Alberta Science 10Teaching resource · Alberta POS aligned

Units / Unit C / Diffusion, Osmosis, and Active Transport

Diffusion, Osmosis, and Active Transport

Compare passive and active transport with models (C-GO2-SO1, C-GO2-SO2).

Present slides (8)Student view preview75 minutes suggested

Lesson plan — step by step

  1. 1

    Prepare

    Review POS statements for this lesson.

  2. 2

    Set purpose

    Display learning-intent slide; clarify success criteria and POS tags.

  3. 3

    Teach

    Walk through 8 slides in order—use talk tracks and questions in presenter notes.

  4. 4

    Formative check

    Quick check: Think-pair-share using today's outcome IDs.

  5. 5

    Close

    Exit slide; assign optional review of student notes online.

Materials

  • Review POS statements for this lesson.

Program of Studies tags

General outcomes

C-GO2

Specific outcomes

  • C-GO2-SO1
  • C-GO2-SO2

Teacher overview

Compare passive and active transport with models (C-GO2-SO1, C-GO2-SO2).

Before class

  • Review POS statements for this lesson.

Common misconceptions

    Formative checks (classroom)

    • Quick check

      Think-pair-share using today's outcome IDs.

      Look for: Accurate use of POS vocabulary.

    Slide outline

    1. 1. [hook] Opening: Diffusion, Osmosis, and Active Transport · ~3 min
    2. 2. [learning-intent] Learning intentions (Alberta POS) · ~2 min
    3. 3. [concept] Passive transport · ~6 min
    4. 4. [concept] Models · ~6 min
    5. 5. [guided-practice] Guided practice · ~8 min
    6. 6. [sts] Science, technology and society · ~4 min
    7. 7. [formative-check] Formative check · ~4 min
    8. 8. [exit] Next steps · ~2 min