High school · Science · 20 minutes
Cell Membranes and Diffusion
Use a model to explain diffusion and distinguish passive from active transport.
High School Biology Foundations · Lesson 1 · Starter collectionLearning objective
Use a model to explain diffusion and distinguish passive from active transport.
Gather your materials
- Paper or a shared note-taking document
- The original passage, example or data provided in this lesson
The lesson time covers the core activity. Allow extra time for video viewing and extended discussion.
Supporting Common Core connection
SL.9-10.1Standard level: Grades 9–10
Prepare evidence, share roles, ask questions and explain how a discussion changes or strengthens your conclusion.
Read the official standard ↗This connection applies to the structured discussion below. It does not establish alignment with science or social studies content standards. Code and level checked 2026-11-04; selected skill coverage.
Teach it step by step
- Ask what the learner already knows. Introduce the objective and read the explanation together.
- Work through the example aloud. Pause for the learner to explain why each step or piece of evidence matters.
- Choose a video if useful, then connect it to the example. Let the learner complete the independent practice before checking the explained answers.
- Discuss the question below and finish with the exit check. Revisit the example if the reasoning is unclear.
Watch, notice, discuss
Video choices for this lesson
Preview a video, then choose what fits your learners. “Show to class” opens a larger view; use the player’s play and full-screen controls when you’re ready.
Teacher preview needed. Check the language, level and length before showing. YouTube may show ads or related videos.
Cell Transport
By Amoeba Sisters
Use this explanation as an introduction, then pause to connect it to the worked example and discussion question.
Open on YouTube: Cell Transport (opens a new tab) ↗Cell Membranes and Transport: Before the Bell Biology
By Amoeba Sisters
Compare this alternate explanation with the lesson. Ask learners to show their reasoning after watching.
Open on YouTube: Cell Membranes and Transport: Before the Bell Biology (opens a new tab) ↗How does a concentration difference affect movement across a membrane? Distinguish passive from active transport.
An external player loads only after you choose Preview or Show to class. Playback connects to YouTube. Videos belong to their creators; availability and embedding can change.
Understand the idea
Cell membranes regulate exchanges between a cell and its environment. Diffusion is net movement of particles down a concentration gradient due to random motion. At equilibrium, particles still move, but there is no net change in concentration from diffusion alone. Passive transport does not require cellular energy input to move material down its gradient; active transport uses energy to move substances against a gradient or power related processes.
Worked example
Imagine a membrane permeable to a small dissolved substance. Initially, its concentration is higher outside than inside. Particles move both ways, but the net movement is inward until other conditions or a dynamic equilibrium are reached. If a cell maintains a higher concentration inside by moving that substance against its gradient, a suitable active transport mechanism requires energy. This is a simplified model: membrane permeability and other forces also matter.
Try it yourself
- What is the net diffusion direction if concentration is higher inside?
- Do particles stop moving at equilibrium?
- Why is membrane permeability important to the prediction?
Check your reasoning
- Net movement is outward if the membrane permits passage and other relevant conditions are comparable.
- No. Random movement continues; opposing flows can balance.
- A substance that cannot cross the membrane will not diffuse through it simply because a concentration difference exists.
Make it work for your learner
For support, model the example one step at a time and ask the learner to explain each choice in their own words. Use a sketch, organizer or physical model where helpful. For a challenge, create a new example, test an alternative explanation or describe when the model would not apply.
Exit check
Use a model to explain diffusion and distinguish passive from active transport. Explain your reasoning with a specific example before moving on.
Prepare · Discuss · Reflect
Use evidence in a conversation
Discussion question: How does a concentration difference affect movement across a membrane? Distinguish passive from active transport.
- Before discussing, write a tentative answer with two details from the lesson’s passage, example or data. For a longer discussion, the teacher can add an age-appropriate source.
- In pairs, a group or a tutor–learner conversation, agree on roles: facilitator, evidence finder and note taker. Combine roles when needed and allow equal time to respond.
- Share evidence, ask a clarifying question and respond to a different interpretation. Explain which details support or challenge a claim.
- Paraphrase another person’s point. Write a final conclusion explaining what changed, what remains uncertain and what evidence you would seek next.
Teacher look-for: Accurate use of the example, reasons linked to evidence, thoughtful questions and a response to another viewpoint. A well-supported alternative answer is welcome.
