Angelica Marchini

Lesson date: 10/9 (regular) 10/11 (honors)

Course: Biology & Honors Biology

Length of period: 90 minutes

# of students: 18-33

I. Content

In this lesson, students will be introduced to the topics of cell theory and prokaryotes versus eukaryotes.
Students on A day were instructed to explore the pages on the textbook related to the topic on the
previous Friday. However, that was a half day with a limited number of students in all classes except
honors. The students that were there will act as a resource to support the other students’ learning. In
this lesson they will explore the difference between prokaryote and eukaryote as well as the parts of cell
theory. By the end of this lesson they will be able to identify a prokaryote or eukaryote cell based on
the definitions.

II. Standards

HS-LS1-2. Develop and use a model to illustrate the hierarchical organization of interacting
systems that provide specific functions within multicellular organisms.

(HS-LS1-1) Systems of specialized cells within organisms help them perform the essential functions of
life.

III. Prerequisites

Students are aware that cell is the basic unit of life. Students should understand that the study of cells
is one of the most important topics in Biology.

Students on the previous Friday were introduced to textbooks. During this investigation they compared
and contrasted plant, animal and bacteria cells as well as the three characteristics of life. They copied
this on a worksheet off the textbook. The students who were there have been exposed to this
information through the textbook.

Students will have viewed an onion and cheek cell under a microscope and seen the nucleus and cell.
They should understand that the circles they saw were the nucleus and will have a baseline for
understanding those structures.

IV. Objectives

Students will be able to locate the presence of a nuclear envelope in order categorize organisms as
prokaryote or eukaryotes

Students will be able to define the three parts of cell theory in order to develop a preliminary
understanding of cells
 V. Students will define the three parts of cell theory and the difference between prokaryote
and eukaryote

5E Part of the Lesson: What will the teacher and Rationale: Expected Teacher’s
(Note which phase the students be doing? (Include specific questions, What purpose does each step, question, Reactions: Anticipations:
of the activity the tasks, or activities.) task, or activity accomplish This is largely Include specific
step refers to) conjecture-driven and response to students’
there may be multiple reactions and things
possible reactions for a to remember.
given activity.
Engage Do now: Leads students to the cell theory Students are used Take care of
Cell theory questions and eukaryotic key points to fill in the blank classwork during
10 minutes do nows the do now
What is the smallest thing that can be Addresses the misconception
alive? that eukaryote=multicellular Students will be The do now will
What is something that you and E. Coli given ~10 minutes NOT take more
have in common? to do this than 10 minutes
Where do all cells come from? in this class
Are all Eukaryotes multicellular? Will check at 10 period-
minutes- no
exceptions
Engage Students will look at notes on cell theory Students need an introduction Students will ask This is important
and find out the three parts on cells in order to get into me to “go back” so we will spend
prokaryotes and eukaryotes but the answers up to 20 minutes
Amoeba sisters transitions are repeated repeatedly going
across the slides over it again
Explore Students will look at a picture of a Students will discover the Students may look We have a
prokaryote and a eukaryote and list the definition before it is formalized at big parts like the picture of a
differences so that the definition comes flagella and wall. I sperm with a tail
easily will direct them to to address this
think about the misconception
structures they
saw in the onion
cheek lab.
Explain Prokaryote and eukaryote definition Notes on the definitions of Students may start We will offer a
prokaryotes and eukaryotes will getting ansy stretch break
formalize what they already because this is a around this time.
discovered by observation sitting lesson and
it’s 90 minutes
Elaborate Think pair share the four pictures in the Students will be able to talk it students may have We will go over
powerpoint to figure out which one is a through themselves, be faced some each one after
prokaryote based on the definition with any misunderstandings and misconceptions students give an
then talk to their peers in order about answer, take a
solidify their understanding simple=prokaryote. vote?
before speaking out loud The amoeba could
stump them
Evaluate Cold call students on whether a picture Students will have an Students need to A question with a
shows a eukaryote or prokaryote based opportunity to assess their own address cell wall and one
on the picture understanding by applying the misconception at with a flagellum
knowledge to a blank problem this point that will address the
bacteria look a misunderstanding
certain way with that these are
tails and plants characteristics. A
and animals look tail is not a
characteristic and
 “more a cell wall can
complicated” also exist in
Cyanobacteria and prokaryotes.
sperm will break
this misconception
Differentiation Vocab/introduction to cell structure for the The next topic is cell structure Students will Extra time
(if time students with the 90 minute period to go so we will get our feet wet with understand that vocabulary as far
allows) over this vocabulary the next topic is as we get
cell structure
Honors Honors will get this on Thursday because Honors should not take long to Students will be Constant
they will begin the cell structure project do this so they will end up upset about the reminders for the
first. Immediately following this they will spending less time on this and quiz so they will quiz
have a quiz so they will get cut off before go straight into the quiz on complain about
finishing vocab thursday being given less
time- they need
restrictions

VI. Follow up Assignments: cell parts worksheets, cell parts project

VII. Materials and technology
a. Projector/smartboard
b. Powerpoint
c. Youtube.com: to be determined
d. Textbook of biology
e. Introduction to textbook worksheets
f. https://www.youtube.com/watch?v=ruBAHiij4EA&feature=youtu.be

VIII. Assessment: cell parts quiz date TBD, formative assessment within lessons by asking them to
characterize prokaryotes and eukaryotes based on pictures
IX. Differentation
The lesson is picture oriented. Fill in the blanks will be used for the notes and
vocabulary for students with disabilities and ESOL