Author: Olivia Hager Subject: Biology 1,2 Topic: Tonicity Grade: 10th Context: The students have spent

this unit exploring the concepts of diffusion, osmosis, and tonicity. This inquiry experiment is designed to help students understand what happens to cells in hypertonic and hypotonic solutions. The model consists of a potato man/woman (cell) in a beaker (body). The students have already learned about hypertonic and hypotonic solutions but now they need to figure out what will happen when a cell is present in each one.

California Standards: 1.a Students know cells are enclosed within semi-permeable membranes that regulate their interaction with their surroundings Objectives: Students will be able to Compare and contrast hypertonic and hypotonic solutions Describe what happens to a cell in hypertonic and hypotonic solutions

Rationale: Cells are a major component of Biology because they make up every living organism. Therefore, the first semester is dedicated to learning about cells and their functions. This experiment will expand on what the students know about cells and their surroundings by understanding the importance of cells regulating their environment. It is also important because students will see what happens when something in the surrounding environment changes and how it impacts cells.

Procedure: Activity (time allotted) Engagement (5 minutes) Activity Anticipated Student Response Answer the questions Teachers Response Take attendance

Materials Needed Slide with pictures of beakers and cells drawn. Potato, beakers, water, solute

Exploration (100 minutes)

Recognizing hypertonic and hypotonic solutions Introducing the experiment

Participate in discussion, be engaged, create methods, carry out experiment

Discussion Explanation (30 minutes) Elaboration (15 minutes) Evaluation (2 minutes) Conclusion Exit slip

Answer questions and ask questions

Students write conclusion Fill out exit slip

Ask questions, help students develop methods, write methods on board, walk around while students carry out experiment Ask and answer questions to ensure all students understood the experiment Get students started on conclusion Pass out exit slip

questions

Engagement: The students will have to practice recognizing whether a solution is hypertonic or hypotonic to ensure they understand these terms before actually doing the experiment. I will draw a couple pictures on the board and students will have to state whether they are hypertonic or hypotonic and explain their reasoning. Exploration (first 45 minutes): We will go through the purpose of the experiment so that the students understand what they are working towards. The purpose of this experiment is to determine how tonicity affects the diffusion of water. After the students understand what they are supposed to determine, we will begin with a hypothesis. The students will create a hypothesis based on how they think cells will react in a hypertonic solution versus a hypotonic solution. The next step is to determine what the variables will be in the experiment. The independent variable is the tonicity (hypertonic and hypotonic solutions) while the dependent variable is the amount of water lost or gained based on the tonicity. Controlled variables would include the amount of water, the type of cells used, and time in the solution. After students have figured out the general methodology of their experiment, they will have to create the procedure in detail to carry out their experiment. This will be a whole class discussion because the students are not used to creating their own procedure to answer a

question. This is where inquiry really plays into the lesson. Instead of giving a step-by-step procedure as I have always done, the students will now learn what a scientist has to think about when designing an experiment. Once students understand that they need water and salt for each solution and that the hypertonic solution needs a more concentrated salt solution, I will tell them that we are using 200 ml of water and want to make a 10% and 0.5% solution. The students will have some time to figure out how much salt they will need to create these solutions. The students will also be in charge of designing a data table. This ensures that the students actually understand what data they must collect and what it means in regards to their experiment. Students can easily follow instructions and fill in a data table but if they must create their own data table, it shows that the students understand what they are doing. (second 50 minutes) The final part of this section of the lesson plan is actually carrying out the experiment. This part will be the day after they create procedures in order to give plenty of time to collect materials and set up the experiment, as well as collect data. During this time, I will walk around the classroom and ensure that students understand what they are doing and that they are carrying out safe protocol. The students can take this time to ask me any clarification questions. Explanation: On the final day of the lab, we will have a whole class discussion to determine what students figured out and how they did it. We will also discuss what sources of error were present during their experiment. We will then go through the instructions for the conclusion. Typically, students have trouble writing their conclusions because they do not include all of the necessary information. Therefore, for this lesson, I want to go through every component that they need to address to have a strong conclusion for the lab. Elaboration: Students will take some class time to actually write their conclusion. This will be an assessment for the lab because I will be able to see which students understood what they were doing during the lab rather than following instructions.

Differentiation: a) English language learners: I will help step students through the process of the scientific method by facilitating discussions. This will help English language learners because I will be writing down what students say on the Promethean board. In addition to this, when I go through the conclusion, I will show the students some sentence starters they can use to write their conclusions. b) For students who do not finish: If students do not finish the lab, they can come in during lunch to complete it or advisory period to finish up their work. If enough students do not finish the lab, I might extend it to the next day and say that they have to leave the potatoes in solution overnight. c) For students who finish early: There is an extra credit word search students can work on during the break during the lab. If students finish the lab early, they can continue to work on this extra credit opportunity or do some extra credit coloring.