Back to the lesson plan builder
Lesson length30 min45 min60 min
Questions🔀 New questions

Print the plan for yourself; the student sheet prints on its own page after it.

Science lesson plan · 9th grade (Year 10 in England) · 60 minutes

Prokaryotic and eukaryotic cells

Cells, genetics and evolution

CCSS NGSS.HS-LS1-2England: GCSE Combined Science: Cell biology

Objective and success criteria

Students will: Prokaryotic and eukaryotic cells.

  • I can answer questions on today's skill on my own, without help.
  • I can explain each step and say why it works.
  • I can check my answer and spot a mistake.

Before and after

Needs first: Match cell parts to the jobs they do

Leads to: Selective breeding, genetic engineering and gene editing

Materials: Microscope images or slides, Cell diagrams, Mini whiteboards, A diagram or short video clip of the idea, Printed student sheet (below).

Warm-up · 6 min

  • 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: filled with cell sap to keep the cell firm? (mitochondria / permanent vacuole / cell membrane / nucleus) → permanent vacuolePrompt: Think about which part controls, which part makes energy available and which part lets things in and out.
  2. What does the ribosomes do? (there are many of them in muscle cells / contains the DNA that carries genetic instructions / a thin, flexible layer around the cytoplasm / where proteins are made) → 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? (nucleus / cell wall / mitochondria / chloroplasts) → chloroplastsPrompt: Roots grow in the dark soil.

Hook · 6 min

  • 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.

I do: model it · 12 min

  • 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.

We do: guided practice · 12 min

  • 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: a single loop of DNA not in a nucleus? (prokaryotic cells only / eukaryotic cells only / both types of cell) → prokaryotic cells onlyPrompt: “Pro-karyote” means “before nucleus”.
  2. Scientists put a human insulin gene into bacteria. Which bacterial structure is used to carry the gene? (a mitochondrion / the nucleus / a chloroplast / a plasmid) → a plasmidPrompt: Bacteria have small extra rings of DNA.

You do: independent practice · 17 min

  • 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 8 questions are on the student sheet below, with answers in the key.

Exit ticket · 7 min

  • Two questions on their own. Sort answers into got it / nearly / not yet to plan the next lesson.
  1. Where is this found: a single loop of DNA not in a nucleus? (prokaryotic cells only / eukaryotic cells only / both types of cell) → prokaryotic cells onlyPrompt: “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? (300 times / 3 times / 120 times / 30 times) → 30 timesPrompt: Divide the larger size by the smaller one.

Watch out for

  • Everyday meanings of words getting in the way of the science meaning: define key words explicitly.
  • Remembering facts without the reason: ask "why?" and "what is the evidence?"

Support and stretch

Support

  • Review first: Match cell parts to the jobs they do.
  • Use concrete materials: microscope images or slides.
  • Give the first step of each question, or a partly worked example to finish.
  • Pair with a confident partner for the guided practice.

Stretch

  • Move on to: Selective breeding, genetic engineering and gene editing.
  • Explain a common mistake in writing and how to fix it.
  • Write a word problem that uses today's skill, then solve a partner's.

Homework and more practice

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

Free lesson plan from eurekami.com/lesson-plan-builder

eurekami

Prokaryotic and eukaryotic cells

Name

Date

Score/ 8

  1. Question 1

    Where is this found: a single loop of DNA not in a nucleus?

    • A. prokaryotic cells only
    • B. eukaryotic cells only
    • C. both types of cell

  2. Question 2

    Scientists put a human insulin gene into bacteria. Which bacterial structure is used to carry the gene?

    • A. the nucleus
    • B. a mitochondrion
    • C. a plasmid
    • D. a chloroplast

  3. Question 3

    Prokaryotes and eukaryotes: which statement is NOT true?

    • A. Plant cells are prokaryotic.
    • B. Bacterial cells are much smaller than most animal and plant cells.
    • C. Eukaryotic cells keep their DNA inside a nucleus.
    • D. Both prokaryotic and eukaryotic cells have ribosomes.

  4. Question 4

    Where is this found: mitochondria?

    • A. prokaryotic cells only
    • B. eukaryotic cells only
    • C. both types of cell

  5. Question 5

    Which organism is made of prokaryotic cells?

    • A. an amoeba
    • B. E. coli bacteria
    • C. a mushroom
    • D. yeast

  6. Question 6

    Where is this found: cell membrane?

    • A. prokaryotic cells only
    • B. eukaryotic cells only
    • C. both types of cell

  7. Question 7

    A bacterial cell is about 2 µm long and a cheek cell is about 60 µm. How many times longer is the cheek cell?

    • A. 120 times
    • B. 300 times
    • C. 3 times
    • D. 30 times

  8. Question 8

    Why can antibiotics kill bacteria without harming human cells?

    • A. Bacteria have a nucleus that absorbs the drug
    • B. Human cells have no ribosomes
    • C. They target structures or processes that only bacterial cells have
    • D. Antibiotics only work outside the body

Free from eurekami.com

for the adult only

Answer key: Prokaryotic and eukaryotic cells

  1. 1. A. prokaryotic cells only

  2. 2. C. a plasmid

  3. 3. A. Plant cells are prokaryotic.

  4. 4. B. eukaryotic cells only

  5. 5. B. E. coli bacteria

  6. 6. C. both types of cell

  7. 7. D. 30 times

  8. 8. C. They target structures or processes that only bacterial cells have