Summer Research Program for
Science Teachers
&
Reprinted with permission from 2004 Works in Progress.
August 2003
Cell
Swelling and Shrinking
Teacher Section
Purpose: The purpose of this activity is to allow students to understand the behavior
of different types of cells through the process of osmosis. Students will also gain insight into the concept of dehydration and the importance of
keeping the body hydrated.
Content Objectives: The student will be able to:
· Appreciate the relevance of osmosis as applied to the concept of dehydration.
· Identify the function and structure of semi-permeable membranes.
· Discover differences between types of cells.
· Predict how processes at the cellular level affect the functions and characteristics of an organism.
Process Objectives: The student will be able to:
· Identify and explain structure and function.
· Use microscopes to make observations.
· Apply process of scientific investigation.
· Show that scientific knowledge must be based on evidence and is subject to modification.
Grade Level: This activity is geared towards 9-12th grade Biology students working in
cooperative groups.
National K-12 Unifying Concepts and Processes
Science Systems, order, and organization
Education Evidence, models, and explanation
Standards: Change, constancy, and measurement
Form and function
Grades
9-12
Science as Inquiry
Abilities necessary to do scientific inquiry
Understanding about scientific inquiry
Life Science
The cell
Behavior of organisms
Science in Personal and Social
Perspectives
Personal and community health
History and Nature of Science
Nature of scientific knowledge
Time This lesson will take several days, depending on length of class time. For
Required: a block schedule, the lesson can be separated into two days. For a
traditional schedule, the lesson can be divided into four or five days.
Prior Knowledge: This activity is designed for students who have a basic knowledge of
cells, permeable membranes, osmosis, and use of the light microscope.
Including All Students: This lesson appeals to a variety of learning styles:
· Visual (watching movie clip, viewing cell changes, & treasure hunt)
· Auditory (discussions & presentations)
· Tactile (experiment & presentation preparation)
Safety:
should approve experiments designed by students, prior to its implementation, and supervise experiments while being carried out.
Materials:
· Overhead Projector & Transparencies (poster boards can substitute)
· Microscopes
· Wet mount animal cell slides
· Wet mount plant cell slides
· Pipettes
· Beakers/Test tubes of:
o Nacl – sodium solution
o Glucose/Sucrose solution
o Water
Preparation:
· Set up VCR and movie clip prior to class.
· Prepare wet mount slides and solutions prior to class.
· Make arrangements for computers with internet access or make printed copies of web sites incase internet is inaccessible.
Procedure: Day One (Block Schedule)
Engage Students
1. Students are shown a clip from the movie ‘Castaway’. This clip
demonstrates the main character trying to find water to drink. The
purpose of showing the clip is to engage students and tie them into the
lesson. (5 min.)
Explore Concepts
2. Students are given KWL handouts (attached) and asked to write down,
individually, ‘What they know’ and ‘What they want to know’ about causes of dehydration and consequences of dehydration. (10 min.)
3. Class lists are compiled on an overhead. One list is made up of what the students think they know and a second list is made up of what the
students want to know. (10 min.)
4. Students work in groups of three to four. Students are asked the following question: “If stranded on a deserted island, which of these three solutions would be the best source for keeping you hydrated?” They are told to design an experiment, using the materials provided, which will support their predictions. (5 min.)
5. Students design an experiment to test their predictions. Their
experimental design must include a data table and be teacher approved
prior to implementation. (5 min.)
6. Students implement their experiment with teacher supervision.
(25 min.)
7. Students prepare overhead presentations for class which show their
experimental design and results. They are given a self-evaluation
rubric to insure they cover all the points required for the presentation
(attached). (20 min.)
Day Two
Explain Results
1. Students present experimental design and results to the class. All
students must participate in some aspect of the presentation.
(30 min.)
2. Students are assigned lab write-up for their portfolio.
Elaborate with Further Investigation
3. Students are given a treasure hunt assignment to do online in pairs
(attached). (30 min.)
Evaluate Activities
4. Students share the information learned from their online search and
then the two class lists are reviewed from the KWL activity. The first
list ‘What they know’ is checked for accuracy by the students. The
questions from the second list, ‘What they want to know’, are answered
by the class. (20 min.)
5. Students fill in the ‘What I learned’ section of the KWL for homework.
Suggestions for Assessments:
· KWL completed for homework
· Class participation – discussions
· Internet Treasure Hunt
· Self-evaluation rubric
· Presentations
· Lab write-up
References & Resources:
·
· www.water.com/learn_about_water/Water_The_Neglected_
Nutrient.pdf
· www.runnersworld.com/home/0,1300,3-95-104-4814,00.html
|
KWL |
What
I Know
Name
______________________________
What
I Want to Know Date _________________
What
I Learned Period _______
|
Topic of
Discussion: What are the
causes of dehydration? What are the consequences of
dehydration? |
||
|
What I Know about the causes and consequences
of dehydration. |
What I Want to know about the causes and
consequences of dehydration. |
What I Learned about the causes and consequences of dehydration. |
|
|
|
|
CELL SWELLING & SHRINKING PRESENTATION
Group Self-Evaluation Rubric
Names:
___________________________________________________________________________________________________
Date:
____________ Period: __________
|
Possible Points |
Problem |
Hypothesis |
Procedure |
Constants and Variables |
Results |
Data Presented |
Conclusion |
Organization |
Understanding |
Presentation |
Earned Points |
|
5 |
Clearly stated as a
question ____ |
Clearly stated and supports
problem ____ |
Includes materials used and
adequately tests hypothesis ____ |
Includes at least three
constants and one variable identified ____ |
Clearly stated and
supported by evidence ____ |
Graph, Charts, Table, or
Notes on design ____ |
Supported by results,
includes any design errors, and possible solutions ____ |
Overhead is clear, concise,
and self-explanatory ____ |
Complete understanding of
topic and proper use of scientific concepts and terminology ____ |
All students in the group
participate in well-planned presentation ____ |
____ |
|
3 |
Clearly stated, not as a
question ____ |
Supports problem but not
clearly stated ____ |
Includes materials used but
does not adequately test hypothesis ____ |
Includes at least two
constants and one variable identified ____ |
Clearly stated, but not supported by
evidence ____ |
Graph, Chart, Table, or
Notes on design are incorrect ____ |
Supported by results and
includes any errors in design of procedure ____ |
Overhead is clear and
concise, but requires explanation ____ |
Good understanding of topic
and good use of scientific concepts and terminology ____ |
All students in the group
participate in presentation, but not well-planned ____ |
____ |
|
1 |
Not clearly stated ____ |
Does not support problem
and is not clearly stated ____ |
Does not include materials
used and does not adequately test hypothesis ____ |
Includes at least one
constant and one variable identified ____ |
Not clearly stated and not
supported by evidence ____ |
Graph, Chart, Table, or
Notes on design are not complete ____ |
Supported by results – or –
not supported by results; and lacks design errors and possible solutions ____ |
Overhead is lacking in
clarity and requires explanation ____ |
Weak understanding of topic
and little use of scientific concepts and terminology ____ |
One or more students do not
participate in presentation ____ |
____ |
|
0 |
Not stated ____ |
Not stated ____ |
Not stated ____ |
Not stated ____ |
No results ____ |
No data ____ |
No conclusion ____ |
No organization ____ |
No understanding ____ |
No presentation ____ |
____ |
|
|
Total Points Awarded
Note: A = 50-45 points; B = 44-40 points; C =
39-35 points; D = 34-30 points; F = 29 – 0 points
Permission
is granted to reprint for classroom or workshop use by The American
Physiological Society, 2001.
