Lesson Plan: Cell Biology: The Cell MembraneGrade and Subject: 9th Grade Biology

I. Purpose

a. The cell membrane is a vital part of a cell’s structure and multiple functions.

Within the cell is DNA, the most integral aspect of the blueprint of life. Thus, it is

important for students to understand the current structure and various functions of

the cell membrane and how it works to assist and protect the cell.

b. Virginia Standards of Learning: Biology

i. BIO.4 The student will investigate and understand relationships between

cell structure and function. Key concepts include:

1. The cell membrane model (diffusion, osmosis, and active

transport).

II. Objectives

a. The student will be able to identify the various parts of the cell membrane.

b. The students will be able to understand how each part is incorporated into the

fluid mosaic model of the cell membrane.

c. The students will be able to understand the various functions associated with the

cell membrane (diffusion, osmosis, and active transport).

III. Procedure

a. Warm-up: Students are to write a response to the quote on the blackboard in their

journals.

b. Preparation

i. Inform the students that the lesson’s topic is the cell membrane.

ii. Review the characteristics and organelles of plant and animal cells.

Students should have knowledge of prokaryotic and eukaryotic cells, and

of macromolecules from previous lessons.

iii. Present PowerPoint lecture/presentation on the cell membrane. Have

outline/study guide for students to fill out and take notes with.

c. Assistance

i. Schedule computer lab time for students.

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ii. In computer lab, arrange students in pairs and have students navigate to

the following website:

http://www.phschool.com/science/biology_place/biocoach/index.html

iii. Once students are at the website, instruct the students to click on

“Biomembranes 1: Membrane structure and transport.”

iv. Students must read the introduction and instructions on the page and then

click on “Next Concept,” to begin the interactive tutorial.

v. Students should work through the practice sections of each concept and

may take the self-quiz in the end to see what they have learned.

d. Reflection

i. Students are to write in their journals and reflect on the day’s lesson.

Students should write about what they learned and what they are still

confused about. Journals will be collected at the end of class.

ii. As homework, the students will create a children’s storybook or picture

book describing either a plant or animal cell. All organelles, structures,

and functions, according to the instruction sheet, must be included. If

possible, students are to type all written material included in their picture

books. Students have one week to complete the assignment. The

assignment will be graded according to the attached rubric. If students

need any materials, please see the teacher.

IV. Materials Needed

a. PowerPoint presentation on the cell membrane.

b. Scheduled computer lab time.

c. Materials for storybooks (for students who need them):

i. White paper.

ii. Markers or colored pencils.

iii. Colored string or yarn.

V. Special Accommodations

a. If any student has a physical or mental limitation, please meet with the teacher to

discuss possible adjustments and accommodations.

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b. Accommodations for ESL and Learning Disabled students will include, but are

not limited to:

i. Journals for reflection on lessons and material;

ii. A variety of oral and written projects;

iii. Role-playing activities to aid in understanding of material;

iv. Extra time, if needed, for testing and assignments;

v. Peer tutoring;

vi. Group work and projects;

vii. After school assistance;

viii. Homework/Assignment books and calendars and assistance with study

skills.

VI. Supportive Assignments

a. For students who would like to further their learning or test what they have

learned, the following website offers quizzes, tutorials, and problem sets:

i. www.biology.arizona.edu/

b. For students who would like extra assistance in learning the material currently

being covered in class, the following websites allow students to explore various

parts of the cell. Explanations are relatively easier to understand than a textbook

explanation:

i. http://gslc.genetics.utah.edu/units/basics/index.cfm

1. Click on “Inside the cell” to explore the cell. Once you are at the

cell, click on the names of the various organelles to learn more

about them.

ii. http://www.quia.com/jg/65947.html

1. This website has an online matching game, flashcards, memory

game, and word search that can be used to study cell organelles

and their functions. The activity is created by Cathi Johnston.

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Lesson Plan: Cell Biology: Cell Membrane

Bloom’s Taxonomy

I. During the preparation phase of the lesson, students should (Knowledge):

a. Recall the characteristics of plant and animal cells;

b. Recall the various types of macromolecules.

II. After the preparation phase and during the assistance phase of the lesson,

students should (Knowledge and Comprehension):

a. Knowledge:

i. Identify the various parts of the cell membrane;

ii. Label each part of the cell membrane;

b. Comprehension:

i. Describe the fluid mosaic model of the cell membrane;

ii. Explain how each part of the membrane contributes to the fluid mosaic

model;

iii. Describe the function of the cell membrane.

III. After the assistance phase and during and after the reflection phase of the lesson,

students should (Application, Analysis, Synthesis, and Evaluation):

a. Application:

i. Illustrate the concept of osmosis, using two different solutions of salt

water.

ii. Predict the outcome of an egg placed in a solution of salt water. What will

happen to the egg?

iii. Demonstrate how the cell membrane works to regulate what enters and

leaves a cell.

b. Analysis:

i. Draw and diagram the cell membrane, distinguishing between the various

structures and functions.

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c. Synthesis:

i. Create a story about the cell and its various structures and organelles.

Describe each organelle and its function in relation to the cell as a whole.

d. Evaluation:

i. Compare a rigid cell membrane to the fluid mosaic model. How would a

rigid structure affect the cell membrane as well as the cell as a whole?

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