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Science lesson plan · 12th grade (Year 13 in England) · 60 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 · 6 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: urea passing from cells into the blood? (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 / it cannot be absorbed / by osmosis / by active transport, using energy from respiration) → by active transport, using energy from respirationPrompt: The glucose is moving against its gradient.
  3. Transport in cells: which statement is true? (Water moves by osmosis from a concentrated to a dilute solution. / Active transport only happens in plants. / Active transport needs energy from respiration. / Osmosis needs energy from respiration.) → Active transport needs energy from respiration.Prompt: Which process needs energy?

Hook · 6 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 · 12 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 · 12 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: simple diffusion of oxygen through the phospholipid bilayer? (passive (no ATP needed) / active (uses ATP)) → passive (no ATP needed)Prompt: Does it go down a gradient by itself?
  2. What are the two parts of a phospholipid molecule? (a nucleus and a membrane / a hydrophilic (water-loving) head and two hydrophobic (water-fearing) tails / two heads and no tails / a protein and a sugar) → a hydrophilic (water-loving) head and two hydrophobic (water-fearing) tailsPrompt: This is why phospholipids form a double layer in water.

You do: independent practice · 17 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 · 7 min

  • Two questions on their own. Sort answers into got it / nearly / not yet to plan the next lesson.
  1. Membranes: which statement is true? (Phospholipid tails are attracted to water. / Facilitated diffusion moves substances against their gradient. / Exocytosis releases substances from a cell in vesicles. / Large proteins pass through the membrane by simple diffusion.) → Exocytosis releases substances from a cell in vesicles.Prompt: Which processes need ATP?
  2. 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?

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

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Membrane structure, protein channels and bulk transport

Name

Date

Score/ 8

  1. Question 1

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

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

  2. Question 2

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

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

  3. Question 3

    Membranes: which statement is true?

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

  4. Question 4

    What are the two parts of a phospholipid molecule?

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

  5. Question 5

    Is this passive or active transport: facilitated diffusion of glucose through a channel or carrier protein?

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

  6. Question 6

    Why is the cell membrane described as a "fluid mosaic"?

    • A. Its proteins never move
    • B. It is made of liquid water
    • C. Phospholipids move freely and proteins are scattered through them like tiles
    • D. It is a rigid wall of cellulose

  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

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

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

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Answer key: Membrane structure, protein channels and bulk transport

  1. 1. D. Membrane proteins are vital for moving specific ions across membranes

  2. 2. B. active (uses ATP)

  3. 3. A. The sodium–potassium pump uses ATP.

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

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

  6. 6. C. Phospholipids move freely and proteins are scattered through them like tiles

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

  8. 8. B. Oxygen is small and non-polar; glucose is larger and polar