Prokaryotic/Eukaryotic Cells Lesson Plan ETPT 2020:008 Sidney, Tiana, Iyona & Jeremy Team Hinckley 4/23/2013

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1 Prokaryotic/Eukaryotic Cells Lesson Plan ETPT 2020:008 Sidney, Tiana, Iyona & Jeremy Team Hinckley 4/23/2013 Session: 3 4/23/ :30-1:45 pm # Date Time Session Title: Identifying the differences between Prokaryotic and Eukaryotic cells and the names of their organelles. Learning Content/ Profile of Learners: Standard high school sophomores in Biology in a suburban area with a full time teacher. The curriculum for these students includes Chemistry, Geology, Biology and Physics. The teacher does get help from a student teacher or other aids periodically. The high school that these students attend has children in the ninth grade up to twelfth grade. This science classroom contains 22 students. Most of the children are African Americans, many more are Caucasian and others are Hispanic. There are no students with disabilities. All of these students know to respect the teacher, and if there is a major problem send the student(s) to the principal s office. This room contains 22 desks for each student and 5 lab tables in the back of the room. There are also 5 computers on the left hand side of the room and a projector screen in the front of the room. For this lesson the lab tables and supplies on my desk will be used. Learning Hierarchy for This Unit: On separate sheet. Intended Learning Outcome(s) for This Session: In order to demonstrate an understanding of the difference between prokaryotic and eukaryotic cells when asked the components of each cells the student must be able to label each part, without error. Pre/Post-Assessment Items: On separate sheet Content to be Learned: On separate sheet Instructional Events and Timeframes

2 ILO for this Lesson: In order to demonstrate an understanding of the difference between prokaryotic and eukaryotic cells when asked the components of each cells the student must be able to label each part, without error. Timeframe Teacher/Learner Activities Materials/Supplies Motivation 3-5 Show illustration of prokaryotic and eukaryotic cells. Tell them that today we are going to be learning about the differences of these two cells and what organelles they contain. - Computer - Illustrations Presentation Review previously learned information with students. Show the students the physical diagrams starting with the prokaryotic cell and explain all of it s organelles and then move on to the eukaryotic and do the same. Pass each organelle around the room so each student can see each one. Teacher will explain the classification activity students will do for practice; written instruction will be included. Allow for Q&A. - Computer - Slideshow - Physical Diagrams (one of each kind of cell)

3 Practice Students will partner up and use each others notes to identify the organelles found in each type of cell when given a worksheet with two cells, one being a prokaryotic cell and the other being a eukaryotic cell. Both cells will contain empty labels next to each organelle, and in the lower left corner of the worksheet there will be a word bank to be used as a guide by the students. Label cell as prokaryotic or eukaryotic. Word Bank will be provided. Essay on the next page that will ask what differences and similarities the students have found between the cells by doing this worksheet and using their notes and a partner. Each student will turn in their own worksheet. - Lab Stations (groups of two) - 22 Worksheets - Notes of the students

4 Feedback 10 Check to see that each student understands the differences and similarities between the two types of cells by checking to see that their answers that they had provided on the labeling portion of this worksheet are all correct by comparing it to the answer key. Go over each student s essay on the next page of the worksheet and see if each student completely understands the elements involved in each cell, the function of each element within the cell and the differences and similarities of these two cells. After grading these worksheets, review the worksheet and explain any questions the students may have. Give students survey to rate how well this activity had helped them learn this material and decide how effective it was. - Answer key (only for teacher s use) -Review worksheet with students -Survey for the students to take to review how effective the practice activity was to them

5 Facilities / Equipment Specifications / Arrangements: On separate sheet. Instructional Materials / Supplies Needed: - 1 Apple computer with Microsoft PowerPoint access. - 1 Whiteboard to write out things for students for further explanation - Projector to show the slide show. - 2 physical examples of the two cells whose organelles come apart for further explanation and better visual worksheets surveys. - 1 Answer key (for teacher s use only) desks that can be moved for the students to form groups. Evaluation / Equipment Specifications / Arrangements: Questions: 1. Are the students in a comfortable environment to learn? 2. Does the lecture and slide show presentation keep their interest? 3. Is the material relatable? 4. Is there enough time for questions from the students? 5. Were the instructions on the worksheet understandable to the students? 6. Did the students grasp what was being taught? References and Resources: