AC+Lesson+2+Meiosis

**Lesson Plan 2

NAME OF COURSE/ CLASS**: 10th Grade Biology


 * UNIT TITLE:** Introduction to Genetics


 * LESSON TITLE:** Cell Cycle and Meiosis (Lesson 2 of 5)


 * ANTICIPATED INSTRUCTIONAL TIME:** Two 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. The understanding of cell reproduction through meiosis can open doors to understanding human reproduction and reproduction in other organisms.


 * RATIONALE:** The study of meiosis is the basis for understanding the reproduction of humans and many other species. It is beneficial to know how cells divide during reproduction so that we can study how traits are passed on from parents to offspring. It is also important to understand for meiosis for various studies on reproduction (Ex: artificial insemination).


 * GOALS OF THE LESSON:**

 G.2.3 To compare and contrast mitosis and meiosis
**BIOLOGY OBJECTIVES FOR THE LESSON:**

 O.2.3 Students will distinguish between mitosis and meiosis.
 In this lesson, a Power Point presentation will be used during lecture. There will also be use of a chalk/dry-erase board during the lecture/note-taking portion of the class. Throughout the lesson, the teacher will display drawings and models of the cell during the phases of meiosis to help visual learning.
 * 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 am not sure I am going to use this exact method, but using props to show the chromatid separation is a good idea. Wilder et. al. (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.
 * RESEARCH AND BEST PRACTICES:**

  1. How is meiosis different from mitosis? 2. What happens when a meiosis checkpoint misses a mutation? 3. Why is there a second step in meiosis? 4. How does the cell know whether to go into meiosis or mitosis?
 * 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 lecture, I will observe the students to see whether they are paying attention and taking notes or not. I will also observe the students when they are working on the activity and when they are working on their homework. During the lesson, I will also question the students before and after they learn the material. The first time I ask them the questions, it will be to stimulate the students thinking, and the second time I ask them the questions, I will be evaluating whether or not the students learned the material. At the end of the second day, the students will play a game of jeopardy. I will assess the students throughout the game to see if they understand all of the material.
 * EMBEDDED/ FORMATIVE ASSESSMENT OPPORTUNITIES:**

  Day One: The lesson will start with a quick review of what the students learned in mitosis. Then, the students will hold a short discussion about the parts of the cell that are involved in cell division. I will then start lecturing and giving the students notes. I will use rice socks to demonstrate the chromosome separation into new cells. Students will end the day looking at cell slides of meiosis under the microscope. They will draw what they see of each stage of meiosis and label everything they draw. Day Two: The second day will start with a quick review of the material from the previous day. Then, the students will play a jeopardy game in teams. The jeopardy game will be a review for a quiz over both mitosis and meiosis. The students will also be assigned to construct a meiosis flipbook in which they will have to draw all of the stages of meiosis.
 * INSTRUCTOR MATERIALS:**
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">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;"> Slides of meiosis
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;"> Rice Socks for demonstration
 * PARTICIAPANT 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 || <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;">Homework Assignment || <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.2.1,G.2.2,G.2.3,O.2.1,O.2.2,O.2.3 <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;">At the end of day One ||
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">Jeopardy || <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.2.1,G.2.2,G.2.3,O.2.1,O.2.2,O.2.3 <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;">At the end of Day Two ||
 * <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.2.1,G.2.2,G.2.3,O.2.1,O.2.2,O.2.3 <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 both days ||
 * <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.2.1,G.2.2,G.2.3,O.2.1,O.2.2,O.2.3 || <span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">At the end of Day Two ||

<span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">


 * REFLECTION / 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 :**

Hammersmith, Robert L., and Thomas R. Mertens "Tradescantia: A tool for teaching meiosis." //American Biology Teacher// 59.5 (1997): 300. //Academic Search Premier//. EBSCO. Web. 23 Nov. 2009.

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.


 * APPENDICES:**

Appendix A - Lesson Script

Appendix B - Instructor materials

Appendix C - Participant Materials

Appendix D - Homework / Assignments

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