Download Meiosis - Brain-Targeted Teaching

BRAIN-TARGETED TEACHING
LEARNING UNIT
Name: Christopher A. Yim
Unit Topic:/Title:
Meiosis
Dates (Allocated Time): 10 days
Grade Level: 10
Content Standard(s):
The student will analyze how traits are inherited and passed on from one generation to
another.
The student will demonstrate that the sorting and recombination of genes during
sexual reproduction has an effect on variation in offspring (meiosis - process that
forms gametes; chromosome number reduced by one-half; crossing-over occurs; new
gene combinations).
Learning Unit Overview:
The unit begins with a 3 day review of mitosis since mitosis is taught in the previous
semester and is a sine qua non for understanding meiosis. Consequently, the
introduction to meiosis will emphasize the connection to mitosis and the purpose of
meiosis in addition to new vocabulary. For daily routine, class will open with students
receiving direct instruction through daily rap videos. Class will end with a simple
carbohydrate quiz (candy reinforcer for recalling information used that day). Teacherled direct instruction will utilize scaffolded cloze notes. The meiosis process will be
reinforced through a variety of arts-integrated activities which include murals,
decorated vocabulary flash cards, a decorated word wall, clay modeling, dancing and
simple animation. Humor is infused throughout the unit with a particular emphasis on
vocabulary instruction. A comparison between meiosis and mitosis is done through a
Venn diagram followed by a Jeopardy game on the smartboard. In addition, students
will prepare for the unit assessment by creating a test for their families. The final day
is a review of test answers to reinforce learning and correct any misconceptions.
Brain Target #1
Emotional Connection:
The teacher greets students by name as they enter the room.
Rap Music opener with direct instruction lyrics (youtube.com) – played while students enter
and replayed in entirety after the bell rings.
Class ending with primary reinforcer reinforcer (a candy quiz that we call a “simple
carbohydrate quiz” to reinforce the use of science vocabulary for ordinary things in daily life)
– certain questions earn a double reward. Examples are questions that involve a sine qua non
concept or vocabulary word or a critical thinking question that synthesizes the lesson’s
information.
Humor – vocabulary is taught with humor as it is presented. Further, to reinforce he big
picture, Day 7 includes a set time to share meiosis jokes.
Brain Target #2
Physical Environment:
A word wall decorated with mnemonic devices is hung in the front of the room.
Later, mitosis murals will be hung on the walls.
The Brain-Targeted Teaching Model © Mariale M. Hardiman
The vocabulary word of the day will be hung in 2 places so that it is the first thing that
students see as they enter the room and the last thing they see as they exit.
Students are seated according to need and compatibility. Students with any auditory
processing disorder or executive dysfunction are seated so that their right ear faces the bulk
of any instruction in order to utilize their natural right ear advantage and to minimize
inadvertent distraction.
Brain Target #3
Concept Map / Advanced Organizer
(feel free to use an online tool):
Similarities &
Differences
Purpose
Mitosis
Stages:
PMAT
Purpose
Mitosis &
Meiosis
New Vocabulary
Meiosis
Stages:
PMAT1 &
PMAT2
Learning Goals:
To reinforce the mitosis process.
To understand key vocabulary for mitosis.
To understand the meiosis process.
To compare and contrast mitosis and meiosis
Introductory “Big Picture” Activity/Assessment of Prior Knowledge
Since meiosis is the most difficult concept of the course and its foundation, mitosis is the
second hardest, 3 days are dedicated to reviewing mitosis (taught 1 month prior). The
The Brain-Targeted Teaching Model © Mariale M. Hardiman
assessment of prior knowledge comes in the making of decorated flash cards and the Day 1
candy quiz.
The concept for the whole unit will be presented on Day 1 so that students can see that the
mitosis review has a distinct purpose.
Brain Target #4
Activities for Teaching Mastery of Declarative/Procedural Knowledge
Learning Goals:
To review and reinforce the mitosis process and key vocabulary.
To understand the meiosis process and key vocabulary.
Activities:
1. Daily direct instruction rap video from youtube.com will be played as students enter the
room and again after the bell rings.
2. The concept map will be presented on Day 1. It will be hung in the front center wall and
referred to periodically as the class moves from component to component.
3. Scaffolded cloze notes will be used for presentation of information. Teacher notes will
be posted online.
4. Students will make decorated vocabulary cards. The decorations will act as mnemonic
devices.
5. The vocabulary “Word of the Day” will be featured daily to both reinforce instruction
and serve as a transition between activities.
6. Students will work in groups to make PMAT murals to reinforce both mitosis meiosis
processes. The murals will be posted so that students have a constant visual reminder
of the similarities and differences between the mitosis and meiosis.
7. Every class is ended with a daily candy quiz that goes over information covered that
day.
Brain Target #5
Activities for Extension and Application of Knowledge
Learning goals:
Students will demonstrate understanding of crossing over and the creation of gametes.
Students will compare and contrast mitosis and meiosis.
Activities:
1. Periodically, students will be asked a critical thinking question during the candy quiz. The
goal is to give a preview of both what will be on the HSA exam and the unit test. It also alerts
students to what is expected in terms of thinking about how to apply direct instruction
information.
2. Students will practice re-enacting the entire meiosis process with an emphasis on crossing
over and gamete production through clay modeling. A different color will be used for each
gene on a chromosome so that the activity is both physical and visual. The background music
will serve as foreshadowing for the narrated dance.
3. Students will compare and contrast mitosis and meiosis with a Venn diagram.
4. Students will be placed on teams to play Jeopardy. Categories will cover all the information
for mitosis and meiosis as well as a compare and contrast section. The background music will
serve as foreshadowing for the narrated dance.
5. Students will be divided into groups that will act as chromosomes for a narrated meiosis
dance to the tune of the Blue Danube since the slow waltz 3 beat affords ample time for
students to move around and focus on the connection between information and how they are
shifting about. Each student will hold a placard indicating his or her genes and characteristic.
The Brain-Targeted Teaching Model © Mariale M. Hardiman
At the end of the dance, each gamete will discuss the difference between what they looked like
at the beginning and the end after “crossing over”.
6. Students will create flip books to animate the meiosis process.
7. As a test review, students will create test for family members. Students will be instructed to
try to fool their family by using subtle differences between key vocabulary terms and
switching back and forth between mitosis and meiosis.
8. As a regular practice, students will be encouraged to make up jokes using vocabulary
words.
Brain Target #6
Evaluating Learning
Learning is evaluated daily through the candy quiz and checking for understanding as
students participate in learning activities.
Day 9 – unit test – as mandated, we also have a MOD version in order to meet the IEP criteria
for some students. Otherwise, the language of the test intentionally imitates the biology HSA
to help students be familiar with the state test. The unit test includes multiple choice questions
and 1 critical thinking BCR that requires synthesis of information.
Day 10 – review of test answers to reinforce learning and to correct misconceptions.
The Brain-Targeted Teaching Model © Mariale M. Hardiman