• Quick retrieval from earlier learning (Match cell parts to the jobs they do). Students answer on mini whiteboards.
• Show answers together and note who needs support in the main task.

1. Which part of a cell matches this description: a rigid layer of cellulose that strengthens the cell? (cell wall / mitochondria / chloroplasts / permanent vacuole) → cell wallPrompt: Think about which part controls, which part makes energy available and which part lets things in and out.
2. What does the ribosomes do? (where aerobic respiration releases energy from glucose / jelly-like liquid where most chemical reactions take place / where proteins are made / controls which substances enter and leave the cell) → where proteins are madePrompt: Match the name to its job, not to where it is.
3. Cells in a carrot root are not green. Which part do they lack? (mitochondria / nucleus / cell wall / chloroplasts) → chloroplastsPrompt: Roots grow in the dark soil.

• Show a microscope image of cells and ask what students think they are looking at.
• Share the objective: Prokaryotic and eukaryotic cells. Read the success criteria together.

• Work through the example out loud, saying why you do each step, not just what you do.
• Example: Where is this found: a single loop of DNA not in a nucleus?
• Step 1: Prokaryotes (bacteria) have no nucleus: their DNA is a single loop, often with extra rings called plasmids.
• Step 2: So the answer is: prokaryotic cells only
• Answer: prokaryotic cells only
• Pause after each step and ask a student to say what comes next.

• Do these together. Students try each step on whiteboards before you reveal it.
• Use the hints as prompts rather than giving the answer.

1. Where is this found: cell membrane? (prokaryotic cells only / eukaryotic cells only / both types of cell) → both types of cellPrompt: “Pro-karyote” means “before nucleus”.
2. A bacterial cell is about 2 µm long and a cheek cell is about 60 µm. How many times longer is the cheek cell? (120 times / 3 times / 300 times / 30 times) → 30 timesPrompt: Divide the larger size by the smaller one.

• Students work on the student sheet. Circulate and check the first two answers of every student early.
• Students who finish: write a question of their own for a partner, with the answer.

The 6 questions are on the student sheet below, with answers in the key.

• Two questions on their own. Sort answers into got it / nearly / not yet to plan the next lesson.

1. Prokaryotes and eukaryotes: which statement is NOT true? (Plant cells are prokaryotic. / Some bacteria have a flagellum to move. / Bacterial cells are much smaller than most animal and plant cells. / Eukaryotic cells keep their DNA inside a nucleus.) → Plant cells are prokaryotic.Prompt: Do bacteria have mitochondria?
2. Where is this found: ribosomes? (prokaryotic cells only / eukaryotic cells only / both types of cell) → both types of cellPrompt: “Pro-karyote” means “before nucleus”.

Free online practice with hints and printable worksheets for this skill: eurekami.com/science/grade-9.