Conceptual question:How do substances move across the cell membrane? 

Debatable question: Should models be used to understand a scientific process/ phenomenon? Is it possible to decide which model is the most useful?

Literacy(ELL):
1.  https://quizlet.com/_2lvasg
2. Vocabulary List 
3. Use of dictionary/Pictionary

4. Use of translator

Warm-up: Which bag is more like a cell membrane?

Brain Scratcher: What is the role of cell membrane in placenta, air sacs or even intestines?

Task 1: Identify the role of different scientists in modeling the structure of cell membrane.
Look around the room and choose any one picture of cell membrane.

Choose any one as per your understanding from the previous lesson and research. (Differentiation) 

1.Who proposed this model?

2. What are the features?

3. Use description matrix on Padlet and share.
4.Time line on White board

Task 2:
Take feedback from your peers on their opinions about the evidence. (Communication skills)

Highlight the limitations of the evidence in drawing conclusions about the structure of membranes. Share your results with peers. (Social skills - Collaboration)


Question using Bloom’s wheel (HOTS) and provide feedback. 

For Example:

•How are each of the models supported or undermined by the evidence available at the time?

•What do you think led to each model being devised?

Task 3: Activity Time
 Bubble Play

Plenary:
•Burning question wall 

•Self-assessment tree

•Exit ticket

•ATL wall

•Progress Traffic lights 

2. What are the features?

3. Use description matrix on Padlet and share.
4.Time line on White board

2. What are the features?

3. Use description matrix on Padlet and share.
4.Time line on White board

2. What are the features?

3. Use description matrix on Padlet and share.
4.Time line on White board

2. What are the features?

3. Use description matrix on Padlet and share.
4.Time line on White board

2. What are the features?

3. Use description matrix on Padlet and share.
4.Time line on White board

By the 1950s, cell biologists verified the existence of plasma membranes using electron microscopy (which accounted for higher resolutions). J. David Robertson used this method to propose the unit membrane model. Basically, he suggested that all cellular membranes share a similar underlying structure, the unit membrane. Using heavy metal staining, Robertson's proposal also seemed to agree instantaneously with the Davson-Danielli model. According to the trilaminar pattern of the cellular membrane viewed by Robertson, he suggested that the membranes consist of a lipid bi-layer covered on both surfaces with thin sheets of proteins. This suggestion was a great boost to the proposal of Davson and Danielli. However, even with Robertson's substantiation, the Davson-Danielli model had serious complications, a major one being that the proteins studied were mainly globular and couldn't therefore fit into the model's claim of thin protein sheets. 
Advantages:
It was supported greatly by other models, like Davson and danielli's one
Drawbacks:
No protein small enough to be part of a system like this was discovered yet

4.3.U2 In aquatic ecosystems carbon is present as dissolved carbon dioxide and hydrogen carbonate ions.

4.3.U3 Carbon dioxide diffuses from the atmosphere or water into autotrophs.

4.3.U4 Carbon dioxide is produced by respiration and diffuses out of organisms into water or the atmosphere.

4.3.U9 Carbon dioxide is produced by the combustion of biomass and fossilized organic matter.

4.3.A1 Estimation of carbon fluxes due to processes in the carbon cycle.

4.3.A2 Analysis of data from air monitoring stations to explain annual fluctuations.

4.3.S1 Construct a diagram of the carbon cycle.

HS-LS2-1. Use mathematical and/or computational representations to support explanations of biotic and abiotic factors that affect carrying capacity of ecosystems at different scales. 

HS-LS2-6. Evaluate the claims, evidence, and reasoning that the complex interactions in ecosystems maintain relatively consistent numbers and types of organisms in stable conditions, but changing conditions may result in a new ecosystem.

LS2.B: Cycles of Matter and Energy Transfer in Ecosystems

Photosynthesis and cellular respiration (including anaerobic processes) provide most of the energy for life processes. (HS- LS2-3)

(NYSED) When matter is cycled through organisms and ecosystems, some of the matter reacts to release energy for life functions, some is stored in newly made structures, and some is eliminated as waste. (HS-LS2-4)

(NYSED) Photosynthesis and cellular respiration are important components of the carbon cycle, in which carbon is exchanged among the biosphere, atmosphere, hydrosphere,and geosphere through chemical, physical, geological, and biological processes. (HS-LS2-5)
 LS1.C: Organization for Matter and Energy Flow in Organisms

The process of photosynthesis converts light energy to stored chemical energy by converting carbon dioxide plus water into sugars plus released oxygen. (HS-LS1-5) 

Learning outcomes:
I can…
State the role of photosynthesis in the carbon cycle.

Outline the process that converts CO2 to hydrogen carbonate ion in water, leading to a reduction of the pH in the water.

Describe how in diffusion, molecules move from an area of higher concentration to an area of lower concentration.

Objectives:

Developing لنامية: Define autotrophs and heterotrophs.

Securing تأمين :  Describe how autotrophs convert carbon dioxide into carbohydrates and other carbon compounds

Extending   تجاوز : Explain how carbon dioxide diffuses from the atmosphere or water into autotrophs

Challengeالتحدي : Determine how  Carbon dioxide is produced by respiration and diffuses out of organisms into water or the atmosphere

Task 1:
Watch the video
https://www.youtube.com/watch?v=f8G7IulYxiA
 Define autotrophs and heterotrophs
Describe how autotrophs convert carbon dioxide into carbohydrates and other carbon compounds

Developing لنامية : Define autotrophs and heterotrophs.

-Autotrophs: Organisms that can produce their own food. They use materials from inorganic sources.

-Heterotrophs: Organism that cannot produce its own food. Get its nutritions from other sources (mainly plant or animal matter). 

Securing تأمين :  Describe how autotrophs convert carbon dioxide into carbohydrates and other carbon compounds

-In aquatic ecosystems carbon is present in the form of hydrogen carbonate ions, which is formed when water and carbon dioxide combine to form carbonic acid which produces hydrogen carbonate ions. They also uses sun and oxygen. 

Extending   تجاوز : Explain how carbon dioxide diffuses from the atmosphere or water into autotrophs

Methane is produced from organic matter in anaerobic conditions by methanogenic archaeans and some diffuses into the atmosphere or accumulates in the ground. Methane is oxidised to carbon dioxide and water in the atmosphere.

Developing لنامية : Define autotrophs and heterotrophs.

-Autotrophs: Organisms that can produce their own food. 
-Heterotrophs: Organism that cannot produce its own food. 

Securing تأمين :  Describe how autotrophs convert carbon dioxide into carbohydrates and other carbon compounds

-In aquatic ecosystems carbon is present in the form of hydrogen carbonate ions, which produces hydrogen carbonate ions. They also use sun and oxygen. 

Extending   تجاوز : Explain how carbon dioxide diffuses from the atmosphere or water into autotrophs

Methane is produced from organic matter in anaerobic conditions by methanogenic archaeans and some diffuses into the atmosphere or accumulates in the ground. Methane is oxidised to carbon dioxide and water in the atmosphere.

 Extending  تجاوز :Determine how Carbon dioxide is produced by respiration and diffuses out of organisms into water or the atmosphere.
During cellular respiration the cell uses oxygen to break down sugar. Breaking down sugar produces the energy your body needs, carbon dioxide is a waste product of aerobic respiration, in humans its what you breath out each time you breath. Therefore, It diffuses out of the cells and into the atmosphere or water.

Learning outcomes:
I can…

Learning outcomes:
I can…

Learning outcomes:
I can…

- State that carbon dioxide is a waste product of aerobic cellular respiration.​   

-Cells do not need carbon dioxide because carbon dioxide is a waste product of aerobic cellular respiration. Aerobic cellular respiration breaks down glucose and also combines the broken down products with oxygen in order to make water and carbon dioxide.

- State that carbon dioxide diffuses out of cells into the atmosphere or water.

-In diffusion molecules move from an area of higher concentration to an area of lower concentration which make the carbon dioxide diffuse from the atmosphere or water into autotrophs.

- Define combustion.

-Combustion is a process of burning. In high temperature there is chemical reaction between a fuel and an oxidant (atmospheric oxygen).

- State the products of a combustion reaction.     

- A combustion reaction always includes oxygen and a hydrocarbon  as the reactants and always carbon dioxide and and water as products.

- State sources of fuel for a combustion reaction.

-Sources of fuel for a combustion reaction consist mainly of carbon, hydrogen, nitrogen, sulfur, and oxygen. During combustion they produce: the primary pollutants are Carbon Monoxide, Carbon Dioxide, Sulfur, Nitrogen Dioxide, Nitric Oxide, Volatile organic compounds, and Hydrocarbons.

IB Learning Objectives:
4.3.A1: Estimation of carbon fluxes due to processes in the carbon cycle.

4.3.S1: Construct a diagram of the carbon cycle.

HS-LS2-6. Evaluate the claims, evidence, and reasoning that the complex interactions in ecosystems maintain relatively consistent numbers and types of organisms in stable conditions, but changing conditions may result in a new ecosystem.

•Carbon, 

•Carbon Cycle, 

•Flux, 

•Sink, 

•Source
Learning Outcomes:

Developing لنامية:  Identify sources and sinks in ecosystem.

Securing:تأمين  Describe the movement of carbon though two or more processes that would store carbon for thousands or millions of years. 

Exceeding: جاوز :Construct a diagram carbon cycle and/or explain the process by which a carbon sink becomes a carbon source

Extending: Suggest the process which has the greatest carbon flux.

Challenge: Create a Combating Climate Change manual that could be distributed to parents and/or throughout the school via emai

Sources; Any vessel that releases Carbon.

Examples of sinks include plants, water, and fossil fuels.

example of source is diffusion and feeding.
Another example of sinks are living plants.

When you use it to release carbon a carbon sink becomes a carbon source. A sink is burnt and in the form of co2 the carbon is released.

Sink are those materials that store carbon, whereas source are those materials that release carbon into the atmosphere

4 Arrange sources and sinks in two columns.

 | Sources | Sinks
| Candle | Green plant
| Volcanoes | Fossil fuel
| Respiration |  Humans
 

 

7 Describe the movement of carbon though two or more processes that would store carbon for thousands or millions of years. 

When carbon is trapped in ocean sediments, or fossil fuels, it is stored for millions of years.