Back to the lesson plan builder
Lesson length30 min45 min60 min
Questions🔀 New questions

Print the plan for yourself; the student sheet prints on its own page after it.

Science lesson plan · 12th grade (Year 13 in England) · 45 minutes

Membrane structure, protein channels and bulk transport

Cells, genetics and evolution

CCSS NGSS.HS-LS1-2CCSS NGSS.HS-LS1-3England: A level Biology: Cell membranes (extension)

Objective and success criteria

Students will: Membrane structure, protein channels and bulk transport.

  • I can answer questions on today's skill on my own, without help.
  • I can explain each step and say why it works.
  • I can check my answer and spot a mistake.

Before and after

Needs first: Diffusion, osmosis or active transport?

Leads to: the next skill in this area.

Materials: Microscope images or slides, Cell diagrams, Mini whiteboards, A diagram or short video clip of the idea, Printed student sheet (below).

Warm-up · 5 min

  • Quick retrieval from earlier learning (Diffusion, osmosis or active transport?). Students answer on mini whiteboards.
  • Show answers together and note who needs support in the main task.
  1. Which process is this: oxygen entering the blood in the lungs? (diffusion / osmosis / active transport) → diffusionPrompt: Is it water specifically? Is it going against the gradient?
  2. Glucose is absorbed from the small intestine even when the blood already holds more glucose than the gut. How? (by diffusion down the gradient / by active transport, using energy from respiration / it cannot be absorbed / by osmosis) → by active transport, using energy from respirationPrompt: The glucose is moving against its gradient.
  3. Transport in cells: which statement is true? (Osmosis is the movement of water molecules. / Active transport only happens in plants. / Osmosis needs energy from respiration. / Water moves by osmosis from a concentrated to a dilute solution.) → Osmosis is the movement of water molecules.Prompt: Which process needs energy?

Hook · 5 min

  • Show a microscope image of cells and ask what students think they are looking at.
  • Share the objective: Membrane structure, protein channels and bulk transport. Read the success criteria together.

I do: model it · 10 min

  • Work through the example out loud, saying why you do each step, not just what you do.
  • Example: Is this passive or active transport: a gland cell releasing hormone in vesicles (exocytosis)?
  • Step 1: Active transport and bulk transport use energy from ATP.
  • Step 2: So the answer is: active (uses ATP)
  • Answer: active (uses ATP)
  • Pause after each step and ask a student to say what comes next.

We do: guided practice · 10 min

  • Do these together. Students try each step on whiteboards before you reveal it.
  • Use the hints as prompts rather than giving the answer.
  1. Is this passive or active transport: the sodium–potassium pump? (passive (no ATP needed) / active (uses ATP)) → active (uses ATP)Prompt: Does it go down a gradient by itself?
  2. Why can oxygen cross the membrane easily but glucose needs a protein? (Oxygen is small and non-polar; glucose is larger and polar / Glucose is a gas / Oxygen is too big for proteins / Glucose dissolves in fat) → Oxygen is small and non-polar; glucose is larger and polarPrompt: The middle of the bilayer is made of fatty tails.

You do: independent practice · 10 min

  • Students work on the student sheet. Circulate and check the first two answers of every student early.
  • Students who finish: write a question of their own for a partner, with the answer.

The 8 questions are on the student sheet below, with answers in the key.

Exit ticket · 5 min

  • Two questions on their own. Sort answers into got it / nearly / not yet to plan the next lesson.
  1. Why is the cell membrane described as a "fluid mosaic"? (Its proteins never move / It is a rigid wall of cellulose / Phospholipids move freely and proteins are scattered through them like tiles / It is made of liquid water) → Phospholipids move freely and proteins are scattered through them like tilesPrompt: Think about both words: fluid and mosaic.
  2. Is this passive or active transport: osmosis through aquaporin channels? (passive (no ATP needed) / active (uses ATP)) → passive (no ATP needed)Prompt: Does it go down a gradient by itself?

Watch out for

  • Everyday meanings of words getting in the way of the science meaning: define key words explicitly.
  • Remembering facts without the reason: ask "why?" and "what is the evidence?"

Support and stretch

Support

  • Review first: Diffusion, osmosis or active transport?.
  • Use concrete materials: microscope images or slides.
  • Give the first step of each question, or a partly worked example to finish.
  • Pair with a confident partner for the guided practice.

Stretch

  • Explain a common mistake in writing and how to fix it.
  • Write a word problem that uses today's skill, then solve a partner's.

Homework and more practice

Free online practice with hints and printable worksheets for this skill: eurekami.com/science/grade-12.

Free lesson plan from eurekami.com/lesson-plan-builder

eurekami

Membrane structure, protein channels and bulk transport

Name

Date

Score/ 8

  1. Question 1

    What are the two parts of a phospholipid molecule?

    • A. a hydrophilic (water-loving) head and two hydrophobic (water-fearing) tails
    • B. a nucleus and a membrane
    • C. a protein and a sugar
    • D. two heads and no tails

  2. Question 2

    Membranes: which statement is true?

    • A. Facilitated diffusion moves substances against their gradient.
    • B. Phospholipid tails are attracted to water.
    • C. The sodium–potassium pump uses ATP.
    • D. Large proteins pass through the membrane by simple diffusion.

  3. Question 3

    Is this passive or active transport: a white blood cell engulfing a bacterium (endocytosis)?

    • A. passive (no ATP needed)
    • B. active (uses ATP)

  4. Question 4

    Cystic fibrosis is caused by a faulty chloride ion channel protein. What does this show?

    • A. Membrane proteins are vital for moving specific ions across membranes
    • B. Ions cross membranes without help
    • C. Phospholipids are made of chloride
    • D. Channel proteins carry oxygen

  5. Question 5

    Is this passive or active transport: osmosis through aquaporin channels?

    • A. passive (no ATP needed)
    • B. active (uses ATP)

  6. Question 6

    Why can oxygen cross the membrane easily but glucose needs a protein?

    • A. Oxygen is too big for proteins
    • B. Glucose dissolves in fat
    • C. Glucose is a gas
    • D. Oxygen is small and non-polar; glucose is larger and polar

  7. Question 7

    Is this passive or active transport: simple diffusion of oxygen through the phospholipid bilayer?

    • A. passive (no ATP needed)
    • B. active (uses ATP)

  8. Question 8

    Is this passive or active transport: the sodium–potassium pump?

    • A. passive (no ATP needed)
    • B. active (uses ATP)

Free from eurekami.com

for the adult only

Answer key: Membrane structure, protein channels and bulk transport

  1. 1. A. a hydrophilic (water-loving) head and two hydrophobic (water-fearing) tails

  2. 2. C. The sodium–potassium pump uses ATP.

  3. 3. B. active (uses ATP)

  4. 4. A. Membrane proteins are vital for moving specific ions across membranes

  5. 5. A. passive (no ATP needed)

  6. 6. D. Oxygen is small and non-polar; glucose is larger and polar

  7. 7. A. passive (no ATP needed)

  8. 8. B. active (uses ATP)