Primary Type: Lesson Plan
Status: Published
This is a resource from CPALMS (www.cpalms.org) where all educators go for bright ideas!
Resource ID#: 129050
Movement Across the Membrane: Red Rover
Using the familiar children's game "Red Rover," students will simulate the selectively permeable cell membrane and model how various molecules
can/can not cross with/without assistance.
Subject(s): Science
Grade Level(s): 9, 10, 11, 12
Intended Audience: Educators
Suggested Technology: Computer for Presenter, LCD
Projector
Instructional Time: 85 Minute(s)
Resource supports reading in content area: Yes
Keywords: passive transport, , membrane, phospholipid, active transport, polar,
Resource Collection: FCR-STEMLearn Cell Biology
ATTACHMENTS
MoleculeIDCards.docx
LESSON CONTENT
Lesson Plan Template: General Lesson Plan
Learning Objectives: What should students know and be able to do as a result of this lesson?
Students will compare and contrast the processes that move molecules in organisms (diffusion, facilitated diffusion, active transport and osmosis), as well as describe
their importance, the direction in which molecules move, and the energy used.
Prior Knowledge: What prior knowledge should students have for this lesson?
Students should be aware of the structure of the cell membrane. They should know polarity and solubility and how they affect movement.
Vocabulary: Selectively Permeable, Passive Transport, Diffusion, Osmosis, Facilitated Diffusion, Active Transport, Equilibrium, Lipid Bilayer
Guiding Questions: What are the guiding questions for this lesson?
1. What is the role of the cell membrane during active and passive transport?
2. What are some differences and similarities between the various types of active and passive transport?
3. How does molecules of varying polarity and solubility transported across the selectively permeable cell membrane?
Teaching Phase: How will the teacher present the concept or skill to students?
1. As students enter the class, they will each pick up a molecule ID card and put it away until the teacher instructs students to look at them.
2. Bell Ringer: "Read with a Pencil" - This will serve as the formative assessment for the lesson. Students will each receive and read a printed copy of the Physiology
Web article "Lipid Bilayer Permeability." As they are reading, students should be utilizing the "Read with a pencil" interactive reading strategy. They should make
page 1 of 3 notations on the handout or in their notebooks using the following key:
? Knew it (information they had prior knowledge of)
? Confused by it (information they have questions on or still don’t understand after reading
! WOWed by it (information they found interesting)
+ Learned it (information that was new to them)
(chain/connected links) Connect to it (apply/connect it to real-world or prior knowledge)
While students are reading, the teacher is circulating the room, ensuring students are engaged and actively reading the handout.
3. Students watch the YouTube video "Active and Passive Transport" by JCCCvideo. It might be desirable for the teacher to stop the video to make points with
students. Students should take notes on material that is discussed.
Guided Practice: What activities or exercises will the students complete with teacher guidance?
1. The teacher will ask students to take out molecule ID cards and form groups with other students who have the same molecule. Groups should take 2-3 minutes to
discussing the characteristics of their molecule and come to a consensus about their molecule's role in transport across the cell membrane.
2. Optional Teacher Demonstration (can be omitted if needed): Spray air spray in one corner of room in order to show diffusion. Allow groups 5 minutes to story
board—draw 3 boxes, one each to show what happened before, during, and after spraying.
3. Begin the game by announcing that the cell membrane needs to form; it should include the lipid bilayer, protein, channel protein, and carrier protein students.
Similar to playing "Red Rover," the particles try to enter the cell. They must be aware of the dynamic equilibrium that takes place in conjunction with the concentration
gradient. Have the cell membrane hold hands so as to be "fluid" enough for small particles, such as water, carbon dioxide and oxygen gas, to enter and exit the cell at
will, while charged particles must enter and exit the cell only through their specific channel proteins. Have the channel proteins announce which specific ion they allow
to enter and exit. Have the carrier proteins also announce their specific molecule, such as glucose or amino acids.
4. Periodically stop to discuss what the students are modeling. Transition to new games by summarizing and discussing what happened. Restart new games,
announcing different transport types. Periodically allow students to switch roles during the game so that they gain perspective for different parts of the process.
Remind students about the concentration gradient and dynamic equilibrium.
Note: This activity is based on "Active and Passive Transport: Red Rover Send Particles Over" from Teach Engineering.
Independent Practice: What activities or exercises will students complete to reinforce the concepts and skills developed in the
lesson?
For the "I Do" portion of the lesson, students will create a "Box and T-Chart" comparing and contrasting active and passive transport. They should be sure to include
the importance of each type, which way molecules move, molecules involved, and the various types of both active and passive transport.
Closure: How will the teacher assist students in organizing the knowledge gained in the lesson?
At the end of the class, students will evaluate their peer's Box and T-Chart. Students should switch papers with an elbow buddy (person next to them). The teacher
should call on students to share answers. Students will be encouraged to ask further questions for clarification of the lesson, that way teacher can address any
lingering misconceptions.
Summative Assessment
The Box and T-Chart activity from the Independent Practice will also serve as the Summative Assessment.
Formative Assessment
Students will read the article listed in the Teaching Phase and use the "Read with a Pencil" strategy as described.
The teacher will ask probing questions throughout the Red Rover activity. This will ensure that students are moving correctly when molecule is called over. If active
transport is called, students should move with his/her required partner molecule(s).
Feedback to Students
If students move incorrectly, ask them, "What allows things to pass through the membrane? What is polarity/solubility? How does polarity/solubility determine if things
can pass through?"
ACCOMMODATIONS & RECOMMENDATIONS
Accommodations:
In order to provide differential instruction, the teacher can assign students roles based on ability level, with a high, 2 middles, and a low.
Teachers can also have students do the "Read with a Pencil" activity within their groups instead of individually.
Extensions:
For more advanced students, the teacher can have the students research and make their own molecule ID cards.
Students can be given the following higher-order thinking questions to answer:
page 2 of 3 Facilitated diffusion is a type of passive transport. Active transport requires something that passive does not. Explain the difference between passive and active
transport. What does active transport require, and why does it need this extra "thing"?
Although a transport protein is required, during facilitated diffusion, molecules move down the concentration gradient (high to low).
How is osmosis is related to your body's homeostasis?
Osmosis will keep an equilibrium of water inside and outside the cells, which is required in order to have a balance or homeostasis in our body.
How would you respond to someone who says that both passive and active transport can occur in dead cells? Explain your answer.
Osmosis and diffusion can occur in a dead cell because they can occur without energy. Active transport, however, can occur only in a living cell because it requires
energy.
Suggested Technology: Computer for Presenter, LCD Projector
Special Materials Needed:
Print out and prepare copies of the Teaching Phase article and the attached Molecule ID Cards before class.
Additional Information/Instructions
By Author/Submitter
This lesson only addresses the movement across the cell membrane portion of standard SC.912.L.14.2.
SOURCE AND ACCESS INFORMATION
Contributed by: Zola Baker Coleman
Name of Author/Source: Zola Baker Coleman
District/Organization of Contributor(s): Miami-Dade
Access Privileges: Public
License: CPALMS License - no distribution - non commercial
Related Standards
Name
SC.912.L.14.2:
Description
Relate structure to function for the components of plant and animal cells. Explain the role of cell membranes as a highly
selective barrier (passive and active transport).
page 3 of 3