 Lesson Plan Template: 

General Lesson Plan

 Learning Objectives: What should students know and be able to do as a

result of this lesson?

1. The student will be able to label and identify the structures of prokaryotic and eukaryotic cells.
2. The student will compare and contrast the structure and function of prokaryotic and eukaryotic
cells.
3. The student will be able to compare the relative sizes of prokaryotic and eukaryotic cells.
 Prior Knowledge: What prior knowledge should students have for this
lesson?

1. Students should have a basic understanding that all organisms are made of cells.
2. Cells provide structure and carry out the major functions of life.
3. There are different types of cells.
 Guiding Questions: What are the guiding questions for this lesson?

1. How many different types are cells are there?

2. How are prokaryotic and eukaryotic cells alike and different?
 Teaching Phase: How will the teacher present the concept or skill to
students?

The students will work in groups of three to complete this activity. The students may be grouped randomly by the
teacher. The PowerPoint titled "How Many Different Types of Cell" can be used by the teacher to complete each of
the steps below in the teaching phase, guided practice and independent practice.

1. The teacher will begin the lesson showing the students a picture of different types of cells and the
question, "How many types of cells are there?" After listening to the response of the class will guide the
students to the concept of two major types of cells.

2. Students will watch the YouTube video "Prokaryotes and Eukaryotes" by the Amoeba Sisters to
learn more about the two types of cells. Students will read the section in the textbook on prokaryotes and
eukaryotes or the information on Prokaryotic and Eukaryotic Cells at CK-12. The students will define the
terms prokaryotic, eukaryotic, organelle, and nucleus in their own words.
 Guided Practice: What activities or exercises will the students complete
with teacher guidance?
 As students continue working on the Prokaryotic Eukaryotic Cells Activity, they will:

1. be assigned to groups of three and assigned different cell structures.

2. be given index cards to draw and describe the function of each cell structure.
3. place these structures on a Venn diagram diagram labeled prokaryotes, both, and eukaryotes.
4. receive feedback from the teacher regarding the proper placement of cell structures on the Venn
Diagram.
 Independent Practice: What activities or exercises will students complete
to reinforce the concepts and skills developed in the lesson?

1. Students will complete a data table that compares the structures of prokaryotic and eukaryotic
cells.
2. Students will answer analysis questions at the end of the activity.

As a culminating activity, the students will complete a Card Sort Activity. Prior to the activity, the teacher should
cut out the cards and place in a plastic bag. The students will then separate the cards into two columns, one for
prokaryotic cells and one for eukaryotic cells. Once each groups completes the sort, the teacher should check for
accuracy.

 Closure: How will the teacher assist students in organizing the knowledge
gained in the lesson?

Students will complete a Ticket Out the Door with the following questions:

1. List 3 ways that prokaryotic and eukaryotic cells are alike.

2. List 3 ways that they are different.
 Summative Assessment

The teacher will collect and grade the Prokaryotic Eukaryotic Cells Activity.

 Formative Assessment

1. The teacher will observe each student's placement of the index card on the Venn diagram which
indicates understanding of how the two major types of cells are alike and different. The teacher is checking
 for understanding before the index cards are attached to the diagram and the student has the opportunity to
replace the card correctly.
2. Ticket out the door: Name three structures found in all cells. Name two cell structures found in
eukaryotes but not prokaryotes.
 Feedback to Students

The teacher circulates among the groups and provides feedback to the group of students as to the correct placement
of cards on the the Venn diagram, as they complete the Prokaryotic Eukaryotic Cells Activity and as they complete
the Card Sort Activity.