This lesson follow my lessons on Cell Basics, Monster Cell Breakout Game, and the Cell Membrane and Homeostasis lesson. These lessons are ready to go and include both the teacher and student versions, so you can edit as necessary. As with all my remote unit lessons, these are formatted in a digital interactive notebook manner, with each slide representing one "page" of a notebook. I have liked this format so much that I may never go back to the paper and glue interactive notebooks. There is definitely more work on my end initially, but I feel that the students get the same or better versions of content and there is no wasted time gluing, taping or cutting to add items into the notebook. In this lesson, I try to combine information slides with interactive processing slides as well as a good amount of real world connections to cell transport since this such an abstract concept for students to grasp. I made sure to break down all the "pieces" that they need to understand the more complex topics such as hypertonic, hypotonic and isotonic solutions. Make sure to scroll to the bottom for a video preview! Here is a breakdown of the lesson: Title Slide Slide 1: Solutes and solutions- Students are introduced to the idea of solutes, solvents an solutions with images included. Slide 2: Solutes and solutions- Students are given common solutions they would be familiar with and must determine what the solute is and the solvent. Slide 3-5 : High Concentration vs. Low Concentration- Students are introduced to what a high and low concentration means in a solution. Students then look at examples and determine which has the lower concentration and which has the higher concentration. Students are then given examples of a water and salt solution. In each example, students must label if the water or the salt has a higher concentration. This helps reinforce the idea that these are inverse relationships, either the water or the salt has the higher concentration, not both and that there is a finite amount of space that these molecules can occupy. Slide 6: Equal Concentration- Introduces students to the concept of equilibrium. Slide 7: Concentration Gradient- Introduces students to the concept of a concentration gradient with images. Slide 8-9: Concentration gradient always moves from H to L- Shows students how a concentration gradient occurs and how it will move from H to L concentration until it reaches equilibrium. Students are then given images of the inside and outside of the cell and must drag arrows to show which directions the molecules will move. Slide 10: With the concentration gradient or against the concentration gradient- Students are introduced to the idea of how molecules can move with or against a concentration gradient. They are then given 3 examples and must determine if the direction of movement is with or against the concentration gradient. Slide 11: Passive Transport Overview- Students are given an overview of what passive transport entails with images. Slide 12-13: Passive Transport Diffusion- Students are given more specific information on what diffusion is. Students are then shown an image of a tea bag in a mug and must describe how diffusion explains what is occurring. Students are then given the example of lungs and gills as a real world connection to diffusion. Students then use their understanding to explain how oxygen travels into the alveoli of the lungs using an image. Slide 14-19: Passive Transport Osmosis- Students are given more information on osmosis. Students must them draw an arrow on the image to indicate which direction water will move. On the next slide, students are reminded about concentration gradients and how water operates in that same idea. They are then given 3 scenarios where the concentrations of water or solute are given and they must draw arrows to indicate the movement of water. This asses their understanding of the relationship between water and solute concentration and movement of water. Students are then introduced to the 3 types of solutions with images: hypertonic, isotonic and hypotonic solutions. On the next slide, students are given 3 scenarios where they have to determine which is hyper, hypo or isotonic along with the direction of the movement of water and how that will affect the cell. Students will then read a short article about the "soy sauce challenge" and "water challenge", as well as watch news clips, and relate that back to osmosis and its affects on the brain. Slide 20-21: Passive Diffusion Facilitated Diffusion- Students are reminded of the idea of facilitated diffusion with an image. Students are then given a real world example of how facilitated diffusion is used in our bodies. Slide 22-24: Active Transport- Students are given general details on what constitutes active transport and a few of the types with images. Students are then given more detail about endo and exocytosis and the sodium potassium pump. Slide 25: Putting it all together graphic organizer- Students must drag the correct labels and descriptions onto the graphic organizer to summarize all the different types of transport covered in this lesson. Interested in this lesson? Check out my TpT store!
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