Model 7: CELLULAR REPRODUCTION
Overview
Students will begin their investigation by creating paper cubes. The paper cube
activity represents surface area to volume ratios. This will allow the students to
understand the reason that cells are so small and the amount of energy needed for a
larger cube (cell) is more than for a smaller cube (cell).
Next, we expand on surface area to volume ratio idea and students participate in a
lab “Diffusion of Agar Cubes”. The investigating question is “What determines the
efficiency of diffusion throughout the model “cells”? Students are given 3 cubes of
different sizes that have phenolphthalein in them and when put in a basic solution
will turn pink. Students will see that the smaller the cube the more (easier) diffusion
takes place.
Cartoon Strip/Post-it activity gets students thinking about order.
Cell Cycle Jigsaw will begin the discussion on mitosis. Students assigned a part of
the cell cycle and as the assigned group will whiteboard the different phases of the
cell cycle. Student will have a white board meeting to present their information.
Mitosis Computer Activity students will go to www.cellsalive.com. Students will
follow the worksheet that will assist them in walking them through the stages of
Mitosis.
After students have gathered and worked with the information on the cells alive
website, students will create a foldable. Student will follow the outline provided by
the instructor.
Time to quiz over Mitosis!
Using the NIH Cancer video student will watch and answer questions.
Mitosis and Meiosis comparison activity has students whiteboard what the
differences and similarities are between the two.
Mitosis computer activity allows students to work individually with the stages of
Mitosis through a website.
Now that students are “experts” in Mitosis they will create a “foldable” as a study and
review tool.
Pipe cleaner lab will assist students to understand what happens to the chromosome
number during gamete formation and fertilization and to see how variations develop
in the offspring.
TEST time! (cell size, cell cycle, meiosis)
DNA puzzle pieces lab: DNA is considered to be the building block for life and there
are many pieces that make up a strand of DNA. Many scientists have worked in the
past to determine the appropriate way that the many pieces of DNA go together to
Indiana Biology I Modeling Instruction Program
1
create a working model. Today you will become these scientists and work together
to determine how DNA is put together. Also a homework activity is given.
Students need to go to
http://www.nobelprize.org/educational/medicine/dna_double_helix/index.html to
access the game. The purpose of this game is to reinforce the bases that can bond
together and is a good segway into replication. There is information that is provided
before the students get to the game. They should be prompted to write down any
new information that they find.
Students will quickly whiteboard the parts that make up DNA. Teacher will make
sure to prompt them to label and list how things go together. Teacher is going to
introduce the structures of deoxyribose and how it really creates the backbone after
the whiteboards. The goal as a group is to pose the question “Why does DNA have
to pair Anti-parallel?”. Also use this as a point to reemphasize the new terminology
and structures they were exposed to.
This is the introduction for the students to the parts that make up DNA. To start the
teacher would give them a story telling them about Watson and Crick, Franklin,
Wilkins, and Chargaff. Then tell them that they are going to be Watson and Crick
working through the discovery of the structure of DNA.
Using the same Anti-Parallel Activity student will demonstrate the replication
process.
Zipper demonstration allows students a visual to see how DNA can split and join with
a new strand.
Reading the New York Times Reading, student will answer questions and discuss
their findings.
While working in the computer lab students will complete an online virtual
electrophoresis simulation completing a very detailed oriented task in a “dry” format.
Step two of the assignment takes students to the innocence project to observe the
number of individuals who have been found innocent after being accused of crimes
because of DNA evidence.
Essential questions
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How does cell size influence cell functions and processes?
How do organisms grow and reproduce?
How are cell division and reproduction related?
Why is there sexual reproduction?
What is DNA and the role it plays in reproduction?
Instructional goals
Goals
 Model the difference in cells abilities to function and complete essential
processes based on different cell sizes and structures.
 Analyze how cells grow and reproduce in terms of interphase, mitosis and
cytokinesis.
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Recognize mitosis as a part of asexual reproduction.
Organize diagrams of mitotic phases and describe what is occurring
throughout the process.
Compare meiosis and mitosis including type of reproduction (asexual or
sexual), replication and separation of DNA and cellular material, changes in
chromosome number, number of cell divisions, and number of cells produced
in a complete cycle.
Understand the structure of DNA, components of DNA, and recognize that the
strands run anti-parallel.
Develop a cause-and-effect model relating the structure of DNA to the
functions of replication.
o Replication occurs during the S phase of the cell cycle and allows
daughter cells to have an exact copy of parental DNA.
Introduce sources of genetic variation in sexually reproduction organisms
crossing over, random assortment of chromosomes, nondisjunction, and
fertilization.
Indiana Standards
 B.1.1 Describe the structure of the major categories of organic compounds
that make up living organisms in terms of their building blocks and the small
number of chemical elements (i.e., carbon, hydrogen, nitrogen, oxygen,
phosphorous, and sulfur) from which they are composed.
 B.1.2 Understand that the shape of a molecule determines its role in the many
different types of cellular processes (e.g., metabolism, homeostasis, growth
and development, and heredity) and understand that they majority of these
processes involve proteins that act as enzymes.
 B.1.3 Explain and give examples of how the function and differentiation of
cells is influenced by their external environment (e.g., temperature, acidity,
and the concentration of certain molecules) and changes in these conditions
may affect how a cell functions.
 B.5.1 Describe the relationship between chromosomes and DNA along with
their basic structure and function.
 B.6.1 Describe the process of mitosis and explain that this process ordinarily
results in daughter cells with a genetic make-up identical to the parent cells.
 B.6.2 Understand that most cells of a multicellular organism contain the same
genes but develop from a single cell (e.., a fertilized egg) in different ways due
to differential gene expression.
 B.6.3 Explain that in multicellular organisms the zygote produced during
fertilization undergoes a series of cell divisions that lead to clusters of cells
that go on to specialize and become the organism’s tissues and organs.
 B.6.4 Describe and model the process of meiosis and explain the relationship
between the genetic make-up of the parent cell and the daughter cells (i.e.,
gametes).
 B.6.5 Explain how in sexual reproduction that crossing over, independent
assortment and random fertilization result in offspring that are genetically
different from the parents.
Misconceptions
 Larger cells have more organelles than smaller cells.
 Larger cells can perform more cell processes at one time.
 Surface area does not influence volume.
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
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Sexual reproduction always involves mating.
Plants cannot sexually reproduce.
Living things grow because their cells get larger.
Asexual reproduction is restricted to microorganisms only.
There is no difference between sexual and asexual reproduction.
Asexual reproduction produces weak offspring. Sexual reproduction produces
superior offspring.
There are two rounds of cell division and therefore two rounds of DNA
replication in meiosis.
Meiosis is cyclic.
Cancer is related to the cell cycle.
Cancer is related to the inability of a cell to halt reproduction.
Both strands in DNA run the same direction.
Students have difficulty discriminating between cell division, enlargement, and
cell differentiation.
Students do not understand the relationship between DNA, genes, and
chromosomes.
Students have difficulty distinguishing between the different structures in
DNA.
Essential vocabulary
Cell Cycle/Mitosis:
Cancer
Prophase
Metaphase
Anaphase
Interphase
S phase
G1 phase
G2 phase
Spindle fiber
Centromere
Sister chromatid
Daughter cells
Chromosome
Body cell
Somatic cell
Benign
Malignant
Radiation
Chemotherapy
Meiosis:
Haploid
Diploid
Homologous pair
Tetrad
2n, n
Phases for meiosis
Zygote
Fertilization
Gamete
Egg
Sperm
Cyclins
Regeneration
Nondisjunction
Crossing over
DNA:
Deoxyribose
Indiana Biology I Modeling Instruction Program
Phosphate
Adenine
Guanine
Cytosine
Thymine
Purine
Pyrimidine
Complimentary strand
Nucleotide
Nitrogenous base
Hydrogen Bonding
DNA Replication:
DNA Replication
DNA Polymerase
DNA Helicase
Daughter strand
Parent strand
Replication Fork
4
Sequence
1. Paper Cube Activity (whiteboards) [0.5days]
2. Lab: Agar Squares w/phenolthalein [1.5days]
3. Sequencing Cartoon Strip/Post-it Activity (whiteboard discussion)
[1day]
4. Phases of Mitosis Activity [1day]
5. Mitosis Computer Activity [1day]
6. Cell Cycle Foldable [1day]
7. Quiz 1 (Mitosis) [0.5days]
8. Modeling Development – NIH Cancer and the Cell Cycle (Video and
question sheet) [1.5days]
9. Cancer Brochure (commercial, letter, powerpoint) [3days]
10. Mitosis and Meiosis Comparison Activity [0.5days]
11. Meiosis Computer Activity [1day]
12. Meiosis Foldable [1day]
13. Lab: Pipe Cleaner [1day]
14. Test 1 (Cell Size, Cell Cycle, Meiosis) [1day]
15. Lab: DNA Puzzle Pieces – Part I [1day]
16. DNA Worksheet [Homework]
17. Nobelprize.org Activity (Building Activity) [0.5days]
18. Anti-Parallel Activity [0.5days]
19. Lab: DNA Puzzle Pieces – Part II [1day]
20. Anti-Parallel Activity (Replication) [0.5days]
21. Zipper Demo [0.5days]
22. Reading: DNA New York Times Readings [1day]
23. Virtual Electrophoresis Simulation/Innocence Project [1day]
24. Quiz 2 (DNA, and DNA replication) [0.5days]
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Instructional notes
Below are all the generated instructional notes to help you through the
sequence and various activities and labs. Separate documents have been
created in attached files that will provide you will student worksheets, quizzes,
activity pieces, etc.
1. Paper Cube Activity [0.5days]
Instructional Notes: Paper Cube Activity
Pre-activity Discussion
Ask students:
Can a cell get too large?
What would happen if a cell got to large?
Activity Performance Notes
This is an activity to introduce students to the connection between surface
area and volume. This will allow a lead into a lab with cell models to
illustrate the movement of materials into and out of cells in relation to
surface area and volume ratios.
Post-activity Discussion
What is the connection between surface area and volume?
What happens when the ratio surface area to volume ratio decreases?
How does this impact the cell?
What are some ways cells could alter their surface area to volume ratio in
order to be most efficient?
2. Lab: Agar Cube [1.5days]
Instructional Notes: Agar Squares with phenolthalein
Pre-activity Discussion
Review with the students cell structure and size. Most students should be
able to identify the parts of the cell and the structure of the cell membrane.
Activity and Performance Notes
Make sure that you make enough agar for each group. Many students will
need multiple samples because they will cut them the wrong size. Stress
to students that they need to cut them as close to the correct sizes as
possible.
3. Sequencing Cartoon Strip/Post-it Activity [1day]
Instructional Notes: Sequential Cartoon Strip/Post-it Note
Activity
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Apparatus:
Teacher will need the Cartoon strip (found in attached file) and already
have it cut out. There should be enough for each group to have their own
set of cartoon pieces. You will also need enough post-it notes for each
group to draw out each phase of the cell cycle.
Pre-Activity Discussion:
Before splitting students up into groups of 2 there should be a quick
discussion of what sequencing is and where the students have seen it
used already (does not need to be in science, the point is that they
understand what sequencing is).
Activity Performance Notes:
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Teacher will pass out a ziplock bag that contains pre-cut out pieces of
the cartoon strip to each group.
After students have the cartoon strip they will work as a group to put
them in an order that they think makes sense. Have them post it on a
whiteboard so that you can do a white board meeting of the different
cartoon strips.
Whiteboard Meeting #1 – Have the students analyze each other’s
cartoon strips to see if there are any different story lines. This is where
the teacher will introduce the idea that we use sequencing in many
different cycles in science.
Have the students keep their white boards and then give each group a
post-it pad (index cards or square pieces of paper can be used as
supplements, but then you will have to provide tape).
After each group has their post-it pads put up a picture of an onion root
tip (provided at the end of the notes). Then ask the students if they see
anything interesting in the picture. This should lead them to the idea
that the cells look different. Direct them to use their post-it notes to
draw an example of all the different cells they see, remind them they
only need to draw each type once. Have them come to the conclusion
that the outer edges of their post-it notes are the cell walls for the
different onion root cells.
Help the students identify that the cells they are drawing are each a
snapshot in time of a process.
After they have all of the cells drawn they should then try and
determine a sequence that the cells fit into. They are going to post
these on their white boards for a second board meeting.
Post-Activity Discussion:
Now that they students have their sequence you have a second board
meeting and have them all analyze their sequences for the cell cycle.
Choose one group that has the right sequence and use them to direct the
others into the correct sequence. You can guide groups to the correct
Indiana Biology I Modeling Instruction Program
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sequence during the activity through questioning to make sure there is at
least one correct model.
After the students have discussed the different models and come to a
consensus (with guided direction) the teacher should introduce the names
of the phases. Have the students write the names on their boards and
then give them the student sheet with the names of the phases. The
students should then redraw the phases on the sheet and create a
definition that they feel describes what happens in each phase. NOTE:
You can also have them do this in their notebooks instead of having them
use the student sheet.
Students will be introduced to the following essential vocabulary:
 Cell Cycle
 Mitosis
 Interphase
 G1 phase
 S phase
 G2 phase
 Prophase
 Anaphase
 Metaphase
 Telophase
This picture can also be found in a pdf version that you can project onto
your screen.
4. Phases of Mitosis Activity [1day]
Instructional Notes: Phases of Mitosis
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Pre-activity Discussion
Have the students think back to the Sequential Cartoon Strip/Post-it Note
Activity. What did they notice about the cells? Why would there be steps in
a process?
Activity Performance Notes
This activity is designed to reinforce the concepts of mitosis, giving them
diagrams of mitosis. The diagrams are simplified compared to the onion
root tip.
Allow for trial and error. As students work to sequence their diagrams walk
around the room. Some groups may need some guidance.
Post-activity Discussion
During a Board meeting discuss what the groups have written about the
four phases of mitosis. As a group come to a consensus of what occurs in
each stage. This should be what the students write in their notes.
Questions which could be ask include:
Why would the nucleus need to disappear in prophase?
What would happen if a spindle fiber didn’t work? Or if a chromosome
failed to attach to the spindle fiber?
How quickly do you think this process of mitosis will occur? Will all cells go
through mitosis at the same rate?
5. Mitosis Computer Activity [1day]
Instructional Notes: Mitosis Computer Activity
Pre-activity Discussion
This is a set of computer activities accumulated to help reinforce the
students’ understanding of mitosis.
Activity Performance Notes
Four websites will utilized, questions to answer while the students work
are also included.
www.cellsalive.com
www.sci.sdsu.edu/multimedia/mitosis/
www.johnkyrk.com/mitosis.html
www.biology.arizona.edu/cell_bio/activities/cell_cycle/cell_cycle.html
Post-activity Discussion
Discuss what the students have learned while working through the four
websites.
6. Cell Cycle Foldable [1day]
Instructional Notes: Cell Cycle Foldable
Pre-activity Discussion
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Review with students the parts of the cell cycle. At this point in time, most
students should be able to list the major parts in order and identify key
actions that take place in each part of the cycle. Students should now be
working on noting the differences between the cell cycle in animal cells
and the cell cycle in plant cells.
Activity Performance Notes
Students should begin with 3 pieces of unlined computer paper. Have the
students fold all the pieces of paper in half lengthwise (“hot dog” style) and
then cut the papers in half along this fold. Students should then take the 6
halved pieces of paper and place one paper on top of the other, with
approximately ½ inch separating each piece. Students should then fold
the bottom of the foldable up towards the middle to create a continuous ½
inch space between each layer.
Cytokinesis in Plant Cells
Cytokinesis in Animal Cells
Telophase
Anaphase
Metaphase
Prophase
G2 – Second Growth
S (Synthesis)
G1 – First Growth
Interphase
The
Cell
Cycle
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Once the template has been created, students should then provide the
following information under each category.
 Written description of all activities that take place during this portion of
the cell cycle.
 A detailed drawing of both the plant and the animal cells during each
part of the cell cycle. All visible cell structures should be labeled.
Post-activity Discussion
Upon completion of the foldable, have students compare their own
foldables with the foldables of other students in the class. Give students
the opportunity to discuss with their peers possible details they may have
forgotten or done incorrectly and make the appropriate changes. Students
should utilize this foldable as a study guide for assessment.
7. Quiz 1 (Mitosis)
Generated quiz can be found in attached documents.
8. Modeling Development – NIH Cancer and the Cell Cycle [1.5days]
Instructional Notes: NIH Cell Cycle and Cancer Activity
Pre-activity Discussion
Ask students the following questions. What do you know about cancer?
What are some types of cancer? What does cancer do to the human
body? What does cancer do to a cell? How do you get cancer? How do
you know?
Activity Performance Notes
Each video describes a cancer, its causes and the evidence to support the
claim. Fill in the table with the appropriate information. After each video
segment, stop and discuss the major points. Ask how the understanding of
the causes of cancer has changed.
After viewing the news alert videos, click on the cell cycle animations. This
group of videos looks at cancer from a cellular perspective. After viewing
animation one, use the slide view and look at the growth of the tumor
frame by frame. Discuss how melanoma can be easily overlooked and
deadly.
For each of the animations have students write a summary statement.
Post-activity Discussion
Discuss how cancer is related to the cell cycle. Include a discussion of
cancer and tumors, including causes and possible preventive measures.
Discuss with students the different types of tumors.
Indiana Biology I Modeling Instruction Program
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9. Cancer Brochure [3days]
Instructional Notes: Cancer Brochure
Apparatus:
 Students will need access to research books, their textbook, and the
internet.
Pre-Activity Discussion:
Students at this point should have a good understanding of how the cell
cycle works and be able to apply this understanding to the topic of cancer.
This will allow them to apply their previous knowledge into another
situation to create better understanding.
Teacher should prompt the discussion by asking the simple question,
“How many people know someone who has had cancer?”. This can then
lead them into the essential question of, “What really happens when
someone gets cancer?”, which will then lead to, “How do we treat
cancer?”, and “Are all treatments the same?”.
Activity Performance Notes:
Students should spend two different class periods (assuming 55 minute
class periods) working on researching and putting together their
brochures. They will then present their findings to the class. Ideally, each
student should have a different cancer.
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Students need to make a brochure using their research on the cancer
they chose. They need to make sure to explain how the cancer works
at the cellular level.
Students also need to include the treatment that we are using and why
we have chosen this to be the best treatment at this time. They will
need to include the cellular component for this part as well.
Students should have 5 credible sources, at least 2 being reference
books. (Adapt however works best for you.
Students will present their brochures in front of the class.
A prepared rubric for the brochures has been created in a separate
document.
Post-Activity Discussion:
Students will hold a Socratic seminar to let the students discuss what they
learned about how cancer really works and how the treatments work.
Teacher should only jump in with a question if they are really moving in the
wrong direction.
Rubrics can also be found in a separate document if you need, or wish, to
modify them.
Indiana Biology I Modeling Instruction Program
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Brochure
Category
5
Neat, well
organized,
Organization
Includes
Name
4
3
2
1
Neat, decent
organization,
or missing
name.
Okay
organization,
Functional
Scattered
organization,
Needs to
work on flow
Poor
organization,
Hard to
follow
Includes all 5
sources
properly
cited.
Identified
interuption of
cell cycle,
Thoroughly
explained
signifigance
of interuption
Missing 1
source, or
improper
citation
Missing 2
sources
Missing 3
sources
Missing 4 or
more
sources
Identified
where
interupted,
moderate
explanation of
signifigance
Identified
intereuption,
briefly
explained
signifigance
Identified
intereuption,
weak
explanation
Identified
interuption,
no
explanation
Identify and
Explain
treatment
Identified
current
treatment and
thoroughly
explained
why using the
cell cycle
Identified
current
treatment and
moderately
explained
touching on
cell cycle.
Identified
current
treatment,
good
explanation
without cell
cycle.
Identified
current
treatment,
weak
explanation.
Identfied
current
treatment,
no
explanation.
Overview of
Cancer
Thorough
summary of
the chosen
cancer.
Good
summary of
the chosen
cancer.
Okay
summary of
the chosen
cancer.
Weak
summary of
the chosen
cancer.
Little to no
effort in
summarizing
chosen
cancer.
Sources
Identify and
Explain
Interuption
Total Points:
/25
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Category
3
Presentation
2
Well
developed
summary of
findings.
Identified
where
Explain
interuption
Interuption happens and
what that
causes.
Identified
current
Explain
treatment,
Treatment uses cell cycle
to explain
why.
Overview
of Cancer
Interesting
Fact
Use of
Brochure
Total Points:
1
Weak
Good summary
summary of
of findings.
findings.
Identified
interuption,
moderate
explanation.
Identified
Interuption,
little to no
explanation.
Identified
current
treatment,
explained
without using
cell cycle.
Identified
current
treatment, no
explanation.
Identified an
Identified an
interesting fact
interesting fact
with no
and explained.
explanation.
Weak
interesting fact
or no fact.
Creative way
to use
brochure
during
presentation.
Did not display
brochure or
missing
brochure.
Displayed
brochure but
did not use it.
/15
10. Mitosis and Meiosis Comparison Activity [0.5days]
Instructional Notes:
Mitosis and Meiosis Comparison
Pre-activity Discussion:
What happens during mitosis?
Why do they occur in that order?
Is it different in different kinds of cells?
Activity Performance Notes:
Student will need to be led a bit in this activity. Since they have little to no
prior knowledge about Meiosis, there is a comparison picture attached.
You may want to hand out the vocabulary list without definitions so students
know what terms you will be looking for when they whiteboard the activity.
Student will break up into groups, whiteboard and compare and contrast
Mitosis and Meiosis.
Once students have completed the task, complete the activity with a
boardroom meeting of whiteboards.
Indiana Biology I Modeling Instruction Program
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11. Meiosis Computer Activity [1day]
Instructional Notes: Meiosis Computer Activity
Pre-activity Discussion
Discuss what is known about meiosis following the mitosis and meiosis
comparison activity.
Activity Performance Notes
Five websites will utilized, questions to answer while the students work are
also included.
http://www.lpscience.fatcow.com/jwanamaker/animations/meiosis.html
www.sumanasinc.com/webcontent/anisamples/majorsbiology/
www.biologyinmotion.com
www.pbs.org/wgbh/nova/baby/
www.cellsalive.com
Post-activity Discussion
What is the outcome of meiosis?
What are the similarities and the differences between mitosis and meiosis?
Why are mitosis and meiosis similar?
12. Meiosis Foldable [1day]
Instructional Notes: Meiosis Foldable
Pre-activity Discussion
Prior to the construction of the meiosis foldable, students will have
completed a whiteboard session comparing a visual of mitosis and a visual
of meiosis. Students will utilize this foldable to create their own visual and
descriptive study guide for the phases of meiosis. Students will also utilize
this foldable to identify the differences between meiosis I and meiosis II.
Activity Performance Notes
Students should begin with 3 pieces of unlined computer paper. Have the
students fold all the pieces of paper in half lengthwise (“hot dog” style) and
then cut the papers in half along this fold. Students should then take the 6
halved pieces of paper and place one paper on top of the other, with
approximately ½ inch separating each piece. Students should then fold
the bottom of the foldable up towards the middle to create a continuous ½
inch space between each layer.
Example of foldable is on next page.
Indiana Biology I Modeling Instruction Program
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Cytokinesis II
Telophase II
Anaphase II
Metaphase II
Prophase II
Telophase I/Cytokinesis I
Anaphse I
Metaphse I
Prophase I
Interphase
Meiosis
Once the template has been created, students should then provide the
following information under each category.
 Written description of all activities that take place during this portion of
meiosis.
 A detailed drawing of the cells during each part of meiosis. All visible
cell structures should be labeled.
 Students should identify whether the cell is diploid or haploid for each
part of meiosis.
Indiana Biology I Modeling Instruction Program
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Post-activity Discussion
Upon completion of the foldable, have students compare their own
foldables with the foldables of other students in the class. Give students
the opportunity to discuss with their peers possible details they may have
forgotten or done incorrectly and make the appropriate changes. Students
should utilize this foldable as a study guide for assessment.
13. Lab: Pipe Cleaner [1day]
Instructional Notes: Meiosis Lab
Pre-activity Discussion
Ask students the following questions. Why do cells need to divide? What
are some ways in which cells divide? What do cells need to do before they
divide? Why do they need to do this? How are new organisms produced?
Which type of cell division is necessary to make new organisms?
Activity Performance Notes
Use pipe cleaners to represent the chromosomes.
Create Baggies of chromosomes for each lab group. Each baggie should
contain:
 2 large green chromosomes
 2 large red chromosomes
 2 medium green
 2 medium red chromosomes
chromosomes
 2 short red chromosomes
 2 short green chromosomes
 2 large black chromosomes
 2 large white chromosomes
 2 medium black
chromosomes
 2 medium white
chromosomes
 2 short black chromosomes
 2 short white chromosomes
Make sure chromosomes are cut to identical lengths; this helps to assure that
students can form homologous pairs.
Remind students that homologous pairs do not need to always be matching
colors and lengths; they only need to be made of matching lengths.
The teacher checkpoints during the lab can be removed for higher-level students
or to allow students more freedom to learn the process. The checkpoints will help
facilitate students modeling the meiosis process correctly.
Post-activity Discussion
Discuss how meiosis helps to maintain chromosomes number and why this
process is necessary. Discuss the comparison between meiosis to mitosis,
including the steps involved and the outcomes.
14. Test (Cell Size, Cell Cycle, Meiosis) [1day]
Test is not yet generated. Feel free to generate your own and share with the
group.
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15. Lab: DNA Puzzle Pieces-Part I [1day]
Instructional Notes: DNA Puzzle Pieces Lab Part-I:
Apparatus:
Pre-cut construction pieces for DNA strands (see attached document for pieces).
Each part of DNA should be on a different color of construction paper. NOTE: If
you laminate your pieces they will last longer.
Tape
Pre-Lab discussion:
This is the introduction for the students to the parts that make up DNA. To start
the teacher would give them a story telling them about Watson and Crick,
Franklin, Wilkins, and Chargaff. Then tell them that they are going to be Watson
and Crick working through the discovery of the structure of DNA.
Give feeler questions that they should think about while working through it.

How are you going to know which pieces fit together?
Instructions:




Students should be divided into groups of 2-4 students.
Each group of students gets a bag that has 25 phosphate pieces, 25 ribose
pieces, and 5 of each nucleotide.
Students should work together to construct a correct model of DNA using the
pieces they have been provided.
Students should record their strand on a table they can keep for Part-II.
Example of possible table provided.
Left
Right
Post-Lab discussion:
Students will do a whiteboard meeting with their
different models. When students present their
whiteboards they should all have answered a
question the teacher has posed.



Can bases pair with any base they want?
Which of the base pairs match correctly?
Then ask them if anyone has heard of another
name we use for these base pairs?
Do you think there is a reason one base-pair is larger than the other? (Leads
teacher into introducing purines and pyrimidines).
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



o When introducing purines and pyrimidines can be general that pyrimidines
have two pieces and purines have one and have them predict which bases
fit into which category.
Why do you think the assembled pairs are all the same length?
Why do we always have three pieces for each pair?
Do you notice anything that each base pair has? (Can lead them to the idea
that there is a backbone by asking what do we have that holds us upright?
Why do the two strands stay together? (After students deduce that something
is holding them together the teacher can provide the name of the bond,
hydrogen bonds.)
Throughout the discussion the students should be able to come to the conclusion
that Cytosine only pairs with Guanine and Thymine only pairs with Adenine.
They should also have a firm understanding that DNA exists in a double strand.
They will also have been exposed to the following essential vocabulary listed
below.
16. DNA Worksheet [1day]
Instructional Notes: Meiosis Lab
Pre-activity Discussion
Ask students to recall the DNA Puzzle Piece Lab- Part I and Part II and the AntiParallel Activity. What happened in these activities?
Activity Performance Notes
This activity is designed to reinforce the concepts of DNA structure and
replication. Students should complete this activity on their own. Answers to the
Questions can be discussed on whiteboards.
Post-activity Discussion
Discuss how the structure of DNA aids in the ease of replication. Discuss how the
structure of DNA and the process of replication allow for identical molecules to be
formed.
17. Nobelprize.org DNA [0.5days]
Instructional Notes: DNA – The Double Helix (nobelprize.org
computer game)
Apparatus:
Students will need a computer with internet access so that they can access the
game.
Pre-Activity Discussion:
As a class have them come up with how DNA is put together, focusing on how
the bases pair together.
Activity Performance Notes:
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Students need to go to
http://www.nobelprize.org/educational/medicine/dna_double_helix/index.html to
access the game. The purpose of this game is to reinforce the bases that can
bond together and is a good segway into replication. There is information that is
provided before the students get to the game. They should be prompted to write
down any new information that they find.
Depending on how long you want to spend with them playing the game will
determine how long the activity will take. At the end of the activity they will be
provided with more information that will introduce them to the importance of
proofreading as well as introduce them to the idea of mutations.
Post-Activity Discussion:
As a class do a quick discussion on anything interesting they found about the
activity. This should lead to the idea of the DNA being functional or mutations
that are introduced after they have played the game.
18. Anti-Parallel Activity [0.5days]
Instructional Notes: Anti-Parallel Activity (Part-1)
Apparatus:
Teacher will need pre-cut pieces provided in additional document.
Pre-Activity Discussion:
Students will quickly whiteboard the parts that make up DNA. Teacher will make
sure to prompt them to label and list how things go together. Teacher is going to
introduce the structures of deoxyribose and how it really creates the backbone
after the whiteboards.
Activity Performance Notes:
Dependent on the size of your classroom, and your ability to pull from another
class (such as a study hall), the size of your overall DNA model will vary.
Teacher should have a big model of what the deoxyribose looks like in the
backbone showing the connection points of the phosphate and nitrogenous
bases. (There is a template at the bottom of this document)
Ask for a volunteer and have them be the original model for the first deoxyribose.
You will start identifying the students head as the O (Oxygen) and then start
numbering their Carbons, left shoulder is C-1, left hip is C-2, right hip is C-3, right
shoulder is C-4, and right wrist is C-5. (Note: Have the students tell you how to
number the student.) You then ask the students if anything is missing, they
should identify the phosphate and nitrogenous base. The phosphate is held in
their right hand and the base is held in their left hand. Have them hold the flat
end of the base piece. (There is a picture at the end of the document.)
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After the student is “decorated” with their parts the teacher then asks if all of the
carbons are involved in connecting the pieces together. This will lead them to the
idea that C-5 and C-3 are the carbons that attach the backbone and C-1 is where
the bases connect. (This prevents you from having the have students label all 5
carbons and focusing only on the ones that make up the backbone.)
Now you start putting more and more students into the chain. The next student
will attach their phosphate to the left hip (C-3) of the person in front, and so forth
until you have half of your class in the chain. (Again dependent on your class
size your line number will vary). (Note make sure that the remaining half will pair
with your created strand).
Continue creating more nucleotides with the remaining students until they all
have a nitrogenous base in their left hand. Then the teacher prompts them with
which bases will pair with each other and the students will come up with what
needs to attach to the first person. Now the teacher will say for the student to
hydrogen bond to the first person in the chain. This is where you will have to
watch to make sure they do not switch hands with their phosphate and base so
that they are facing the same direction. The key is the connection made when
they realize they have to face the opposite direction to pair with the other strand.
Once you have them build you can introduce the idea of DNA polymerase and
you go through and connect the backbone of the new strand making them into a
complete molecule of DNA. Once you have a completed molecule go to one end
and ask them what part is sticking out on one strand, and then compare it to the
other. This will show them that one has its 5’-C out and the other strand has its
3’-C out. Teacher then introduces the term Anti-parallel and how when one
strand runs 5’-3’ while the other runs 3’-5’.
Post-Activity Discussion:
As a group pose the question “Why does DNA have to pair Anti-parallel?”. Also
use this as a point to reemphasize the new terminology and structures they were
exposed to.


They will be exposed to the following essential vocabulary:
Anti-parallel
3’, 5’
Diagram: The solid black lines show the covalent bonds formed within the
deoxyribose as well as between C-5 and P and C-1 and the bases. The lines
going up to the head show the covalent bonds between C-4 and O and C-1 and
O.
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P
C-5
C-4
P
A,C,T,G
C-4
C-1
C-3
C-2
C-5
C-3
Deoxyribose
C-2
C-1
BASE
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19. Lab: DNA Puzzle Pieces-Part II [1day]
Instructional Notes: DNA Puzzle Pieces Lab – Part II
Apparatus:
Pre-cut DNA pieces from Part I
Additional Pre-cut DNA pieces to complete Part II
Student generated table
Tape
Pre-Lab Discussion:
This part of the lab will take what they learned about the structure and introduce
the idea of DNA replication. Teacher will pose the question, “What happens
when we need to make a copy of DNA?” as a discussion to lead them into the
activity. Teacher will lead them to the idea that the nucleotides used to construct
the new strand of DNA are free-floating in the cell. Teacher will ask the students
what the repeating pieces in a DNA strand were called, and then plant the idea
that you cannot just look through them to see what the bases are and make a
duplicate strand. (This will help to prevent them from just copying their original
strand and actually pull apart the strands and build complimentary strands.)
Instructions:



Students are going to need to reproduce their original strand of DNA from
their table using the pieces in bag 1 (bag used in Part-I).
Students will then need to figure out how to get two strands of DNA from their
original strand. Teacher gives each group bag 2 that contains 20 phosphate,
20 sugar, and 5 of each base. (NOTE: Teacher should remind them that
pieces need to get back in the correct bags at the end)
o Teacher needs to remind them that they cannot just copy the strand on the
side, that DNA builds the new strands one piece at a time.)
Students will need to add a new table and record what their new strands are
made up of.
Example of new table is provided below:
Order of Bases
First Molecule
Second Strand
Left
Right
Left
Right
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Post-Lab Discussion:
Students will re-whiteboard their results and show their two new strands. They
will then have a board meeting about what they see between each other’s
models. The students will be prompted by the teacher on what do they notice
between their two strands before they do their whiteboard meeting. As the
students conduct the meeting they will see if everyone got the same result
between their comparisons. As they are working through their discussion the
teacher will prompt them with some questions to further the discussion.





What were the strands of DNA being held together by? How did you get them
apart? (Used to introduce the DNA Helicase, they should come to the
conclusion that bonds were broken and the teacher can supply the name of
what breaks them.)
If they have not come to the idea of daughter strands the teacher can prompt
them with, “Did the original strands stay together?
Did the nucleotides put themselves together? (They were the DNA
Polymerase bringing in the nucleotide and stitching things together. Use this
to introduce DNA Polymerase).
What was the overall product?
What if there is a mistake? (Can be used to introduce the idea of proofreading
by DNA Polymerase)
Prior to releasing the students to work on their analysis questions the teacher will
use a model of their own (or a student’s model) and reenact DNA replication
using all of the new terminology with the pieces that are found on the second
page of the document with the puzzle pieces.
Overall conclusions will lead the students to the idea that there are pieces
involved in breaking the hydrogen bonds as well as putting everything back
together. They can use the terminology they are provided by the teacher to help
them answer the analysis questions they have at the end of their lab. They will
then write a summary over Part-II tying in anything that is relevant from Part-I.
20. Anti-Parallel Activity (Replication) [0.5days]
Instructional Notes: Anti-Parallel Activity (Part-II, Replication)
Apparatus:
Teacher will need anti-parallel activity pieces with DNA polymerase and DNA
helicase.
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Pre-Activity Discussion:
Teacher will have a class discussion having the students pull out the concepts
behind DNA replication that they learned about during the Puzzle Pieces Lab Part
II. This will be a segway into the use of the anti-parallel activity to let them act out
replication.
Activity Performance Notes:
Have the students set up the activity like they did during the class period before.
You can either select a student to be the helicase and the polymerase, or you
can be that part of the activity.
Note: You are doing replication during this version of the activity so do not forget
to leave some students out of the original model so that you have the ability to
complete replication.
Before having the students start acting out replication have the other students
become nucleotides so that they are replicating the concept that the nucleotides
are in the surroundings. Once you are ready to start the DNA Helicase can come
in and cut the hydrogen-bonds and then the DNA Polymerase can lock in the new
bases. The only differences in set up are the introduction of the DNA polymerase
and DNA Helicase to demonstrate how the pieces all come together.
Post-Activity Discussion:
Do a group discussion at the end of the activity having the students talk about
how the enzymes and DNA pieces all work together to create the daughter
strands from the parent strands.
21. Zipper Demo [0.5days]
Instructional Notes: Zipper Demo
Pre-activity Discussion
Questions to be discussed (may be done using whiteboards)
What is the outcome of replication?
What happens during replication?
Draw a color picture of what DNA looks like prior to replication and following
replication.
Activity Performance Notes
Utilizes 2 zippers of different colors.
1.
2.
3.
4.
Start with 1 zipper. This is the original strand of DNA.
Slowly unzip the zipper. Discuss how and why the zipper unzips.
Discuss how free DNA nucleotides are added to the unzipped DNA.
Using the other zipper (already unzipped) add one side of the “new DNA”
(other colored zipper) to the original strand of DNA.
5. Repeat this process for the other strand of DNA.
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Post-activity Discussion
Discuss the results of the newly formed DNA strands, highlighting that each
strand now has an “old” strand and a “new” strand.
What advantage is there to having a piece of the “old” strand and a piece of the
“new” strand?
Example of end result of DNA model
22. Reading: DNA New York Times Readings [1day]
Instructional Notes: DNA New York Times Readings
Pre-Activity Discussion
At this point in time, students should have knowledge of the structure and
function of the DNA molecule. Students should also have an understanding of
the process of DNA replication. Students will utilize their knowledge of these
concepts when reading various articles regarding DNA and gene technology in
American society.
Activity Performance Notes
Journalist Amy Harmon has written a series of articles regarding DNA and gene
technology for New York Times. Multiple articles are available, however, for this
activity only five were selected. The articles selected include the following:
 “Defense Lawyers Fight DNA Samples Gained on Sly”
 “My Genome, Myself: Seeking Clues in DNA”
 “In DNA Era, New Worries About Prejudice”
 “The DNA Age: Project Lets Anyone Take a Peek at the Expert’s Genetic
Secrets”
 “Gene Map Becomes a Luxury Item”
NOTE: The articles can be located at
http://topics.nytimes.com/top/news/national/series/dnaage/index.html
Divide copies of the article amongst the class so the number of students with
each article is the same. Have the students read the article while keeping the
following questions in mind. What was the main point of this article? What is the
role of DNA as described in this article? How is DNA and genetic technology
important to society as discussed in this article? How is information presented in
this article important to me?
Post Activity Discussion
After all students have read the article and answered the questions listed above,
students will get in a group with the other students who read the same article as
they read. Students will then share their answers and whiteboard an overall
representation of the group’s answers. Students could be instructed to organize
their whiteboard in the following format.
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23. Virtual Electrophoresis Simulation/Innocence Project [1day]
24. Quiz 2 (DNA and DNA Replication) [0.5days]
Generated Quiz is available in attached documents.
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