Leading Scientific Discussion

Objectives:
Explain the role of cell membranes as a highly selective
barrier (diffusion, osmosis, and active transport). (B2.5h, Biology
HSCE)
Specific Activity Sequence Objectives:
Explain how substances move through water (i.e. food coloring; high
to low conc.)
The purpose of this activity is for students to being to learn about cell transport. Students up until
this point have learned about cells (plant and animal) and the major organelles it contains and
their functions; one of the main organelles being the cell membrane. Students will now learn of
the membranes unique structure and how it is responsible for passage of certain materials in and
out of the cell. Students will understand the main types of transport, osmosis and diffusion, and
the energy required to perform this type of transport, active of passive. Students will partake in a
DO NOW question which allows them to express their ideas about diffusion and how it works
and share with the class. Also, students will watch a demonstration of osmosis in work and be
asked a series of questions to help them understand the difference between concentrations (high
and low).

Evidence of Facilitating Scientific Discussion

PLC Visit: October 24th, 2014 (Documented By: Michele Weston & Mary Steinhauer)
Time

11:52

What the teacher did or said

Have a seat, and take your

course pack out

What students did or said

Some got to work, others sat

and chatted or were on their
phones

Comments or notes
about HLPs

12:03

Calls on students to answer

warm up question. Were
talking about this because
particles move in and out of
the cell

Two students volunteered

their answers, everyone else
listened.

This teacher move

displays the HLP
management. Klaudia
is transitioning into the
next activity and
explaining the
connection between
the warm up and what
they will be doing the
rest of the hour.

12:17

Klaudia makes references to Students mumble and nod in

examples of diffusion they
agreement.
already know: the skunk
example from the previous
day and the perfume example
from their warm-up.

This is an example of
the practice of
leveraging and
connecting content. It
allows students to
connect experiences
they have had with the
content.

12:18

Wrapping up discussion of
passive and active transport.
Which organelle that we
talked about has to do with
energy?

This shows Klaudia

making the content
they learned earlier in
the year connected to
and useful for what
they are learning about
now.

Silence. Then a couple

students say mitochondria.

12:25

Doing demonstration with

food coloring. When I stir
up the food coloring to make
it mix faster, which kind of
transport is itwhy?

Students raise their hands

excitedly. Klaudia calls on
one, and he says active,
then because you had to do
something

This shows the HLP of

assessing
understanding. She is
formatively assessing
their understanding of
active and passive
transport by asking the
class to identify the
type of transport in the
demo.

Commentary on Leading Discussion, including Talk Science Goals and Moves

Talk formats that were presented during the lesson were Whole Class discussion. While
teacher was going over the journal question (DO NOW), whole class participation was included
with multiple students being able to answer the question. The goal for this portion was to have a
minor check for understanding and see what students know before starting the lesson. For talk
moves, teacher does Add On, this was present during the journal question as well, when one
student gave his response and she asked another male in the class if he had anything he wanted to
add on.