BY: Nayjuana C. Woodberry

Ada H. H. Lewis Middle School

E-mail: sanay7@yahoo.com

July 24, 2000 - August 4, 2000


Objective: To provide an overall conclusion about the workshop and to convey my findings and discovery about the lesson plan for ecology; the information discovered will be presented in a diverse form; thus, catering to the needs of my colleagues with diverse learning styles, such as this handout.

(This approach is a representative of my ENFP personality according to the Meyer’s Briggs Test)

time length: 5-10 Minutes

lesson plan: Ecology: Cell Life–parasites–food chain

Definitions: ecology — study of relationships and interactions of living things with one another and with the environment

ecosystem group of organisms in an area that interact with one another, together with their nonliving environment

Materials: stickers, pencils, paper, chalk


  1. Quickly sketch an image that comes to mind when you hear "diversity," after instruction is given.
  2. Thesis: There is more than one way to reach an answer or destination.

  3. Think about the following questions:
  4. -What are the characteristics of all living things?

    -What are the basic needs of all living things?

    -In what ways do they adapt to their environment?

    -How did living things come about and how do they continue to produce?

    [One must have inquiry in order to reach discovery. ] My goal for the 7th grade students include: understanding how living things respond and adapt to their environment; understand the characteristics of living things; and for students to generate additional questions of their own concerning the topic. This is similar to Kim’s study, only, the students are given a topic and experiment. Actually, it is the k-w-l that Fran reminded us of. In addition, I would like to incorporate the subjects of: math like Janet, art for Maxine, and technology like Carolyn.J (English is automatically included during journaling and recording, Karen)

    For instance, the following is a sample in which these subjects can be included into the lesson:


    Suppose a cell divides once a day? How many cells will there be in a week? Month? Year?

    Given a life-span chart of humans and certain animals, find the difference between two given species. Or, how many more years does a horse have than a human and vice versa.

    ART(Maxine, history may come into play during discussion of the evolution of cells)

    Draw a picture of the type of activity you expect to see in a garden…swamp…air…forest. Explain.


    Students will be given an assignment on the internet in which I will ask the computer teacher to assist.

    Students will use microscopes to view various uni-cellar organisms.

    We will watch a video titled, "112 Green Street" about microorganisms (that Fran swiped and Nora suggested.


    Science can be intimidating for many, but it all depends on how one was taught. Our biases toward a particular subject, certainly, influences the learning of another.

    Paul’s question (could have been Jodi or Alison’s, can’t recall) regarding the cultural gap between science vs. non - science raised my level consciousness. I realized that many textbooks target schools which could afford various materials. Schools in which students have already been introduced to various terms and objects because it is common in their neighborhood. My biggest fear while preparing the lesson was having insufficient material to teach students with and the inability to access technology with students. I was really grateful for the e-mail Ann sent me via Paul about community gardens in Philadelphia. Throughout the workshop, I was bombarded with an array of resources through colleagues, the Internet, and texts. My fears, gradually, quieted special thanks to Jodi, Claudette and Janet.

    The key to influencing one’s learning is to focus in an area of weakness for individuals. This conclusion was best illustrated when everyone jotted down ideas in which we could accommodated students with learning disabilities. (By the way Tola, thank you for the sticker-book idea, and the example you shared in which you involved the parent of a disruptive student. A question that surfaced to mind about students who are diagnosed as "E.S., S.ed., ADH, and so forth (words that constantly change according to Claudette) was whether or not these characteristics are innate.

    Searching the Internet is infinite. While seeking information regarding a particular area, somehow, I ended up in other areas. For example, when searching for middle school resources and activities, I discovered organizations and programs that aid youth in services like traveling outside of the country and for youth with social and emotional challenges.

    Certainly, music is another subject that should be included in this lesson. Often times, students are seen moving their head or dancing, tapping their pencils on the desk, or rapping during instruction to imaginary or inaudible music. There are many benefits to using music during instruction. In my case, I’ve used it as a soothing mechanism for students when they return from lunch.

    Overall, this institute has enabled me to gain valuable knowledge, resources, and networking with peers. The institute was taught by various instructors, which fit well with the theme diversity and discovery. Each instructor presented differently than the other, and, each created and offered diversity suited solely for the individual.

    My perspective of diversity and discovery is now expanded to the image of a kaleidoscope, instead of a four colored rainbow. There is more than one way to teach ecology. Truly, there is more than one way to reach an answer or destination.














    Aim for the Sun Consortium (Program for violent, disruptive students)

    PA Alliance for Environmental Education

    4999 Jonestown Road; Suite 203

    Harrisburg, PA 17109

  5. 545-8861

Children’s Environmental Trust Foundation

International (or CET)

627 Central Avenue East

Zeeland, MI 49464


Contact Doug Lark


Pond Life Delta 1-800-374-8593

Project Wild (215) 299-2536

The Schuylkill Center for Environmental Education (215) 482-2300

Fairmount Park Commission (Jackie Olson) 215-671-1219

Awbury Arboretum (215) 842-5561


Exploring Life Science pages 661-691; 46, 788, 815 and Workbook

Science Plus Chapters 6-8 and Workbook; cassette, cd-rom