Lesson Plan Mitosis Foldable

GLCES/Benchmarks/Michigan Content Standards/Rationale B2.1C: Explain cell division, growth, and development as a consequence of an increase in cell number, cell size, and/or cell products. B2.1d: Describe how, through cell division, cells can become specialized for specific function. B4.2A: Show that when mutations occur in sex cells, they can be passed on to offspring (inherited mutations), but if they occur in other cells, they can be passed on to descendant cells only (non-inherited mutations). 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. Clarification: Limited to identification of pictures or diagrams of cell division and explanation that mitosis produces new body cells and meiosis is responsible for the production of sex cells and passing genetic information on to the next generation. B4.3d: Explain that the sorting and recombination of genes in sexual reproduction result in a great variety of possible gene combinations from the offspring of two parents. Clarification: Recognize a diagram of meiosis and possible gene combinations that could occur through meiosis. B4.3e: Recognize that genetic variation can occur from such processes as crossing over, jumping genes, and deletion and duplication of genes. Clarification: Limited to recognizing diagrams or pictures that illustrate crossing over, duplication or deletion of parts of chromosomes. The process of mitosis produces new cells needed for growth of an organism and these cells differentiate into specific cells with specialized functions. Mitosis ensures genetic continuity. Mutations in genes that control mitosis may cause uncontrolled cell division which leads to cancer. Meiosis produces sex cells for sexual reproduction that passes on genes to the next generation. Genetic mutations may be passed on from parent to offspring through these cells. Objectives Students Will Be Able To (S.W.B.A.T): Explain cell division, growth, and development as a consequence of an increase in cell number, cell size, and/or cell products. Describe how, through cell division, cells can become specialized for specific function. Show that when mutations occur in sex cells, they can be passed on to offspring (inherited mutations), but if they occur in other cells, they can be passed on to descendant cells only (non-inherited mutations). 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. Clarification: Limited to identification of pictures or diagrams of cell division and explanation that mitosis produces new body cells and meiosis is responsible for the production of sex cells and passing genetic information on to the next generation. Explain that the sorting and recombination of genes in sexual reproduction result in a great

variety of possible gene combinations from the offspring of two parents. Recognize that genetic variation can occur from such processes as crossing over, jumping genes, and deletion and duplication of genes. Clarification: Limited to recognizing diagrams or pictures that illustrate crossing over, duplication or deletion of parts of chromosomes.

Materials Needed Blank sheets of white paper Crayons/Colored Pencils

Introduction

Prior to beginning the preceding animation activity, I will ask students the question How are new cells produced? This will get them engaged in thinking about where new cells come from and how they are created.(10 minutes)

Method and Procedures Day One-Introduction to Mitosis and Meiosis (One 55 min Class Period)

Following this discussion, students will read a handout discussing mitosis and meiosis as processes and each of their respective differences prior to viewing an animation of mitosis and meiosis. (5 minutes) This individual reading activity should be preceded by a discussion of the main terms introduced in it: (10 minutes) o Asexual reproduction, sexual reproduction, DNA, meiosis, mitosis, sperm cells, egg cells, and chromosomes Students will then view a mitosis and meiosis animation that compares the two properties. During each step/stage of the animation, we will stop and discuss the key terms and concepts introduced in the slide; this helps those that are being challenged by the vocabulary. Alongside this, we will also discuss the differences between meiosis and mitosis in the step. (30 minutes) Steps or details that I think need to be depicted more clearly may be drawn on the smart board. (10 minutes)

Days Two & Three-Mitosis Foldable (Two 55 Minute Class Period)

Students will be asked to put together a foldable of the process of mitosis. The procedure for putting together the flip book is as follows: o Stack four sheets of paper together, placing each consecutive sheet approx. of an inch high than the sheet in front of it. o Bring the bottom of both sheets upwards and align the edges so that all of the layers or tabs are the same distance apart. o When all of the tabs are equal distance apart, fold the paper and crease well.

Open the papers and staple them in the fold. Students will be graded on this activity based on the following rubric:
o

Points Point Possible Earned

Each stage of mitosis. (2per stage) All of the parts that are involved in the process were clearly labeled whenever they appeared in the process. Clear indication of when new processes begin (Meiosis I, Meiosis II, Mitosis) Work is neat and clean. Total:

10 10

10

10 40

The second day will conclude with a class discussion comparing mitosis and meiosis addressing any questions that students may have about the two processes. Students will again be asked the question in the driving theme in the following form How are new cells produced? I will extend the depth of the conversation by following that question with the question Do both of these processes lead to variation among individuals?" This last question will lead into the ensuing lesson that will be dealing with variation among individuals due to meiosis.

Accommodation/Adaptations Instructions will be differentiated for students needs on an ass needed basis. This can be in the form of giving students extra time, personalized rubrics, moving seats closer to the board, drawing/acting out examples of concepts, to name a few. The various learning levels will be addressed by pacing the class off of the majority and not simply a few individual students so that it is not going to fast or to slow for the majority. The difference in learning levels will address as a resource, also. This shall be accomplished by having the students that are excelling to assist those that maybe having difficulties. In order to ensure that I differentiate instruction according to students needs I will instruct using a multitude of methods such as given the content in real world context, scaffold, as well as making sure that any info given be written, spoken, and acted out. Aside from teaching with multiple learning levels/styles in mind I will ensure that each student learns by scaffolding the content, making myself available for tutoring, and teaching the material so that the students can relate to it. Practice Guided practice: Students will be supervised during the creation of their foldable, which gives them the opportunity to become more familiar with the process and steps involved.

 Independent practice. Students will be given the opportunity to read text explaining and depicting mitosis and meiosis and to discuss it amongst themselves.

Check for understanding I will give feedback by holding class conversations with the students, grading assignments and returning them in 24-hours, notify students that are struggling that I am available for assistance. In my class I utilize a data wall which has a copy of the last exam and the classes score posted anonymously. This can be used as both feedback and monitoring learning. Learning will be monitored with exit quizzes, Do Now, quizzes, and class conversations as well.

Closure To help the students summarize 5 minutes to sit and talk amongst themselves about what they feel the highlights of the lesson are. After the 5 min time limit has elapsed I will give each group 2 min to give a closing statement for their group. After every group has presented I will give the final statement sharing what I felt was important about the lesson. OR Have the students write for 10 min about what they believed the highlights of the lesson were. I would take those papers home and read them and the next day present the data to the students in graph. These assist students in building their skills in relation to graphing and reading graphs. Outcomes/Assessment/Evaluation: I can assess/evaluate student performance by utilizing quizzes, Do Nows, presentations, projects, and homework. The following objectives were reflected in the students work. Upon co mpletion the students were able to : Explain cell division, growth, and development as a consequence of an increase in cell number, cell size, and/or cell products. Describe how, through cell division, cells can become specialized for specific function. 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. Explain that the sorting and recombination of genes in sexual reproduction result in a great variety of possible gene combinations from the offspring of two parents. Recognize that genetic variation can occur from such processes as crossing over, jumping genes, and deletion and duplication of genes. Explain that gene mutation in a cell can result in uncontrolled cell division called cancer. Also know that exposure of cells to certain chemicals and radiation increases mutations and thus increases the chance of cancer.

Material that Describe the material by which I can assess/evaluate student performance. Are Do Nows, exit quizzes, quick writes, lab reports, and homework. In these pieces of work I was able to tell that my students learned the differences between mitosis and meiosis, that mitosis produces cells that are identical and meiosis produces cells that are individual. I can say this because they are concepts that the students consistently got correct. The assessments and evaluations provide evidence of student learning. These included class conversations, quizzes, quick writes and exit quizzes. Feedback is constantly given to students in general classroom conversations, the data wall in the class, and weekly progress reports. The progress of the students will be monitored in a combination of the data wall and my grade book.