Devrani Narine-Gadar 04740401

Unit & Lesson Planning Skills

Lesson Plan 1

Strategy: Jigsaw Co-operative Model

Level: Lower 6

This particular strategy was chosen as it allowed learning in a student-centered, co-

operative style. The jigsaw process facilitated engagement and participation of all group

members, ensuring each individual in the classroom played an essential role in the

learning process; and in meeting the learning outcomes. Group members worked together

to achieve a common goal, further increasing interaction and communication amongst

peers. In addition, the final presentation of information gathered not only assisted in

improving presentation skills, but also provided students with the opportunity to be as

creative as possible in the methods they selected for data presentation.

This model was also ideal for use at a Form 6 level, as the teacher had a minimal

role in executing a lesson topic and ensuring all students met the learning objectives. The

students were responsible for the transferring of information to the rest of the class, as

well as, addressing any issues and questions relating to the topic.
 SCIENCE LESSON PLAN
TEACHER: Devrani Narine-Gadar

DATE: 24th October 2016

CLASS: Lower 6 Biology

TIME: 9:00am

PERIODS: 2 (1 hour 20 minutes)

UNIT: Cells

TOPIC: Types of Cells Eukaryotes versus Prokaryotes

REFERENCES (exclude class text, include page numbers).

AS Level Biology. Pages 1 29.

PRE-REQUISITES

Knowledge:- students should know that:

Cells are the basic unit of life.
Cells can only be observed under the microscope.
The light microscope and electron microscopes differ in terms of resolution and magnification.

Skill:- students should know how to:

Work individually and in groups.
Extract necessary information from a body of work.
Participate in classroom presentations.
MATERIALS & RESOURCES

For Teacher For each group / student

Whiteboard and markers Diagram of cells.
Multimedia projector Handout of eukaryotes and prokaryotes.
Laptop Bristol board
Markers
Tape

CONCEPT OR PRINCIPLE

Cells are the basic unit of life and can only be observed with the use of a microscope. Each cell has the
necessary structures and organelles that enable it to grow and reproduce. There are two types of cells:
Eukaryotes and Prokaryotes. These cell types share similarities and differences, and both play essential
roles. Prokaryotes are bacterial in nature, and are important in many biological processes. Eukaryotes
can be divided into plant and animal cells. Without these cells, basic structures and processes will cease
to exist as they are the building blocks of life.

MISCONCEPTIONS ALTERNATIVE IDEAS

DNA can only be found within a nucleus. Bacteria are multicellular.

Prokaryotes do not have DNA. All bacteria are bad or have negative

effects.
All cells are either plant or animal cells.
SPECIFIC OBJECTIVES

At the end of the lesson, students should be able to: Classification Learning Type

Discuss the similarities and/or differences between Evaluation Cognitive

prokaryotes and eukaryotes in terms of structure and
function.

Recognize the importance of prokaryotes and Receiving Affective

eukaryotes in biological systems.

PROCESS SKILLS

During this lesson, students will be engaged in:

Identifying / formulating a problem

Designing and Planning an experimental procedure
Setting-up and executing experimental work
Observing and measuring
Recording of data and observations
Interpreting and evaluating data and observations X
Communicating scientific ideas, observations and arguments X
Applying scientific ideas and methods to solve qualitative and quantitative problems X
Decision-making based on examination of evidence and arguments X
Extracting from available information data relevant to a particular situation X
ACTIVITIES

Model: Jigsaw Cooperative Model

Introduction:
The teacher will begin the lesson by informing students that we will be looking at Cells in the
class session.
Students will be asked to briefly share with the rest of the class all they know about cells.
The teacher will display a picture on the whiteboard of the two types of cells being used in
important processes.
Students should be able to identify the two types; and the teacher will inform the class that the
specific topic to be covered in the class session is Types of Cells Prokaryotes versus
Eukaryotes.

Development:
The teacher will inform students that for this class session they will be playing the role of the
teacher.
This is to facilitate maximum student-student interaction; however, the teacher will assist where
necessary.

The teacher will inform students that they will be participating in group activity, with each group
being responsible for compiling information (using resources provided) of important characteristics
of prokaryotes and eukaryotes. The students will also be made aware that:
Once they have completed compiling their information, they will be required to present their
findings to the rest of the class. Students are free to present their information in a format suitable
to them, example role-play, use of charts, use of whiteboard & marker.
Groups will be marked based on their ability to cooperate effectively, and on their presentation
skills.
The teacher will inform students that the aim of this exercise is also for students to support each
other by contributing equally and teaching each other effectively.
 Differentiated Learners:
The teacher will ask the class if there are any students that are not comfortable working in groups. If
any student is in fact uncomfortable, they will be allowed to work individually.

The teacher will divide the class into two groups: Group P and Group E. Group P will be
responsible for Prokaryotes and Group E for Eukaryotes.
Each major group will then be divided into three sub-groups. The sub-groups will be assigned
names: Group P1, P2, P3 and Groups E1, E2, E3.
The various groups will be responsible for obtaining information on the following:
Group 1s Definition and background of cell type assigned.
Group 2s Structure of, and organelles present in the cell type assigned.
Group 3s Importance / benefits of cell type assigned.
Once the assigned time has elapsed, each group (with their sub-groups) will be required to
introduce their topic and present their findings to the rest of the class.
Students will be encouraged to ask any questions or raise concerns, and members of the relevant
groups will be responsible for addressing the questions / concerns. The teacher will assist where
necessary.

Evaluation / Assessment:
Groups will be marked accordingly based on their presentation skills as well as their ability to
work together effectively.
Each student will be required to complete a table identifying the similarities and/or differences
between prokaryotes and eukaryotes.

Consolidation:
The teacher will question students as to whether this was an effective learning strategy and if it is
in fact a method they would welcome in subsequent classes.
The teacher will review the main points of the lesson.
Students will assist in answering questions asked by others.
Assignment:
(i) Students will be asked to write a reflection (to be compiled in a reflective journal) of the
importance of prokaryotes and eukaryotes in daily biological processes.
(ii) In preparation for the next class session, students will be required to visit
https://www.youtube.com/watch?v=-FQmAnmLZtE to learn about The Endosymbiont Theory.
This will be discussed in detail in the next class session.