Drone ship manufacturing and use

Biology

Lesson plan #1

Topic

Prokaryotic Cell (mixt lesson – teaching and learning)

Duration

1 hour (45 min)

Assumed prior knowledge

The cell – basic structural, functional and genetic unit of an organism

Goal(s) of the lesson

Knowing the structural and physiological characteristics of bacteria and understanding their role in nature

The big idea behind the topic

• Integrated application of knowledge in everyday life relating to the structures and organisms with potential pathogen as well as to the action of mutagenic factors.
• Designing of protection activities and environmental conservation.

Results of the lesson

• Compare prokaryotic and eukaryotic cells.
• Identify the morphological characteristics of bacteria.
• Relate the diversity of habitats to the presence or absence of bacteria in the marine environment.

Competencies

• General competences:

1. Receiving information about the living world
2. Exploring biological systems
3. Using and building models and algorithms to demonstrate principles of the living world
4. Oral and written communication using correctly the scientific terminology specific to biology
5. Transfer and integration of knowledge and working methods specific to biology in new contexts

• Specific competences:

1.1.        Gathering data from various documentary sources about the organization of the living world

1.2.         Identifying the microscopic structures of bacteria in order to characterize them

2.1. Using the investigation to identify some general characters of bacteria

3.1. Representation of the living world (prokaryotes) based on models

4.1. Correct use of terminology specific to biology

5.1. Arguing the theoretical and practical importance of concepts related to the bacterial cell

• Derived competences:

C.D.1. Identify the basic structural differences between prokaryotes and eukaryotes

C.D.2. Establishing the structure of the prokaryotic cell

C.D.3. Identifying the general characteristics of prokaryotes and bacteria: age, sizes, shapes, feeding, respiration, reproduction, role in nature

C.D.4. Classification of bacteria according to different criteria

C.D.5. Application of algorithms for solving problem situations (case study)

Methods

• Teaching methods:

• Heuristic / learning consolidation conversation;
• Explanation;
• Demonstration;
• Problematization;
• Brainstorming;
• Analysis and synthesis;
• Systematization, algorithmizing, modelling;
• Learning by discovery;
• Solving problems / problem situations.

• Forms of activity:

• Frontal – for communicating / updating knowledge;
• Individually / in teams – for experimental activities.

Relevance to the curriculum

• Awareness that environmental and climate change and pollution strongly influence the lives of human beings.
• Possible and / or useful connections to Chemistry part, Physics, Sensors Sampling Communications, and Filtering Modules.

Stakeholder involvement

• Independent school activity (general situation).
• Possible assistance or/and support and connected activities during Biology disciplines classes (in own school or at partner schools) or thematic activities in local Scientific Centres (if available).

EQUIPMENT AND MATERIALS NEEDED

For 1 team of 5 students (if necessary for solving a problem situations)

This is a recommended list:

Observations

• In each class / lab, 1-2 blackboards or whiteboards (magnetic and/or interactive), with chalk or markers to write on, will be available.
• Teachers will offer students necessary informative and practical support (school textbook, botanical atlases, worksheets, electronic presentations, online thematic images, videos, and tutorials).

Step 1 (5 min)

Organizational moment (checking presence, capturing attention, preparing didactic materials, verifying and correcting students' homework, etc.).

Step 2 (5 min)

• Updating the previous knowledge necessary for teaching.
• Students are asked for general information about:

• the organization of the living world;
• the chemical composition of living matter.

Step 3 (8 min)

• Basic cell types. Classification of organisms, by cellular organization:

• Unicellular:

• Prokaryotic type – with a primitive nucleus, without a nuclear membrane (example: bacteria);
• eukaryotic type - with nucleus protected by nuclear membrane (examples: cells of protist organisms, fungi/yeasts)

• Multicellular – only eukaryotes (examples: cells of protist organisms, fungi, plants, animals).

Step 4 (5 min)

• General characteristics of prokaryotes:

• Definition: prokaryotes are unicellular organisms, with a primitive nucleus called a nucleoid, which is in direct contact with the cytoplasm of the cell.
• Age: the first life forms (3-4 billion years), compared to eukaryotes which are 2-3 billion years old.
• Size: microscopic.
• Habitat: Occupies all habitats: aquatic, terrestrial, inside or on the surface of other organisms.
• Classification:

• bacteria;
• blue green algae (Cyanobacteria).

Step 5 (5 min)

• Bacteria structure:

1. nucleoid (DNA)

2. capsule (polysaccharide content)

3. cell wall (with murein)

4. cell membrane

5. flagella

6. cytoplasm

7. ribosomes (Palade's granules)

8. cilia

Step 6 (5 min)

• General characteristics of bacteria.

• Main forms of bacteria:

• spheral – cocci (pneumococci);
• cane – bacilli (hay bacillus);
• spiral – spirylli.                      

• Respiration: aerobic or anaerobic.
• Nutrition:

• autotrophic (example: nitrogen-fixing bacteria);
• heterotrophic:

• saprophytic (fermentative bacteria);
• parasite – cause diseases (example pneumonia).

• Locomotion: cilia and flagella.
• Multiplication:

• asexual – direct division: 1 new generation (2 new cells) every 20 min
• sexual – conjugation.

Step 7 (2 min)

• The role of bacteria in nature:

• decompose organic substances;
• carbon, nitrogen and sulphur circuit;
• produce useful fermentations in the manufacture of food products (yogurt, vinegar);
• indicates the degree of water pollution with feces (coliform bacteria);
• some bacteria (enterobacteria) naturally populate the human intestine.

Step 8 (2 min)

• Types of bacteria, according to:

• their main form (see Steb 6);
• the colouring method:

• Gram positive;
• Gram negative.

• systematic criteria:

• Archaebacteria – methanogenic bacteria;
• Eubacteria – fermentative bacteria, coli bacilli;

Step 9 (7 min)

• Impression and consolidation of the new knowledge.
• Feedback: filling in a current evaluation form that includes:

• Write one thing you learned in the day's lesson.
• Case study: The bacteria on our hands divide intensively. How many bacteria will be on your hand after 5 hours?

• Filling in a K-W-L (Know-Want to know-Learned) table or diagram (if necessary / applicable).

Step 10 (1 min)

Conclusions:

• specifying the homework (if necessary / applicable – if the allocated time does not permit to finalize all the problems in the third task, the remaining ones will be considered as homework).

• oral or/and written appreciation (grades) for the students who answered during class.

Assessment

• Oral current check
• Systematic observation of students
• Students who answered and showed interest, dedicated work, and seriousness in solving the given topics can be appreciated and marked with grades.

Useful links

• English:

• Biology – Intro to Cell Structure – Quick Review:
• Overview of cell structure:
• https://byjus.com/biology/prokaryotic-cells/
• https://www.khanacademy.org/science/biology/bacteria-archaea/prokaryote-structure/v/bacteria
• https://www.khanacademy.org/science/biology/bacteria-archaea/prokaryote-structure/v/prokaryotic-and-eukaryotic-cells
• https://www.khanacademy.org/science/biology/bacteria-archaea/prokaryote-structure/a/prokaryote-structure (lesson)
• https://www.khanacademy.org/science/biology/bacteria-archaea/prokaryote-structure/e/prokaryote-structure (test)
• https://www.khanacademy.org/science/biology/bacteria-archaea/prokaryote-structure/a/prokaryote-reproduction-and-biotechnology
• https://www.khanacademy.org/science/biology/bacteria-archaea/prokaryote-structure/a/genetic-variation-in-prokaryotes
• Prokaryotic vs. Eukaryotic Cells: 
• The difference between eukaryote and prokaryote cells: https://www.britannica.com/video/200706/Difference-prokaryotes-eukaryotes-cells-DNA-ribosomes-organelles-cell-structure-biology
• PROKARYOTES VS EUKARYOTES – How cells are different?:
• Prokaryotic vs Eukaryotic Cells – High School Biology:
• Prokaryotes and Eukaryotes (3D Animation):

• Romanian:

• https://eduboom.ro/video/1637/recapitulare-celula-unitatea-structurala-si-functionala-a-lumii-vii 
• https://eduboom.ro/video/1415/diviziunea-celulara-directa-si-indirecta 
• https://eduboom.ro/video/1407/teoria-celulara-tipuri-fundamentale-de-celule 
• Cell Structure: https://www.youtube.com/watch?v=gg-ufnHAY-I 
• https://ro.wikipedia.org/wiki/Procariote
• https://ro.wikipedia.org/wiki/Eucariote
• Prokaryote Cell Structure: https://www.youtube.com/watch?v=PwtTH0l1zuU 
• Prokaryote Cell and Eukariote Cell https://www.youtube.com/watch?v=ByUtqC4UkPQ 
• Prokaryote World: https://eduboom.ro/video/1961/regnul-procariota 
• https://www.mozaweb.com/ro/Extra-Animatii_3D-

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