Unit Title: Reproduction and Development
Subject: Living Environment
Grade Level: 10
Essential Question: “What processes must occur for us to be alive?”
Enduring Understanding: The maintenance and continuation of life are driven by reproduction.
Lesson Title/Number
Lesson Questions
Lesson 3: Mitosis review & Meiosis
What are the phases of Mitosis?
How can we identify the phases of Mitosis?
What are the phases of Meiosis?
How can we identify the phases of Meiosis?
How can we determine if we are viewing PMAT1 or PMAT2?
How is Meiosis different than Mitosis?
What are some benefits of Meiosis over Mitosis? Mitosis over Meiosis?
State Standards and
Performance
Indicators
Lesson Objectives
(Bloom’s Taxonomy)
Standard 4
Key Idea 4: The continuity of life is sustained through reproduction and
development.
Performance Indicator 4.1b: Some organisms reproduce asexually with all
the genetic information coming from one parent. Other organisms reproduce
sexually with half the genetic information typically contributed by each
parent…
1.
Students will be able to recall the phases of Mitosis and the identifying
characteristics of each.
2.
The students will be able to identify the phases of Meiosis.
3.
The students will be able to describe how the process of Meiosis is different
than the process of Mitosis.
4.
The students will be able to assess the benefits for some organisms of sexual
reproduction over asexual reproduction and of asexual reproduction over
sexual.
1.
The students will respond to visual prompts by indicating their answers on
individual whiteboards and displaying responses to the teacher.
2.
The students will correctly label Meiosis diagrams provided by the teacher.
3.
The students will create a Venn diagram, comparing and contrasting Mitosis
and Meiosis
4.
The students will participate in a class debate where they will defend either
the pros of sexual reproduction or asexual reproduction.
Acceptable Evidence
Cup o’ Joe
In notebooks:
What mnemonic device did we create to remember the phases of Mitosis?
(day 1)
o This is review from the first lesson, meant to make the information
fresh in their minds in order to relate it to the coming lesson.
1
Name one way Meiosis is different than Mitosis. (day 2)
o This is a lead-in to the Venn diagram activity.
Procedure
Teacher input,
development,
instructional
method(s), modeling,
guided practice,
independent practice,
and/or activities
Day 1
The teacher will initiate a review of the phases of Mitosis via the “cup o’ Joe” by
having the students recall the mnemonic device they created to remember the
characteristics of PMAT.
The teacher will show the students images of cells in the phases of Mitosis.
The students will write the phase on their whiteboards for the teacher to
survey. The teacher will then say each phase aloud to the students; the
students will draw each phase on their whiteboard as the teacher says the
phase. The drawings will be displayed for the teacher to assess accuracy.
The teacher will introduce Meiosis as the driving force for sexual reproduction
o Sexual reproduction requires 2 parents, genetic information comes
from each parent
o The cells that combine to form the offspring need to have half of each
parent’s genetic information to create one whole set for the offspring
o Meiosis produces haploid gametes to ensure one complete set of
genetic information
The teacher will use a PowerPoint presentation to give the students visual
images of the phases of Meiosis. The students will use the provided Meiosis
diagrams to record notes during instruction. (Visual, Auditory)
o Meiosis 1 separates homologous chromosomes
o Meiosis 2 creates haploid daughter cells
o S phase in Meiosis doubles chromosomes, similar to Mitosis
o Homologous pairs align & are separated
 Since the homologous chromosomes are separated, the cells
are technically haploid after this step.
o Sister chromatids align & are separated
o Each daughter cell contains only one homologous chromosome (this is
what makes it haploid). The cells must go through a second round of
Meiosis because the chromosomes are doubled, the splitting of the
sister chromatids leaves each daughter cell with one copy of one
homologous chromosome.
 The teacher may need to provide additional drawing to
reinforce this idea. This is an area of common error.
The teacher will survey the class: thumbs up if you can explain how Meiosis 1
is different than Meiosis 2; thumbs down if you need additional explanations.
o Students need to be prepared to provide the explanation if they are
displaying thumbs up.
o Students displaying thumbs up will be invited to the board on a
volunteer basis to draw the phases and describe them in their own
words. (Visual, Auditory, Kinesthetic)
 The teacher will use this as an opportunity to correct any
misconceptions
Day 2
Responses to cup o’ Joe will be shared by the class until all differences are
2
covered.
o Teacher may provide additional points if some are forgotten
o Students will write any additional responses they did not already have
in their notes
The students will separate into partners and do a think-pair-share activity to
complete a Venn diagram comparing and contrasting Mitosis and Meiosis.
(Visual)
o The teacher will have at least 2 students repeat the instructions for
the activity in their own words.
o The students will be provided pipe cleaners to symbolize the
chromosomes. Students may use these manipulatives to visualize
Mitosis and Meiosis in order to determine similarities and differences
for their diagrams. (Tactile)
The class will reconvene; groups will share their comparisons and contrasts
for the benefit of the class. The teacher will complete a large version on the
front board composed of information provided by the groups.
The teacher will split the class into 2 groups for the purpose of a class debate.
The topic of the debate will be to discuss the benefits and disadvantages of
sexual reproduction (Meiosis) vs. asexual reproduction (Mitosis). Group 1 will
be in favor of sexual reproduction and will also be responsible for determining
disadvantages of asexual reproduction. Group 2 will be in favor of asexual
reproduction and will be responsible for determining disadvantages of sexual
reproduction as well.
o The groups will take 10 minutes to develop their arguing points.
o One student will be selected at random to be the spokesperson for the
group so the activity does not get out of hand.
o The goal will be to attempt to convince the other group to side with
the opposite group. Students will be allowed to switch groups during
the debate if they feel the opposing group has made a valid argument
and has swayed their opinion.
o The teacher will record points from the arguments on the front board
o The debate activity will last until the end of the class period.
Checks for
Understanding
Label: directions,
procedures, routines,
and content (formative)
Assessment
Type and purpose
Students will write and/or draw phases of Mitosis on whiteboards for Mitosis
review
Thumbs up/thumbs down: can you explain each phase of Meiosis 1 and 2?
Creation of Venn diagram & repetition of activity directions.
Formative assessments will occur regularly in the process of each lesson to
track the learning and areas lacking sufficient instruction.
The debate concluding day 2 will act as a formative assessment for the teacher
to evaluate the connections and meaning the students are creating from the
instruction
A summative unit exam at the close of the unit will evaluate material taught in
3
this lesson
Closure
Student volunteers drawing and explaining Meiosis phases in front of class.
Thumbs up/thumbs down after each explanation to make sure the information
is comprehended. (day 1)
Accommodations
Class divided into 2 groups will debate about the pros and cons of sexual
reproduction vs. asexual reproduction
N/A at this time
Materials
Computer access with PowerPoint software and overhead projection
capabilities
Whiteboards and markers (class set)
Meiosis diagram hand-outs
Notepaper
Duration
Pipe cleaners
2 days
4