Cell Cycle and Cell Division
by CHED on June 18, 2017
lesson duration of 10 minutes
under General Biology 1
generated on June 18, 2017 at 02:26 am
Tags: The Cell
CHED.GOV.PH
K-12 Teacher's Resource Community
Generated: Jun 18,2017 10:26 AM
Cell Cycle and Cell Division
( 1 hour and 10 mins )
Written By: CHED on July 21, 2016
Subjects: General Biology 1
Tags: The Cell
Resources
Biology 10th Ed
Mader,Sylvia S.2011.Biology 10th Ed.Mac Graw Hill Education, USA
The World of the Cell
Becker, Wayne M, Lewis J. Kleinsmith, and Jeff hardin. 2000, The World of the Cell, Addison Wesley Longman,Inc.
USA
Campbell Biology, 10th Ed
Reece, Jane B. et al, 2013. Campbell Biology, 10th Ed. Pearson Education, Inc. United States of America.
Biology 6th Ed.
Raven, Peter and George Johnson 2001. Biology 6th Ed.The McGraw Hill Company,USA
Genes in Motion: Mitosis
https://www.genome.gov/pages/education/dnaday/newsandfeatures/genesinmotionlessonguide.pdf
Biological Significance of Mitosis & Meiosis in Sexual Reproduction
http://education.seattlepi.com/biological-significance-mitosis-meiosis-sexual-reproduction-5259.html
Gametogenesis
http://csls-text.c.u-tokyo.ac.jp/active/12_05.html
Meiosis: function/stages
http://www.vcbio.science.ru.nl/en/virtuallessons/meiostage/
Meiosis with Crossing Over
http://highered.mheducation.com/sites/9834092339/student_view0/chapter11/meiosis_with_crossing_over.html
1/9
CHED.GOV.PH
K-12 Teacher's Resource Community
Cell Division, Mitosis, and Meiosis
http://bio100.class.uic.edu/lecturesf04am/lect16.htm
Three Activities for Teaching Cell Cycles
http://www.brighthubeducation.com/middle-school-science-lessons/94267-three-activities-for-teaching-cell-cycles/
Content Standard
The learners demonstrate an understanding of:
1. Cell Theory
2. Cell Structure and Functions
3. Prokaryotic vs Eukaryotic Cells
4. Cell Types
5. Cell Modifications
6. Cell Cycle
a. Mitosis
b. Meiosis
7. Transport Mechanisms
a. Simple Diffusion
b. Facilitated Transport
c. Active Transport
d. Bulk/Vesicular Transport
Performance Standard
The learners shall be able to:
1. construct a 3D model of a plant/animal/ bacterial cell using recyclable materials
2. construct a cell membrane model from indigenous or recyclable materials
Learning Competencies
The learners characterize the phases of the cell cycle and their control points
The learners describe the stages of mitosis/meiosis given 2n=6
2/9
CHED.GOV.PH
K-12 Teacher's Resource Community
The learners discuss crossing over and recombination in meiosis
The learners explain the significance or applications of mitosis/meiosis
The learners identify disorders and diseases that result from the malfunction of the cell during the cell cycle
Introduction 5 mins
1. Introduce a simplified life cycle of a human being or a plant. Let the students identify the changes and how
these organisms grew and developed.
Courtesy of Dr. J. Derksen; drawings Lidwien van der Horst
http://www.vcbio.science.ru.nl/en/virtuallessons/c...
Motivation 5 mins
a) Before discussion play the video entitled “Cell
“Cell Cycle and Cell Division”.
Division”. This video can be downloaded from you
tube or open the hyperlink below if with ready internet connection. http://
www..youtube.
http://www
youtube.com/
com/watch?
watch?v=Q6ucKWIIFmg or
b) Show diagrams of cell division in multicellular/eukaryotic organisms
Instruction/Delivery 30 mins
Lecture-Discussion (using powerpoint presentation/diagram in a manila paper/video ) or demonstrate the process
using model materials (like: beads, cords/yarn with varied thickness, coins etc or summary of the answers of the
learners after asking questions related to the video.
3/9
CHED.GOV.PH
K-12 Teacher's Resource Community
Lesson 1 (STEM_BIO11/12-Id-f-6) – characterization of the phases of the cell cycle and their control points
Lesson 2. (STEM_BIO11/12-Id-f-7) - description of the stages of mitosis and meiosis (given 2n=6 )
(A summary Table can be introduced after the discussion:
http://courses.washington.edu/bot113/spring/WebReadings/PdfReadings/TABLE_COMPARING_MITOSIS_AND.pdf)
http://courses.washington.edu/bot113/spring/WebReadings/PdfReadings/TABLE_COMPARING_MITOSIS_AND.pdf)
Stages of plant and animal mitosis
4/9
CHED.GOV.PH
K-12 Teacher's Resource Community
Stages of plant and animal meiosis
Mitosis Compared with Meiosis
Meiosis
Mitosis
1. Requires two nuclear divisions
1. Requires one nuclear division
2. Chromosomes synapse and cross
2. Chromosomes do not synapse nor cross
over
over
3. Centromeres survive Anaphase I
3. Centromeres dissolve in mitotic anaphase
4. Halves chromosome number
4. Preserves chromosome number
5. Produces four daughter nuclei
5. Produces two daughter nuclei
6. Produces daughter cells
6. Produces daughter cells genetically
genetically different from parent
and each other
7. Used only for sexual reproduction
Meiosis I compared to Mitosis
Meiosis I
Mitosis
Prophase I
Prophase
identical to parent and to each other
7. Used for asexual reproduction and
growth
Meiosis II compared to Mitosis
Meiosis II
Mitosis
Prophase II
Prophase
5/9
CHED.GOV.PH
K-12 Teacher's Resource Community
Pairing of homologous
No pairing of chromosomes
chromosomes
Metaphase I
Metaphase
Bivalents at metaphase plate Duplicated chromosomes at
metaphase plate
No pairing of chromosomes No pairing of chromosomes
Metaphase II
Metaphase
Haploid number of duplicated Diploid number of duplicated
chromosomes at metaphase chromosomes at metaphase
plate
plate
Anaphase I
Anaphase
Anaphase II
Anaphase
Homologues of each bivalent Sister chromatids separate, Sister chromatids separate, Sister chromatids separate
separate and duplicated
becoming daughter
becoming daughter
becoming daughter
chromosomes move to poles chromosomes that move to chromosomes that move to chromosomes that move to
the poles
the poles
the poles
Telophase I
Telophase
Telophase II
Telophase
Two haploid daughter cells Two diploid daughter cells, Four haploid daughter cells Two diploid daughter cells,
not identical to the parent cell identical to the parent cell
not genetically identical
identical to the parent cell
Lesson 3. (STEM_BIO11/12-Id-f-8) - discussion of crossing over and recombination in meiosis
https://www.google.com.ph/search?q=crossing+over+a...
Lesson 4. (STEM_BIO11/12-Id-f-9) - explanation of the significance or applications of mitosis/meiosis
Lesson 5. (STEM_BIO11/12-Id-f-10) - identification of disorders and diseases that result from the malfunction of the
cell during the cell cycle
6/9
CHED.GOV.PH
K-12 Teacher's Resource Community
Practice 10 mins
1. Provide the class with games like Amazing Race or Interphase/Mitosis/Meiosis Puzzle
This activity follows a series of stations (stages/phases of events with challenges they have to accomplish. Divide the
class into (depending on the number of stages/phases in the activity, like for interphase/mitosis/meiosis) groups after
the discussion and introduce the process. These groups will race to accomplish the following tasks in five stations.
Each station will assemble given materials to illustrate stages or phases of events. (depending on the lesson/topic like
for example interphase/mitosis/meiosis.
2. Provide the students a Crossword Puzzle
7/9
CHED.GOV.PH
K-12 Teacher's Resource Community
Enrichment 20 mins
Students may be directed to watch some more you tube videos on cell division. A number of good videos
have the stages/phases made into a rap or a song. One such example is the video entitled Cell Division Song
Spongebob that could be viewed in the link below:
http://
www..youtube.
http://www
youtube.com/
com/watch?
watch?v=9nsRufogdoI
=9nsRufogdoI
Introduce animal and plant gametogenesis to further appreciate the significance of cell division.
(http://csls-text.c.u-tokyo.ac.jp/active/12_05.html)
http://csls-text.c.u-tokyo.ac.jp/active/12_05.html)
Microscopic examination of onion root tip. (http://w3.marietta.edu/~biol/introlab/Onion
(http://w3.marietta.edu/~biol/introlab/Onion root...f)
root...f)
Procedure for preparing root tip squashes.
1.Using scissors, cut 2 roots tips about 1 cm long, and transfer them into a plastic micro-tube. (One of the rots will be
an extra one.)
2. Fill the tube about 2/3 full with 1N HCl from a dropper bottle.
*** Caution: Work with the HCl carefully, it is a strong acid. ***
3. Place the tube in a 60 C water bath, and allow the roots to incubate for 12 minutes.
4. After the 12 minute incubation period, remove the tube from the water bath.
5. Rinse the roots in H2O.
6. Using forceps, carefully transfer the root tips to a small petri plate.
7. Using a plastic ‘squeeze’ pipet, carefully remove the HCl from the micro-tube and transfer it to
the “discard flask”.
8. Rinse the root tips 3 times with water from the dropper bottle, disposing of the rinses in the
discard flask.
9. After removing the water from the third rinse, cover the root with the Feulgen stain.
*** Caution: Although the Feulgen stain does not appear colored, it will strongly stain skin
and clothing. ***
10. Incubate the roots in the stain for 12 minutes. During this time the very tip of the root will begin
to turn red as the DNA stains the numerous small actively dividing cells at the tip.
11. Using a plastic ‘squeeze’ pipet, carefully remove the Feulgen stain and discard it in the discard
flask.
12. Again, rinse the root tips 3 times with water.
8/9
CHED.GOV.PH
K-12 Teacher's Resource Community
13. Transfer a root to the center of a clean microscope slide and add a drop of water.
14. Using a razor blade cut off most of the unstained part of the root, and discard it.
15. Cover the root tip with a cover slip, and then carefully push down on the cover slide with the
wooden end of a dissecting probe. Push hard, but do not twist or push the cover slide sideways
16. The root tip should spread out to a diameter about 0.5 – 1 cm.
17. Examine under the microscope and record your observations.
5 0 mins
Dance Performance using the concepts involved in cell Division.
e.g Each group will perform their version of mitosis/meiosis with their fellow classmates. Each performance should
take no longer than 5-7 minutes and can be accompanied by music.
Students should see several different ways in which mitosis/meiosis can be depicted with each carrying the same
steps through out.
The performances should help clarify misconceptions that students may have and help bring their understanding of
mitosis/meiosis to a higher level.
Rubrics will be used to assess the performance.
Download Teaching Guide Book 0 mins
9/9
Powered
Poweredby
byTCPDF
TCPDF(www.tcpdf.org)
(www.tcpdf.org)