Chelsea Platz

Prokaryotic vs. Eukaryotic Organisms

Science
8th Grade

Stage I: Identify Desired Results

1) Enduring Understandings
● Be able to classify an organism as living or nonliving.
● Understand that there are prokaryotic and eukaryotic organisms.

2) Essential Questions
● What characteristics do all living organisms share?
● How do prokaryotic and eukaryotic organisms differ?

3) Standards
PA Core Standards (SAS):
Standard - 3.1.B.A1
Describe the common characteristics of life.
Compare and contrast the cellular structures and degrees of complexity of
prokaryotic and eukaryotic organisms.
Explain that some structures in eukaryotic cells developed from early prokaryotic
cells (e.g., mitochondria, chloroplasts)

ISTE Standards:
7b Students use collaborative technologies to work with others, including peers,
experts or community members, to examine issues and problems from multiple
viewpoints.
2c Students demonstrate an understanding of and respect for the rights and
obligations of using and sharing intellectual property.

4) Behavioral Objectives

Students will be able to:

1) Compare/Contrast (analyze) living and nonliving organisms by working
collaboratively on a MindMup 2 concept map.
2) Identify (remember/understand) an organism as eukaryotic or prokaryotic in
group discussion.
3) Create (produce) a 3D prokaryotic and eukaryotic cell model using Tinkercad
software.
Stage II: Determine Acceptable Evidence
1) Informal Assessments (Non-graded checks for understanding)
● The teacher will informally assess each student’s ability to identify
(remember/understand) an organism as eukaryotic or prokaryotic by listening to
their participation in group discussion
2) Formal Assessments (Graded assignments including projects)
● The teacher will formally assess each student’s ability to compare/contrast
(analyze) living and nonliving organisms by grading their contributions to the
MindMup 2 concept map
● The teacher will formally assess each student’s ability to create (produce) a 3D
prokaryotic and eukaryotic cell model by grading their finished product.

3) Grading criteria and Rubrics -

MindMup 2 Concept Map: Students will be required to share two ideas to the concept
map for a total of 5 points.

3D Model Project: 100 points

3D Model of Prokaryotic and Eukaryotic Cell Rubric

STAGE III: Plan Learning Experiences and Instruction

1) Materials
 ● Chromebooks
● Smartboard
● Projector
● MindMup 2: www.mindmup.com
● Tinkercad software
● 3D printer
● Prezi
● Writing utensil
2) Procedures
Step 1) Anticipatory Set
T: Introduce the topic for the day. Explain that we will be making a collaborative
concept map of living vs. nonliving organisms using MindMup 2.
S: Will open the MindMup 2 program on their chromebooks.
T: Prompt students to begin brainstorming characteristics of living and nonliving
organisms.
T: Will demonstrate the addition of an idea to the concept map. Will prompt
students to add two ideas to the map while the map is projected onto the board
so edits are seen in real time.
S: Will add their ideas to the concept map.
T: Will facilitate class discussion of the completed concept map. Will encourage
students to add information or make changes as they see fit.
Step 2) Prokaryotic vs. Eukaryotic Organism Presentation
T: Will present prezi presentation on eukaryotic and prokaryotic organism.
S: Will follow along with presentation and fill out guided note packet.
T: Will introduce the 3D model project. Will provide students with a demonstration
on using the Tinkercad software using the smartboard projector.
S: Will practice using the software.
T: Will facilitate classroom to distribute project rubrics and troubleshoot any
problems students may encounter with the software.
3) Closure
To close the lesson, the teacher will facilitate a reflection discussion on the day’s
lesson. Students will complete an exit-slip in which they will list the appropriate
structures they will include on each of their models.
4) If time activity
If time permits, students will begin working on designing their 3D models.