LEARNING SESSION SAN JUAN BAUTISTA PRECURSOR EDUCATIONAL INSTITUTION

I. INFORMATIONAL DATA:
COURSE: ENVIRONMENTAL TECHNOLOGICAL SCIENCE

GRADE: FOURTH

TEACHER: NOHEMI LIN VEGA CALERO

DURATION: 2 HOURS

08/21/2017

CELL MEMBRANE

EXPECTED LEARNINGS
COMPETENCIES CAPACITIES INDICATORS
Understand and apply Supports the importance of osmosis in
knowledge the hydric and electrolyte balance
Explain the physical world, scientists inside and outside of the cell.
bathed in knowledge yMENBRANA argues Argue with scientific foundation
scientific. scientifically. the differences of the effect of osmosis
in animal and plant cells.

DIDACTIC SEQUENCE
Start (25 minutes)
The students and the teacher agree on rules for the interaction of the work (for example,
listen attentively to the teacher's instructions, intervene in an orderly manner respecting the
opinion of your colleagues.
Teams of five members are formed.
The students show the setup that was requested in the previous class (glass with water)
colored vegetable content and a celery stalk.
The teacher poses the following questions:
What happened to the colored water?
What explanation is there for the colors of the teeth being inside the celery stalk?
What would we call this phenomenon?
Did you know that white flowers can be colored?
What technique do they use to color the flowers?
Which types of vegetables can be colored?
Likewise, the teacher will ask three members of each group to donate a drop of blood and
prepare a frots on a slide, according to the recommendation in the following link:

Add a drop of liquid to each frots as indicated and observe each sample under the microscope.
 Mueítra Add a drop Observe the microscope
1 distilled water Red blood cells swell (turgor) due to the entry of
water, the cell can explode and die.
2 NaCl solution causes the red blood cells to dehydrate (plasmolysis) and die.
2%
3 Serum o Solution The red blood cells will remain the same, they do not absorb or
NaCl at 0.98% o they lose water, they do not die.
isotonic solution
The teacher asks: What happens to the globules and why? In the process of...
Will there be a difference between an animal cell and a plant cell? Listen carefully to the participation of the...
Student and note your contribution on the board.
Development (75 minutes)
Understands and applies scientific knowledge and argues scientifically.
The teacher shows the students the video 'Óímoíií':
The teacher instructs the students to respond to the following on a flip chart.
questions:
What allows the colors of the dye to be inside the celery stalk?
it is recommended that students express their information addressing the topic of
osmosis
What would we call this phenomenon?
How would the membranes of the cell be observed?

The students, after analyzing and answering the questions, coordinate and choose a
representative of each team that will present their information.
The students complete activities 1, 2, and 3 in their notebook, page 43 of the CTA 4° book.
The teacher consolidates the learning of their students by clarifying concepts and definitions.
emphasizing the importance of the membrane structure and its selective function in the passage of
some molecules and noting that it can only be observed with optical instruments
specialized.
For reinforcement, it is suggested to discuss the following text.

Curiosities: The osmotic pressure of our cells is between 7 and 8 atm, which corresponds to
with which it would exert a dissolution containing 9.596 g/l of NaCl. In our body there is
a specialized organ in regulating osmotic pressure, it is the kidney. Its mission, among
others, it is to extract water and salts from the blood plasma to keep stable the
concentration of solutes and therefore osmotic pressure. Osmotic pressure intervenes in
many other biological processes; for example, those that determine absorption and transport
of sap in plants or in the movement of certain animals.
Certain unicellular organisms in freshwaters, for example, the paramecium, when living in
freshwater, its cytoplasm is hypertonic with respect to the exterior, which causes a
continuous water entry. However, they have certain organelles, the contractile vacuoles,
that extract water from the cytoplasm and expel it to the outside.

The teacher indicates that it is necessary to complement the previous text with the following information.
so that they can understand that, just as at a bodily level it is necessary to receive and discard, each
 cell also needs to receive and discard. (Annex 1)
The students respond and engage in dialogue based on their answers to the questions:
Why does the blood need to eliminate waste and by what process is it carried out?
What advantage does the glomerulus have by having a semipermeable membrane?
Provide the reasons why water and electrolyte balance is important.
inside and outside the cell?
The students compare the results obtained in the chart about red blood cells and the
compare with the image of the plant cell, and ask to note differences and similarities.
(Annex 2)
The teacher shares the response and invites him to prepare explanations to try to
importance of osmosis in the water balance both in animal cells and in plant cells
in an exhibition that will be evaluated with a rubric in the selection 4.
Closure (35 minutes)
The students record their answers in their notebook and draw conclusions, having in
count the contents worked on the paperboard and the dialogue conducted.
The teacher presents two pots and explains that one will be left outdoors and the other covered with
black cloth or plastic, stored in a closet, for the next learning session.

HOMEWORK TO WORK ON
The students develop questions 1 and 2 from page 67 of their book in their notebook.
text.
The teacher reminds the students that in the previous session, a group project was assigned that
will be presented for the next session (model of the prokaryotic cell). In this part, it may
monitor and recommend how to develop your task.

MATERIALS OR RESOURCES TO BE USED

Material
Microscope, slide and coverslip, markers, chart paper, cleaning cloths, ruler, container glass
and a stalk of celery (ordered to the students).

EVALUATION
The teacher will evaluate the teamwork and the poster with the development of the questions.
proposals in the session, and will note them in his individual worksheet.

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Roberto Martinez Leandro Prof: Nohemi Lin Vega Calero