Primary Type: Lesson Plan
Status: Published
This is a resource from CPALMS (www.cpalms.org) where all educators go for bright ideas!
Resource ID#: 127786
Modeling Mitosis
During this lesson, students will watch animated videos to provide a visual representation of the different phases of mitosis to reinforce the essential
content being taught. Students will model the process of mitosis to demonstrate that cells repeatedly divide for growth and repair and daughter cells
are identical to the parent cell.
Subject(s): Science
Grade Level(s): 9, 10, 11, 12
Intended Audience: Educators
Suggested Technology: Computer for Presenter,
Internet Connection, Interactive Whiteboard
Instructional Time: 2 Hour(s)
Keywords: Mitosis, Cell Cycle, Cell Division, Replication
Resource Collection: FCR-STEMLearn Diversity and Ecology
ATTACHMENTS
Modeling Mitosis Activity.pdf
Cell Cycle Graphic Organizer.docx
Modeling Mitosis Activity.docx
LESSON CONTENT
Lesson Plan Template: General Lesson Plan
Learning Objectives: What should students know and be able to do as a result of this lesson?
Students will explain how mitosis forms new cells and its role in maintaining chromosome number during asexual reproduction.
Students will identify and describe the stages of the cell cycle.
Prior Knowledge: What prior knowledge should students have for this lesson?
SC.7.L.16.1: Understand and explain that every organism requires a set of instructions that specifies its traits, that this hereditary information (DNA) contains genes
located in the chromosomes of each cell, and that heredity is the passage of these instructions from one generation to another.
Students should be familiar with the function of the nucleus. Students should know the nucleus contains DNA. Students should know the difference between
prokaryotic and eukaryotic cells.
Guiding Questions: What are the guiding questions for this lesson?
How is each phase of the cell cycle essential for the growth and division of cells?
How do the number of chromosomes in daughter cells compare to the number of chromosomes in parent cells after mitosis takes place?
How does the genetic makeup of daughter cells compare to the genetic makeup of parent cells after mitosis takes place?
Teaching Phase: How will the teacher present the concept or skill to students?
The teacher will provide explicit instruction on the concept of the cell cycle. The two main stages of the cell cycle are Interphase, which includes three phases: Gap 1
page 1 of 3 (G1), Synthesis Phase (S-Phase), Gap 2, (G2), and Mitosis which includes four phases: Prophase (P), Metaphase (M), Anaphase (A), Telophase (T). Mitosis produces
two daughter cells that have the same number of chromosomes as the parent cell after undergoing one division; they are diploid (2N).
Guided Practice: What activities or exercises will the students complete with teacher guidance?
Watch the YouTube video Cell Cycle and Mitosis [3D Animations] by Biology / Medicine Animations HD. This video is 6:20 minutes long and provides a vivid description
with animation. As the students watch the video, they should complete the Cell Cycle Graphic Organizer (attached).
Pause the video occasionally to reiterate the concepts being covered. Have students check their model for accuracy in their placement of the chromosomes, centrioles,
centromere, and spindle fibers.
Independent Practice: What activities or exercises will students complete to reinforce the concepts and skills developed in the
lesson?
Have the students go through the attached Modeling Mitosis Activity. In this activity, students will demonstrate their knowledge of the different phases of mitosis using
strings and beads to model chromosomes and centromeres.
Closure: How will the teacher assist students in organizing the knowledge gained in the lesson?
Students should answer the questions at the end of the Modeling Mitosis Activity worksheet (attached). The teacher should review the answers to these questions with
the students.
Summative Assessment
Students will review what they've learned through a writing activity using scientific language. They will use their interactive journals to elaborate on the following
questions:
1. What did you learn today?
2. How does this new information impact your life?
Formative Assessment
Have students review the information in the video "Animation: How the Cell Cycle Works" and complete a check for understanding mini-assessment on the Cell Cycle.
You can use response boards to quickly scan the room to determine students' level of understanding.
Response boards can be created inexpensively by laminating printer paper or light color construction paper if response boards are not easily accessible.
The questions for the animated video to check for understanding include the following:
1. Which of the following represents the correct order of the phases of the cell cycle?
a. G1, G2, S, M
b. G1, G2, M, S
c. G1, S, G2, M
d. G1, S, M, G2
e. G1, M, G2, S
2. The division of the cytoplasm is called
a. Synapsis
b. Mitosis
c. Meiosis
d. Cytokinesis
e. Cytogenetics
3. Which of the following represents the correct order of the phases of mitosis?
a. Prophase, anaphase, metaphase, telophase
b. Prophase, metaphase, anaphase, telophase
c. Prophase, metaphase, telophase, anaphase
d. Metaphase, prophase, telophase, anaphase
e. Metaphase, prophase, anaphase, telophase
4. DNA replication occurs in mitosis.
a. True
b. False
5. Mitosis and cytoplasmic division result in the formation of two genetically identical cells.
a. True
b. False
Feedback to Students
"Animation: How the Cell Cycle Works"
Students will respond to the check for understanding questions using response boards (mini-white boards where students can quickly write A, B, C, D, or E). The
teacher will scan the room to determine students' level of understanding. The teacher will provide feedback and clear up student misconceptions immediately after
providing students with an opportunity to share their explanations with the whole class to self-correct or to allow their peers to assist by citing evidence of their
learning.
If a large percentage of students answered the question correctly, then those students in the classroom who did not respond to the question correctly will be asked to
provide an explanation or their justification for their selection. This is done to assist with determining the misconception so it can be addressed and cleared up with the
purpose of helping students to avoid making this mistake in the future. Have another student who answered the question correctly share their reason or justification
page 2 of 3 for their selection, and have that student also share what made the other answer choices incorrect before providing the correct answer choice to the question.
All students could benefit from completing a QCA for the question(s) they answered incorrectly. Q stands for Question - Students will be asked to rewrite the question
in their own words. C stands for Content - based on the question students can underline or circle key words and phrases pertaining to essential content learned.
Students will be asked to write all of the information they learned regarding the content being assessed in the question. A stands for Answer - after students list the
essential content related to the question being asked students will then select their answer choice and also identify what makes the other answer choices incorrect.
ACCOMMODATIONS & RECOMMENDATIONS
Accommodations:
Assign groups based on different learning levels to impact all learners. Have students explain the key concepts of the activity to their group members to make
connections. Provide immediate positive feedback and reinforcement of correct responses and appropriate socials skills during collaborative activities. Provide
immediate feedback and clear up misconceptions when monitoring student progress.
Extensions:
Have students Jigsaw this activity. In groups of four, students will be assigned a topic they are responsible for becoming the expert on. Students will then move to a
new group in which students in the new group are all assigned the same topic. Students in the new group will discuss important or key facts about the topic assigned.
After students have discussed all key facts about the topic the teacher will direct them back to their original group to teach the concept to their group and have
students record the new information.
Example explaining how this strategy can be applied for this topic: Each student in the group will be assigned one phase of Mitosis: Prophase, Metaphase, Anaphase,
and Telophase. Students will break out into separate groups where they will become the expert on that one phase of mitosis. Students in the new group when focus
on identifying the essential events that take place during that phase and the structure of the cell. Students will draw and write this information down on construction
paper. Students will have approximately 10-15 minutes to complete this task in their new group. After the time is up students will be directed to move back to their
original group where they will take turns sharing with their group the information they learned about their assigned phase of mitosis. Students will share the proper
order of the phases for mitosis.
Suggested Technology: Computer for Presenter, Internet Connection, Interactive Whiteboard
Special Materials Needed:
Internet connection
blue and pink construction paper
colored pencils
string in different colors
Chromosomes – 12 strips of string (2 each color)
Centromeres – 6 white beads
Cell – 1 large blue sheet of construction paper
Chromatin Indicators – 2 small sheets of pink construction paper
Nuclear Membranes – 2 loops of string
Spindle Fibers – 2 pieces of black thread
Further Recommendations:
The video linked in the engage component of the lesson is from YouTube. Load the video in advance and review the ads for appropriateness before playing the video
for students.
SOURCE AND ACCESS INFORMATION
Contributed by: Latoya Murphy
Name of Author/Source: Latoya Murphy
District/Organization of Contributor(s): Duval
Access Privileges: Public
License: CPALMS License - no distribution - non commercial
Related Standards
Name
SC.912.L.16.14:
Description
Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its
importance in maintaining chromosome number during asexual reproduction.
page 3 of 3