Objectives (5 - 7 minutes)

1. Understand the basic structure of human cells: Students should be able to identify the main structures that make up human cells, such as the plasma membrane, cytoplasm, and nucleus.

2. Differentiate between prokaryotic and eukaryotic cells: Students should be able to distinguish between prokaryotic and eukaryotic cells, identifying the main structural and functional differences between them.

3. Recognize cellular components and their function: Students should be able to identify cellular components, such as organelles, and understand their specific functions within the cell.

Secondary Objectives:

• Promote group discussion: Encourage students to discuss the content learned in small groups, promoting collaboration and the exchange of ideas.

• Apply theoretical knowledge in practical situations: Propose practical activities that allow students to apply the theoretical knowledge acquired, thus reinforcing the understanding of the topic.

Introduction (10 - 15 minutes)

1. Recalling Previous Knowledge: The teacher should start the lesson by reminding students of what was learned in previous classes about the structure of the human body, emphasizing that all living beings are composed of cells. It is important that students are familiar with the concept of a cell and its main functions before moving on to cell organization.

2. Problem Situations: To spark students' interest, the teacher can present two problem situations:

   • The first one can be related to the difference between a unicellular and a multicellular organism, asking: "Why are some organisms, like bacteria, formed by only one cell, while others, like humans, are formed by trillions of different cells, all working together?"

   • The second situation may involve the difference between cells from different organs of the human body, challenging students to think about why cells from different organs have different structures and functions.

3. Contextualization: The teacher should explain that the study of cells is fundamental to understanding the functioning of the human body and, consequently, for medicine and health. For example, it can be mentioned that many diseases result from alterations in cell functioning.

4. Capturing Students' Attention: To capture students' attention, the teacher can share two curiosities:

   • The first one is that the human body is composed of approximately 37.2 trillion cells, each with a specific function vital for the organism's functioning.

   • The second curiosity is that, despite all cells in the human body having the same set of genes, they differentiate based on the work they perform. For example, heart cells beat in a coordinated manner to pump blood, while brain cells transmit electrical signals to control our thoughts and movements.

Development (20 - 25 minutes)

1. Theory - Prokaryotic and Eukaryotic Cells (10 - 12 minutes): The teacher should start by explaining the difference between prokaryotic and eukaryotic cells.

   • Prokaryotic Cell Definition: A prokaryotic cell is a type of cell that does not have a true nucleus or any other membrane-bound organelles. Bacteria are examples of organisms formed by prokaryotic cells.

   • Eukaryotic Cell Definition: Eukaryotic cells are cells that have a true nucleus containing genetic material and several other organelles. Humans and most other multicellular organisms are formed by eukaryotic cells.

   • Main Differences: The teacher should highlight the main structural differences between these two types of cells, such as the presence of a true nucleus, the organization of DNA (circular in prokaryotic and linear in eukaryotic), and the presence of membrane-bound organelles like mitochondria, endoplasmic reticulum, Golgi apparatus, among others.

2. Theory - Structure of the Eukaryotic Cell (5 - 7 minutes): Next, the teacher should explain in more detail the structure of a eukaryotic cell.

   • Plasma Membrane: It should start with the plasma membrane, explaining that it surrounds the cell and controls the entry and exit of substances.

   • Cytoplasm: Next, talk about the cytoplasm, which is the thick gel that fills the cell and contains various organelles.

   • Nucleus: The teacher should explain that the nucleus is the cell's control center, containing DNA and RNA.

   • Organelles: The different organelles, such as mitochondria, endoplasmic reticulum, Golgi apparatus, etc., should be discussed in terms of their specific functions.

3. Theory - Organelles Function (5 - 6 minutes): The teacher should then explain the function of each of the previously mentioned organelles.

   • Mitochondria: Mitochondria are the cell's "powerhouses," converting nutrients into ATP, the cell's energy source.

   • Endoplasmic Reticulum: The endoplasmic reticulum is a network of membranous channels that transport proteins and lipids throughout the cell.

   • Golgi Apparatus: The Golgi apparatus modifies, sorts, and packages proteins and lipids for transport within or outside the cell.

4. Practical Activity - Creating a Eukaryotic Cell Model (5 - 7 minutes): To solidify the acquired knowledge, students will be divided into groups and given materials to create a model of a eukaryotic cell, including the main organelles and their functions. The teacher should circulate around the room, assisting the groups as needed and encouraging discussion and collaboration.

By the end of this stage, students should be able to differentiate between prokaryotic and eukaryotic cells, identify the main organelles of a eukaryotic cell, and understand their functions.

Return (10 - 12 minutes)

1. Concept Review (3 - 4 minutes): The teacher should start this stage by asking students to summarize the most important concepts they learned during the lesson. This can be done through a brief group discussion, where each group shares their conclusions with the class. The teacher should encourage students to refer to the notes they took during the lesson, as well as to the model of the eukaryotic cell they created.

2. Connection to Practice (3 - 4 minutes): The teacher should then ask students to reflect on how the acquired knowledge applies to the real world. This can be done by asking questions such as:

   • "How can knowledge about the differences between prokaryotic and eukaryotic cells help us understand the diversity of living beings?"

   • "How can understanding the structure and function of cellular organelles contribute to our understanding of diseases and medical treatments?"

   The teacher should encourage students to share their ideas and opinions, thus promoting the connection between theory and practice.

3. Individual Reflection (2 - 3 minutes): The teacher should then ask students to reflect individually on what they have learned. They should think about the following questions:

   1. "What was the most important concept you learned today?"

   2. "What questions have not been answered yet?"

   The teacher should give students a minute to think about these questions, and then ask some volunteers to share their answers with the class. This can help the teacher identify any gaps in students' understanding and plan future lessons or activities.

4. Feedback and Closure (2 minutes): Finally, the teacher should thank the students for their participation and effort during the lesson. The teacher should also provide feedback on the students' contributions and encourage them to continue studying the subject on their own. The teacher can suggest additional readings, videos, or websites that students can use to deepen their knowledge of cell organization.

By the end of this stage, students should have a clear understanding of what they learned during the lesson, how this knowledge applies to the real world, and what questions have not been answered yet.

Conclusion (5 - 7 minutes)

1. Summary of Key Points (2 - 3 minutes): The teacher should start the Conclusion by summarizing the key points covered during the lesson. This includes the definition of prokaryotic and eukaryotic cells, the structure of the eukaryotic cell, the function of the main organelles, and the difference between a unicellular and multicellular organism.

2. Connection between Theory, Practice, and Applications (1 - 2 minutes): The teacher should then explain how the lesson connected theory, practice, and applications. This can be done by highlighting how the practical activity of creating the eukaryotic cell model allowed students to apply the theoretical knowledge acquired. The teacher can also emphasize how understanding the structure and function of cells is fundamental to understanding the functioning of the human body, and how this knowledge can be applied in medical and health contexts.

3. Suggestion of Additional Materials (1 minute): The teacher should then suggest some extra materials for students who wish to deepen their knowledge on the subject. This may include additional readings, videos, websites, apps, or educational games about cells and biology. For example, the teacher may suggest that students watch an animated video about cell structure or explore an interactive app that allows students to explore a cell in 3D.

4. Relevance of the Topic (1 minute): Finally, the teacher should highlight the importance of the topic for students' daily lives. This can be done by explaining how knowledge about cells can help understand the importance of a healthy diet, the functioning of medications, or even the impact of diseases like cancer. The teacher can also mention how biology, particularly the study of cells, is fundamental to understanding a range of other disciplines, such as medicine, genetics, ecology, among others.

By the end of this stage, students should have a clear understanding of what they learned during the lesson, how this knowledge applies to the real world, and where they can find more information on the subject if they wish.