LESSON PLAN

Name: Sharmet Solarz

WGU Task Objective Number:
GENERAL INFORMATION
Lesson Title & Subject(s): Cytoskeletons and Cell Walls
Topic or Unit of Study: Cell biology
Grade/Level: 9th grade
Instructional Setting:Group of 8 9th grade biology students, seated in two groups
of desks arranged in a semi-circle facing the instructor. An overhead projector
connected wirelessly to a laptop is placed at the back of the class. This allows for
the instructor to be seated at the front of the class.
(e.g., group size, learning context, location [classroom, field trip to zoo, etc.], seating arrangement,
bulletin board displays)

STANDARDS AND OBJECTIVES

Your State Core Curriculum/Student Achievement Standard(s):
Students know how eukaryotic cells are given shape and internal organization by
a cytoskeleton or cell wall or both.
To view standards: Go to TaskStream Standards Manager under Programs & Resources. Then go to
Browse Standards (Standards Wizard). Select your state. Select standard(s).

Lesson Goals: The purpose of this lesson to engage in a discussion about the
ability of a cytoskeleton and cell wall, their functions, and in which types of cells
they are found. Students are expected to know the basic information about cells,
such as the fact that they are one of the smallest forms of life. At the end of the
lesson, students will be able to describe, in detail, the function and appearance of
a cytoskeleton and cell wall.
(A statement describing the overall purpose of the lesson; what the students are expected to know or
do at the end of the lesson)

Lesson Objective(s):(Your objective(s) should align with the knowledge and skills taught as well as
with the assessment chosen for this task. All learning objectives must include a Specific Behavior,
Condition, and Measurable Criteria)

1. Students should be able to compare and contrast the general structures of

plant and animals cells as well as compare and contrast the general structures of
prokaryotic and eukaryotic cells in regards to their structural components with
75% accuracy.

MATERIALS AND RESOURCES

Instructional Materials:

Materials needed for the lesson (e.g., textbook, construction paper, scissors, PowerPoint, guided note
templates)

Overhead projector
Handouts containing diagrams of cells
Online videos
3d models of cells

Resources:
Klucevsek, K. (n.d.). The Cytoskeleton and Cell Wall. Retrieved October 30, 2014, from http://
education-portal.com/academy/lesson/the-cytoskeleton-microtubules-andmicrofilaments.html#lesson
Cell Structures. (n.d.). Retrieved October 31, 2014, from http://www.brainpop.com/science/
cellularlifeandgenetics/cellstructures/
Supplementary information and/or places where you found information for the lesson

INSTRUCTIONAL PLAN
Sequence of Instructional Procedures/Activities/Events (provide description and
indicate approximate time for each):
1. Identification of Student Prerequisite Skills Needed for Lesson:

(e.g., anticipatory set, schema, purpose of lesson for students, connections to previous
learning, definitions of terms reviewed)
The purpose of this lesson is to discuss and understand in detail the difference between cell
structures in eukaryotic and prokaryotic cells. Prerequisite skills needed for the lesson includes
vocabulary. For 20 minutes, this will be reviewed and presented at the beginning of class.
Vocabulary terms include: prokaryotic, eukaryotic, cell wall, cytoskeleton, microfilament,
microtubule,intermediate filament, pectin, cellulose. A handout will be given to students as
reference containing all definitions with diagrams.

2. Presentation of New Information or Modeling:

(e.g., term definitions, concepts, processes and/or approaches)
For 30 minutes, new information and concepts center about a cells structure. In order to better
understand that a cell has a skeleton just on a much tinier scale, an magnified 3d model of a
cell and its cytoskeleton as well as a plant cell with a cell wall will be passed around the class.
After they are passed around, the difference in the cells will be explained and discussed.
Following this, a fun video animating each cell will be shown.

3. Guided Practice:
(e.g., teacher directed, scaffolding, check for student understanding including any questions
to ask or anticipate from students)
To check for student understanding, students would be asked questions randomly during the
video and lecture. To further monitor understanding, students will be chosen at random near
the end of class to teach us something about cell structure in their own words. The students
would be asked the following questions:
What kind of cell would cellulose mainly be found?
What are cytoskeletons made out of?
What kind of cell would we find a cell wall?
What does a cell wall do?

4. Independent Student Practice:

(e.g., teacher monitored, check for student understanding including any questions to ask or
anticipate from students)
For 10 minutes, students would have the opportunity to draw out, at the best of their ability a
diagram of either of the cell structures. They would be required to label parts. For 10 minutes,
diagrams would be exchanged with the student next to them for grading. We would briefly go
around to discuss which parts were correctly drawn and which parts were missing.

5. (e.g., review terms, concepts, and/or learning process; establish connections to the next
lesson; check for student understanding including any questions to ask or anticipate
from students)

To close, we would have a flash challenge. Microscopic images of actual cell structure parts
would be shown on the overhead projector. Students would be encouraged to blurt out what
they thought it was as fast as possible. Some images would be shown multiple times for the
last 10 minutes of class.

Pedagogical Strategy (or Strategies):

(e.g., direct instruction, cooperative learning groups, partner work)

Direct instruction (lecture), partner work

Differentiated Instruction:

Describe accommodations for such groups as English Language Learners, hearing impaired, learning
disabled, physically disabled, and/or gifted/accelerated learners.

Accommodations for those with the specific learning disability of reading comprehension would include
the following:
1.

For any text included in the lecture, the instructor would read this aloud in order to accommodate
those with a reading comprehension disability. Extra time and effort would be applied into saying
things clearly and having sections read clearly as well as explained orally. This allows those with
reading comprehension difficulties to use other learning methods such as speaking and listening in
order to understand the material.
2. For the peer grading portion, students who have reading comprehension disabilities would be asked
to take any extra time they need to have the words read to them by either the teacher or their peer.
The teacher would walk around during the grading to make sure that each answer on the drawn
diagram is properly communicated to these students.
3. For the introduction and the prerequisite vocabulary, those with reading comprehension difficulties
would be accommodated with extra time by having the class all contribute to reading the definitions of
the vocabulary out loud. This allows those with reading comprehension disabilities not only to hear the

vocabulary while reading it, but also allows the class to contribute to their learning. Keeping the class
together rather than separating this with disabilities out leads to a more fluid lesson plan as well as
keeps everything unified in terms of morale.

Student Assessment/Rubrics:

Describe how you will know if students have met the objective(s) for this lesson (include pre- and
post-assessment plansformal and/or informal, summative and/or formative, etc.).
I will know if students have met the objectives by way of informal assessment. By going around the
class in a manner as to address each student at some point, I will be able to monitor their learning. A
formal assessment in the way of the self drawn diagram at the end gives great insight to their
comprehension of the material.