Diversity Lesson Plan

Description of Classroom: Ninth grade biology honors classroom. Each classroom ranges
from 36 to 40 students, with an almost even number of girls to boys ratio.
Background: This lesson was created as an end of the unit review, but could also be used to
start the unit. This lesson plan calls for student collaboration in small groups as they come
together to finish their review project. This will not only help individuals self asses their
knowledge of the unit, but strengthen understanding. For the students who did not understand
the information, this gives them another opportunity to learn it. Including a different way
students teach their peers.
Content Objective: Cell theory, eukaryote and prokaryote, cell structure; organelles and their
functions, comparison of different cells.
Language Objective: Students will show their knowledge of the overall unit through
collaboration, speaking and listening to one another. As well as writing down and drawing
information from previous readings to complete lesson project.
Nevada Standards: 3.3 Student will discuss the components of modern cell theory.
3.4 Student will distinguish between prokaryotic and eukaryotic cells.
3.5 Student will compare and contrast plan and animal cell structures and functions.
This lesson will use vocabulary words given at the beginning of the cell unit. The use of
vocabulary words in this lesson will show if the students understand the words meaning and or
function.
Best Practices and Teaching Strategies: Cooperative learning with groups of four that can be
broken down into pairs. There will be a group collaboration and agreement before completed
lesson can be turned in. Blooms Taxonomy with higher order thinking as students organize and
link past learning. This competitive point motivated team will read, write and draw in this
lesson.
Warm up Activity: Unit overview and correction of unit study guide with one or two
discussion leading questions.
Lesson Sequence:
Students will be broken up into groups of four by where they are seated. Students will be given
instructions before handouts are given. Instructions are: every group must complete each of the
different cells they are given. Two or three different cells are given to each group depending on
time, with a list of names for every cell organelle. Each cell must be identified and labeled,
example: Eukaryotic plant cell. Empty cell pictures must also be filled with the correct
organelles drawn in and labeled. Extra points will be given for the functions of each individual
organelle, and color coding used in picture. All group members must agree with placement and
labels of organelles. Points will be taken off for the incorrect placement, labeling and function of
each. All cell pictures must have every group members name and be turned in at end of class, no
late work accepted.

Supplementary materials: Pictures of empty cells including a list of organelles and structures.
Accommodations: Will be given for all students that need them.
Review/Assessment: Students will be able to assess their own knowledge of the information
through what they can remember. Build on what they know through hands on collaboration with
other students and their knowledge of the lesson. This is a review as well as a cooperative
learning lesson where students will be able to recognize where they need to study for the
upcoming test.
Reflection: Overall the lesson worked well. Students were engaged at working on their cells as
I walked around the room. Students often asked questions too correctly label cells as they
collaborated on what they already knew. Talking was on task and at an acceptable level, with an
occasional redirection. The cooperative learning style worked well with students teaching their
peers who hadnt understood the concept. It kept many more students engaged and promoted
different learning styles. Throughout the cell unit there were power points, note taking,
bookwork and lectures on the material, all individual work. This gave the students an
opportunity to interact with one another as they wrote, drew and created different looking cells.
What I will do differently is to group according to personalities and learning styles. After
grading the cells, I realized that some groups had more than one or two very strong students. As
well as groups who had academically weaker students, and the grades confirmed this. Points
ranged from 5 to 170points per group, with the average group at about 100. I would also like to
devote the entire class period to this lesson and give each group all three cell structures.
Directions will also be printed for students to go over, along with my directions at the beginning
of the lesson, so I dont have to revisit the instructions with each group. Will go over the lesson
with students the next day so that the class can view anything they missed. Looking at the data
Im able to also go over any concepts that were not clear or they got wrong.