Reflection: Intervention and Extension Maintaining Homeostasis (Part 1/2) - Section 2: Checking For Understanding/Determining Preconceptions


In today's lesson, I focus on how the cell using its membrane to maintain its internal balance. Students come to biology with myriad of misconceptions and naive thinking.  Their understanding of cellular processes runs the gamut.  In this teaching reflection, I explain how I extend the understanding of my more prepared students while remediating my less prepared students.      

First, I need to determine what my students' understanding of osmosis  is.  I have students make some predictions about a lab that have been modified from an activity they did in middle school.  The modifications I make to the lab ensure that the opposite results would occur.  Students that stick to explaining the results the same way they would have occurred in middle school do not understand the concept of osmosis.  Therefore, I need to adjust my explanations to help students understand why the results will be different.  We do this on the second day of this unit.  

To help extend students' knowledge, I introduce two POGILs in this lesson.  This is a much a classroom management technique as well as a method of provided my students with a rich inquiry investigation.  

To help students still struggling with their understanding of what is occurring at the nanoscopic level across the cell membrane, I have students complete a pHet simulation.  I like using these simulation because the variable within the simulation can be manipulated and controlled.  

Students play a game to help them understand how endocytosis and exocytosis occurs in the cell. This hands-on activity allows students to understand a complex cellular process in a short period of time.  Students then must recall what they just did by drawing the steps in a comic book strip format.

Finally, since we have covered a large amount of content in a short period of time, it is important to have students summarize what they learned.  They do this in two ways.  First as a class, we complete a graphic organizer so all students have the correct information.  Then students write a brief summary using the minute paper format.  


  Intervention and Extension: Differentiating Learning in the Classroom
Loading resource...

Maintaining Homeostasis (Part 1/2)

Unit 10: The Eukaryotic Cell
Lesson 1 of 5

Objective: Students will explore several processes that help cells maintain homeostasis.

Big Idea: What keeps a cell healthy and happy? Find out in today's exploratorium.

  Print Lesson
8 teachers like this lesson
cell membrane transport, Science, cell membrane, stability and change, Constructing Explanations and Designing Solutions, Feedback mechanisms, planning and carrying out investigations, structure and function , Osmotic balance, Passive transport, Active transport
  91 minutes
309954509 ab60ba15ac o
Similar Lessons
The Central Dogma (#1 of 6): Genetic Material
High School Biology » 4) DNA & RNA ("Instructions for Life")
Big Idea: The structure of DNA is a double helix. Its shape explains how hereditary information is stored and passed along to offspring.
Kent, WA
Environment: Suburban
Mitchell  Smith
Simulating Protein Synthesis (Day 1 of 2)
High School Biology » Unit 7: DNA & Protein Synthesis
Big Idea: Get your kids moving and make a complicated process come alive as students take on roles in the three phases of protein synthesis!
Walnut Creek, CA
Environment: Suburban
Maria Laws
Fetal Brain Development Explained!
High School Science » Brain Specialization and Development
Big Idea: Healthy brain development is a product of both genetic and environmental factors!
Charlotte, NC
Environment: Urban
Tamica Stubbs
Something went wrong. See details for more info
Nothing to upload