Baker College Teacher Prep Lesson Plan Form

Jerrica Vanderkarr

Friday January 19, 2018

Unit: Lesson Title: Grade/Period:

Chapter 9: Cellular Reproduction Onion Root Tip Lab 9th & 10th
9-1: Cell Cycle
9-2: Mitosis and Cytokinesis
CCSS or State Standards:
HS-LS1-4: Use a model to illustrate
the role of cellular division
(mitosis) and differentiation in
producing and maintaining
complex organisms.
HS-LS1.B: Growth and
Development of Organisms: In
multicellular organisms individual
cells grow and then divide via a
process called mitosis, thereby
allowing the organism to grow.
The organism begins as a single
cell (fertilized egg) that divides
successively to produce many
cells, with each parent cell passing
identical genetic material (two
variants of each chromosome
pair) to both daughter cells.
Cellular division and
differentiation produce and
maintain a complex organism,
composed of systems of tissues
and organs that work together to
meet the needs of the whole
organism. (HS-LS1-4)
Resources and Materials:
(can be attached)

Glencoe Science Biology Textbook

Science Notebook
Device (cell phone, tablet, etc)
Google Classroom
Mitosis in Allium (Onion) Root Tip Lab
 Baker College Teacher Prep Lesson Plan Form
Objective:
What students will know and be able to do stated
in student friendly language (use Bloom’s and DOK
levels for higher level thinking objectives)
Essential Question(s):
Over-arching questions of the lesson that will
indicate student understanding of concepts/skills
What is it you want the students to learn/know?
Why?
Inclusion Activity:
Describe an activity that will ensure that all
students and their voices are included at the
beginning of the lesson.
Sequence of Activities:
Provide an overview of the flow of the lesson.
Should also include estimates of pacing/timing.
I can:
I can identify the components of the model relevant for illustrating
the role of mitosis.
I can describe the components of the model relevant for illustrating
the role of mitosis.
I can identify each phase of the cell cycle.
I can identify each phase of mitosis.
I can explain what is occurring at each stage of mitosis.
I can use the Onion Root Tip Cell Lab to illustrate that mitotic cell
division results in more cells that; Allow growth of the organism,
Can then differentiate to create different cell types, Can replace
dead cells to maintain a complex organism.
What are the 5 stages of the cell cycle?
During which part of the cell cycle is the DNA synthesized?
In which part are the other organelles synthesized?
What is the purpose of Mitosis?
What are the 4 steps of mitosis?
What is the purpose of cytokinesis?
Lab
All students will work with partners in order to complete the lab.
Students will get to work with a partner of their choosing. Students
in this class have had the opportunity to pick their own partner for
every lab and tend to pick the same partner.
- In the past no student has been left out.
- I will intervene if a student is left out as well as if a student is
absent.
0:00 Students are welcomed into the classroom.
0:01 Upon entering the classroom students will find their assigned
seats.
- During this time I will take attendance.
0:02 One the board the Google Classroom page will be displayed
detailing our plan for the day. Allow students to move and sit with
the partner of their choice.
- At this time I can make any necessary adjustments for
absent or empty seats.
- At this time I will distribute the Mitosis in Allium (Onion)
Root Tip paper.
- Remind students that both partner’s names and the hour
should be on the lab paper before turning it in.
0:05 Lab Introduction: Mitosis in Allium (Onion) Root Tip
- Read the objective allowed, as well as Step 1.
Baker College Teacher Prep Lesson Plan Form

o Students will be using the slides that are already

prepared of the Allium. They were prepared using a
red stain.
o Continue reading about the origin of the cells found
on the slide.
o Students must find cells in the five stages of mitosis
and draw them in the circles on their sheet. They
must also label the stages as well as chromosomes.
Nuclear envelope, and spindle fibers where
applicable.
o As students are finding cells in the different stages of
mitosis students need to keep track of how many
cells are in each phase.
- Make students familiar with the materials they will need in
order to complete the lab.
- Check for understanding as well as any questions.
0:15 Remind students of the rules and procedures for working with
microscopes. Students have used microscopes before so this is all
review and just a friendly reminder.
- When getting the microscopes out of the cupboard always
use two hands, one on the arm and one on the base.
- Carefully walk it over to the counter where you and your
partner will be working.
- Always begin on low power with the stage all the way down.
- Focus on low power before switching to medium power.
- Focus on medium power before switching to high, make
sure you are watching from the side when switching from
medium to high so as not to hit the slide.
- Always raise your hand and ask for assistance when needed.
0:18 Dismiss students to begin working on lab.
- One partner can get the microscope.
- One partner can get the Allium slide.
0:20 While students are working through their lab I will walk around
and observe. I will make sure that I am available to answer any and
all questions my students may have during the lab.
- Students will find and identify the five stages of mitosis.
- Remind students these should be detailed drawings and not
to forget their labeling.
0:45 As it appears students are completing the first part of the lab,
regroup whole class to explain part 2.
- Students already counted the number of cells in each phase
as they found each stage of mitosis.
o Ask students what their predictions/hypothesis of
what they believe they were going to see when they
counted the number of cells in each phase of the cell
cycle.
 Baker College Teacher Prep Lesson Plan Form
Instructional Strategies:
Research-based strategies to help students think
critically about the concept/skill
- Students will input their data on Google Sheets. This data
will be compiled for the class as a whole on Google Sheets.
- I will then create a pie chart showing the frequency of cell
cycles in the different stages of the cell cycle.
o Students will see that our diagram of the cell cycle
was misshapen for a reason as most cells are in
interphase.
- Students will note the percentages of each stage of the cell
cycle on their lab paper before handing it in.
0:55 Regroup to whole class. Wrap up the lab activity for the day.
- Collect all of slides.
- Ensure all microscopes are unplugged, cord wound up and
cover on. They do not have to be put away as they will be
used for late hours.
o 6th hour: All of the microscopes are put away
- Allow for students to ask any further clarifying questions
prior to class dismissal.
- I will collect their lab directions as well as check to ensure
their data table was submitted on Google Classroom.
- Remind students their homework for tonight is to complete
Cornell Style Notes for section 3. We will be covering section
3 on Monday.
0:58 Dismissal.
Whole group instruction is direct instruction using traditional
textbooks or supplemental materials with minimal differentiation in
either content or assessment. Allows for all students to get the
same information at the same time. Teacher-led direct instruction.
- Laboratory Overview. Introduce the laboratory using a brief,
but well organized overview of the important concepts for
the current subject and the lab procedures that will help the
student successfully complete the experiment.
Lab-based learning. Lab-based learning allows students to assume
that first-hand experience in observation and manipulation of the
materials of science.
Cornell Style Note-taking. The Cornell method provides a systematic
format for condensing and organizing notes.
Lesson closure ends a lesson and creates a lasting impression,
allows students to ask any remaining questions, and also allows me
to check for understanding regarding today’s lesson.
 Baker College Teacher Prep Lesson Plan Form
Assessment:
List both formative and summative assessments
that you will use to assess student understanding.
Formative assessments are given during
instruction (check for understanding), summative
are after completion of instruction (how will you
grade – quiz, test, project, paper, presentation,
demonstration, etc.).
Differentiation:
Describe who will need additional or different
support during this lesson, and how you will
support them. Differentiated instruction could
include testing accommodations, preferential
seating, segmented assignments, a copy of the
teacher’s notes, assignment notebook, peer tutors,
etc.
Summary, Integration and
Reflection:
Formative:
During and after whole group discussion, frequently check for
understanding.
After instruction, during the lab walk around the classroom and
assess how students are doing with the activity. Answer any
questions that students may have at this time.
Summative:
Mitosis in Allium (Onion) Root Tip Lab
Semester Exam: covering chapters 1-9 (Jan. 24th - 26th )
Altered lab from original.
ORIGINALLY:
0:40 As it appears students are completing the first part of the lab,
regroup whole class to explain part 2.
- Students will focus with their microscope on a section of the
slide.
- Within this little part of the slide students will have several
cells all in various parts of the cell cycle (interphase, mitosis,
and cytokinesis). Students will count the cells in each phase
of the cell cycle.
o Ask students to make predictions/hypothesis of what
they believe they will see when they count the
number of cells in each phase of the cell cycle.
- Students will input their data on Google Sheets. This data
will be compiled for the class as a whole on Google Sheets.
- Students will then make a copy of that data and each group
will create a pie chart of the number of cells in each phase.
This will be shared with me using Google Classroom.
o Students will see that our diagram of the cell cycle
was misshapen for a reason as most cells are in
interphase.
Cornell style notes may be typed if this accommodation is needed.
High Students: Make their own pie chart. Keep the original lesson
plan.
Students who complete the lab early are welcome to start their
Cornell style notes in class.
Regrouping the class before completing the second half of the lab.
This allows me to see where students are in the lab as well as check
 Baker College Teacher Prep Lesson Plan Form

List the way that you will bring students together for understanding. This will also allow me to show rather than tell
to integrate and reflect on their learning from this
lesson students where most cells are during the cell cycle.

Regrouping the class after the lab allows for all students to ask
questions prior to handing in the lab. That way if a student has a
question or has made a mistake with their lab they can get
clarifications and make corrections before submitting.

Initial plans could also contain the following:

Accessing Prior Knowledge: What data do you have about what the students already know? What do they
need to know before they can learn this new information? What do the students know about this topic prior
to instruction? How will you engage the students, given what they already know about the subject?
On Wednesday students were given notes for chapter 9 sections 1 and 2 (cell cycles & mitosis and cytokinesis).
Students then diagramed the cell cycle in their notebooks.
On Thursday students diagramed the different stages of mitosis (prophase, metaphase, anaphase, and
telophase). They then worked in groups of 4 to illustrate each stage and label each part of the cell on their
slate lab table-top and worked together, using their partners, their notes, as well as their diagrams to ensure
that all phases were labeled and described correctly.
During this lab they take what they learned on Wednesday and Thursday and apply it to onion root tip cells.
They identified each stage of mitosis as well as created their own online graph of the cell cycle.

Anticipatory Set: What will you do to grab the student’s attention at the start of the lesson?
Welcoming students into the classroom. Letting students know that I am excited that they are present and
ready to learn. This starts the class period and the lesson off on a good note.

Questions to Anticipate: What questions will students be asking you during the lesson? How will you answer
them?
Since this lab is a concluding activity for these two sections (chapter 9 sections 1 and 2) students have prior
knowledge of the cell cycle as well as mitosis. Therefore, students also have prior knowledge to the vocabulary
that is used in the lab. Students also have prior knowledge regarding cells, and using the microscopes. There
are parts within the lab that students may have questions on, having completed the lab myself ahead of time I
know where some of these problem areas are at and will address them during lab introduction.

Wrap-up Activity and Closure: How will you bring your lesson to an end and tie it to previously learned
material? This is the summary at the end of the lesson. What did they learn?
Before beginning the lesson and before concluding the lesson allow plenty of time for questions, both new
and older material. Students will hand in their labs before leaving class. This will allow me to assess what
students have learned.

Homework/ Independent Practice: Based on what they learned in class, what could they do on their own to
practice the skill they learned today? Examples include practice problems, an investigation, a game, or any
other activity to apply what they just learned.
 Baker College Teacher Prep Lesson Plan Form

Students are completing the lab in class, which has them utilize all of the skills they have learned thus far in
chapter 9. Students will be completing Cornell Style Notes on section 3 of chapter 9 over the weekend. This is
also posted on Google Classroom for students who are absent to see.

Adaptations: List alternative plans you will make during your lesson as you consider student strengths,
challenges, and possible misunderstandings. See lesson.

Remediation: What else can you do/have prepared to do with the students who did not understand the
information you presented? See lesson.

Enrichment: What else can you do/ have prepared for the student who totally understood what you taught
and needs to take it a step further and extend the information taught? See lesson.

Changes to Future Lessons: Use your imagination- what do you think might be places in this lesson you might
want to change/ improve/ expand on in the future?

STUDENT PICTURES:
Baker College Teacher Prep Lesson Plan Form
Baker College Teacher Prep Lesson Plan Form