USF lesson plan

Author: Sandi Fenderson

Teacher: Rosa Herrera Lesson Title: Active Transport

LESSON OVERVIEW
Grade/Level: 7th grade
Content Area: Science
Subject Matter: Life Science
Learning Goal(s)/Objective(s): Students will be able to distinguish between active and passive
transport and be able to name a few substances that cells need that must enter through active
transport. Students will know the different types of transport and why they are all important.
Time Allotment: 45 minutes
Activity Logistics: Students will recall what the have learned about passive transport. They will
listen to a lecture and then participate in a kahoot game in pairs.

MATERIALS & RESOURCES

Resources
Instructional Materials: Textbook, projector, presentation, potato or celery demo, kahoot game,
ipad tablets or computer monitors to play the game.
https://docs.google.com/presentation/d/1Mdd6zDrVv23qbP1PqQB5uROoETz8NIygFMozv3D4n
m0/edit#slide=id.g2b11406885_0_72
https://askabiologist.asu.edu/venom/scorpion_venom
https://betterlesson.com/community/document/115837/molecular-movement-activity
http://www.sas.upenn.edu/~upshaw/osmosis.pdf

LESSON SEQUENCE
Anticipatory Set: Ask students to think of what would happen if they could only drink sea water.
Students should pull from what they know about cell function and osmosis.
Modeling- Direct instruction: The teacher will describe that because a cell needs to maintain
certain conditions to carry out its functions, it must control the import and export of certain
molecules and ions. At the beginning of the lesson there will be a quick review of passive
transport before talking about active transport. The presentation has some images that will help
clarify the process.
Guided Practice: Throughout the powerpoint presentation there will be some questions that
guide students to practice the topics they are studying.
Independent Practice: Students will participate cell transport through a kahoot game. This will
also serve as formative assessment.
Closure: There will be a class discussion about the questions that a lot of students get wrong in
the kahoot game. Students will have an exit ticket where they will fill out two major differences
between active and passive transport.
Assessment/Evaluation Plan: The kahoot will serve as formative assessment.
 USF lesson plan
Author: Sandi Fenderson

Follow-up: Students will take a quiz on cell transport soon. There will be a review day where
students will have worksheets to help them study for their quiz.
Suppose molecules were unable to diffuse into and out of cells. How might life be different if
cells had to use active transport to move every substance? For homework.

IMPLEMENTATION
Contextual Information: The students have already been introduced to passive transport. They
should feel comfortable with explaining the process of passive transport. This class is the
continuation of the last one, so at the end students should be able to distinguish between
passive and active transport.
Teaching and Learning Strategy Overview: Students will think pair share, participate in group
discussions, and play a kahoot game in pairs.
Accommodations/Modifications: Students will get to work in pairs to that those that struggle with
the language and have difficulty following along will receive support from peers.
Sample Student Products

STANDARDS & ASSESSMENT

Student/Content/Teaching
Standards

MS-LS1-2. Develop and use a model to describe the function of a cell as a whole and ways the
parts of cells contribute to the function. [Clarification Statement: Emphasis is on the cell
functioning as a whole system and the primary role of identified parts of the cell, specifically the
nucleus, chloroplasts, mitochondria, cell membrane, and cell wall.]

MS-LS1-3. Use argument supported by evidence for how the body is a system of interacting
subsystems composed of groups of cells. [Clarification Statement: Emphasis is on the
conceptual understanding that cells form tissues and tissues form organs specialized for
particular body functions. Examples could include the interaction of subsystems within a system
and the normal functioning of those systems.]

Reflection

The lesson is based on chapter two of the textbook that the seventh grade class is using. The
class is covering subjects exactly how they are presented in the book, they just move a little
slower than I thought they would be. The lesson is on active transport, with the previous lessons
covering passive transport including diffusion and osmosis. The previous unit was about cellular
respiration and photosynthesis. The lesson was supposed to be an introduction to active
transport, but my mentor teacher did not have a chance to cover all of passive transport, so it
ended up being a review of passive transport, and an introduction to osmosis and active
transport. The lesson started with a review, and direct instruction of the new vocabulary words.
We watched a video after I posed the question of is it safe to drink sea water? Students liked
this scenario, and the video was entertaining. After the video we continued talking about active
transport, and I used scorpion venom as an example to highlight the importance of
 USF lesson plan
Author: Sandi Fenderson

understanding active transport. I made it a point to make the subject understandable and
applicable to the real world. After direct instruction I wanted to do a formative assessment in the
form of a Kahoot game. The students worked in pairs to answer the questions, because they
shared an ipad between two students. I walked around the room to make sure that everyone
was participating, and I was happy to see that they were indeed working together. After each
question we discussed the right answers, to reinforce the content. At the very end of the lesson I
had a demonstration of osmosis with a few celery stalks, one that I had placed in plain water,
and another one in salt water.

I was a little nervous at the beginning of the lesson, so I hope this is one thing that changes with
time after repeated practice. This is only the fourth time that I have taught a lesson in front of the
seventh grade class, and Margaret said she could tell. She said I did really well, but my mentor
teacher started the class by saying Ms. Rosa is going to do another presentation so she could
tell I have not had a lot of practice. The direct instruction time was short and sweet, not
necessarily purposely, it is just how it happened, but I thought is was a good amount of time. I
asked some practice questions during the lecture to keep the class engaged, and to reiterate
the point of the lesson. I used real world examples to allow students to connect their knowledge
with this new concept they are learning. I enjoyed the Kahoot game, but I would change one
thing. I would make it a little bit longer than 9 questions, I would maybe make it 15 questions
long. I would also stop and discuss with the class the correct answer and common missed
questions so that the correct answer gets reinforced. I tried to do it with most questions, but
sometimes I would forget, and just skip to the next question without discussing first. Another
thing I will try to work on is timing. The very first time I planned a lesson it was longer than I
thought and I needed two different class periods to complete it. The second time it was perfect
timing, and this time the lesson was a little shorter than I had expected. We finished everything
with five minutes to go until the bell would ring. It was the longest five minutes of my life, but
luckily my mentor teacher assigned reading the next chapter and they quickly settled down and
started working. This made me realize that I need to work on my timing and pacing, and over
prepare in these scenarios.

My students responded really well to the lesson. I was very pleasantly surprised. I dont know if
its because my mentor teacher told them I was being observed and she expected them to be
on their best behavior, but either way, I was happy. Every time I have taught a lesson I have
used powerpoint presentations to show visuals, and help me remember certain things that I
wanted to highlight and talk about. Students love the visuals, and although my mentor teacher
does not use the projector as often, they respond to it well, and are not distracted. Since my
direct instruction only lasted about ten minutes, I was able to keep them focused on the new
topic. After the direct instruction I had them transition to playing a Kahoot. The transition went
pretty smoothly despite it being the very first time they have ever played Kahoot; it only took
them about 2 minutes to sign in, choose a name, and get started. The students love the game,
maybe a little too much. It was a little hard to quiet them down between each question, so in the
middle of the game I started using a bell that my mentor teacher uses. I had fun watching them
working together and being engaged. Margaret even said that she overheard a student saying
 USF lesson plan
Author: Sandi Fenderson

to another student this is so fun. The students keep asking me when we will get to play Kahoot
again, so I hope we can continue to play.

This semester has allowed me to learn a lot about the teaching profession, as well as myself,
including my favorite teaching strategies. I have been able to practice my teacher voice,
grading, assigning group work, and writing critical thinking questions. From this lesson
specifically I learned that students love interactive assessments, they like working cooperatively,
and they have fun with a little competition. My mentor teacher was very hesitant to let them use
their ipads, and even though there is enough ipads for every student in the class, she has never
used them before. It took a lot of convincing to get her to agree to let me use them, but it was
worth it. In the future I hope to being more open to using technology than my mentor teacher is.
During the lesson I realized that if there are clear procedures set in place for students regarding
how they should use technology, it can be a very valuable tool not only for engaging students,
but also for assessing their understanding, and teaching them how to do research. This was my
biggest take away - I should not fear using technology in the classroom because it can have a
greater effect and influence than me just lecturing.