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Wang 14te408 Fieldlesson2

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179 views

Wang 14te408 Fieldlesson2

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api-251571132
Copyright
© © All Rights Reserved
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TE 408: Field Lesson 2 Plan and Report

Name: Ping Wang Mentor Teacher: Brandy Butcher Class and grade level: Grade 7 Partner: Dominic Lis School: Haslett Middle Date: 2-25-14

Part I: Information about the Lesson and Unit


Topic: Cells in Action Abstract
This lesson will be a review lesson. I will start with crossword game to review some of the vocabularies and concepts relevant to diffusion and osmosis students learned during the last week. Then students will use these to solve a mystery about salmon fish, which migrates back and forth between saltwater and freshwater. If time allows we will go over photosynthesis and cellular respiration.

Part II: Clarifying Your Goals for the Topic


A. Big Ideas
Substance exchange and energy transfer within organisms and with their environment are two essential processes for organisms to stay healthy and perform functions. These processes involve diffusion, osmosis, passive and active transport. Diffusion is a process in which particles move from an area of higher to one of lower concentration. A special case of diffusion occurs when molecules move across a semi-permeable membrane, such as a cell membrane, which allows passage of certain molecules but restricts others. This process is called osmosis. Osmosis is of great importance in biological system as the transport of water and other molecules across biological membranes is essential to many processes in living organisms. If the concentration of water on both sides of a cell is equal, water moves at a constant rate in and out of the cell and the cell remains its original shape. If the concentration of water is lower inside the cell than outside, the water outside will flow into the cell and cause the cell to expand. If just the opposite, the cell will lose water and cause it shrink. Living things live in a constant connection with the environment, which includes the air, water, weather, temperature, any organisms in the area, and many other factors. These environmental factors act as stimuli and can cause a response from living things. Organisms respond to stimuli from their environment and actively maintain their internal environment through homeostasis (p.158). The cell membrane forms the boundary that controls what enters and leaves the cell. (p159) Matters may cross the cell membrane by passive transport or active transport. The movement of matters across a cell membrane without the use of energy by the cell is called passive transport. During passive transport, matters move from an area of high concentration to

an area of low concentration. Diffusion and osmosis are examples of passive transport. A process of transporting matters that requires the cell to use energy is called active transport. Active transport usually involves the movement of matters from an area of low concentration to an area of high concentration. Sustaining life requires substantial energy and matter inputs. In most cases, the energy needed for life is ultimately derived from the sun through photosynthesis. Plants use sunlight, water, and carbon dioxide to facilitate photosynthesis, which stores energy, forms plant matter, releases oxygen, and maintains plants activities. Animals obtain food from eating plants or eating other animals. Within individual organisms, food moves through a series of chemical reactions in which it is broken down and rearranged to form new molecules, to support growth, or to release energy. In most animals and plants, oxygen reacts with carbon containing molecules (sugars) to provide energy and produce carbon dioxide (p.162)

B. Student Practices
1. Naming key practices Develop a model to describe unobservable phenomena: students will use the knowledge of osmosis to describe how a salmon fish regulates its internal environment to stay healthy

C. Performance Expectations for Student Learning


Performance Expectation NGSS Performance Expectation(s)
1. MS-LS1-2 Develop and use a model to describe the function of a cell as a whole and ways parts of cells contribute to the function. 2. MS-LS1-7 Develop a model to describe how food is rearranged through chemical reactions forming new molecules that support growth and/or release energy as this matter moves through an organism Describe and use a model Develop a model

Associated NGSS Practice

Specific Lesson Objective(s)


1. Use the knowledge of osmosis to describe how the cell membrane controls matter to enter and leave the cells in order for an organism to keep suitable internal condition. 2. Describe how oxygen reacts with carbon containing molecules (sugars) to provide energy and produce carbon dioxide through cellular respiration. Describe and use a model Describe a model

A. Materials
Textbook: Holt Science & Technology: Cells, Heredity and Classification Video website: http://www.youtube.com/watch?v=5DqjsWsY8-g PowerPoint presentations

B. Activities
1. Introduction (10 minutes) Warm-up: PowerPoint presentation to review some of the vocabularies or concepts learned and the egg osmosis lab during the last week. They are diffusion, osmosis, active transport, passive transport, and homeostasis. While doing the PowerPoint presentation I will speak slowly and ask student volunteers to read the words out loud. Remind students that we will use these vocabularies and concepts to solve a mystery of salmons, which travel back and forth between saltwater and freshwater 2. Main Teaching Activities (40 minutes) Students will watch a video about salmon migration between freshwater and ocean. http://www.youtube.com/watch?v=5DqjsWsY8-g After watching the video clip Ill ask questions such as would the fish lose water when migrating to the ocean? Would the fish gain water when migrating to the freshwater? The questions with pictures will appear on screen in the front of classroom. I will ask students to connect and compare the fish migration to the egg osmosis lab Review the concept of homeostasis and Ill ask students a question How would a salmon keep its internal condition stable through homeostasis? Students work with their table partners to come up with a solution a salmon might have. Students will draw pictures of fishes living in saltwater and freshwater, and indicate the directions of the movement of water in and out the fish. Students will explain and compare their drawings and their ideas I will use words and pictures to explain the approach the fish take to cope with the change in salinity in water. If time allows Ill review photosynthesis and cellular respiration and ask students to construct a Venn diagram to compare and contrast these two processes. 3. Conclusion (5 minutes) Summarize what we learned today Homework: go over Cells in Action Quiz Review and get prepared for the quiz

Part IV: Assessment of Focus Students


A. Focus Objective
Use the knowledge of osmosis to describe how the cell membrane controls matter to enter and leave the cells in order for an organism to keep suitable internal condition

B. Developing Assessment Tasks


(1) Describe the two major differences between active and passive transport. (2) If you cut two strip of potato about the size of a French fry. Place one of the strips in the salt water in a glass and the other strip in the pure water. Both salt water and pure water would cover the strips. Leave the strips in the water for 2 hours. What will happen to the strips of potato? Explain your reasoning?

(3) Explain how a salmon in the ocean is different from the potato in salt water. How does the salmon keep from shriveling up?

Attachments
PowerPoint presentation

Assessment Task

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