Students’ age range: 16-18

Main subject: Sciences

Topic: Transport in Cells

 

Description: Students already that osmosis is the process by which there is a net movement of wáter molecules from an area of high wáter concentration to a low wáter concentration through a selectively permeable membrane.
Cell loses wáter in hypertonic solutions, cell contents move away from cell walls as vacuole shrinks. Cell becomes flaccid (limp). Cell gains wáter in hypotonic solutions, vacuole increases in size, pressing cytoplasm against cell walls. Cell becomes firm.
1. Introduction: Students placed in groups of threes and given a set of letters to unscramble to identify the topic of the lesson ‘Transport in Cells’.
2. Students will be shown a short video of an experiment demonstrating
Osmosis with instructions to listen and give unfamilar terms Heard in the video.
3. Discussion of unfamilar terms definition between teacher and students.
4. Students will use information gained from video and discussion to predict/infer the type of solutions in which each potato strip was in that was set-up beforehand.
5. Students will be given a table with the original length of potato strips at the start of the experiment to complete. Students will remove potato strips from solutions, dry and measure each strip and record measurements in table.

CHANGE OF POTATO STRIPS IN SALT SOLUTIONS
Solution in beaker
Initial potato strip length (cm) Final potato strip length (cm) Change in length (%) Inference


A



B



C


6. Students will use information to plot a graph.

Students’ age range: 10-12

Main subject: Sciences

Topic: Parts of a Cell

 

Description: PROCEDURES/ACTIVITIES
Engage - How can I get students interested in this? Use of an interesting activity.
1. Students will be given unlabeled diagrams of plant and animal cells. Student will then label the parts as the teacher calls/write the parts of the cells. This is also a revision activity. Students will assess each other’s work.
Explore - What tasks/questions can I offer to help students puzzle through this? Use of a simple investigation
2. Students will work in pairs to compare the animal and plant cells. Each pair will be given a Venn diagram to use for their comparison. The use of a Venn diagram will be explained linked to how it is used in mathematics.
Explain - How can I help students make sense of their observations? Class presentation and discussions.
3. Students will be asked if they think that all the parts of the cells do the same thing or carry out the same functions. Students will take turn to speak and listen to each other.
4. Students will view a video on the parts of the cell. The video will stop at intervals to discuss the function.
Elaborate - How can my students apply their new knowledge to other situations? Application of what they learned.
5. Students will work in groups of four. Each group will be given a structure of the cell. Students will create a dub/song/DJ/jingle about the function of that structure of the cell. Students will be given handout to help in their preparation. Each group must include at least two parts of the cell in their presentation.