TITLE OF CLASS 5
year
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LENGTH OF LESSON 80 minutes
No. of students: 11
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​Stream: Mixed
Ability
SUBJECT Biology
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​ OPIC Osmosis in
T
animal cells and plant cells
th
Previous Knowledge and Experience of the material:
Pupils will have knowledge of the process of diffusion from
junior certificate science where they learned about gaseous
exchange in ob12 describe how oxygen is taken into the
bloodstream from the lungs and how carbon dioxide is taken
into the lungs from the bloodstream during gaseous
exchange and how these processes are affected by smoking.
This is linked with diffusion they will have studied in
leaving certificate. Students can accurately define the terms,
solvent, solute and will be familiar with the term osmosis.
Osmosis is a new topic Students have recently constructed
the definition of and now know that is the movement of
water molecules from an area of high concentration to an
area of low water concentration. Students are going to apply
what they learned to real life examples, e.g. how to kill a
slug. Demonstrations today will test students understanding
of osmosis and make them apply it to other examples rather
than just the mandatory experiment. Students are going to
learn about osmosis in both plant and animal cells. They
most likely will not be familiar with this from their everyday
lives but from their introduction to osmosis they will realise
that osmosis happens in all living cells. Students will be
familiar with the cell membrane which they learned about
when studying the topic of cell structure and function. The
student will need to have some prior knowledge about
various topics in order to draw accurate conclusions from
their results. The students have a good understanding of the
definition of osmosis but to understand the meaning the
examples will test their knowledge.
Aim:
To overcome students misconceptions in relation to the topic
of osmosis and cells placed in solutions.
Objectives
• Students will understand their errors and misconceptions
in relation to the topic.
• Students will overcome misconceptions in relation to
osmosis in solutions.
• Students will carry out the experiment and predict the
outcomes of the demonstrations today.
• Students will explore what happens cells in different
types of solutions.
• Students will learn about the effects of different solutions
on a plant cell.
• Students should improve communication skills during
the group discussions.
• Students will relate what they have learned to everyday
examples and come up with a reasoning behind it.
Assessment
I will assess what the students have learned throughout the
class using varying techniques. First off the understanding of
osmosis in general will be assessed in the socrative
questionnaire with the results of each student being sent to me
privately. In the class and throughout I will use both higher
and lower order questioning in class to suit varying abilities
and test the understanding of all students present. Predictions
students make about demonstrations will assess student’s
comprehension of osmosis. The conclusions drawn from the
experiment will also be a means of assessment. White boards
will also be used when doing who wants to be a millionaire in
order to gain an insight to student understanding.
Subject Matter:
• Diffusion
• Selectively Permeable membrane
• Osmosis
• Demonstrations of osmosis
• Osmosis in in animal cells
• Osmosis in plant cells
Resources:
The school I am making this lesson plan for is a school based
in Ennis which use IPads as their book source. This gives
rise to using different techniques when addressing
misconceptions. I plan on utilising the availability of the
IPads in this lesson. I also plan on using the app socrative
teacher and socrative student. This app allows teachers to
create quizzes and allows the teacher to see which answers
the students are picking in a histogram view. The teacher
controls when the students can move on to next question.
Pictures can be added if required or if it aids the learning of
the students. The main thing with using this app is when
creating questions think carefully about the optional
responses
• Identification tool
• Each response should represent a different conceptual
understanding
• Present your question to the class
There will also be 6 eggs used that have been placed in
beakers of various solutions overnight (syrup, salt water, soy
sauce, diet drink, normal fizzy drink and water).
A PowerPoint presentation will also be used.
White boards and markers.
PowerPoint and who wants to be millionaire will be used
Organisation of Lesson:
Time
Teacher activities
​
Pupil activities
References
Misconceptions:
1. Water either moves in or moves
out of a membrane to create
equilibrium.
2. The movement of solutions such
as salt or sugar in osmosis to
reach equilibrium.
3. Equilibrium is only associated
with liquids
8
min
Recap
• Teacher
welcomes
students to
class.
• Teacher will
take a roll
call.
• Teacher
asks
students
questions in
relation to
what they
have
covered so
far in both
diffusion
•
•
•
1. Water actually moves both in and out of
the cell just in different quantities to
reach equilibrium.
2. Osmosis is the movement of only water
molecules.
3. Equilibrium is in relation to all
molecules.
Students enter
classroom and
take
Students will
answer
to
their name.
Students will
answer
“In order to establish, foster
and monitor this development,
science teachers need to engage
and maintain communication
with students. The most
feasible and accepted method to
accomplish this is through the
use of questioning”
(Broggy, J, 2011)
Students take out their
IPads and open up the “ICT as a tool that allows
socrative student app. teachers to transform the
Students log in to the learning in their classrooms as
and
osmosis.
10
min
Teacher asks
students to take out
their IPads and
open the socrative
app.
Teacher ask the
pupils to enter the
first question (their
name). (Identifying
misconceptions)
20
min
7
min
Teacher opens the
app up on the
board.
Teacher gets
student enter their
answer.
Teacher asks
students to explain
why some people
may choose each
answer in q1.
Teacher then
explains the correct
answer and why it
is that answer.
This step is
repeated for Q3, 4,
5.
Development
Teacher takes the
eggs out that were
first soaked in
vinegar and
washed. It was then
soaked for 24 hours
in varying
solutions.
• Water
• Fizzy drinks
• Diet Fizzy
Drinks
• Salt
solution
• Syrup
• Soy sauce
•
Teacher asks
students to discuss
their hypothesis on
the experiment.
teachers room number.
Students will answer
Q1 which will be their
name.
Students will answer
the question with the
answer they see
correct.
Students will explain
the reasoning behind
each answer.
Students will repeat
this procedure for
questions. 3, 4, 5.
Students will discuss
the hypothesis they had
come up with in the
previous class.
Students will work in
groups of 3 based on
where they are sitting.
Students in their groups
will move station to
station to observe what
has happened.
Students will discuss in
their groups and come
up with reasoning
behind the results.
Students will ask
teacher for help if they
have any questions.
it aids them in the development
of new Pedagogical Content
Knowledge”
(Brown and John, 2007)
“Carefully
selected
demonstrations are one way of
helping students overcome
misconceptions, and there are a
variety of resources available”
(Katz, 1991).
Key to scientific inquiry in the
class room
“Having students use as many
hands-on activities as possible
to
help
them
discover
biological
concepts
for
themselves. Provide students
with an introduction to a
concept
and
enough
background information”
(Cullinane, A, 2012)
Problem solving is a process in
which
various
reasoning
Students will discuss patterns are combined, refined,
what answers they got extended, and invented. It is
and explain the
much more than substituting
meaning behind this. numbers in well-known and
practised formulas; it deals with
creativity, lateral thinking and
formal knowledge.
(Cardellini, 2006)
Students will work in
pairs for this activity.
Students will discuss
their answers before
coming to a conclusion
based on their previous
knowledge.
Students will discuss
their answers with the
class.
Teacher gets
students in groups
of 3 to go around to
each station one
group at a time.
Teacher asks
groups to write
down the result of
Students will take out
their mini white board
and one student will be
the main speaker.
“Science is a subject that tends
to lend itself to questioning.
The everyday applications of
science in the students’ lives
each experiment.
12
min
Teacher ask
students to discuss
and write down
reasons for these
results.
Is it different to
what they
expected? Why?
Students will write
their answers on their
white boards while the
main student is facing
away.
Students will ALL take
part in the activity.
Students will explain
the answers that they
choose.
Teacher will ask
students questions
on their results?
Explain why they
happened?
provide opportunities for a
variety of questions where
students can reflect and give
their opinion on the scientific
phenomenon or concept from
their own personal experience.
However, each question posed
in a science classroom should
have a purpose in order for it to
be effective and assist in the
students’ learning of the
subject.”
(Broggy, 2011)
Students will fill in
their reflective journal
with answers to the
three questions
presented to them.
Students will hand their
journals to teachers on
the way out of the
class.
Students take down
their homework. Pack
up and leave in an
orderly manner.
17
min
“There are a variety of games
and activities that can be
introduced into a science lesson
that will help reduce the
language barriers for students.
It is essential, however, that
these activities are carried out
as group work as a discussion
activity.” (Broggy, 2009/10)
Development
Activity:
Following on from
the previous
activity students
will be asked to
think about the
following
questions:
6
min
Teacher will ask
students to work in
pair and come up
with answers to the
following
questions.
• Why does
putting salt
on the
ground for
slugs kill
them?
• What would
happen
Protozoan a
single cell
organism
that lives in
the sea if it
is placed in
pure water?
• Should
athletes
drink sports
drinks?
Teacher will play
who wants to be a
“SRJ exercise provided a
channel of communication
between the teacher and
students involved and there is
promising evidence to suggest
that
its
purposes
were
recognized and valued. In
particular, the students’ writing
allowed for issues to be dealt
with by the teacher in the
classroom, which may not have
surfaced, at all, through any
other means.” (Alexander&
Towndrow, 2008)
“Reflective learning involves
recalling from experiences and
reasoning out how these
connect to present and future
learning situations” (Kolb,
1984).
millionaire by
picking one student
as the main
speaker.
Teacher will ask
students to take out
their mini white
boards.
Teachers will
explain the rules of
the game to the
students.
Teacher will
observe students
answers in order to
ensure
understanding.
Teacher will ask
different students
explain the answers
that they are
getting.
Teacher will move
the PowerPoint
slides according to
how the student
answers.
Recap
Teacher recaps on
class by asking
students to write
down in their
journal:
• Questions I
have about
today’s
lesson
• Something I
have
learned
today
• Some
thoughtprovoking
incident in
class today
Teacher writes
homework up on
the board for
students to take
down.
• Draw
graphs with
the data you
got in the
experiment.
Key Questions for the class:
•
•
What is osmosis?
What is your hypothesis for this experiment? What do you think will happen to
each egg in the experiment for the various solutions you have chosen to use?
•
•
Why do you think that the eggs got heavier/larger/lighter/smaller?
Where did the extra mass come from?
•
•
Was your hypothesis supported with the data you collected?
How can we verify that the chorion (membrane around egg under shell) is an
example of a semi-permeable membrane?
If the egg that was covered with different liquids did not have its shell removed
what would you observe?
Why did the egg that was covered in water not become flaccid /limp?
Can you think of a way to take the flabby egg (covered in corn starch) and make it
plump again?
•
•
•
Why does putting salt on the ground for slugs kill them?
What would happen Protozoan a single cell organism that lives in the sea if it is placed in
pure water?
Can you discuss if athletes should drink sports drinks?
Questions on Experiment Discussion for students to answer:
1. How did the mass of the egg change after it had been sitting in each of the different
solutions for 24 hours? What caused the egg’s mass to change? (Include a separate twopart answer for each solution type: corn syrup, salt water, soy sauce, diet drink, normal
fizzy drink and water).
2. Explain the changes of the egg’s mass in terms of osmosis.
Questions asked in socrative.
1. If you introduced a plant cell into a concentrated sugar
solution, what would you expect would happen?
A. Water moves into the cell
B. Water moves out of the cell
C. Sugar moves into the cell
D. Sugar moves out of the cell
E. Water moves both in and out of the cell in different
quantities
2. Equilibrium means which of the following to you?
A. a balance of temperatures
B. a balance of solution concentration
C. a balance of pH
D. all of the above
E. Only two of the above are true
3. A plant cell can become rigid from excess water inside
the cell wall. This condition is called turgid. Which of
the situations below do you expect to cause a plant cell to
swell with water and become turgid?
A. plant cell placed in very salty water
B. plant cell left out in dry air
C. plant cell put in pure water
4. What do you expect to happen when two solutions, one
salty and one pure water, are separated by only a
membrane that can allow osmosis to occur?
A. more pure water flows into the salt water to dilute it
B. more salt flows into the pure water to reach
equilibrium
C. both pure water and salt water both flow into each
other
Possible Outcomes
The following results are possible results that might occur in
the students’ experiment. The students will need to explain
their results and it is hoped that through these explanations the
students will begin to understand how and why osmosis
occurs.
1. Eggs in syrup will shrink dramatically.
2. Eggs in distilled water will swell.
3. Eggs in fizzy drinks surprisingly gain mass.
4. Diet drinks - are more hypotonic to an egg than regular
drinks.
5. Eggs in salt solution gain water which is unexpected!
Students need to attempt to explain the unexpected results.
(Maybe the membrane is permeable to salt?)
6. Eggs in soya sauce lose mass.
Sample Results Table:
Results Table:
Solution
Egg’s Initial
Mass
Syrup
114grams
Salt Water
95grams
Distilled Water 62grams
Soy Sauce
102grams
Fizzy Drink
111grams
Diet Fizzy
75grams
Drink
Egg’s Mass After
24 Hours
62grams
114grams
102grams
79grams
128grams
105grams
Solution’s Initial
Volume
200mls
200mls
200mls
200mls
200mls
200mls
Solution’s Final
Volume
252mls
179mls
179mls
232mls
183mls
166mls
Socrative Teacher:
Socrative Student: