Reflection: Developing a Conceptual Understanding In and Out of Cells Day 1 - Section 3: Hook


I chose to frame this series of lessons around a teacher demo for a couple of reasons. First, the students have not had an opportunity to see this type of experiment first hand. Being able to experience the activity and see the results for themselves, with only a very brief introduction to the concepts will give them a frame on which to "hang" the concepts. At this point, we are using non-academic language (i.e. the egg will grow or shrink), although some specific vocabulary is introduced. When the vocabulary and concepts are formally introduced, the students will be able to remember what they looked like in action, creating a better understanding of the concepts than if they were just told about them.

I also want to give students an opportunity to "discover" things for themselves. When they created their hypothesis, my answers did not guide to a correct answer, just to their best guess. This is what creates a sense of wonder and curiosity in the students. They leave the classroom thinking about the experiment and wondering if they were "right". It does not matter if they were right or not, what matters is that they thought about a scientific concept, and approached the activity with an inquiry mindset.

  Why a demo?
  Developing a Conceptual Understanding: Why a demo?
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In and Out of Cells Day 1

Unit 4: Cell Processess
Lesson 10 of 18

Objective: Students will be able to explain how solutes and other materials move across membranes.

Big Idea: What comes in most go out.

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40 teachers like this lesson
Science, diffusion, Osmosis, ACE
  50 minutes
in and out of cells photo
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