ALEX Learning Activity

In this learning experience, students will gather information on an index card during a gallery walk to distinguish between prokaryotic and eukaryotic cells. Students will describe the characteristics and structures unique to prokaryotic and eukaryotic cells. Additionally, students will explain the visual representations of different cells and determine whether they are prokaryotic or eukaryotic.

This learning activity was created as a result of the ALEX - Alabama Virtual Library (AVL) Resource Development Summit.

Students will describe the characteristics and structures of prokaryotic and eukaryotic cells.

Students will utilize their analysis of visual representations of different cells and determine similarities and differences between the structure and function of prokaryotic and eukaryotic cells.

The teacher will begin by asking students what prior knowledge they have about cells and whether they are aware of the differences between prokaryotic and eukaryotic cells.

• The teacher will create a T-chart using chart paper or use the digital resource T-chart to support a class discussion on the differences between prokaryotic and eukaryotic cells.
• The teacher will share ​​the lesson objectives with the students.

Gallery Walk 
The teacher will divide the students into small groups and assign each group a starting station. Provide each student with an index card per station they will visit (e.g. If you have five stations for students, each student will need five index cards). (See the advanced preparation section for directions on preparing the Gallery Walk for students.)

• The students will spend 5 minutes at each station to describe the visual representation and to explain whether the sample is a prokaryotic or eukaryotic cell. The students will record their responses on an index card.
• The teacher will observe each station and answer questions as students complete index cards.
  

The teacher will collect completed index cards from students. The teacher should review each student's index card to determine if the student was able to accurately record and describe the structural differences between prokaryotic and eukaryotic cells.

Activity Time:

40-60 minutes

Materials needed:  Microscopes (online Microscope resource link is provided), paper, pencil, notebook, interactive whiteboard/projector with screen, and index card for each student.

Teacher Preparation:

The teacher should be prepared to give a brief review on how to properly use a microscope.

The teacher should prepare the classroom or lab with microscopes and slides prior to this activity.

The teacher will set up different stations around the classroom with visual representations of various cells, both prokaryotic and eukaryotic. This can include images, diagrams, or microscope slides.

• Prokaryotic cells images or microscope slides can include: Bacteria (e.g., Escherichia coli, Bacillus subtilis)  
• Archaea (e.g., Methanogens, Halophiles)
• Eukaryotic Cells images or microscope slides can include:
• Animal Cells (e.g., Human cells, Dog cells)
• Plant Cells (e.g., Leaf cells, Root cells)
• Fungal Cells (e.g., Yeast cells, Mushroom cells)
• Protists (e.g., Amoeba, Paramecium, Euglena)
• Algae (e.g., Chlamydomonas, Diatoms)

If microscopes are unavailable, the teacher can use this online microscope for students to view slides: https://www.ncbionetwork.org/iet/microscope/index.html

Click Explore, then click the Slide Box catalog to view a variety of slides.

Student preparation:

• • The students will need to have prior knowledge of how to identify the parts of a microscope.
  • Index cards: Students will use index cards to record their observations and answers at each station.
  • Markers or colored pencils: Students will use these to annotate their observations on the index cards.
  • Science notebooks (if applicable)

Acceleration: 

The students will submit more index cards or visit additional stations. The teacher will encourage students to elaborate on their reasoning and present any evidence they gathered from the visual representations from the galley walk.

Intervention:

The teacher will create a small group to reteach the different characteristics of prokaryotic and eukaryotic cells to students.

The teacher will use the T-Chart that was created at the beginning of the activity to help reteach the characteristics of prokaryotic and eukaryotic cells to students.

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This activity can be used in conjunction with Wow! All About Cells: Part 1 (before activity) and Wow! Let's Explain Cells (after activity).