrane?
Indicators
Student notes
Student answers on role-play activity
Materials
Journals
Guided Notes
Vocab. Practice
Puzzle pieces
White boards
Sign
Explain
Bag of trash
Egg
Vinegar
String, ruler, triple-beam
balance
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Sarah Ireley
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Day 5
Big Ideas
Students will understand one type of Passive Transport, Diffusion.
Essential Questions
How do molecules move inside and outside a cell?
What is diffusion?
How can I relate the concept of diffusion to my everyday
experiences?
Indicators
Involvement in class discussion.
Construction of class notes on diffusion
Completion of vocabulary concept circle.
Materials
Box
Balloon
Vanilla extract
Perfume
Mystery Box handout
o Explain
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o 1. Warm-up: Journal
Students will answer the following question: How do
molecules move within a cell?
Time = 3-5 minutes.
o 2. Egg lab: Day 2
Volunteer students will measure mass, circumference and
make observations about an egg that was placed in vinegar
overnight.
Students will be instructed to fill in additional vocabulary
terms in the pre-lab.
o 3. Molecule Movement
I will read an excerpt from A Short History of Nearly
Everything (Appendix A) about molecule movement. This
excerpt explains the movement of molecules as chaotic and
dangerous for the microscopic observer.
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Diffusion Cell
Membrane
SemiConcentration
permeabl gradient
e
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o Day 6
o Big Ideas
Students will understand an additional type of passive transport:
osmosis.
o Essential Questions
How does water enter a cell?
How does osmosis compare to diffusion?
o Indicators
Students participation in tea bag discussion.
Students notes on osmosis.
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Materials
Journals
Tea Time handout
Tea bag
Water
Hot plate
4 Eggs soaked in vinegar
for 48 hours
Explain / Elaborate
1. Warm-Up: Journal
Students will answer the following question in their journal as
they enter class.
What happens when you put a tea bag into hot water? How does
this activity relate to what weve been discussing in class?
o Time = 5 min.
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o Time = 10 min.
Difuson
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o Water
o Blue water
o Corn Syrup
o Molasses
o Day 7
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o Big Ideas
The students will understand passive transport through
constructing a model of the cell and observing substances
passing through it.
o Essential Questions
How do we know that substances pass through membranes?
How does the size of molecules affect passive transport
o Indicators
Completion of the Diffusion Through a Membrane lab activity
o Materials
Lab packet
Dialysis tubing
Glucose indicator solution
Test tube rack
Concentrated glucose
solution
Funnel
7 test tubes
Explore / Elaborate
Starch solution
Pipettes
Goggles
Starch indicator solution
250 ml beaker
Hot water bath
Diffusion Through a
Membrane Lab Handout
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Sarah Ireley
Day 8
Big Ideas
The students will understand Osmoregulation in plant cells
Essential Questions
What does osmosis look like?
How does a plant cell react to salt water versus distilled water?
Indicators
Completion of Diffusion Through a Membrane NY State Lab.
Materials
Red onion
Cover slips
Pipette
Glass microscope slides
Distilled water
Colored pencils
Salt solution
Diffusion Through a
Membrane Lab Handout
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o Explore / Elaborate
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o 1. Diffusion through a Membrane (NY State Lab) part 2 (See
Appendix A)
Students make a wet mount slide of red onion epidermal cells.
They then make a labeled diagram of these cells and predict how
the cells will change with the addition of salt water.
The specimen is then washed with salt water and students
observe the reaction of cells to this change: the cell membrane
shrinks within the cell wall. Which is a result of osmosis in a
hypertonic solution. Students make a labeled diagram of this
change.
The specimen is washed one more time with distilled water and
the students observe the cells plumping up again, a result of
osmosis in a hypotonic solution.
Students are asked to answer several questions throughout the
lab about what is occurring between the cells and the solutions.
Analysis questions at the end use several real-world examples to
evaluate understanding of the concepts presented in the lab.
Total Time of part 2 = 40 min.
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o Day 9
o Big Ideas
The students will understand passive transport.
o Essential Questions
What does osmosis and diffusion look like?
o Indicators
Completion of Egg lab
o Materials
4 eggs that have been soaking in four different solutions for 48
hours.
String, triple beam balance, ruler, toothpicks
Egg lab
Safety goggles
o Explore / Elaborate
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o 1. Warm up: Journal
Can you relate what you learned yesterday to what you think will
happen to the eggs that were placed in different solutions for 48
hours?
Time = 5 min.
o 2. Egg Lab (See Appendix A):
Students will break up into four groups. Ill have one egg at each
of the four stations. Students will record the final mass,
circumference and make observations about the egg at that
station.
Rotate to a different station every 3 minutes.
Time = 4 stations x 3 min. = 12 min.
At their last station, each group will put on safety goggles and
alternate using a toothpick to pop the egg while the rest of the
class watches and records observations.
Time = 4 min.
Students will answer analysis questions to explain the processes
that occurred between the egg and its environment.
Time = 5-7 min.
Total Time for activity = 20-25 min.
o 3. Class discussion
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Type
of passive
transport
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Mod
els /
Examples
Diffusion
o Vanilla vapor
through a balloon
o Perfume moving
through a room.
o Blue food
coloring through
an egg
o Glucose moving
out of and iodine
moving into
model cell.
o Oxygen moving
from lungs into
capillaries
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Osmosis
o Water and tea
o Salt/distilled
water and onion
cells
o Water moving
out of eggs in
hypertonic
solutions (corn
syrup, molasses)
and into eggs in
hypotonic
solutions
(distilled water)
o Environmental
problems due to
salting roads.
o Water entering
plant roots.
o Fingers pruning
after a bath
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Students fill in their answers on a transparency, adding to their
own lists.
Time = 8-10 min.
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Day 10
Big Ideas
Students will understand what active transport is.
Students will understand how active and passive transport
compares.
Essential Questions
What is active transport?
How does active transport compare to passive transport?
Indicators
Class discussion while completing notes.
Critique of Osmosis Jones video clip.
Accurately acting out phagocytosis and pinocytosis.
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Materials
Osmosis Jones
Active Transport Guided notes
Explain
1. Warm Up: Journal
What are the two types of passive transport? Using what you
know about passive transport as a guide, form a definition for
active transport.
Time = 5 min.
o 3. Notes
Notes on active transport: I will give students guided notes
through interactive questioning and answering.
o Active transport uses energy to move something across a
concentration gradient, so substances move from low to
high concentration.
o Example of active transport: sodium potassium pump using
a carrier protein and ATP to pump sodium and potassium
ions against their concentration gradients
o Video clip of sodium potassium pump.
Phagocytosis and pinocytosis, describing each then showing a
video clip of both.
o Example of phagocytosis: macrophage engulfing a
pathogen.
Time = 10 min
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o 4. Video clip of Osmosis Jones
Macrophages engulf pathogens with shop vac backpacks
How is this accurate and how is this not accurate?
Accurate because the macrophages are
sucking up the pathogens.
Inaccurate because the macrophages are not
surrounding the pathogen and forming a
pocket around it.
Time = 5-7 min.
o 5. Role-play: Students act out both pinocytosis and
phagocytosis as follows.
Pinocytosis: Several students form a circle (cell membrane). An
outside student (molecule) holds the arm of one of the cell
membrane molecules, the circle forms a pouch around the
molecule and the molecule enters the circle
Time = 5 min.
Phagocytosis: pouch is formed around molecule without
attachment, molecule moves inside the circle
Time = 5 min.
o 6. Wrap up: Venn diagram: compare and contrast the three
types of active transport
Time = 5 min.
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Day 11
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o Big Ideas
Evaluate understanding of the structure and function of the cell
membrane.
o Essential Questions
How does active transport compare to passive transport?
What is my knowledge of the cell membrane, and how does it
compare to others in my class?
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Indicators
Completion of the Venn diagram.
Being able to condense material into a review sheet.
Performance on review games.
o Materials
Unit notes
Jeopardy PowerPoint
o Elaboarate / Evaluate
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o 1. Journal: Compare and contrast active and passive transport
Time = 5 min.
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Day 12
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Big Ideas
o Evaluate understanding of the structure and function of the cell
membrane.
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Essential Questions
What is the structure and function of the cell membrane?
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Indicators
Performance on the unit exam
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Materials
Unit exam
Post-unit Questionnaire
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Evaluate
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1. Warm Up: Address student questions
I will address any questions that the students had on the wrap up
activity yesterday. I will also answer any additional questions
students have at this point.
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2. Unit Exam: Students will complete summative unit exam.
Time = 40 min.
o 3. Questionnaire: Upon completing the exam, students will
take a questionnaire (See Appendix A) on their responses of the
activities that were included in this unit.
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