Download G.1.1 To assemble the steps of the cell cycle and

Name of Course/class: 10th Grade Biology
Unit Title: Introduction to Genetics
Lesson Title: Cell Cycle and Mitosis (Lesson 1 of 5)
Anticipated instructional time: 50 Minute class period
Enduring Understanding: It is important for everyone to learn about the cells in
organisms. It is important to understand cell division, also called cell reproduction. Once
students understand cell division they will be able to discuss when it occurs and what
controls it.
Rationale: Learning about the cell cycle and mitosis is extremely important for every
student to know so that they can understand how their bodies and all other organism’s
bodies function. It is important to for them to know the steps of division and what occurs
in those steps. Finally, students need to know what can happen when control of the cell is
lost. Once this is understood, further genetic information can be understood.
Goals of the lesson:
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G.1.1 To assemble the steps of the cell cycle and mitosis
G.1.2 To interpret how the cell cycle is controlled
G.1.3 To practice safe laboratory techniques when conducting science labs
G.1.4 To demonstrate proper use of a microscope
Biology Objectives of the lesson:
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O.1.1 Students will describe all stages of the cell cycle including all phases of
mitosis.
O.1.2 Students will predict the outcome of the cell cycle and how it is controlled.
O.1.3 Students will explain what can happen when the cell cycle doesn’t go
through proper control mechanisms.
Multiple Representational Tools:
In this lesson a powerpoint presentation will be used during lecture. There will
also be use of a chalk/dry-erase board for use in lecture. Throughout the lesson there will
be drawings and models of the cell during its phases to help visual learning. Inquiry
based teaching will be used during lecture to stimulate the students to think about what is
going on in the reproduction changes. The students will have a project based learning
assignment to construct a flipbook of the stages of mitosis.
Research and Best Practices:
Locke (2005) found that mitosis and meiosis are difficult for students to fully
grasp, so they suggest using common “pool noodles” as teaching aids. They would be
used to represent chromatids of the cells. I will use the same idea with socks filled with
rice.
Wilder (2004) uses what they call a 5E learning cycle to explain the cell cycle.
The 5E cycle is: Engagement, exploration, Explanation, Extension, and Evaluation. The
engagement phase is used to motivate students. The generated interest leads to the
exploration stage of an experiment. The explanation stages uses the observations and data
to give students a scientific explanation for their results. The elaboration stage gives the
students additional problems. Finally, the evaluation stage is used to determine if students
obtained a correct understanding of the concept.
Duplichan (2001) has the students construct a flipbook of the steps of mitosis.
This is a good way to get the students to draw the stages, and it also gives them a good
visual to look at to show the changes in each stage.
SD K-12 Content Standards:
 Life Science
o 9-12.l.1.1. Students are able to relate cellular functions and
processes to specialized structures within cells.
National Content Standards:
 Life Science Standard:
o 9-12 The Cell
 History and Nature of Science Standard
o 9-12 Science as a Human Endeavor
Session-Related Questions:
1. What cells go through these cycles?
2. If cells go through this cycle, why do cells die?
3. How do cells know when to reproduce?
4. How many cells are produced daily?
Imbedded / Formative Assessment Opportunities:
During the lesson, observation will be used to monitor progress of all students. I
will observe the students while I lecture to see if they are paying attention, and taking
good notes. I will also observe during the time that they will be working on the worksheet
to see if they have questions, and understand the material. I will also observe the
drawings of the cell cycle to see if they understand each part of the cell cycle that they
need to know. Some of these observations will be made from the front of the classroom
and other times I will be walking around the classroom and offer personal attention to
those who need it.
Instructor Materials:
 Computer
 Projector
 Powerpoint of lesson
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Chalk / Dry-erase board
Chalk or Dry-erase markers
Slides of mitosis
Rice socks for demonstration
Microscopes
Participant Materials:
 Biology textbook
 Notes
 Pen / Pencil
Teaching Notes / Lesson Script / Procedures:
I will quickly review a few key ideas that student should remember from the
lesson over chromosomes. I will then start lecturing using a power point presentation
about cell reproduction. Using both a power point presentation and a dry-erase board I
will inform students of mitosis. I will start with chromatid separation and then move into
the four stages of mitosis (prophase, metaphase, anaphase, and telophase). To represent
the separation of the chromatids and the replication of it I will have a demonstration
using rice socks representing the chromatids. Each of the phases will be drawn on the
board to show what each stage looks like. The students will learn what cytokinesis is. The
students will look at slides of cells going through mitosis. To end class the students will
have to draw each of the stages of mitosis on paper and turn it in.
Assessment
Type
Goal/Objective
(D,F,S)
Mitosis Questions at end
F
of class.
G.1.1, G1.2, O.1.1, O.1.2, O.1.3
Worksheet drawings of
F
mitosis under a microscope
Observations of Students
F
During Class
G.1.1, G.1.5, O.1.1
Flipbook assignment
G.1.1, G1.2, G.1.3 O.1.1, O.1.2, O.1.3
S
G.1.1, G1.2, G.1.3 O.1.1, O.1.2, O.1.3
Lesson
End of
lesson 1
lecturing
End of
Lesson 1
During
Lesson 1
End of
Lesson 1
Accommodations: The review questions that I will ask in the beginning of the lesson
will help students remember prior knowledge about cells. It will also work as a warm-up
for the students to get into a learning mindset. The inquiry based questions that are asked
to the students throughout the lesson will help ensure that the students are thinking
critically about the lesson. The worksheet with the drawing exercise of the cell cycles
will help them remember the stages of the cycle.
Reflection / Revision: This section will be completed after the completion of the lesson.
References:
Duplichan, Staycle C. "Mitosis Flipbook." Science Teacher 68.6 (2001): 78. Academic
Search Premier. EBSCO. Web. 23 Nov. 2009.
Locke, John, Heather E. McDermid, and Patricia J. Pukkila "Using Pool Noodles to
Teach Mitosis and Meiosis." Genetics 170.1 (2005): 5-6. Academic Search Premier.
EBSCO. Web. 12 Oct. 2009.
Wilder, Melinda, and Phyllis Shuttleworth "CELL INQUIRY: A 5E LEARNING
CYCLE LESSON." Science Activities 41.1 (2004): 25-31. Academic Search Premier.
EBSCO. Web. 12 Oct. 2009.