Thursday/Friday - Meiosis I and Meiosis II

Subject: Intro to Biology

Ms. Harry

Period: 100 minutes

January 2014

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Objectives:
TSW identify the events that occur during each of the phases of meiosis I (4d DOK 2).
Materials:
Powerpoint, videos, Dry Erase Markers, construction paper
Bell Work (7 minutes):
The following directions will be written on the white board:
o explain why all three of the incorrect choices are wrong, and explain why the correct answer is right.
The following state test style question will be displayed on the board:
o Which of the following terms describes a long piece of uncoiled DNA?
a. chromosome
b. centriole
c. chromatin
d. centromere
Big Picture: Where do sex cells come from? What determines whether someone will be a boy or a girl?

Set (4 minutes):
Show students an overview of meiosis, and ask them if they see any differences between meiosis and mitosis.
The students should be able to pick up on the fact that the process is twice as long and results in four daughter
cells instead of two.
Procedures (38 minutes):
10 minutes - notes
1. 6 minutes. Provide the definition for meiosis, the process by which a cells genetic material is reduced by half to
create nonidentical daughter gametes. Then go over a summary of the main points of the process and the
resulting products.
2. 8 minutes. First a brief review of interphase will be gone over and then, explain that prophase I is the phase in
which the cell makes the final preparations for cell division. The chromatin condenses into chromosomes, the
spindle apparatus begins to form, and the nuclear membrane breaks down. Additionally, homologous
chromosomes pair to form tetrads, and DNA is exchanged to produce new combinations in a process known as
crossing over.
3. 2 minutes. A video of crossing over will be shown.
4. 5 minutes. Show a picture of metaphase I, and ask the students to describe what they see. They should be able to
derive the fact that the tetrad line up at the middle, and with guidance, some students may be able to determine
that the spindle fibers attach to the centromeres of each pair of sister chromatids. It is important to note the
difference of metaphase I of meiosis and metaphase of mitosis.
5. 6 minutes. Show a picture of anaphase I, and ask the students to describe what they see. They should be able to
derive the fact that the tetrads are pulled apart, and with guidance, some students may be able to determine that
this is due to the spindle fibers and centrioles pulling the chromatids towards the poles.
6. 6 minutes. Explain that telophase and cytokinesis are the last phases of mitosis. During these phases the cell
returns to its state before mitosis began. The nuclear membrane reforms, and the cell is split into two daughter
cells with only half as much DNA as the first cell.
7. 6 minutes. Students will work on a series of review questions.
8. 20 minutes - recreate meiosis with modeling clay. then draw what you made for each phase.
9. 20 minutes - create your own pneumonic device (acrostic poem) for meiosis I. Each phase P, M, A, T must have a
word to help you remember it.

Closure (4 minutes):
Today we examined the first half of the process of meiosis, and we identified the events that occur at each phase
along the way.
Orally question the students on the events that occur at each phase of meiosis.
Later on were going to look at the second half of meiosis, and see how were able to get four haploid cells. Well
also talk about why it is important to have haploid cells for reproduction.

Assessment/Evaluation:
Objective: TSW identify the events that occur during each of the stages of meiosis I (4b DOK 1).
Informal: 1. Students will be orally questioned throughout the lesson as well as at the end of the lesson and they
will respond with answer cards (M) to assess their understanding of the events that occur during each phase of
meiosis I and meiosis II(C).

Formal: Students will take a written exam at a later date (M) that assesses their understanding of the events that
occur during each phase of meiosis (C), and the grade will be recorded in a grade book (D).

TST/Intervention:
cooperative learning groups
peer tutoring
extra time for students who cannot finish in the given class period
extra assignments for students who finish early (meeting new vocabulary and biology journal)
Teaching Across Curriculum
English - meeting new vocabulary and biology daily journal entry
o acrostic poem