Name: Morgan Robinson Date: 11/12/17

Curriculum/Course: Biology Grade level: 9th grade

Time/Period: 1st hour Materials: Mitosis & Meiosis cutouts

Standards: List the state or national standards that you are using in this unit/lesson. This section also includes technology
standards.
B4.3A Compare and contrast the processes of cell division (mitosis and meiosis), particularly as those processes relate
to production of new cells and to passing on genetic information between generations.
Objectives (I can statements):
Given the mitosis and meiosis cut-outs, ninth grade biology students will match the processes of both Mitosis and
Meiosis in groups of four without error.
Assessment (Formative, Summative): (ie. thumbs up/down, exit ticket, quiz, chapter test, rubric (attach if appropriate), etc.).
Formative: The formative assessment will involve the teacher walking around the room and checking on the progress of each group
ensuring they are matching items correctly.

Introduction/Hook/Anticipatory Set/Activating Prior Knowledge: (Warm-up, review of previous days lesson, check for
understanding of previous knowledge, questions you will ask)
Warm-up: What are the two types of cell divisions? Give 1 fact of each type.

Introduction: Show video of mitosis and meiosis to activate prior knowledge and prepare students for the PBL
activity.
Steps in the lesson:
1. Introduce the problem: Using the picture cut-outs correctly demonstrate the process of mitosis and meiosis
and label the processes correctly. What is the process of mitosis? What is the process of meiosis?
2. Allow students 10-15 minutes to use their textbooks to look up the processes of each and correctly diagram
each process.
3. Walk around the classroom and answer students questions, if needed.
4. Once students finish correctly matching the picture cut-outs of mitosis and meiosis, next hand each group the
names of each stage of each process (metaphase, telophase, and anaphase). Allow students 5 minutes to
match these correctly.
5. Check that every group has correctly labeled each picture. If not point out problems to the groups that have
not and allow them to fix their labeling.
6. Next hand out the description of each stage of each process and allow students to correctly match the
description to their labels and pictures.
7. Once each group has correctly demonstrated both mitosis and meiosis hand each group the worksheet
Mitosis and Meiosis that students can complete with partners.
8. Reserve last 5 minutes of class for wrap-up assignment.
Closure/Wrap up: This may be in the form of independent practice, a chance to share, or explicit restatement of the goals of the lesson.

1. Ask students what the most challenging part of the activity was for example, the pictures, labeling stages, or
matching the descriptions? This is what they should focus on for studying for the test.
2. Go over the questions on the worksheet: What are some similarities of mitosis and meiosis? What are some
differences? Which process is haploid? Which is diploid?
Extension Activities:
Assessment /Modification:
Specific Student/Group:
For students who may struggle with this activity I may allow them more time for each section of the activity. I also may
only make it required for them to match the pictures, stages, and description of mitosis. Then explain their findings
rather than looking at both processes in one day.

Differentiation:

What will I differentiate? Content Process Product Environment

Explain: The content is differentiated by picture diagram, word matching, and finished with a worksheet that students
must write out sentences explaining their findings.

How will I differentiate? For readiness By interest Learning profiles Ability level Affect
Explain: Students have the opportunity to match pictures, words, view their textbooks, and write out their findings.
Kinesthetic: The activity of matching.
Visual: The activity, the textbook, and the intro video.
Auditory: The ending discussion as a class.

Technology:
Diversity:
Introduction video.

Reflection/Teacher Notes:
Name: ______________________________Hour: ________________

Mitosis & Meiosis

1. What was the hardest part of this activity, the pictures, labeling the stages, or matching the descriptions?

2. What are some similarities of Mitosis & Meiosis?

3. What are some differences of Mitosis & Meiosis?

4. How many cells are there at the end of Mitosis? How many cells are there at the end of Meiosis?

5. What types of cells go through Mitosis? What types of cells go through Meiosis?