UNIT COVER PAGE
Bremen Dist. 228
School District:
Science
Department:
Unit Title: Cells
Biology
Course:
Grade Levels:
9-10
Topic Areas: Cellular Reproduction
Time Frame:
3 weeks
Unit Designer(s):
Date Created:
4/7/08
Date Modified:
Leah Adams, Rob Swiech, Willus Vivian
Link to State Standards
11.11.01
Understand and follow procedures relating to scientific investigations, including understanding the
design and procedures used to test a hypothesis, organizing and analyzing data accurately and
precisely, producing and interpreting data tables and graphs, performing appropriate calculations,
applying basic statistical methods to the data, and being able to evaluate conclusions.
Distinguish among the following: observing, drawing a conclusion based on observation, forming
a hypothesis, conducting an experiment, organizing data, comparing data.
Identify possible sources of error in an experiment.
Distinguish and define the following components of typical experiments: constants, variables,
experimental group, control group (or control setup).
Describe the structures and organization of cells and tissues that underlie basic life functions
including nutrition, respiration, cellular transport, biosynthesis and reproduction.
Identify the similarities and differences between plant and animal cells (i.e., know the various
fundamental organelles of plant and animal cells and be able to distinguish these organelles in
diagrams).
Identify and be able to apply the following concepts: traits, alleles, dominant allele, recessive
allele, gametes, genotype, homozygous, heterozygous, chromosome, meiosis, and mitosis.
11.11.02
11.11.03
11.11.04
12.A.4b
12.11.04
12.11.13
Summary of Unit
This unit will cover the importance of cellular reproduction, mitosis and abnormal cell growth.
Resources
Textbook
Cell (mitosis) DVD/VHS
Cellsalive.com (mitosis) simulations
Arizona.biology.edu  mitosis I.D. lab activity
Key Words
Mitosis
Cytokinesis
Chromatid
Centromere
Interphase
Cell cycle
Prophase
Centriole
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Spindle
Metaphase
Anaphase
Telophase
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STAGE 1: IDENTIFY DESIRED RESULTS
Enduring Understandings
Students will understand that
cell reproduction is essential for growth, development, and repair within organisms.
mitosis produces identical somatic cells.
Essential Questions
What are the four phases of the cell cycle?
What are the implications of an abnormal cell cycle?
How might the cell cycle help us to understand human skin repair?
How is animal cell division similar/different from PCD?
What would it be like to walk in the shoes of a sister chromatid during the cell cycle?
How to identify the phases of the cell cycle?
Knowledge and Skills
Students will know
the four phases of the cell cycle (G, S phase, G2, M phase)
the key events of each phase within the cell cycle.
that cancer can result from abnormalities within the cell cycle.
chromosome structure.
surface area to volume ratio.
Students will be able to
identify the stages of mitosis in plants and animals under the microscope.
diagram and label the stages of mitosis and the cell cycle.
explain why cells must be so small.
Students will be familiar with
speed of cell cycle in different cells/organisms.
environmental factors that contribute to cell cycle abnormalities.
stem cells.
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STAGE 2: DETERMINE ACCEPTABLE EVIDENCE
What evidence will show that students understand?
Required Assessments (brief description)
Journal entry describing cell cycle (Empathy)
Other Assessments (brief description)
Draw and label stages of mitosis.
Mitosis foldable.
Cut and paste mitosis.
Mitosis flip books.
Honors  types of cancer.
Honors  cell cycle control.
Honors  stem cells.
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PLAN LEARNING EXPERIENCES AND INSTRUCTION
What sequence of teaching and learning experiences will equip students
to develop and demonstrate the desired understandings?
Learning Activities
W
How will you ensure that all students know where they are headed in the unit, why they are
headed there, and how they will be evaluated?
Posting unit and daily objectives so that students will be able to complete the unit performance
task.
H
How will you hook students at the beginning of the unit?
E
What events will help students experience and explore the big idea and questions in the unit?
How will you equip them with needed skills and knowledge?
Discussion – What’s a tumor? What’s cancer? Types of cancer?
Have students look for the different stages of mitosis/cell cycle in plant and animal cells under the
microscope.
R
How will you cause students to reflect and rethink? How will you guide them in rehearsing,
revising, and refining their work?
Students will reflect on the journey of sister chromatids through the cell cycle.
E
How will you help students to exhibit and self-evaluate their growing skills, knowledge, and
understanding throughout the unit?
Journal their warm-ups and “exit-slips” throughout the unit.
.
T
How will you tailor and otherwise personalize the learning plan to optimize the engagement and
effectiveness of ALL students, without compromising the goals of the unit?
Allow students to research a type of cancer that interests them and chose their method of
presentation.
Appeal to various learning styles.
O
How will you organize and sequence the learning activities to optimize the engagement and
achievement of ALL students?
1.
2.
3.
4.
5.
6.
-
-
Hook-cancer
Surface area to volume ratio
Chromosome structure
Cell cycle
Mitosis/cytokinesis
Regulating the cell cycle/cancer
Review safety/microscopes
Review scientific method
Review graphing/metric skills
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Transition
*Mitosis ends 2nd
Quarter – meiosis will be used to begin
3 rd quarter and transition in to genetics.
Incorporate with unit activities.
4
Essential Questions at Topic Level
Use the six facets of understanding to generate possible essential questions for the topic of
your three-circle audit (curricular priorities).
Explanation
Interpretation
What are the four
phases of the cell
cycle?
Application
What are the
implications of an
abnormal cell
cycle?
How might the cell cycle help us
to understand human skin repair?
Cellular
Reproduction
Empathy
What would it be
like to walk in the
shoes of a sister
chromatid during
the cell cycle?
Perspective
Self-Knowledge
How is animal cell
division
similar/different
from PCD?
How to identify the phases of the
cell cycle?
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Student Performance Task
Unit: Cellular Reproduction
Task: Empathy
Course: Biology
Time Frame: ½ Period
Overarching Understanding:

Students will understand that the relationships among living things are ongoing and
interconnected by biological principles.
Enduring Understanding:

Students will understand that mitosis produces identical somatic cells.
Essential Question:

What would it be like to walk in the shoes of a sister chromatid during the cell
cycle?
Vignette:
As a sister chromatid, it is your job to demonstrate your understanding of the cell
cycle as you go through the phases. You’ll write a journal entry, including an accurate
timeline, describing your experiences as you pass through the cell cycle. Be sure to include
the names of the phases and structures you encounter.
Standard:
You will be graded on the following scale:
 A successful result will be an accurate and descriptive journal entry.
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Performance Task Blueprint
Unit:
Cellular Reproduction
Topic Area:
Type: Empathy
Time Frame: ½ period
Goal
The goal is to understand the phases of the cell cycle.
Role
You are a sister chromatid.
Audience
Your audience is the reader.
Situation
You have to explain to the reader what processes you go through in the
cell cycle.
Product or
Performance
You need to write a journal entry, including an accurate timeline,
describing your experiences as you pass through the cell cycle. (Include
the names of the phases you are in and the structures you encounter.)
Standards
A successful result will be an accurate and descriptive journal entry.
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Name __________________________________ Period _____________ Date ___________
Journal of a Sister Chromatid
Category
Writing Process
4
Student devotes a
lot of time and
effort to the writing
process
(prewriting,
drafting,
reviewing, and
editing). Works
hard to make the
story wonderful.
Many vivid,
descriptive words
are used to tell
when and where
the story took
place.
3
Student devotes
sufficient time and
effort to the writing
process
(prewriting,
drafting,
reviewing, and
editing). Works
and gets the job
done.
Some vivid,
descriptive words
are used to tell the
audience when and
where the story
took place.
Accuracy of Facts
All facts presented
in the story are
accurate.
Almost all facts
presented in the
story are accurate.
Focus on Assigned
Topic
The entire story is
related to the
assigned topic and
allows the reader
to understand
much more about
the topic.
Solution/Resolution
The solution to the
character’s problem
is easy to
understand, and is
logical. There are
no loose ends.
Several action
verbs (active voice)
are used to
describe what is
happening in the
story. The story
seems exciting!
Most of the story is
related to the
assigned topic.
The story wanders
off at one point, but
the reader can still
learn something
about the topic.
The solution to the
character’s problem
is easy to
understand, and is
somewhat logical.
Setting
Action
Several action
verbs are used to
describe what is
happening in the
story, but the word
choice doesn’t
make the story as
exciting as it could
be.
2
Student devotes
some time and
effort to the writing
process but was not
very thorough.
Does enough to get
by.
1
Student devotes
little time and
effort to the writing
process. Doesn’t
seem to care.
The reader can
figure out when
and where the
story took place,
but the author
didn’t supply much
detail.
Most facts
presented in the
story and accurate
(at least 70%).
Some of the story is
related to the
assigned topic, but
a reader does not
learn much about
the topic.
The reader has
trouble figuring out
when and where
the story took
place.
The solution to the
character’s problem
is a little hard to
understand.
No solution is
attempted or it is
impossible to
understand.
A variety of verbs
(passive voice) are
used and describe
the action
accurately but not
in a very exciting
way.
Little variety seen
in the verbs that
are used. The
story seems a little
boring.
There are several
factual errors in
the story.
No attempt has
been made to relate
the story to the
assigned topic.
Total Points: ______________/24 points
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Foldables™ Study Organizer
Mitosis and Cytokinesis
Make this Foldable to help you understand how cells reproduce by a process called mitosis,
resulting in two genetically identical cells.
 Step 1 Stack three sheets of notebook paper approximately 1.5 cm apart vertically
as illustrated.
 Step 2 Roll up the bottom edges and fold to form six tabs.
 Step 3 Staple along the folded edge to secure all sheets. Rotate the Foldable and,
with the stapled end at the top, label the tabs as illustrated.
Foldables – Use this Foldable with Section 9.2
As you study the section, record what you learn about each of the four phases of mitosis.
In the tab labeled Cytokinesis, write a brief description of cytokinesis, the division of
cytoplasm.
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