1. Model types of cellular transport
2. Distinguish between types of cellular transport

1. TSW begin class with daily bellwork by recording answers to the following questions in their bellwork folders which are kept under their desks. TSW should sit silently in their seats and complete bellwork independently but are allowed to use their notes or a textbook. 

2. TSW put away their bellwork folders after 7 minutes.
3. TTW read each question aloud and solicit student responses to questions.
4. TSW recall difference between endocytosis and exocytosis.
5. TTW instruct students to move to the back of the class and make a circle by joining hands. TTW announce that the class represents a cell’s membrane.
6. TTW ask for a volunteer to serve as a bacterium. Upon volunteering one student will stand outside loop of students. TTW state that circled students are a white blood cell which helps fight infection. TSW will explain what they would do to a bacterium.
7. TTW will guides students to envelop “bacterium” in a vesicle and ask what part of the cell would break down the bacteria (lysosome).
8. TSW will then model opposite situation. Student will now represent a piece of waste in the cell that needs to be gotten rid off. 
9. TTW guide students in modeling exocytosis of “waste.”
10. TSW name each process and have students take their seats.
11. TTW direct attention of students to String-Bean Prompts and explain that they will be graded on this activity.
12. TTW pass out two blue dots, a carrier protein, a handful of beans, and a string loop to each student while s/he explains activity to students.
13. Once all students have their materials TSW will explain the first task, to model a hypotonic solution. TTW will move about room with clipboard and give students a check on worksheet or an “X” for an incorrect response to prompt. 
14. TTW show individual student their grade.
15. After the all students hypotonic solutions have been modeled the TSW will ask students to describe appropriate set up of beans and string. 
16. TTW repeat steps 13 -15 with 9 additional prompts.

1. TTW will record grades and show students individually.
2. TTW select two students to collect materials and bring them to the front of the room.
3. TTW review orally by asking students to explain what makes a carrier protein’s action active or passive. Emphasize that depending on the concentration gradient a transporter proteins movement of solute will be either passive or active.
4. TSW contrast endocytosis and exocytosis.

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