Build your own Fluid Mosaic Model of the Cell Membrane
Build your own Fluid Mosaic Model of the Cell Membrane
Grade Levels
Course, Subject
Rationale
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 |
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 |
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