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Build your own Fluid Mosaic Model of the Cell Membrane

Lesson Plan

Build your own Fluid Mosaic Model of the Cell Membrane

Grade Levels

10th Grade, 11th Grade, 12th Grade, 9th Grade

Course, Subject

Biology, Science
Related Academic Standards
3.1.B.A5 3.1.B.A5

Relate the structure of cell organelles to their function (energy capture and release, transport, waste removal, protein synthesis, movement, etc).

Explain the role of water in cell metabolism.

Explain how the cell membrane functions as a regulatory structure and protective barrier for the cell.

Describe transport mechanisms across the plasma membrane.
BIO.A.1.2.1 BIO.A.1.2.1

Compare cellular structures and their functions in prokaryotic and eukaryotic cells.
BIO.A.1.2.2 BIO.A.1.2.2
Describe and interpret relationships between structure and function at various levels of biological organization (i.e., organelles, cells, tissues, organs, organ systems, and multicellular organisms).
BIO.A.2.1.1 BIO.A.2.1.1
Describe the unique properties of water and how these properties support life on Earth (e.g., freezing point, high specific heat, cohesion).
BIO.A.4.1.1 BIO.A.4.1.1
Describe how the structure of the plasma membrane allows it to function as a regulatory structure and/or protective barrier for a cell.
Expand
  • Big Ideas
    A technological world requires that humans develop capabilities to solve technological challenges and improve products for the way we live.
    Cells have organized structures and systems necessary to support chemical reactions needed to maintain the living condition.
    DNA segments contain information for the production of proteins necessary for growth and function of cells.
    Eukaryotic cells can differentiate and organize making it possible for multicellularity.
    Evolution is the result of many random processes selecting for the survival and reproduction of a population.
    Hereditary information in genes is inherited and expressed.
    New cells arise from the division of pre-existing cells.
    Organisms on Earth interact and depend in a variety of ways on other living and nonliving things in their environments.
    Structure is related to function at all biological levels of organization.
    Technological design is a creative process that anyone can do which may result in new inventions and innovations.
    Technological literacy is the ability to use, assess and manage technology around us.
  • Concepts
    A cell’s interior is separated or compartmentalized from the environment by a phospholipid bilayer plasma membrane.
    A multicellular organization enables life functions such as movement, digestion, internal circulation of nutrients, excretion of waste and reproduction to be subdivided among specialized groups of cells.
    A technological design & problem solving process changes ideas into a final product or system.
    All cells go through a cell cycle.
    All forms of life on Earth are connected in a Biosphere.
    Biological levels of organization from smallest to largest include: atoms, molecules, organelles, cells, tissues, organs, organ systems, multicellular organisms, populations, and communities.
    Cell differentiation occurs many times during development of a multicellular organisms giving rise to a diversity of cell types.
    Cells are the basic unit of structure and function for all living things.
    Cells come only from the division of a pre-existing cell.
    Cells grow when they can take in more nutrients through their plasma membranes than they can metabolize in their interior. Cells may divide when their metabolism exceeds nutrient absorption.
    Cells occur in two basic forms: Prokaryotes (Bacteria and Archaea) and Eukaryotes (all other cells).
    Cells that have differentiated to perform specialized functions rely on the collective function of other specialized cells within a multicellular organism to maintain their living condition.
    Chemical reactions and processes necessary for life are carried out in cytoplasm or organelles within a eukaryotic cell’s protoplasm.
    Common anatomical and/or genetic structures and behaviors demonstrate that species have evolved from common ancestors.
    Different types of cells and tissues combine to form distinct structures known as organs which perform specific functions.
    DNA contains the complete set of instructions, the genetic code, for building and running an organism.
    During the process of meiosis genetic recombinations may occur contributing to genetic variability within a population.
    Energy is converted from one form to another as it moves through a food chains and food webs.
    Enzymes are special proteins designed to catalyze most biochemical reactions that otherwise would not occur.
    Eukaryotic cells first divide their nucleus and then divide their cytoplasm to make new cells.
    Evolution occurs when the gene frequency of alleles in a population shifts to confer survial and reproductive success.
    In a technological world, inventions and innovations must be carefully assessed by individuals and society as a whole.
    Innovation is the process of improving an existing product, process, or system.
    Innovation is the process of modifying an existing product, process, or system to improve it.
    Invention is a process of creating new products, processes, or systems.
    Invention is a process of turning ideas and imagination into new products, processes, or systems.
    Inventions and innovations must be carefully assessed by individuals and society.
    Limiting factors can cause population fluctuations or extinction in a given ecosystem.
    Many synthesized polypeptides require additional processing to acquire their active, three-dimensional structures.
    Matter flows through an ecosystem using a variety of natural cycles.
    Meiosis involves a two-step nuclear division reducing the number of chromosomes in half – producing gametes.
    Mutations alter a gene's genetic information, resulting in a change in the protein that is made, or how or when a cell makes that protein. Most mutations are evolutionary neutral.
    One or more pairs of genes on one or more chromosomes code for the expression of inherited traits.
    Organ systems function to meet an organism’s needs.
    Organisms and their environment are interdependent.
    Organs work together as a system to perform common functions.
    Patterns of inheritance reflecting how genes interact and express themselves (including dominant, recessive, codominance, incomplete dominance, sex-linked, sex-influenced, multiple alleles) can be predicted, observed and described.
    People select, create, and use science and technology and are limited by constraints (e.g. social and physical).
    People select, create, and use technology.
    Prokaryotic cells divide via binary fission.
    RNA is necessary for protein synthesis from DNA.
    Safety is a preeminent concern for all technological development and use.
    Safety is one of the most important concerns for all technological development and use.
    Selective breeding and biotechnology contribute to the deliberate changing of the genetic makeup of a population.
    Sexually reproducing organisms produce gametes which transport hereditary information from one generation of organisms into another generation.
    Speciation occurs when one population is isolated from another population. The isolation can be geological, reproductive, or filling different ecological nitches to reduce competation. With isolation comes changing environmental factors exerting selective pressure on mutations and adaptions.
    Specific biotic and abiotic factors characterize biomes and their component ecosystems.
    Structure is related to function at the cellular and organelle levels of biological organization.
    Sunlight is the initial energy source for most life on Earth.
    Technological design & problem solving follows many steps.
    Technological design & problem solving includes both formative and summative analysis.
    Technological design & problem solving includes clearly communicated solutions.
    Technological design & problem solving includes frequent checking.
    Technological design & problem solving requires hands-on applications.
    Technological design & problem solving requires the ability to clearly communicate engineered solutions.
    Technological design & problem solving requires the application of hands-on abilities such as sketching, prototyping, and fabricating.
    Technological design & problem solving transforms an idea into a final product or system.
    Technological design & problem solving utilizes a series of steps that take place in a well-defined sequence.
    Technological literacy is a lifetime endeavor.
    Technological literacy is necessary for a productive 21st century skilled workforce.
    Technological literacy is necessary for a productive workforce.
    Technological literacy is necessary for all citizens.
    Technological literacy is required for all citizens in a democratic society for shared decision-making.
    Technological literacy is the ability to understand, use, assess, design, and create technology.
    Technological literacy is the ability to understand, use, assess, design, and produce technology (i.e. Invention & Innovation).
    Technological literacy requires lifelong learning.
    Technology and society impact each other.
    Technology and society mutually impact each other.
    The abilities required in a technological world include diagnosing, troubleshooting, analyzing and maintaining systems.
    The abilities required in a technological world include understanding, fixing, and maintaining systems.
    The basic molecular and the associated genetic code structure of DNA are universal, revolutionizing our understanding of disease, heredity and evolution.
    The cytoplasm contains a collection of connected, internal membranous sacs that divide the cytoplasm into functional and structural compartments or organelles.
    The differential reproductive success of populations of organisms with advantageous traits is known as natural selection.
    The fossil record documents patterns of mass and background extinctions and the appearance of new species.
    The pattern of form following function is reflected at all biological levels of organization.
    The Punnet square is a tool that can be used to predict the probability of an offspring’s genotype and phenotype.
    The simplest level of multicellular organization is a tissue.
    There are similarities and differences between fossils and living organisms.
    Two or more versions of a gene (alleles) contribute to the expression of inherited traits.
    Which genes are expressed at a given time is determined by the integration of internal and environmental signals received by a cell.
  • Competencies
    Cite examples of how structure is related to function at all biological levels of organization.
    Compare and contrast the structural and functional similarities and differences among living things.
    Describe and demonstrate how to use the technological method to analyze technological processes and solutions.
    Describe how technological development impacts economics, culture, and policies.
    Describe the role of DNA in protein synthesis, reproduction and evolution.
    Design and produce solutions to technological problems.
    Develop skills for a 21st century workforce.
    Improve an existing product, process, or system.
    Recognize the importance of using technological knowledge to participate competently in a democratically society.
    Use design and problem solving skills to solve technological challenges.

Rationale

Understanding the role and function of the cellular membrane is a foundational concept that leads students into studies of how organisms obtain and use energy, how organisms carry out life processes, how cells communicate and work together in multicellular organisms, and how disease in cells occurs. This can include understanding how a virus is able to enter a cell or how genetic disorders such as Cystic fibrosis lead to malfunctioning proteins channels and impact the health of a cell. By building a model of the membrane and demonstrating the processes of transport and signaling etc, the learner has the opportunity to see first hand what is taking place and then identify what issues would arise if the cell membrane and the component parts were not able to perform their given role.

Vocabulary

Cell Membrane, Plasma Membrane, Homeostasis, Active Transport, Passive Transport, Aquaporin, Channel Protein, Facilitated Diffusion, Phospholipid, Protein, Cytoplasm, Osmosis, Polar, Nonpolar, Permeability 

Objectives

The learner will be able to describe and model the lipid protein structure of the
cell membrane and explain the component molecules and functions.

The learner will understand the methods of cell transport and be able to
describe diffusion, facilitated diffusion, and osmosis through demonstration
with a constructed cell membrane model

Lesson Essential Question(s)

How do organisms live, grow, respond to their environment, and reproduce?

Duration

Three 40-45 minute class periods or one and a half 90 minute block period.

Materials

Build your own Fluid Mosaic Model Activity Packet - includes previewing components and process; model checklist, model diagramming pages, follow up activity questions for analysis and conclusions

Assessment rubric and group form

Cell structure notes on the cell/plasma Membrane

Playdoh – multiple colors (about 4 per group)

Trays/wax paper (build the model on a tray for storage overnight
or between class periods if needed)

Textbook and other suggested research materials, set-up or
give suggested links for safe research.

Suggested Instructional Strategies

W:  

Preview activity with students the day before to ensure they know the learning goals. Go through the check list of items that they need to research or define to construct the model in class. Explain the timeline for
construction and evaluation.  This will reinforce why it is important each group member comes to class with research and visual aids to help their team build the model as they all hold an integral responsibility for the evaluation together.
H:  A “lesson trailer” (a preview activity that serves a lesson like a movie trailer previews a film) will help to promote a sense of awe and wonder in the inner workings of the cell and cell membrane. Model building with the Playdoh also serves as a motivator for creativity and sentimental stimulation. 
E:  

Students will research the given components and processes ahead of the class period for model building. They will bring with them images and diagrams to share with their group members. The Playdoh construction will engage them initially with the task to create the model that is zooming in on the molecular make-up of the cell membrane. 
R:  

As student groups work on the model, the teacher will circulate throughout the room asking groups about their construction, and the processes they will model and give feedback on model strengths or flaws. The
students should practice with their group mates; describing their processes and adapt the model to the needs of the demonstration.
E: The teacher will interview each student group with questions of identification, construction and demonstration of the key processes outlined in the model building.  Each student in the group will
be asked varying questions of difficulty to ensure that all learners are engaged and understand their model and model system. Students can be given the opportunity to make corrections to their original thinking if it was incorrect during the first assessment.
T:  Students can take on different assignments within the model building and assessment components.  Students could be given the opportunity to serve as the expert on different model items or processes.  Scaffolding could be used in the design of the groups to place advanced learners with struggling students.  Assessment questions can be modified to extend the thinking of learners as each group is evaluated as the evaluation can take on more of a discussion format than a formal assessment normally would. 
O: Initially, previewing with general background vocabulary and reviewing organic molecules will be supplied to create the context for the student driven experience.  Students will take the extended vocabulary and processes and research how the molecules interact and embed to create the cell’s membrane. Group work and teacher feedback will follow to promote connections and clarifications.  Independent summary and analysis will occur through questions and conclusions drawn from the demonstrated processes and relationships between the molecules.

Instructional Procedures

1. Period 1: Attention Grabber- Modeling Origins of Cells; the phospholipid membrane (see resources).  Use this mini-lab activity to set the stage for observations on the components of the cell membrane (plasma membrane).  Students should brainstorm how this versioncompares and contrasts to the membrane images in their book.

2. Provide notes on some general information about the cell membrane. Depending on the level of study, you may want to give more or less details to support the needs of the learning audience.  With an advanced or honors class you may want to introduce the terminology or the give a basic organizational outline, but leave them to discover the relationships. With an essentials class provide more foundation content and give them fewer ideas to discover. See resources for note sample. 

 

3. Assignstudents to research and collect information on the component parts and
processes of the cell membrane as identified on the list provided as part of
the “Build your own Fluid Mosaic Model ” (see attachment 3). They should bring
with them to the next class images, definitions, and explanations to help them
complete the structural design of the model and each component part and model
the processes of the cell membrane.  For ELL or struggling students you might
provide sample images or a modified vocabulary list to reduce the amount of
structures they are responsible for defining or researching on their own. A
rubric is also provided in the resources to assist students who need projects
broken down into chunks to help process the tasks they need to complete.


4. Period 2: In class, using Playdoh and trays or sheets of wax/parchment paper to store the models have students build the model in teams of four to five. Students should use their overnight research to design the parts needed.  Set a time limit to construct the model, 20 minutes should be enough if everyone is on task.


5. Once the model is complete and before they are evaluated each student should practice to make sure they are familiar with the model and it will function to demonstrate the necessary requirements.


6. NOTE: The model building and evaluation work best if completed with a double period. 
However if a double period is not available, have the students build and practice with their teams the first day and evaluate the next day.


7. Period 3: Once students have practiced give them two opportunities for evaluation.  When ready, evaluate the model by having different team members identify the parts of the model. Additionally rotate through the group members to explain the parts and processes.  If they are correct check off the assessment list.  If they are incorrect provide feedback on the parts or processes they need to reexamine or remodel.  Check back in with them for
a full evaluation a second time if needed.  


8. Once students have finished their model evaluations, they should diagram their model and label all of the components.  I recommended the students also draw in example movements and processes with arrows or small flow chart style drawings to show changes that take place.


9. Students should clean up the models, saving any Playdoh that can be reused and placing the dried or non-reusable pieces in the garbage can.


10. The post-lab questions should be answered following completion of the diagram and clean-up; students can complete the questions as a team or as a homework assignment as time permits.


11. Closure discussion: How did the model of the cell membrane shows the functions of a protective barrier? Show the functions of a regulatory structure?

Formative Assessment


When student groups have completed the model construction and practiced their processes and explanation of the functions and workings of the cell membrane, the teacher will direct the group through a series of questions to check for understanding, if an error is discovered in the model or understanding of the processes, students can be given time to
revisit the error and make corrections. 


Once the instructor has given approval to their model and understanding, student can continue with the independent analysis and conclusions from their experience.


Closing discussion before the class is dismissed to check for understanding.

Related Materials & Resources

Resources are attached. These items include: Modeling Origins of the cell intro lab activity; Notes on cell membrane; Build your Own Fluid Mosaic Model Directions and Activity packet; Build Your Own Fluid Mosaic Model Assessment Form

Building Your Own Fluid Mosiac Model of the Cell Membrane RESOURCES.pdf

Author

Richelle Gibson, North Allegheny Intermediate High School, Pittsburgh, PA

Date Published

June 05, 2014
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