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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. page 2 of 2