Movement of Substances in Living… · SHS1 Biology

Lesson notes

Learning Objectives

Indicator: 1.2.1.LI.1 - Describe how substances move across the cell membrane.

By the end of the lesson, learners can:

Define diffusion, osmosis, and bulk transport (endocytosis and exocytosis) in their own words.
Explain the roles of the cell membrane, concentration gradient, and energy in each type of movement.
Describe simple laboratory demonstrations that illustrate diffusion and osmosis, and predict their outcomes.
Classify given examples of substance movement as diffusion, osmosis, or bulk transport, with reasons.
Compare bulk transport with diffusion and osmosis in terms of particle size, energy requirement, and direction of movement.

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Curriculum details

Strand: Life in the Fundamental Unit (Strand 2)
Sub-strand: Movement of Substances in Living Organisms (2.1)
Content standard: 1.2.1.CS.1 - Demonstrate understanding of processes by which substances move across the cell membrane. 1.2.1.LO.1 Explain the significance of the various processes involved in the movement of substances in and out of the cell and the factors affecting them.
Indicator: 1.2.1.LI.1 - Describe how substances move across the cell membrane.
Suggested placement: Semester 1, Week 12 (Week 12 of the year)
Our suggestion, laid out in curriculum order across three terms of twelve weeks. NaCCA does not fix the week, so follow your school's scheme of learning.
Curriculum reference: NaCCA curriculum document, p. 36

Exemplars (from the NaCCA curriculum)

Project-Based Learning: learners in mixed-ability groups watch videos, documentaries and simulations or pictures on bulk transport/bulk movement/bulk flow of substances across the cell membrane and make individual notes: learners in group learning learn from one another; learners learn to make personal/independent notes.
Talk for Learning (TFL): learners in mixed-ability groups discuss the observations and identify any patterns in the movement of substances from notes made in the project exercise and discuss these: this improves on their public speaking ability; learners develop the skill of critical thinking as they critically assess movement of substances in the cell.
Teaching and Learning Materials:
- * Computer/projectors/TV/smart phone * Pen drive
- * Pictures * Simulation device
- * Yam tissue * Concentrated salt/sugar solution
- Water
- Crystals of potassium permangan ate
Assessment (1.2.1.AS.1). The document marks these depth-of-knowledge levels for this indicator: Level 2 Skills of conceptual understanding; Level 4 Extended critical thinking and reasoning.