Instructor: Humaira Afzal

(Science)

Grade and Subject: Seventh Grade MST

Lesson Title: Diffusion

October 1, 2014

Date: Wednesday,

1. LESSONCONTEXTANDRATIONALE
Culture and
Context

The target class is a Seventh Grade MST (Math, Science, &

Technology) classroom. The target population is about 80% White and
the rest are African American, and only one student is Hispanic.
Around 90% of the students are on grade level and the rest are behind
the expected ability in the content area for 7th grade science. Three
students have a 504 Plan. Most of the kids come from middle to upper
middle class socioeconomic status.
This lesson was designed to approach this class population by
providing active learning and problem based learning pedagogy.
Students will be equal partners in discovery and apply what they
already know to solving problems. In terms of ability, the material has
been selected to optimize and reach diverse learners. Two visual
representations of the subject at the beginning of the lesson were
selected to scaffold the learning abilities of the various students.

Identity and
Intellectual
Development

This lesson will help shape students identity through matching

concepts. All students have prior knowledge and experiences by
learning scientific concepts they can build accurate connections. This
can help develop confidence and students can become comfortable
with what they know (self-efficacy).
Students will ultimately learn about cell processes and how it leads to
many types of different transports. This knowledge will engage
students with the living world around them and prepare them for
deeper understanding later in high school.

Lesson
Rationale

This lesson is important because this age group is already thinking of

and having conversations about what drives life. Gaining knowledge of
the mechanics of how cells take in nutrients in order to grow and
divide is not only essential to understanding the processes that create
the building blocks of life but also answer student questions of what is
happening inside and around them.
The lesson is important because it is part of the Georgia Performance
Standards for seventh grade science students. The end of course test
will have questions pertaining to the subject and students will use the
knowledge they have to master that test.
This lesson is also important because knowledge of diffusion is a prerequisite for the next series of lessons.
The reason the lesson will be taught in this particular way is so that all
types of diverse learners will be able to reach the learning outcome.
This is why the lesson has been created to cater to various learning
abilities and reach the desired goal.
The purpose of this exercise is to engage the students to think about

Instructor: Humaira Afzal

(Science)

Grade and Subject: Seventh Grade MST

Lesson Title: Diffusion

October 1, 2014

Date: Wednesday,
cell processes that there is more to a cell than just its parts. Also, to
develop critical thinking about what they see around them and how it
is connected to small transport processes. Lastly, to learn and use
academic language correctly to describe processes.

Management

2.

The classroom teacher will be present during this lesson to ensure

smoothness of classroom management. I will have students sit in
groups facing each other, a social form of learning. Student names will
be called out using popsicle sticks to ensure everyone gets a turn to
speak. Three students have learning disabilities so I will repeat
instructions timely and make sure they are on task. The classroom
teacher and I will circle the classroom and provide further instruction
to maximize student learning and keep students engaged and on task.
Any behavior issues will be called out and student will receive a oneon-one private conversation in which they can decide how to handle
the issue (Love and Logic).

STANDARDS&REQUIREMENTS

2. CCGSP or GPS
Standard(s)

Individual
Education Plan
Goal(s) and
Benchmarks
Modification(s) /
Accommodation
(s)

S7L2. Students will describe the structure and function of cells,

tissues, organs, and organ systems.
a. Explain that cells take in nutrients in order to grow and divide and
to make needed
materials.
b. Relate cell structures (cell membrane, nucleus, cytoplasm,
chloroplasts,
mitochondria) to basic cell functions.
Two students are struggling with MST content.
Three students have 504 plans:: two have ADHD and one student has
dyslexia.

-preferential seating
-chunking
-repeating directions
-clarifying instructions
-check for understanding
-adult proximity
-limit length of reading
-break tasks into smaller tasks

Differentiation
Students will be put into groups to scaffold learning so that they may
build off of each others strengths.

3. RESOURCES
Academic

Instructor: Humaira Afzal

(Science)
Lesson Title: Diffusion
October 1, 2014
Language

Language
Functions

Language
Vocabulary

Materials

Technology

Grade and Subject: Seventh Grade MST

Date: Wednesday,

I will be modeling and creating visual connections to some of the key

words which will be posted up on the board. Many students will hear
these words for the first time so I will have to define them as well.
-Diffusion
-Higher concentration
-Lower concentration
-Equilibrium
The language will be used to explain a scientific concept. Students
will need it to explain they understand and use it in their science
journals. Helping them make the connection between what they
describe and the academic language will help them on their end of
course test and in future science classrooms.

Diffusion
-Higher concentration
-Lower concentration
-Equilibrium
Brainpop.com video on diffusion
Three experiments
Lesson quiz as a class
Students will be watching a quick brainpop video on diffusion. The
link: http://www.brainpop.com/science/matterandchemistry/diffusion/

4. LESSONPROCEDURE
Enduring
Understanding

Why does fragrance dissolve in air? Why do things dissolve in water?

How does temperature affect this process?

Essential
Question(s)

What is diffusion?

Lesson
Objective(s)

Students will understand the concept of diffusion

Students will be able to describe the process of diffusion using
academic language.
Students will be able to connect the concept of diffusion to everyday
life and create examples of diffusion around them.
Student will be able to connect the concept of diffusion to how cells
take in nutrients in the following lesson of this unit.

Assessment Link

Instructor: Humaira Afzal

(Science)
Lesson Title: Diffusion
October 1, 2014

Grade and Subject: Seventh Grade MST

Date: Wednesday,

http://www.brainpop.com/science/matterandchemistry/diffusion/quiz/
This quiz reviews the concept of diffusion with students. By
participating in this group quiz students will be able to understand the
perfume activity and get ready for their lab experiment.

Introduction to
Lesson

Body of Lesson

The hook for this lesson is having students close their eyes while I
spray perfume from one side of the room. As soon as a student has
felt this change in the air around them they will open their eyes and
raise their hands. We will see how long it takes to get the perfume
across the room. This quick opener will develop student interest in
what we are about to learn and activate thinking. This introduction
will take no longer than five minutes.
We will watch the brainpop video on diffusion. By watching this video,
students will connect the perfume opener with a science concept.
This will be followed by the food color in water experiment for the
class to see. Students will be able to see visually how diffusion
happens.
We will go back to the brain pop website and do a group quiz on
diffusion. This will help students connect knowledge from beginning of
class until now.
I will give an introduction to the potato experiment, pass out
directions, and have students begin.
Students will be able to answer what diffusion is and how it relates to
what we are doing.
This part of the lesson will take 20 minutes.

Closure

Students will be able to summarize their observations in their science

journals in which they will use academic language and related
vocabulary.
Students will complete working on potato group lab. This lab is
essential to understanding the new knowledge they have gained.
In the next lesson of this unit students will be able to connect to this
concept of diffusion to understand related concepts such as
active/passive transport.
Closure will involve recap and clean up. It will take ten minutes.

5. ASSESSMENT
Evaluation
(Assessment

Formative assessment:
I will know that students have learned what I intended by using

Instructor: Humaira Afzal

(Science)

Grade and Subject: Seventh Grade MST

Lesson Title: Diffusion

Date: Wednesday,
October 1, 2014
formative assessment through my lesson. I will assess student
Plan for IEP
learning by reviewing key terms, taking a brain pop quiz, and having
Goals and/or 504
students write in their science journals.
Plans)
Summative assessment:
I will observe students as they work in lab groups to ensure their
understanding. I will assess if student exhibits understanding of the
lessons goal (to know diffusion) by handing out a fill in worksheet
with quick questions. This will be collected at end of class.
Feedback will be given in four parts: acknowledging students
answers during lesson, review of science journals, assessing group lab
work, and collecting diffusion worksheet (handing back with
comments next class time).
As evidence of student understanding/mastery of lesson objective, I
will collect diffusion worksheet and review science notebooks.

6. REFLECTION
Analyzing
Teaching
Effectiveness