The lesson allows students to not only compare cellular structures and their functions in prokaryotic and eukaryotic cells, but also relate the structure of organelles to their function.

Prokaryote-unicellular organism that lacks a nucleus

Eukaryote-organisms whose cells contain a nucleus

Cell wall-strong, supporting layer around the cell membrane in some cells

Cell membrane-thin, flexible barrier that surrounds all cells

Ribosomes-cell organelle consisting of RNA and protein

Capsule-protects the prokaryotic cells

Pilus-allows the prokaryote to attach to other cells

Flagellum-allows the prokaryote to move, made of microtubules

Nucleoid-central region in a prokaryotic cell

Nucleus-structure that contains the cell's genetic material in the form of DNA

Vacuole-cell organelle that stores materials such as water, salts, proteins, and carbohydrates

Vesicle-small organelle that transports materials

Lysosome-cell organelle that breaks down lipids, carbohydrates, and proteins into small molecules

Cytoskeleton-network of protein filaments in a eukaryotic cell

Centriole-structure in an animal cell that helps to organize cell division

Endoplasmic reticulum-internal membrane system found in eukaryotic cells

Golgi apparatus-organelle in cells that modifies, sorts, and packages proteins

Chloroplast-organelle found in cells of plants and some other organisms, site of photosynthesis

Mitochondrion-cell organelle that converts the chemical energy stored in food into usable compounds for cell

 

The student will be able to create a flash card for a cell part.

The student will be able to describe the structure and function of a cell part.

The student will be able to compare cellular structures and functions in prokaryotic and eukaryotic cells.

The student will be able to explain how the structure of a cell part allows it to perform its function. 

3 class periods (1.5 block periods)

Index cards

Colored pencils

Biology textbook

Cell Parts and Organelles Flash Cards.doc

W:	This lesson focuses on cell structures and their functions in prokaryotic and eukaryotic cells.  Students will be given a KWL chart in which they will write down similarities and differences between prokaryotic and eukaryotic cells.  Students will also fill out what they want to know about prokaryotic and eukaryotic cells.  At the end of the unit, they will reflect and write down what they have learned.
H:	Students will be given a list of facts about prokaryotic and eukaryotic cells.  Students will attempt to classify each of the facts under the prokaryotic or eukaryotic category.
E:	The vocabulary will be previewed.  Each term will be discussed prior to students reading selected portions of the textbook.  Students will be reading about cellular structures and creating a flash card for each structure.
R:	Students will revisit prokaryotic cells when comparing them to eukaryotic cells. They will reflect upon the structures and organelles when comparing plant and animal cells. Finally, they will revisit the content from the previous lesson when they compare eukaryotic and prokaryotic cells.
E:	Students will be given a rubric that they can use when completing the flash cards to make sure they are including all necessary components.  Once students are finished, students can exchange their cards and rubric with a classmate for peer review prior to evaluation by the teacher.
T:	Students will have choice in what they draw to represent their cell part.  They could draw the cell part as it is seen in the cell, or they could draw a picture that represents the part's function.  Students may be given graphic organizers that can be used while students are reading the textbook.  Students will fill out the graphic organizers and then transfer the information to their index cards so that they can be sure they have all the necessary information included on each card.  To challenge some students, they will be required to create an analogy of each cell part's function.
O:	The lesson is organized through a variety of exploration activities.  First, students use their background knowledge to compare prokaryotic and eukaryotic cells.  Then, students research cellular structures and their functions in prokaryotic and eukarytoic cells.  After, students create an index card that summarizes important facts about each cellular structure.  Finally, students reflect on their learning.

Day 1: Have students fill in the first two columns of a KWL chart.  The students will be stating what they know about prokaryotic and eukaryotic cells, and what they want to learn.  As a class, discuss what students wrote in the KWL chart.  Pass out strips of paper that contain facts about prokaryotic and eukaryotic cells.  Have students classify each fact into the prokaryotic or eukaryotic category.  Discuss answers to the activity as a class.  Preview vocabulary that students will be reading about.  Discuss each term as a class.  Ask students what they know about each term.  Have students come up with their own definitions and a nonlinguistic representation for each term.

Day 2: Pass out the direction sheet and rubric for the cell parts project.  Go over the direction sheet and rubric.  Show students an example of a completed flash card so that students know what you'll be looking for.  Pass out index cards to each student.  Tell students that they will be using their textbook to research cell parts to figure out each part's composition, function, and what cells it's found in.  They will also have to write a description of the cell part that will help them remember what it looks like in the cell.  Students will have to draw a picture for each part as well.  Students can draw a picture that represents what the part looks like, or they can draw a picture that reminds them what it does for the cell.

Day 3: Students will continue working on the cell parts project.  When students finish, they can exchange their flash cards and rubric with a peer.  They can review each other's project and determine if they are missing anything that would result in a loss of points.  Students can make the necessary corrections, and submit their project to the teacher for evaluation.   

Day 1: The teacher should monitor students when they are filling out the KWL chart.  The teacher will be able to assess what students already know about prokaryotic and eukaryotic cells which will allow for differentiation.  The teacher should monitor students when they are classifying cell facts into the prokaryotic or eukaryotic categories.  This will allow the teacher to assess what students know and will set the foundation for upcoming activities.  Class discussion and questioning can be used to formatively assess students' knowledge of cellular structures and vocabulary.

Day 2: The teacher should monitor students as they are working on the flash cards.  The teacher can provide feedback as students are working.  Students can be given exit card questions at the end of day 2 that asks students to describe a cell part's structure and/or function. 

Day 3: The students will be self-monitoring their progress using the rubric and peer review. 

CELLS alive!

prokaryotic, eukaryotic, organelle

Matthew McKenry

April 29, 2013