AA+Lesson+1+Mitosis

**Lesson Plan 1

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, which is also called cell reproduction. Once students understand cell division, they will be able to discuss when it occurs and what controls the process.


 * RATIONALE:** Learning about the cell cycle and mitosis is extremely important for every student 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 cell division and what occurs in each of those steps. Finally, students need to know what can happen when control of the cell is lost. Once students understand how cells grow and reproduce, further genetic information becomes much more concrete.


 * GOALS OF THE LESSON**:

 G.1.4 To demonstrate proper use of a microscope

 * OBJECTIVES OF THE LESSON**:

 O.1.3 Students will explain what can happen when the cell cycle doesn’t go through proper control mechanisms.
 In this lesson, a Power Point presentation will be used during lecture. The teacher will also use a chalk/dry-erase board to help explain difficult concepts using different words and drawings during lecture. Throughout the lesson, the teacher will draw the cell during each of the phases of the cell cycle to aide visual learning. The teacher will also use questioning during lecture to stimulate the students to think about each stage of cell division and the specific steps that the cell goes through in each stage. After the conclusion of the lesson, students will construct a flipbook of the stages of mitosis.
 * MULTIPLE REPRESENTATIONAL TOOLS**:

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 stage 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. The current research about this learning style suggests using the conceptual change model, which is an extension of the 5E cycle. 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.
 * RESEARCH AND BEST PRACTICES:**

  1. What cells go through mitosis? 2. If cells go through mitosis, why do cells die? 3. How do cells know when to reproduce? 4. How many cells are produced daily?
 * SD K-12 CONTENT STANDARDS:**
 *  Life Science
 * 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
 * 9-12 The Cell
 * History and Nature of Science Standard
 * 9-12 Science as a Human Endeavor
 * SESSION-RELATED QUESTIONS:**

During the lesson, observation will be used to monitor the progress of all students. I will observe the students while I lecture to see if they are paying attention and taking notes. I will also observe during the time that they will be working on the worksheet to see if they have questions or if they need more explanation in order to fully understand the material. I will observe the drawings of the cell cycle to see if the students can draw each stage because if they can draw it, there is more of a chance that they can explain it. Some of these observations will be made from the front of the classroom, and other times, I will be walking around the classroom to offer personal attention to those who need it.
 * EMBEDDED/FORMATIVE ASSESSMENT OPPORTUNITIES:**

  I will quickly review a few key ideas that students should remember from the lesson over chromosomes in the last unit. 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 work through the stages 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 the chromosomes, I will conduct a demonstration using socks filled with rice to represent the chromatids. I will also draw a cell in each stage of mitosis on the board so that the students have an idea of how to draw the cells when it comes time for them to complete their flipbooks. The students will learn what cytokinesis is, and then they will look at slides of cells going through mitosis. They will draw what they see on the microscope slides on their worksheet and answer the questions on the worksheet as homework. I will assign the flipbook performance assessment at the end of class.
 * INSTRUCTOR MATERIALS:**
 * Computer
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">Projector
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">Power Point of lesson
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">Chalk / Dry-erase board
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">Chalk or Dry-erase markers
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">Microscope slides of mitosis
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">Rice socks for demonstration
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">Microscopes
 * PARTICIPANT MATERIALS:**
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">Biology textbook
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">Notes
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">Pen / Pencil
 * TEACHING NOTES / LESSON SCRIPT/ PROCEDURES:**

<span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">**ASSESSMENT/ HOMEWORK:** <span style="-moz-background-clip: -moz-initial; -moz-background-inline-policy: -moz-initial; -moz-background-origin: -moz-initial; background: yellow none repeat scroll 0% 50%;"> || <span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">End of Lesson 1 || <span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">Assessment || <span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">Type (D,F,S) || <span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">Goal/Objective || <span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">Lesson ||
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">Mitosis Questions at end of class. || <span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">F || <span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">G.1.1, G1.2, O.1.1, O.1.2, O.1.3 <span style="background-color: #ffffff; font-family: 'Times New Roman',Times,serif; font-size: 12pt;"> || <span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">End of lesson 1 lecturing ||
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">Worksheet drawings of mitosis under a microscope || <span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">F || <span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">G.1.1, G.1.5, O.1.1
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">Observations of Students During Class || <span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">F || <span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">G.1.1, G1.2, G.1.3 O.1.1, O.1.2, O.1.3 <span style="background-color: #ffffff; font-family: 'Times New Roman',Times,serif; font-size: 12pt;"> || <span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">During Lesson 1 ||
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">Flipbook assignment || <span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">S || <span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">G.1.1, G1.2, G.1.3 O.1.1, O.1.2, O.1.3 || <span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">End of Lesson 1 ||

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 questions that I ask 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 cell cycle.
 * ACCOMMODATIONS:**


 * REFECTION/ REVISION:** This section will be completed after the completion of the lesson.

Duplichan, Staycle C. "Mitosis Flipbook." //Science Teacher// 68.6 (2001): 78. //Academic Search Premier//. EBSCO. Web. 23 Nov. 2009.
 * REFERENCES:**

Kaskel, A., Hummer Jr., P.J., & Daniel, L. (2003). //Biology: An everyday experience//. Columbus, OH: McGraw-Hill.

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.

Miller, K.R., & Levine, J.F. (2004). //Biology//. Upper Saddle River, NJ: Pearson Education.

Postlethwait, J., & Hopson, J. (2006). //Modern Biology//. Austin, TX: Harcourt Education.

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.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">**APPENDICES:<span style="font-family: 'Times New Roman',Times,serif;"> ** Appendix A- Lesson Activities

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