Download Animal vs. Plant Prokaryotic vs. Eukaryotic Cells

Primary Type: Lesson Plan
Status: Published
This is a resource from CPALMS (www.cpalms.org) where all educators go for bright ideas!
Resource ID#: 27162
Animal vs. Plant & Prokaryotic vs. Eukaryotic Cells
This lesson will develop students' ability to identify similarities and differences between animal and plant cells as well as prokaryotic and eukaryotic
cells.
Subject(s): Science
Grade Level(s): 9, 10, 11, 12
Intended Audience: Educators
Suggested Technology: Computer for Presenter,
Internet Connection, LCD Projector
Instructional Time: 4 Hour(s)
Resource supports reading in content area: Yes
Freely Available: Yes
Keywords: animal cells, plants cells, prokaryotic cells, eukaryotic cells
Resource Collection: FCR-STEMLearn Science - General
ATTACHMENTS
AnimalvsPlantEukaryoticvsProkaryoticCellsHighSchoolLesson.doc
PreAssessmentPlantvsAnimalEukaryoticvsProkaryoticCells.doc
Vocab4FoldablesAnimalsvsPlantsEukaryoticvsProkaryotic.doc
SummativeAssessmentAnimalsvsPlantsEukaryoticvsProkaryotic.doc
EnrichmentActivityAnimalvsPlantEukaryoticvsProkaryoticCells.doc
LESSON CONTENT
Lesson Plan Template: General Lesson Plan
Learning Objectives: What should students know and be able to do as a result of this lesson?
Students should be able to compare and contrast the general structures of plant and animals cells as well as compare and contrast the general structures of
prokaryotic and eukaryotic cells.
Prior Knowledge: What prior knowledge should students have for this lesson?
Students should be able to recognize and explore how cells of all living organisms undergo similar processes to maintain homeostasis,including extracting energy from
food, getting rid of waste, and reproducing as well as compare and contrast the structure and function of major major organelles of plant and animal cells, including
cell wall, cell membrane, nucleus, cytoplasm, chloroplasts, mitochondria, and vacuoles for this lesson.
Guiding Questions: What are the guiding questions for this lesson?
How are the general structures of plant cells and animal cells alike?
How are the general structure of plant cells and animals cells different?
How are the general structures of prokaryotic cells and eukaryotic cells alike?
How are the general structures of prokaryotic cells and eukaryotic cells different?
Teaching Phase: How will the teacher present the concept or skill to students?
The teacher will present the concept/skill to students through interactive web-based resources. See the attached
page 1 of 2 lAnimalvsPlantEukaryoticvsProkaryoticCellsHighSchoolLesson.docx.
Guided Practice: What activities or exercises will the students complete with teacher guidance?
The students will complete interactive web-based resources activities/exercises with teacher guidance. See the attached
AnimalvsPlantEukaryoticvsProkaryoticCellsHighSchoolLesson.docx.
Independent Practice: What activities or exercises will students complete to reinforce the concepts and skills developed in the
lesson?
The students will complete vocabulary foldables for terms related to benchmark as well as participate in interactive web-based resources to reinforce the concepts
and skills developed in the AnimalvsPlantEukaryoticvsProkaryoticCellsHighSchoolLesson.docx.
Closure: How will the teacher assist students in organizing the knowledge gained in the lesson?
The teacher will assist students in organizing the knowledge gained in the lesson through the development of vocabulary foldables for terms related to benchmark.
Summative Assessment
The teacher will determine if the students have reached the learning targets for this resource through the use of a summative assessment (provided) designed to test
students understanding specifically related to benchmark. The teacher will measure the impact of this resource through students ability to correctly answer questions
on summative assessment.
Formative Assessment
The teacher will gain information about the student understanding and prior knowledge before and/or at the beginning of the lesson through the use or a preassessment (provided) designed to test student understanding of prior knowledge required for understanding of benchmark.
Feedback to Students
The students will get feedback about their performance or understanding during the lesson through remediation sessions. They will have the opportunity to use the
remediation sessions to gain prior-knowledge required and as practice to improve their performance.
ACCOMMODATIONS & RECOMMENDATIONS
Accommodations:
Students with special needs will be accommodated through the use of vocabulary foldables on summative assessment. Teacher will differentiate instruction through
the creation of remediation pull-out groups to provide extra practice to students who require this. There is also an enrichment activity (provided) associated with the
lesson for students who over-perform to engage in while teacher assists students who require additional support.
Extensions:
The enrichment activity provided in the lesson could be used as an extension of the lesson for all students if desired.
Suggested Technology: Computer for Presenter, Internet Connection, LCD Projector
Special Materials Needed:
Materials for enrichment activity are listed on the document for the enrichment activity.
Further Recommendations:
The teacher should become familiar with the web-based resources suggested in the lesson prior to presenting these to the students.
SOURCE AND ACCESS INFORMATION
Contributed by: Dustin Cannarella
Name of Author/Source: Dustin Cannarella
District/Organization of Contributor(s): Orange
Is this Resource freely Available? Yes
Access Privileges: Public
License: CPALMS License - no distribution - non commercial
Related Standards
Name
Description
Compare and contrast the general structures of plant and animal cells. Compare and contrast the general structures of
prokaryotic and eukaryotic cells.
SC.912.L.14.3:
Remarks/Examples:
Annually Assessed on Biology EOC. Also assesses SC.912.L.14.2.
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