Movement of Substances in Living… · SHS1 Biology

Lesson notes

Learning Objectives

Indicator: 1.2.1.LI.2 - Discuss the effect of the movement of substances across the cell membrane.

By the end of the lesson, learners can:

Explain at least three observable effects that diffusion, osmosis and bulk transport have on living cells and tissues.
Predict what happens to plant and animal cells when placed in hypotonic, isotonic and hypertonic solutions.
Analyse the effects of bulk transport on cells, including the formation of vesicles and the movement of large molecules.
Discuss the practical consequences of these movements for real organisms, such as food preservation, wilting and drug delivery.
Collaborate in mixed-ability groups to critique and validate their findings on the movement of substances across the cell membrane.

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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.2 - Discuss the effect of the movement of substances across the cell membrane.
Suggested placement: Semester 1, Week 13 (Week 13 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.
Source document note: The official curriculum document has a fault in this entry, so the curriculum text above is transcribed exactly as printed:

indicator text - p.36: the indicator token is visibly printed `1.1.2.1.LI.2` under section 1.2.1; `1.2.1.LI.2` is used as the import code to preserve the table association
exemplars - p.36: the assessment token is visibly printed `1.1.2.1.AS.2` under section 1.2.1; its content is retained and associated by table position
Curriculum reference: NaCCA curriculum document, p. 36

Exemplars (from the NaCCA curriculum)

Talk-For Learning and Collaborative Learning: in mixed ability, all-inclusive groups, learners analyse and write down their findings on the effect of bulk transport/bulk movement/bulk flow of substances across the cell membrane from earlier project exercise and compare and discuss their notes: learners develop socially as they learn collaboratively through group studies; learners learn to support each other socially and emotionally in group discussions.
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.2). The document marks these depth-of-knowledge levels for this indicator: Level 2 Skills of conceptual understanding; Level 3 Strategic reasoning; Level 4 Extended critical thinking and reasoning.