USBD Lesson

Understanding By Design Lesson

Title of Lesson: What are prokaryotic and eukaryotic cells?
Grade Level: 9-10
Curriculum Area: Advanced Biology
Time Frame: 45 minutes
Developed By: Sally Casper

Identify Desired Results (Stage 1)
Content Standards
5. A.1. Relate the structure of molecules to their function in cellular structure and metabolism.
5. C.1 Describe how information in encoded and transmitted in genetic material.

Understandings
Essential Question(s)
Overarching Understanding:
That there are two different overarching categories of cells.
Which cells came first?

Overarching
What is life?
What are cells?
What are the different types of cells?
Which cells came first?

Topical
What are the basic units of life?
What organelles make up a cell?
What are the functions of these organelles?

Related Misconceptions
The differences between prokaryotic and eukaryotic cells.
That not all cells have a nucleus or membrane bound structures.
That all cells rely on oxygen.

Knowledge
Students will know…
What the defining characteristics are of a prokaryotic cell.
What types of organisms are prokaryotic?
How prokaryotes and eukaryotes differ from each other.
The three major shapes of a prokaryotic cell.
What the major rolls of prokaryotes are.
What the distinguishing factors of a eukaryotic cell are.
What some of the functions are of some of the organelles?
The name of ten organelles and whether they are found in animal cells, plant cells or both.
Which cell came first, the prokaryotic cell or the eukaryotic cell?

Skills
Students will be able to…
Determine the difference between a prokaryotic cell and a eukaryotic cell.

Assessment Evidence (Stage 2)
Performance Task Description
Goal: For the students to work impairs and use the internet to answer questions and determine the differences between prokaryotic and eukaryotic cells.

Role: Students work in pairs as independent learners to try and help each other figure out the differences between prokaryotic and eukaryotic cells.

Audience: Other biology students in the class when the students review the information together to make sure that they all received the same and correct information.

Situation: The students have been asked to work in pairs to be self learners in order to determine the differences between prokaryotic and eukaryotic cells.

Product/Performance: Each set of pairs will answer a set of questions in order learn the differences between prokaryotic and eukaryotic cells.

Standards: See content standards box above.

Other Evidence:
Students will hand in their findings on prokaryotic and eukaryotic cells.
Students will later be tested on the differences between prokaryotic and eukaryotic cells.
Students will have to apply this knowledge throughout the rest of the unit when they continue to learn about eukaryotic cells and their specific organelles and what their functions are.

Learning Plan (Stage 3)
Where are your students headed? Where have they been? How will you make sure the students know where they are going?

• The students are going to learn about the two different types of cells: prokaryotic and eukaryotic cells. They have already learned what the components of the cell membrane are and how molecules are transported into and out of the cell. After this lesson the students will be ready to learn more specifics about eukaryotic cells and what the organelle functions are of the eukaryotic cell.

How will you hook students at the beginning of the unit?

• At the beginning of the class the students will be asked to do a “Do Now” where they have to try and define their life, then they will be asked what the smallest units of life are and then which they think came first: prokaryotic or eukaryotic cells? (by asking the students to define their life – that should get them interested)
  

What events will help students experience and explore the big idea and questions in the unit? How will you equip them with needed skills and knowledge?

• Each pair of students will log onto the internet and work to answer some questions that they have to do in order to learn what the differences are between prokaryotic and eukaryotic cells. They already have a basic knowledge of cells through their knowledge of the cell theory, cell membrane and transport into and out of the cell.

How will you cause students to reflect and rethink? How will you guide them in rehearsing, revising, and refining their work?

• Students will have to reflect and rethink when we review the questions they have answered as a pair. They will have to determine if they have answered the question correctly and researched the correct information. They may need to refine their information if they missed some part of web research activity.

How will you help students to exhibit and self-evaluate their growing skills, knowledge, and understanding throughout the unit?

• Students will have to answer the questions that were put forth on their web activity.

How will you tailor and otherwise personalize the learning plan to optimize the engagement and effectiveness of ALL students, without compromising the goals of the unit?

• Provide written notes for students who may not be able to study the question guide from the web activity. Modify the web activity for some students who may not be able to answer all the questions.
  

How will you organize and sequence the learning activities to optimize the engagement and achievement of ALL students?

• Start with a “Do Now,” then the web activity, a review of the web activity and a wrap up with a homework assignment and checking for understanding questions.
  

From: Wiggins, Grant and J. Mc Tighe. (1998). Understanding by Design, Association for Supervision and Curriculum Development
ISBN # 0-87120-313-8 (ppk)