This resource is written in what we call a "5E lite" version. It doesn't include the probing questions that help a teacher check for understanding. There are no summative evaluations. There are no pre-lab investigations or additional assignments that bring in the critical component of collaboration in the learning environment. However, there are some components within the 5E lesson model that you, as an instructor, may use to spark understanding of the concepts of osmosis and cell homeostasis. Brief descriptions of each section and suggested (not mandatory) strategies follow.
Engage: The Ebb and Flow
This section introduces the idea of water flowing into and out of our bodies and our cells. It is an introduction to the virtual lab in the next section. You will notice that the video brings up additional concepts to which your students may or may not have been introduced within your content scope and sequence. One suggestion is to have students pair up to research information on these concepts to better inform the whole group.
Explore: Tug of War(ter)
The lesson supports and encourages students to be in charge of their own learning by taking notes, making sketches, recording data, and answering questions. In this section, students perform a virtual lab exercise exploring the concept of osmosis. There are a sample chart for recording data and a quick self-check quiz after the investigation. It is a good idea for students to either perform a pre-lab investigation or design additional investigations to further explore osmosis.
Explain: Word Flow
This section introduces the vocabulary words hypotonic, hypertonic, and isotonic. Students are encouraged to make or use sketches from the investigation to help them remember the word meanings. Students also may create vocabulary flash cards or a graphic organizer to support their learning. A "word flow" osmosis rap is included in this section to bring home the differences among the terms.
Elaborate 1: A Closer Look
This section introduces the "how" of water transport in cells by focusing on the aquaporin channels in the cell membrane. It starts with a picture of frog eggs, which are a type of cell that doesn't include any aquaporin channels in the membrane. A claymation video is included to explain how aquaporins work. The term selective permeability also is introduced. This may be an opportune moment to further explore the concept of selective permeability by having students research the structure and transport characteristics of the cell membrane.
Elaborate 2: Keeping It Real
The lesson closes with a look at sugar content in the drinks we include in our diet, the idea being that what we ingest has consequences, both positive and negative. There are two additional videos that compare plant cells to human cells and how they respond to hypertonic and isotonic solutions and then water. Students could do additional research or design other investigations correlating cell response to various types of solutions.
Use the resources in related items to differentiate instruction for students.