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(WI Teacher Standards #1, 2)

Science, Standard C: Science Inquiry Performance Standards - Grade 8

C.8.3 Design and safely conduct investigations* that provide reliable quantitative or qualitative data, as
appropriate, to answer their questions
C.8.4 Use inferences* to help decide possible results of their investigations, use observations to check their
C.8.5 Use accepted scientific knowledge, models*, and theories* to explain* their results and to raise further
questions about their investigations*
C.8.6 State what they have learned from investigations*, relating their inferences* to scientific knowledge and
to data they have collected
Instructional objective(s):
1. Students will be able to develop a representation to analyze and observe the process of diffusion.
2. Students will be able to draw conclusions from their data about the properties of diffusion.


(WI Teacher Standard #8)

The lab follow-up analysis questions will serve as a great assessment piece in order
to observe if the students were able to interpret their data, understand the purpose of the lab, and also
how it is a representation of the concept of diffusion and not osmosis.

Materials Needed:

(WI Teacher Standard #3)

The Amazing Gobstopper Diffusion Lab designed by Rachel Crockford

Glass beaker
150 ml of water per group of two
2 different color Gobstoppers
Data Chart

Electronic scale
Writing utensils

Total time


50 minutes


(WI Teacher Standard #7)

-Collect the lab from the previous day, and briefly discuss with the class what they learned
yesterday from the lab.
-Ask the class to describe diffusion and osmosis and write these definitions on the board.
- Present a demonstration of diffusion with food coloring and a beaker of water, and ask the
students to raise their hands if it was an example of osmosis, as well as then ask who believes it is
an example of diffusion in order to pre-assess the students thought on the scientific concepts.
(Could use an air freshener if permitted by my cooperating teacher and could alternate
demonstrations between class periods.)
- Tell the students that we will be focusing on, and getting some more practice with diffusion
Steps for instruction: (Specify time allotments.)
10-15 minutes- Introduction (See above.)
15- 20 minutes- Prepare and walk through the lab together.
10 minutes- Allow students to finish working on lab analysis questions with their partners.
10 minutes- Discuss with class about the results. Walk through the analysis questions together.

Strategies for students requiring additional assistance: (WI Teacher Standard # 3)


To meet the needs of students who understand and finish early from the activity, I will ask

students to raise their hand when they complete the task, and then direct them back to their assigned
seats to work on other science or academic work until another group finishes, and then they will be
directed to compare their results with other classmates, and discuss why their observations may be
different. If additional time still remains after all groups are completed, we will walk through the lab
analysis questions together.
To meet the needs of those who have difficulty understanding the material, I will be circulating
and monitoring student understanding during the lab activity, so I will be able to address any individual
questions of students. Also, for students that cannot grasp the material, I will recommend that they come

to the science resource hour at the end of the day to be able to have additional time to practice and to
review the material one-on-one with myself and/or my cooperating teacher.
Other specific concerns in the classroom that I plan to address to meet the needs of each
individual student would be during my cooperating teachers 6th hour class. This class contains several
students with IEPs or learning disabilities, which may lead for aspects of my lesson plan to change in
order to best accommodate the needs of these students. I plan to discuss this aspect, as well as the
remainder of my lesson plan with my cooperating teacher prior to teaching, so that I will be able to
approach the lesson in the best way possible to convey the material to each of her varied learners.

After students complete the lab, review the lab analysis questions with the class, and also
assign necessary work that will be due the following day.

Name: Amanda Dlugi

Date: 11/29/12

Content Area: Biology

Grade Level: 7th