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.
- Which part of a cell matches this description: a rigid layer of cellulose that strengthens the cell? (cytoplasm / permanent vacuole / ribosomes / cell wall) → cell wallPrompt: Think about which part controls, which part makes energy available and which part lets things in and out.
- What does the chloroplasts do? (there are many of them in muscle cells / contains the DNA that carries genetic instructions / contain chlorophyll to absorb light / controls which substances enter and leave the cell) → contain chlorophyll to absorb lightPrompt: Match the name to its job, not to where it is.
- Muscle cells in a sprinter's legs contain huge numbers of one structure. Which? (chloroplasts / mitochondria / vacuoles / cell walls) → mitochondriaPrompt: Muscles need a lot of energy to contract.
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.
- 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”.
- Why can antibiotics kill bacteria without harming human cells? (Human cells have no ribosomes / Antibiotics only work outside the body / They target structures or processes that only bacterial cells have / Bacteria have a nucleus that absorbs the drug) → They target structures or processes that only bacterial cells havePrompt: Bacterial cell walls and ribosomes differ from ours.
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.
- Prokaryotes and eukaryotes: which statement is NOT true? (Some bacteria have a flagellum to move. / Both prokaryotic and eukaryotic cells have ribosomes. / Bacterial cells are much smaller than most animal and plant cells. / Plant cells are prokaryotic.) → Plant cells are prokaryotic.Prompt: Do bacteria have mitochondria?
- 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”.
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