Prokaryotic and eukaryotic cell structure

Кособоков Алексей Владимирович
СКО, г. Сергеевка, КГУ «СШ им. Героя Социалистического Труда Е. Шайкина»
68
Биология
Тема:
Prokaryotic and eukaryotic cell structure

Lesson objectives:

By the end of the lesson

All students will be able to:

describe the structure of prokaryotic cells and eukaryotes.

Most students will be able to:

compare the structure of prokaryotic cells and eukaryotes.

Some students will be able to:

determine the value of organoids in the life of the cell.

Assessment criteria:

1. Students compare the structure of prokaryotic and eukaryotic cells on the basis of illustrations.

2. Name evidence of similarities and differences of prokaryotic and eukaryotic cells.

3. Apply scientific terminology during the lesson.

4. Create and describe a model of the cell.

Language objectives:

Students:

On the basis of the obtained knowledge, similar and distinctive features of eukaryotic and prokaryotic cells are determined and named.

Vocabulary and terminology:

English

Transcription

Kazakh

Russian

prokaryote

|prəʊˈkarɪəʊt|

прокариот; ядросыз

прокариот

eukaryote

|juːˈkarɪəʊt|

эукариоттар; ядролылар

эукариот

nucleus

|ˈnjuːklɪəs|

ядро

ядро

cell wall

|sel wɔːl |

жасуша қабырғасы

клеточная стенка

cell membrane

|sel ˈmɛmbreɪn|

жасуша жарғақшасы

клеточная мембрана

plastid

|ˈplastɪd|

пластида

пластида

mitochondrion

|ˌmʌɪtə(ʊ)ˈkɒndrɪən|

митохондрия

митохондрия

cell vacuole

|sel ˈvakjʊəʊl |

жасуша вакуоль

клеточная вакуоль

ribosome

|ˈrʌɪbə(ʊ)səʊm|

рибосома

рибосома

cytoplasm

|ˈsʌɪtə(ʊ)plaz(ə)m|

цитоплазма

цитоплазма

endoplasmic reticulum (ER)

|ɛndəʊˈplazmɪk rɪˈtɪkjʊləm|

эндоплазмалық ретикулум

эндоплазматический ретикулум

nucleoid

ˈnjuːklɪɔɪd

нуклеоид

нуклеоид

Useful expressions for dialogue and writing:

If there is/is no nucleus in a cell, it is a cell.......

In prokaryotic/eukaryotic cells present/absent …….

The similarity in the structure of prokaryotic and eukaryotic cells is ……

Value links:

Respect for yourself and others.

Transparency and academic integrity.

Cooperation.

Patriotism and civic responsibility on the basis of the National idea «Mangilik El».

Interdisciplinary connections:

Natural science, chemistry.

The use of ICT:

Use of Internet resources, app applications, videos.

Prior knowledge:

«Structure of plant and animal cells», grade 7.

 

The lesson plan

Planned stages of the lesson

Planned activities in the classroom

Resources

The beginning of the lesson

 

0–1

 

1–4

 

 

 

4–7

 

 

 

7–8

 

 

 

 

8–10

1). Mental attitude. «Smile»

Aim: Creating a favorable psychological atmosphere.

Organization: The teacher offers to look at each other and smile.

 

2). Repetition and updating of knowledge.

The teacher shows a short video clip of the video - " What is cell?" and further asks questions:

- What are the signs that you will determine that this is an animal cell? What are the signs that you will determine that this is an animal cell?

- How does an animal cell differ from a plant cell (a comparative image of plant and animal cells)?

How does an animal cell differ from a plant cell? Task: the Teacher asks to remember and record on the form part of plant and animal cells.

Formative assessment: peer assessment. On the Board displays a form with the correct answers. Students exchange forms and assess each other.

Criterion

Descriptor

Defines the main parts of plant and animal cells

Correctly defines the main parts of plant and animal cells. For each correctly defined part of the cell – 1 point.

3) Division into groupsReception «Puzzle»

Aim: the class devide into 2 groups.

Organization: students collect the image from the cut leaves (puzzles).

Procedure: the Teacher offers students to take one piece of paper. Each leaf is a puzzle of the whole image. After collecting two different images, students are divided into two groups.

4). Call stage:

Aim: describe the structure of prokaryotic cells and eukaryotes.

Organization: demonstration of the image.

Procedure : Students are invited to look closely at the resulting collection of the puzzle images (duplicated on an interactive whiteboard) and try to formulate the aim of the lesson:

- compare the structure of eukaryotic and prokaryotic cells

Formative assessment: teacher's praise

 

Twig.jpg2019

https://twig-bilim.kz/en/film/what-is-a-cell (ENG) (00:49 сек)

Training material

https://twig-bilim.kz/uploads/material-group/6/en/twig-thecell.zip (ENG)

cells01_PlaAniCell_BLANK

prokaryotic_1.png

cells01_PlaAniCell

prokaryotic_2.png

Annex 1

prokaryotic_3.png

The middle of the lesson

 

10–25

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

25–35

 

 

 

 

 

 

 

 

35–38

5). Differentiated tasks

(multi-level tasks tailored to individual needs, result-oriented according to learning objectives)

Task №1.

Reception: "Biological battle".

(The method of active learning), (Differentiation of objectives and criteria of success).

Form of work: group work of students.

Level of thinking skills: Analysis.

Aim: compare the structure of prokaryotic cells and eukaryotes.

Procedure: Students study materials of a web resource bilimland.kz (a, b). Students are given 10 min. Then they come in turns to the interactive whiteboard to fill in the table. The team that makes the least mistakes wins.

prokaryotic_4.png

«Similarities and differences in the structure of prokaryotic and eukaryotic cells»

criterion

descriptor

Identify similar and distinctive features of prokaryotic and eukaryotic cells

Correctly identify similar and distinctive features of prokaryotic and eukaryotic cells.

Formative assessment: Peer assessment.

 

Receive: «Revive the cell»

(Active learning method. Differentiation based on the individual needs of students)

Form of work: individual.

Level of thinking skills: Knowledge. Application. Analysis.

Aim: compare the structure of prokaryotic cells and eukaryotes.

Procedure: Students paint images of eukaryotic cells and then project them through the application «Quiver - 3D Coloring App» in 3D format.

prokaryotic_5.png

Then, students compare the structure of eukaryotic cells with prokaryotic using the application «Bacteria interactive educational VR 3D». Visually identify the similarities and differences.

prokaryotic_6.png

Formative assessment: self-assessment

 

Task №2

Reception: «Modeling».

(Active learning method)

Form of work: group work of students.

Level of thinking skills: Synthesis.

Purpose: determine the value of organoids in the life of the cell.

How it works: from improvised materials students model prokaryotic and eukaryotic cells.

Formative assessment. Teacher's praise.

 

Task №3

Consolidation of knowledge

Form of work: individual

Formative assessment: teacher assessment

 

BilimLand.jpg2019

а) №4956. Cells in Bacteria

https://bilimland.kz/en/courses/biology-en/evolution/biology-the-science-about-life/lesson/cells-in-bacteria

 

b) №4872. The cellular structure

https://bilimland.kz/en/courses/biology-en/the-cell-is-a-unit-a-living/cell-stucture-and-function/lesson/the-cellular-structure

 

 

 

 

 

 

 

 

 

http://www.quivervision.com/education-coloring-packs/#education-starter-pack

«Quiver - 3D Coloring App»

https://play.google.com/store/apps/details?id=com.puteko.colarmix

prokaryotic_7.png

 

 

 

«Bacteria interactive educational VR 3D»

https://play.google.com/store/apps/details?id=com.rendernet.bacteria&hl=en

prokaryotic_8.png

 

 

 

 

 

 

 

 

 

 

paper, plastic, fabric, wire, glue, etc.

 

 

 

 

 

 

 

 

 

 

https://create.kahoot.it/share/cell/50b3f97d-4b2e-4bec-acc7-8c70b3302ab8

The end of the lesson

38–40

Feedback. Active learning

(Differentiation, result, conclusions on achievement of goals)

Reflection

Aim: Structured reflection of learning

-          What did you learn in lesson today?

-          What didn't you understand?

-          What do you need to work on?

 

 

Differentiation-how do you plan to provide more support? What tasks do you plan to set for more capable students?

Assessment-how do you plan to check the level of learners ' learning?

Health and safety

Differentiation aims to meet the needs of each student and to achieve the goal of all. The lesson used several methods of differentiation. 1.Differentiation by level of training (low, medium). 2.differentiation by interpersonal intelligence (linguistic, visual-spatial). 3.Differentiation in the degree of independence

At each stage of the lesson, a formative assessment is carried out:

- peer assessment according to the developed criteria and descriptors;

- teacher's praise and comments;

- self-assessment.

Reminder of compliance with the rules of technology. Visminda seen in active learning methods.

Lesson reflection

Was the purpose of the lesson or learning objectives real and accessible? Have all students reached the learning goal? If the students have not yet reached the goal, why do you think? Correctly carried out differentiation in the classroom? Effectively if you used the time during the stages of the lesson? Were there any deviations from the lesson plan, and why?

 

 

Overall assessment

Two things are best passed on the lesson (carausius teaching and learning)?

One:

Two:

What could help to make the lesson even better? (concerning teaching and learning)?

One:

Two:

What did I learn in this lesson about the class or about the achievements/difficulties of individual students?what should I look for in the next lesson?

 

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