Você está na página 1de 1

Susanna

Hoffman
Fieldwork Seminar
12/4/14

Lesson Plan Reflection



On November 25, I will be teaching my students about the differences between prokaryotic and
eukaryotic cells, as well as the differences between plant cells and animal cells. As the most basic unit of
all life, cells are an integral topic to the field of biology. As such, it is important that my students gain a
deep understanding of the structure and function of cells, the organelles they contain, and the
differences and similarities that exist between different cell types.
When Tuesdays lesson starts, my students will have already learned the function of all the cell
organelles. They also will have learned which organelle exists in which cell types, and what structural
and functional characteristics differentiate prokaryotic cells from eukaryotic cells, and plant cells from
animal cells. In order to reinforce these differences and similarities, students will work in groups to
create a poster with a Venn diagram illustrating the characteristics of prokaryotes v. eukaryotes or plant
cells v. animal cells.
Some of my students prefer writing or drawing, while others do better in conversations. By
placing students in groups to create these posters, students will get to choose what role they play in the
process of creating the Venn diagram. Students who prefer discussion will be able to look up the
necessary information and communicate it to group members, who can then write it on the poster. The
groups will also allow students to discuss their knowledge and misconceptions with each other, and
hopefully facilitate social learning.
As groups finish their posters, they will show my their Venn diagrams and I will create two
master Venn diagrams on the powerpoint. We will go through these as a class, discussing how they are
different or the same as the ones made by the individual groups. This will allow any remaining
misconceptions to be resolved for the whole class. It will also provide an opportunity for me or a student
to read the points out loud, helping students who are strong auditory learners.
I completed this lesson on November 28, because earlier activities took longer than expected. I
allowed students to create their own groups, but I assigned a role to each group member. I hoped that
this would help keep students on task and make sure everyone was participating. There were two
groups of 4 and one group of 3.
Two of the groups worked really well. They were focused and collaborated and produced a
comprehensive Venn diagram on time. One group had a couple of students who were distracting. They
were talking loudly the entire time, and only one student was being productive. He was completing the
roles of other students in the group. Eventually this student became frustrated and left the group to do
his own diagram, which he did very well.
I had leftover candy from an activity the previous week. I informed students that I would be
walking around and giving a piece of candy to anyone who was working particularly well. One student,
Kanief, who is generally hard to engage, was focused on his work and productive. I was excited to
reward him for it, and he seemed happy to receive the reward.
Overall the lesson was chaotic. Rather than doing a final Venn diagram as a group, I decided to
have students look at the different Venn diagrams and use them to create a comprehensive one in their
notebooks. I should have given a set amount of time at each poster, rather than making this activity
unstructured. Students were distracted and loud while looking at the posters. I also know to assign
students to groups next time.