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Course/Section:
EDML 325. C01
Unit Topic:
Cellular Reproduction
Subject:
Life Sciences
Grade Level(s):
Grade 7
Submission Date:
November 25, 2014
Student Population
A. Description of the School, Student Population, Diversity, Economics:
Punxsutawney Area Middle School contains grades four through eight. Out of 727 students, 707
associate with being white, non-Hispanic. The remainder is a combination of Hispanic, Pacific Islander,
American Indian, and African American.
B. Age/Grade Level(s):
Students in this grade range in age from 12 to 13 years old.
Unit Rationale
1. Biggs, A., & Daniel, L. (2002). Cell Reproduction. In Life's structure and function (pp. 96117). New York, N.Y.: Glencoe/McGraw-Hill.
2. Mitosis - When Cells Split Apart. (n.d.). Retrieved November 19, 2014, from
http://www.biology4kids.com/files/cell2_mitosis
3. Ellermeyer, D & Chick, K. (2007). Activities for standards-based, integrated language arts
instruction. Scottsdale, AZ: Holcomb Hathaway Publishers, Inc.
4. Miller, K., Levine, J., & Hall, I. (2004). Introduction to Genetics. In Prentice Hall biology
(Student ed., page 275). Upper Saddle River, N.J.: Prentice Hall
5. Plant Hybrids #1. (n.d.). Retrieved November 24, 2014, from
http://waynesword.palomar.edu/hybrids1.htm
Appendix (All hard copy unit materials and resources) List the entries by day and place all
the actual appendix items with EACH LESSON PLAN)
Day One: Social Studies
I.
II.
III.
Lesson plan
Paper plate timeline direction sheet
Timeline rubric
I.
II.
III.
Lesson plan
Word sort blank worksheet
Word sort completed worksheet
I.
II.
III.
Lesson plan
Flipbook direction sheet/exit slip
Flipbook rubric
I.
II.
Lesson plan
Meiosis vs. Mitosis/exit slip
I.
II.
Lesson plan
Chromosome viewpoint direction sheet/exit slip
Unit Plan
STAGE ONE (Desired Results)
PA Academic Standards and Assessment Anchors (where applicable)
3.1.7.B1: Compare sexual reproduction with asexual reproduction.
S7.B.1.2.2: Compare various basic sexual and asexual reproductive processes (e.g., budding, cuttings).
CC.1.4: Writing: Students write for different purposes and audiences. Students write clear and focused
text to convey a well-defined perspective and appropriate content.
3.1.B.A4: Summarize the stages of the cell cycle. Examine how interactions among the different
molecules in the cell cause distinct stages of the cell cycle, which can also be influenced by other
signaling molecules. Explain the role of mitosis in the formation of new cells and its importance in
maintaining chromosome number during asexual reproduction. Compare and contrast a virus and a cell.
Relate the stages of viral cycles to the cell cycle.
BIO.B.1.1.1: Describe the events that occur during the cell cycle: interphase, nuclear division (i.e.,
mitosis or meiosis), cytokinesis.
BIO.B.1.1.2: Compare and contrast the processes and outcomes of mitotic and meiotic nuclear divisions.
CC.8.6.6-8.C: Produce clear and coherent writing in which the development, organization, and style are
appropriate to task, purpose, and audience.
S7.A.1.1.1: Distinguish between a scientific theory and a general opinion, explaining how a theory is
supported with evidence.
S7.A.1.2.1: Describe the positive and negative effects (both intended and unintended) of scientific results
or technological developments.
M07. C-G.1.1.1: Solve problem involving scale drawings of geometric figures, including length and area.
Content
Objectives
Formative Assessment
Day 1:
1. The students will read
and determine valuable
information from their
textbook pertaining to the
scientists involved with the
discovery and advancement
of knowledge about cells.
Day 1:
1. The students will be able
to categorize the scientists
on order pertaining to their
contribution with cells.
Day 1:
1. The students will
collaborate in groups and
create a timeline pertaining
to the work associated with
cells.
Day 2:
1. Mitosis vs. Meiosis
A. Terminology
Day 2:
1.A. Students will be able to
properly categorize terms
pertaining to mitosis and
meiosis.
1.A. Students will be able to
differentiate between the
outcomes and processes of
mitosis and meiosis.
Day 2:
1. Students will complete
the worksheet on their own.
2. Students will share
results with the class and as
a class will put the terms on
the board.
Day 3:
1. Process of Mitosis
A. Stages
I. Interphase
II. Prophase
III. Metaphase
IV. Anaphase
V. Telophase
VI. Cytokinesis
Day 3:
1.A.I-VI. The students will be
able to name and describe
the stages of mitosis.
1.A.I-VI. The students create
a flipbook that properly
shows the steps of mitosis
with appropriate
descriptions.
Day 3:
1. Students will present their
flipbooks to each other.
2. Students will answer one
short answer question
pertaining to mitosis on an
exit slip.
Day 4:
1. The students will read
page 110A, which mentions
plants having a different
number of chromosomes.
2. The students will then
relate the chromosome
numbers to geometric
shapes.
Day 4:
1. The students will know
that the prefix pertains to a
certain number.
Day 4:
1. An exit slip with
questions pertaining to the
prefixes and numbers.
Day 5:
1. Chromosomes and
cellular division
Day 5:
1. Students will be able to
describe the process of
mitosis from the standpoint
of the chromosomes.
Day 5:
1. Questions will be asked
throughout the lesson to
check for understanding.
2. Students will complete an
exit slip on the days lesson
before exiting the
classroom.
ribosomes
______ 11. Most of the life of any cell is spent in a period of cell growth and
development called
A. Interphase
B. Metaphase
C. Prophase
D. Telophase
______ 12. All of the following are true of animals and plant cells during mitosis
EXCEPT
A. only animals have spindle fibers C. only plants form cell plates
B. only plants have rigid cell walls D. only animals have centrioles
______ 13. All of the following are composed of body cells EXCEPT
A. Bone
B. Kidney
C. Liver
D. Sperm
______ 14. Each human skin cell has ______ pairs of chromosomes.
A. 13
B. 18
C. 23
D. 46
B. 23
C. 33
D. 46
B. Meiosis
______ 18. In _____, a new organism grows from the body of the parent organism.
A. Budding
B. Fission
______ 19. The number of chromosomes in a sex cell of an organism is its _______
chromosomes number.
A. One
B. Haploid
C. RNA
D. Zygote
B. Two
C. Three
D. Four
______ 21. At the end of meiosis, ______ cells have been produced from one cell.
A. Two
B. Three
C. Four
D. Five
______ 22. Proteins are made of units called _______, which are linked together in a
specific order.
A. Amino acids
B. Centrioles
C. Centromeres D. Ribosomes
______ 23. The code for making proteins is carried to the ribosomes by _____.
A. tRNA
B. DNA
C. mRNA
D. thymine
B. Guanine
C. thymine
D. Uracil
Directions: Outline the following entries using sexual and asexual as main topics.
***SPELLING COUNTS*** (2pts each)
Fertilization
Mitosis
Budding
Meiosis
Sexual
Asexual
1. I. ____________________________________
2.
a. _______________________________
3.
b. _______________________________
4. II. ____________________________________
5.
a. _______________________________
6.
b. _______________________________
During the next step 14. ___________________, the pairs of chromatids line
up across the center of a cell. As the process enters the third step, 15.
__________________ each centromere divides and each pair of chromatids
separates and begins to move to opposite ends of the cell. The separated chromatids
are now called identical 16. ________________________.
In the last step, or 17.____________________________, spindle fibers start to
disappear. A nuclear membrane forms around each mass of chromosomes, and a
new nucleolus forms in each new nucleus. Then the 18. ___________________
separates, and two new cells are formed.
Directions: Please read an answer the following question in the space below. 3-5
complete sentences are required. (5pts)
Is mitosis occurring in your body right now and explain your reasoning.
Name________________________________________________
PD_______
Total:
/50
DAY 1
STAGE THREE (Learning Experiences: Daily Lesson Plan)
Name: Jake & Shelby
Title of Lesson: Social Studies lesson
Grade Level(s): 7
Strategy (Direct/Indirect): Direct
PA Academic Standards and Assessment Anchors (where applicable):
CC.8.6.6-8.C: Produce clear and coherent writing in which the development, organization, and style are
appropriate to task, purpose, and audience.
S7.A.1.1.1: Distinguish between a scientific theory and a general opinion, explaining how a theory is supported
with evidence.
S7.A.1.2.1: Describe the positive and negative effects (both intended and unintended) of scientific results or
technological developments.
Enduring Understanding(s):
The students will understand that there were many scientists involved with the discovery of cells and invention of
the microscope.
The students will understand that the during the time period of cells being discovered, there were many conflicts
between Science and Religion.
Essential Question(s):
In what ways did the scientists change the way people thought when cells first were discovered?
How has the discovery of cells assisted us in medical research today?
Specific Content (Code)
given 8 pieces of string to tie their plates together, however not all of the pieces of string may be used. Each
member within the group is responsible for one plate to ensure that all students are participating. On each plate
they are to write the name of the scientist that they chose at the top of the plate, draw a picture in the middle of
what that scientist did, and write one sentence at the bottom explaining their picture. When the students have
finished, they should tie their plates together and ask to have it displayed.
Lesson Ending (Review, Preview, Closure)
The teacher will display the plates around the room and allow each group to present their timeline. The three
scientists that are mentioned the leas will be awarded one question each on the chapter test. There is a grading
rubric that will be used to grade their work.
Meaningful Student Involvement (Indicate how the students will be meaningfully engaged in the lesson):
The students will be motivated because they are going to be able to draw how they interpret the information. Also,
by making each student responsible for one plate, they will have to participate in order to receive credit.
Special Adaptations/Modifications:
Instead of drawing and writing on the plate, I can allow the students to type up their sentence and find a picture
online pertaining to their scientist.
Anticipated Difficulties AND Modifications:
The students may need more time to read and do the activity. If so, they can use extra time at the end of the day
or have some extra time the next class period.
Physical Structure:
The students will make their desks come together, forming small groups of four.
Materials:
6 paper plates per group
8 pieces of string per group
Content text book
Notebook
Marker/crayons/colored pencils
Hole puncher
Scissors
Pencil
References (2)
Ellermeyer, D & Chick, K. (2007). Activities for standards-based, integrated language arts instruction. Scottsdale,
AZ: Holcomb Hathaway Publishers, Inc.
Biggs, A., & Daniel, L. (2002). Cell Reproduction. In Life's structure and function (pp. 96-117). New York, N.Y.:
Glencoe/McGraw-Hill.
Reflection (Efficacy of the PLANNED Lesson: (Each lesson must have a reflection. Even though the lesson
was not taught [exception: peer teaching lesson] a reflection is needed. Discuss the projected efficacy
and why.
With this activity, students would be actively engaged by creating the timeline of the cell theory and
other ideas based on the process of cellular reproduction. This activity works well to get students
thinking about cellular reproduction because it brings up the past and how theories on cell reproduction
came about. The students would be engaged in creating the timeline itself while actively participating in
class discussion on the topic. Students would be able to present their work at the end of the period
which would give them incentive to do a good job or put some real effort into their timeline.
Name:
_______________________________________________________________
PD: ___________
You Saw What?
Directions:
1. The teacher will find certain excerpts from the content text book for
the students to read.
2. The teacher will create an example timeline after reading the
excerpts. Students will look at the timeline as a guide for their own.
3. Hole-punch the top and bottom of each plate. Align paper plates and
connect them with 12 pieces of yarn. Be sure to tie a piece of yarn
to the top plate so it can be displayed.
4. Make a catchy name for your timeline. Then visually depict 4
scientists that helped add to our knowledge of cells. Please write the
scientists name above the picture you drew. Beneath each picture,
write a sentence that describes the picture you drew.
a. (English Language Learners can be paired with a native
English speaker or assisted by an aide)
5. After the students complete their timelines, they will share them with
their peers and have them displayed around the room.
a. (English Language Learners can share their timelines in their
native language or in English)
Students:
______________________________________________________________________________
______________________________________________________________________________
______________
Period: ___________________________
Plates
Scientists
Name
Picture
Depicting
Event
A complete
sentence
describing
the picture
Total
Cover Plate
(2 pts)
Plate 2 :
Plate 3:
Plate 4:
Plate 5:
Concluding
plate (2pts)
Each requirement pertaining to the individual plate is 2 pts. So, that
makes plates 2-5 worth 6 points each.
DAY 2
BIO.B.1.1.2: Compare and contrast the processes and outcomes of mitotic and
meiotic nuclear divisions.
Enduring Understanding(s):
The students will understand that mitosis and meiosis produce two different types
of cells.
The students will understand the process of mitosis and meiosis.
Essential Question(s):
How do cells come from existing cells?
How do the processes of mitosis and meiosis differ?
Specific Content (Code)
Have the class discuss what is meant by the last statement: All cells come from
cells
o This will act as a segue into todays lesson of mitosis and meiosis
Today will be focused on comparing mitosis and meiosis by using the terms
associated with each.
Lesson Development:
Each student will be given the word sort worksheet
While the worksheets are being passed out, the terms can be placed on the board
and a large t-chart can be drawn.
o Terms include:
Asexual reproduction
Sexual reproduction
Diploid
Egg
Fertilization
Haploid
Zygote
Prophase
Prophase I
Prophase II
46 paired chromosomes
23 unpaired chromosomes
four cells
two cells
budding
regeneration
identical daughter
telophase
The student will individually place the terms under the category they believe to be
true.
After approximately 15 minutes, have the students wrap up any final thoughts.
As a class, have students come to the board and place terms under the categories
written.
o As a student puts a term on the board, have them describe why they have
done so.
o Students may have incorrect placements. If so, ask the class if they agree
and where the term should go.
Meaningful Student Involvement (Indicate how the students will be meaningfully engaged in
the lesson):
Students will have the opportunity to check their answers while learning from
other students reasoning over choices. Students will be able to get out of their
seats to move terms on the board and explain their reasoning to the class.
Special Adaptations/Modifications:
Students with reading disabilities may have the words and definitions read to
them.
Students with learning disabilities may be given the easier words so there will be
less confusion on where the word should go.
Miller, K., Levine, J., & Hall, I. (2004). Introduction to Genetics. In Prentice Hall biology (Student
ed., page 275). Upper Saddle River, N.J.: Prentice Hall
Reflection (Efficacy of the PLANNED Lesson: (Each lesson must have a reflection. Even
though the lesson was not taught [exception: peer teaching lesson] a reflection is needed.
Discuss the projected efficacy and why.
I believe that, through this lesson, students would be able to have some
fun with getting out of their seats and still learning about the material. The
chapters of mitosis and meiosis are filled with a lot of vocabulary and this
lesson would be a different way of getting the information across to the
students. With this activity, students would have to think about their
vocabulary and determine which of the division processes each would go
to. This way, they would be making connections with mitosis and meiosis
and the terminology that go with each. Students would be engaged
because they would put the terms in the categories that they believe
would be true and then they would be able to check against the rest of the
class with the correct placements on the board. Word Sort Worksheet
Name:
Mitosis
Meiosis
Mitosis
Meiosis
Asexual Reproduction
Sexual Reproduction
Prophase
Diploid
Two Cells
Egg
Budding
Fertilization
Regeneration
Haploid
Identical Daughter
Zygote
Telophase
Prophase I
Prophase II
Non-identical Daughter
Four cells
DAY 3
STAGE THREE (Learning Experiences: Daily Lesson Plan)
Name: Jake & Shelby
Title of Lesson: Flip Right Through
Grade Level(s): 7
Strategy (Direct/Indirect): Direct
PA Academic Standards and Assessment Anchors (where applicable):
CC.3.5.6-8.D: Determine the meaning of symbols, key terms, and other domain-specific words and
phrases as they are used in a specific scientific or technical context relevant to grades 6-8 texts
and topics.
S7.A.2.1.1: Use evidence from investigations to clearly describe relationships and communicate
and support conclusions.
S7.B.1.2.1: Explain how cells arise from the division of a pre-existing cell.
Enduring Understanding(s): Different organisms can grow, repair damaged cells, and reproduce because of cell
division and mitosis.
The students will understand the process of mitosis.
The students will understand the necessity of the reproduction of cells.
The students will be able to describe the outcome of mitosis.
Essential Question(s):
What are the stages of mitosis?
Why is the process of mitosis so important to our everyday lives?
Specific Content (Code)
1. Process of Mitosis.
A. Stages
I. Interphase
II. Prophase
III. Metaphase
IV. Anaphase
V. Telophase
VI. Cytokinesis
Lesson Development
The students will receive a written copy of the instructions, while the teacher read them aloud. Each
student is given 12 blank notecards as well. First, after reading the instructions, the students will take
five notecards and begin to draw. These first five cards that the students are drawing are the five stages
of mitosis; Interphase, Prophase, Metaphase, Anaphase, and Telophase. Then, five of the seven
remaining notecards will be used as pictures that occur between each stage. One of the two remaining
notecards will be used for a cover page where the student is able to write their name and period. The last
card can be used to write important terms that pertain to mitosis. After completion of the flipbook, some
students will show theirs to fellow classmates. Once that several students have shared, they will place
the flip books in the collection box in order to make sure they are correct.
Lesson Ending (Review, Preview, Closure)
The students will again review the definitions of the stages involved in Mitosis. After the review and
looking over some of the flipbooks, the students will be given an exit slip pertaining to the activity and
content. There is one short answer question for the student to answer on the exit slip.
Meaningful Student Involvement (Indicate how the students will be meaningfully engaged in the lesson):
They have to create a flipbook, which means understanding the full process of cell reproduction.
The students also get to be creative by drawing and coloring notecards.
Special Adaptations/Modifications:
The pictures can be previously drawn out for a student that has difficulty with motor function. The
pictures, if drawn out, can be raised so that a student with vision issues can feel what each step
would be like.
Anticipated Difficulties AND Modifications:
The students may need more time to complete the activity.
Physical Structure:
Typical classroom setting with the teachers desk in front of the classroom. Half of the students
desks face the front of the classroom, while the other half face the left side of the classroom.
Materials:
Colored pencils
Blank notecards
Book for example pictures and stages
An example of the flipbook
Chalk for the chalkboard
A box to collect the flipbooks when they are completed
References (2)
Biggs, A., & Daniel, L. (2002). Cell Reproduction. In Life's structure and function (pp. 96-117). New York, N.Y.:
Glencoe/McGraw-Hill.
Miller, K., Levine, J., & Hall, I. (2004). Introduction to Genetics. In Prentice Hall biology (Student ed., page 275).
Upper Saddle River, N.J.: Prentice Hall
Reflection (Efficacy of the PLANNED Lesson: (Each lesson must have a reflection. Even though the lesson
was not taught [exception: peer teaching lesson] a reflection is needed. Discuss the projected efficacy
and why.
We were able to teach this lesson to the classes. The students really seemed to enjoy
what they were doing. While they were coloring, we would walk around the class to help them
as they went along. The students were creating flipbooks as a study tool for their unit of
cellular reproduction. I believe that this activity was a tool that could be useful to them because
they were able to see the stages of cell division in their books, draw them onto their cards, and
see the process of cell division as they flipped through the book. They were also able to write
any other information that they thought would be important for them to know for whenever the
test came. Overall, the students did a very good job on their flipbooks. We created a rubric
and graded them based off of whether their pictures contained the information that was
necessary for each step of the process. They were also given points based off of their
drawings. If the student attempted a drawing, they were given the points. The students were
also given points for completing an exit slip. They had an exit slip for each day that they
participated and were given points for completing the prompt. With the exit slips, our goal was
to get the students to think about the final products of mitosis which are two identical daughter
cells.
Directions:
*You will be making a flipbook about the stages of Mitosis using 12 notecards.
It may be easier for you to draw the stages out in pencil first before coloring.*
1. Count five notecards from your stack of twelve. These five notecards that you
counted will be the five steps in Mitosis. Look on page 101 in your book for
example pictures and descriptions. Please draw those stages now. (One card
per stage)
2. After the first five cards are done, please set them aside. Next, count five more
notecards. These five cards will represent pictures that happen in between
each step. Some pictures, when drawn, may look the same, and that is fine.
Put all ten cards together in the proper order and number them 1-10.
3. Two cards should be remaining. One card will be used as a cover page. This
should include your name and period number on it. The other card goes at the
very end. Put the numbers 1, 3, 5, 7, and 9 on the last notecard. Write the
mitotic stage next to the appropriate number.
Exit Slip
*Please answer the following statement in the space below, and you may use the
back if needed. Please write at least 2-3 sentences.*
1. Describe the cells at the end of Mitosis.
Name:_______________________________________________
PD:_______
Flipbook grading sheet
Drawing:
I-P
P-M
M-A
A-T
/10
Content:
Total:
/14
Exit Slip:
Instructions are followed and complete sentences are used.
Total:
/6
DAY 4
STAGE THREE (Learning Experiences: Daily Lesson Plan)
Name: Jake & Shelby
Title of Lesson: How many do you have?
Grade Level(s): 7
Strategy (Direct/Indirect): Direct
PA Academic Standards and Assessment Anchors (where applicable):
M07. C-G.1.1.1: Solve problem involving scale drawings of geometric figures, including length and area
S7.B.1.2.2: Compare various basic sexual and asexual reproductive processes
Enduring Understanding(s):
The students will be able to assimilate between the prefixes of the chromosomes and shapes.
The students will understand that different organisms can contain different chromosome numbers.
Essential Question(s):
What do the different prefixes mean?
How do the prefixes relate to geometric shapes?
Specific Content
There will be a review of the material covered in order to assure that the students understand the differences
between asexual and sexual reproduction, different species have a different number of chromosomes, and that
the prefixes help determine the number of chromosomes represented. The students will be given an exit slip
reviewing the prefixes and their relationship to geometric shapes.
Meaningful Student Involvement (Indicate how the students will be meaningfully engaged in the lesson):
The students will be actively involved because they will have to use their observation skills on order to compare
the different species being discussed. The students will also have to relate the prefixes to shapes, so it shows
that there is a purpose for the names of the chromosomes.
Special Adaptations/Modifications:
The students may need to see the shapes before the prefixes in order to grasp the number it is referring to. A
larger print book may be more helpful for students that have a visual impairment. Students that have a physical
disability can use a computer with assistive technology to complete their Venn Diagram.
Anticipated Difficulties AND Modifications:
The students may need more time to complete the reading. Also, more time may need to be spent on the prefixes
and the relation to geometric shapes.
Physical Structure:
The classroom will be set up like a typical one, with the teachers desk in the front and the students desks in
rows.
Materials:
Content Textbook
Venn Diagram paper
Exit Slip paper
Pencil
Chalkboard
References (2)
Miller, K., Levine, J., & Hall, I. (2004). Introduction to Genetics. In Prentice Hall biology (Student ed., page 275).
Upper Saddle River, N.J.: Prentice Hall
Biggs, A., & Daniel, L. (2002). Cell Reproduction. In Life's structure and function (pp. 96-117). New York, N.Y.:
Glencoe/McGraw-Hill.
Plant Hybrids #1. (n.d.). Retrieved November 24, 2014, from
http://waynesword.palomar.edu/hybrids1.htm
Reflection (Efficacy of the PLANNED Lesson: (Each lesson must have a reflection. Even though the lesson
was not taught [exception: peer teaching lesson] a reflection is needed. Discuss the projected efficacy
and why.
With this lesson, I feel as if the students would be engaged in a lesson that would
connect to multiple subjects. There is the discussion of the different prefixes to go with science
and chromosome numbers along with math and geometry. The students would be able to
make connections between shapes such as triangles and hexagons to the prefixes such as triand hexa- when it comes to the number of chromosomes that are involved with meiosis and
cellular division.
Meiosis Mitosis
2.
3.
DAY 5
STAGE THREE (Learning Experiences: Daily Lesson Plan)
Name: Jake & Shelby
Title of Lesson: Letter writing
Grade Level(s): 7
Strategy (Direct/Indirect): Indirect
PA Academic Standards and Assessment Anchors (where applicable):
1.4.7.A: Write poems, short stories, and plays.
CC.1.4: Writing: Students write for different purposes and audiences. Students
write clear and focused text to convey a well-defined perspective and appropriate
content.
3.1.7.A4: Explain how cells arise from pre-existing cells.
Enduring Understanding(s):
Mitosis is a process of cellular division that creates two identical daughter cells.
Essential Question(s):
What happens to chromosomes during cellular division?
Specific Content (Code)
Students will be given a direction sheet for the activity of the day.
o Directions include: 10-15 complete sentences or approx. two paragraphs
o The students are to start at interphase and work their way through mitosis and
cytokinesis, describing what is happening from the point of view of the DNA.
o Students will have approx. 40 minutes out of a 45 minute period to work.
While students are working, the teacher should walk around the classroom answering
any questions that the students may have.
Students will be able to use their textbook and any other study materials that they have
gained throughout the rest of the unit to complete the assignment.
Lesson Ending (Review, Preview, Closure)
After the ~40 minutes are up, ask the students if there are any of them that would like to
share what they have written down.
With students who have shared their work, direct the students to the bottom of their
direction sheet.
o There will be an exit slip for them to complete before they leave the classroom.
o The exit slip contains a question on the material covered in the lesson.
Meaningful Student Involvement (Indicate how the students will be meaningfully engaged in
the lesson):
Students will be meaningfully engaged because they will be taking the role of a
chromosome. Theyll be discussing the process of cell division as if they were part
of the process. This would allow them to look at mitosis from another viewpoint,
thus helping them learn the material.
Special Adaptations/Modifications:
Students may need extra time completing the writing. If so, they will need to finish
the exit slip before leaving the classroom and some time can be made during free
time that day or the next.
Anticipated Difficulties AND Modifications:
Students may have difficulties taking the role of a chromosome. If so, the
instructor can walk through the steps of cell division with the student to have them
get a better understanding of the process.
Physical Structure:
Students will work alone for the majority of this lesson. At the end of the period,
some students may present their work to the class, but not all have to.
Materials:
Direction sheet/exit slip
References (2)
Biggs, A., & Daniel, L. (2002). Cell Reproduction. In Life's structure and function (pp. 96
Reflection (Efficacy of the PLANNED Lesson: (Each lesson must have a reflection. Even
though the lesson was not taught [exception: peer teaching lesson] a reflection is needed.
Discuss the projected efficacy and why.
With this lesson, I feel as if students will be engaged in learning. Theyll be doing a little
bit of a review of mitosis but this time they would be looking at the stages from a different
viewpoint. By looking at the steps being DNA, the students would better understand the fact that
at the end of mitosis, there are two cells with identical DNA to the parent cell. This is really
important for the students because meiosis creates something different.
Name:__________________________________________________________
PD:_________
Chromosome Viewpoint
Directions:
Mitosis is a portion of cell division that produces two identical nuclei. It is
your job to describe the process of mitosis from the viewpoint of the genetic
material. Starting at interphase and working through to cytokinesis, you are to
describe what is happening in each relating to the DNA. This writing should be
approximately 10-15 sentences or two paragraphs. Be sure to use complete,
grammatically correct sentences, using proper terminology.
Proficient (10)
Sufficient (5)
Insufficient (1)
Total:
Lenth
Student meets
requirements for
length of the
assignment.
Student is 1-2
sentences under
the requirement
for length.
Grammar
Writing contains 2
or fewer
grammatical
errors.
Writing contains 35 grammatical
errors.
Student is 3 or
more sentences
below the
requirement for
length.
Writing contains 6
or more
grammatical
errors.
Content
Student uses
proper
terminology with
correct usage.
Student uses
terminology
correct to the
assignment but in
the wrong context.
Student uses the
wrong terminology
in the wrong
context.
/30
Exit Slip
In 2-3 complete sentences, answer the questions below.
How many cells are produced at the end of mitosis? How does the genetic
material compare to the genetic material of the parent cell?
Students will understand that there is a great difference between the effects
of viruses from the past to todays world.
Essential Question(s):
What is a virus?
How do viruses of the past differ from viruses of today?
Specific Formative
Assessments (Code)
1. Students will
complete an exit
slip before leaving
for the day.
Lesson Development
Near the end of the period, the teacher will pass out an exit slip.
o The exit slip should check for the students understanding of the topic
at hand.
o Students will write two to three sentences on the viruses that they
have chosen.
This will help the teacher to see if the students are on the right
track.
Meaningful Student Involvement (Indicate how the students will be meaningfully engaged in
the lesson):
Students will be involved because they will be comparing something from the
past to something that can be seen in the news today. One virus that would
be very common with this assignment would be the Ebola virus. Students
hear a lot about the virus from parents or the news and this would give them
a chance to do some research of their own and compare it to a virus and
control methods from the past.
Special Adaptations/Modifications:
Students can use larger print or more pictures with the assignment. If needed,
students can have extra time to complete. For students with special needs,
voice to word technology can be used to get the information across.
Physical Structure:
Materials:
Direction sheet
Exit slip
References (2)
Biggs, A., & Daniel, L. (2002). Cell Reproduction. In Life's structure and function (pp. 96-117).
New York, N.Y.: Glencoe/McGraw-Hill.