1. Prokaryotes and Eukaryotes
Biology Unit 04 Lesson 01

2. Examples Simple or Complex All living things Cells Eukaryotes
Plant Cells
Animal Cells
Prokaryotes
Bacteria/Archae

3. Prokaryotes – What are they?
Cells (usually single-celled) with no nucleus
Have no specialized organelles
Usually have: cell wall, cell membrane, ribosomes, genetic material, cytoplasm, and flagella or cilia
Examples: bacteria and archae
Reproduce through binary fission
Get energy through photosynthesis, chemosynthesis, (inorganic chemicals) or digesting other organisms
Begin by asking students to share what they learned during their research, then reinforce by showing them the bullets on this slide.
Take time to briefly explain the cell structures (cell wall, etc.), but do not go too in-depth right now, as students will be researching these structures in a subsequent activity.

4. Prokaryote or Eukaryote?
Ask students to identify the cell as prokaryote or eukaryote. Consider giving each student two different colored sticky-notes or note cards, and have them raise a specific color for each cell (or have them raise their right hand for prokaryote/left hand for eukaryote); this will allow you to assess if students can identify the cell type. Ask for volunteers to explain why they answered what they answered.
Graphic: By Mariana Ruiz Villarreal LadyofHats (Own work) [Public domain], via Wikimedia Commons

5. Prokaryote or Eukaryote?
Ask students to identify the cell as prokaryote or eukaryote. Consider giving each student two different colored sticky-notes or note cards and, have them raise a specific color for each cell (or have them raise their right hand for prokaryote/left hand for eukaryote), this will allow you to assess if students can identify the cell type. Ask for volunteers to explain why they answered what they answered.
Graphic: By Mariana Ruiz (internationalized by Vjncenzo) (Image:Prokaryote cell diagram.svg) [Public domain], via Wikimedia Commons

6. Prokaryote or Eukaryote?
Ask students to identify the cell as prokaryote or eukaryote. Consider giving each student two different colored sticky-notes or note cards, and have them raise a specific color for each cell (or have them raise their right hand for prokaryote/left hand for eukaryote), this will allow you to assess if students can identify the cell type. Ask for volunteers to explain why they answered what they answered.
Graphic: By Muntasir du (Own work) [Public domain], via Wikimedia Commons

7. Day 2… Eukaryotes

8. Eukaryotes – What are they?
Cells with a nucleus and other membrane-bound organelles that perform special functions
Always have a nucleus
May also have: chloroplasts, Golgi apparatus, lysosomes, mitochondrion, plastids, rough endoplasmic reticulum, smooth endoplasmic reticulum, vacuoles, and vesicles
Examples: fungi, protists, plant and animal cells
Reproduce by mitosis or meiosis
Get energy through photosynthesis or by digesting other organisms.
Begin by asking students to share what they learned during their research, then reinforce by showing them the bullets on this slide.
Take time to briefly explain the cell structures (nucleus, etc.), but do not go too in-depth right now, as again, students will be researching these structures in a subsequent activity.

9. Prokaryote or Eukaryote?
Ask students to identify the cell as prokaryote or eukaryote. Consider giving each student two different colored sticky-notes or note cards and have them raise a specific color for each cell (or have them raise their right hand for prokaryote/left hand for eukaryote), this will allow you to assess if students can identify the cell type. Ask for volunteers to explain why they answered what they answered.
Graphic: NIH (NIH) [Public domain], via Wikimedia Commons

10. Prokaryote or Eukaryote?
Ask students to identify the cell as prokaryote or eukaryote. Consider giving each student two different colored sticky-notes or note cards and have them raise a specific color for each cell (or have them raise their right hand for prokaryote/left hand for eukaryote), this will allow you to assess if students can identify the cell type. Ask for volunteers to explain why they answered what they answered.
Graphic: By Todd Straus and Vladimir Osipov (BioMed Central) [CC-BY-3.0 ( via Wikimedia Commons

11. Prokaryote or Eukaryote?
Ask students to identify the cell as prokaryote or eukaryote. Consider giving each student two different colored sticky-notes or note cards, and have them raise a specific color for each cell (or have them raise their right hand for prokaryote/left hand for eukaryote); this will allow you to assess if students can identify the cell type. Ask for volunteers to explain why they answered what they answered.
Graphic: This work has been released into the public domain by its author, LadyofHats via Wikimedia Commons

12. Prokaryote or Eukaryote?
Ask students to identify the cell as prokaryote or eukaryote. Consider giving each student two different colored sticky-notes or note cards, and have them raise a specific color for each cell (or have them raise their right hand for prokaryote/left hand for eukaryote), this will allow you to assess if students can identify the cell type. Ask for volunteers to explain why they answered what they answered.
Graphic: By Snowman frosty at en.wikipedia (Own work Transferred from en.wikipedia) [Public domain], via Wikimedia Commons