BIOLOGY PARTNERSHIP GRANT
LESSON PLAN
GADSDEN COUNTY SCHOOL DISTRICT
TITLE: CELL CYCLE
LENGTH: 55 MINUTES OR 1 CLASS PERIOD
COURSE: 10TH GRADE BIOLOGY
COURSE LEVEL: REGULAR BIOLOGY OR BIOLOGY 1
GROUP MEMBERS: ARNEL DELA CRUZ, MIRAFLOR BUSCAINO, MARILYN SAMSON, LARIE
LAUDATO
MENTOR: LISA DAVIS
MOTIVATION:
Right after the bell rings (at the start of the class), play the motivational video entitled “Cell
Cycle and Cell Division”. This video may be downloaded from you tube or if such is not possible,
just open the hyperlink indicated below.
http://www.youtube.com/watch?v=Q6ucKWIIFmg
It is recommended that the teacher ask students some thought-provoking questions about
the video and relate it to the lesson that the class will be going over for the day.
Also, to pre-assess students’ prior knowledge and to serve as a tool for future evaluation, a
pre-test will be given to students. See Attachment 1 Pre-Post Test for a copy of this test.
NEEDED MATERIALS & SET-UP:
1. A class of 25 students will be grouped into 8 and each group will need the following:
1 long piece of yarn - cell membrane
●
2 pennies - centrioles
●
6 pieces of pipe cleaner - chromosomes
●
1 chalk
2. 25 copies of Attachment 2: Cell Cycle Lab Instructions
3. 25 copies of Attachment 1: Pre-Post Test
●
4. 25 copies of the MITOSIS PUZZLE
5. 25 copies of the Cell Division Reading Assignment
6. Seating Arrangement: For a class of 25 students, although the students will be working
individually, divide the class into six groups, each with 4 members. This will help struggling
students to follow instruction and quickly ask clarifications and help from group mates. Table
set-up can vary as long as each member in each group will have access to the materials.
Although it is recommended to have less than 5 students in each group, teachers can modify
the number of students per group depending on the availability of materials, space and time.
Below is a suggested classroom set-up for the labs:
COMMUNITY RESOURCE:
The school’s nurse may be invited to conduct a quick talk with the students regarding how to
take care of wounds that they might have in cases of accidents. The teacher will relate this to
the lesson.
OUTCOMES:
Dimensions of K-12 Science Education Standards
Scientific & Engineering Practices
Asking questions and defining problems
Developing and using models
Analyzing and interpreting data
Constructing explanations and designing solutions
Obtaining, evaluating and communicating information
Crosscutting Concepts
Patterns
Cause & effect: Mechanism and explanation
Scale, proportion, and quantity
System and system models
Structure & Function
Stability and change
Disciplinary Core Ideas
LS3: Heredity: Inheritance and Variation of Traits across generations, focuses on the
flow of genetic information between generations. This idea explains the mechanisms of
genetic inheritance and describes the environmental and genetic causes of gene
mutation and the alteration of gene expression.
Next Generation Sunshine State Standards
Standard 16: Heredity & Reproduction
SC.912.L.16.14 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. Moderate complexity
SC.912.L.14.3 Compare and contrast the general structures of plant and animal cells.
Compare and contrast the general structures of prokaryotic and eukaryotic cells.
Content Literacy Standards
Reading Standards: Science & Technical Subjects - Integration of Knowledge & Ideas
Speaking & Listening Standards: Comprehension & Collaboration
Reading Standards for Literacy in Science and Technical Subjects 6 ~ 12 (Common Core)
for Grades 9 ~ 10
Key Ideas & Details No. 3: Follow precisely a complex multi-step procedure when
carrying out experiments, taking measurements or performing technical tasks, attending to
special cases or exceptions defined in the text.
Integration of Knowledge & Ideas No. 7: Translate quantitative or technical information
expressed in words in a text into visual form and translate information expressed visually or
mathematically into words.
Learning Outcomes
Students will…
describe the specific events occurring in each of the stages of the cell cycle and/or
phases of mitosis by manipulating pieces to resemble and learn the basic steps of the cell
cycle within 20 minutes, with at least 80% accuracy and with several variations and
●
explain how multicellular organisms use mitosis for growth, development, and repair by
manipulating pieces to resemble and learn the basic steps of the cell cycle within 20
minutes, with at least 80% accuracy and with several variations.
●
LEGEND: BLUE – PERFORMANCE; RED – CONDITION; BLACK - CRITERION
PRESENTATION & PARTICIPATION:
Instructional Strategies:
● Behavior - Demonstrations, Discussion, Cooperative learning
a. playing the videos in the Motivation and Introduction sections of the lesson (Demonstration)
b. having a short discussion after playing the motivational video and doing a
vocabulary review in the introduction section - (Discussion)
c. doing the Cell Cycle Lab - (Cooperative Learning)
●
Cognitive - Brainstorming, Conversations
class discussing the answers to the Bell Ringer Questions - (Brainstorming +
Conversation)
●
Application/Process - Inquiry-based, Project
a. students performing the Cell Cycle Lab, following the provided instructions to
simulate and illustrate the different stages and phases of the cell cycle - (Inquiry-based
+ Project)
b. doing the MITOSIS PUZZLE, producing an output - (Project)
●
Other - Providing feedback, Questioning, Self-Assessment
a. teacher checking on students’ progress during the cell cycle lab and assisting when
necessary - (Providing feedback)
b. processing what students have learned from watching the videos - (thru
Questioning)
c. doing the MITOSIS PUZZLE - (may be treated as a form of Self-assessment as this is
an extension activity)
Summary:
For living things to grow, cells must increase in size, make exact copies of the genetic material,
and go through a process of division. This results in two daughter cells each with complete copy
of the genome. In multicellular organisms, such as humans, the mitotic cell cycle is
characterized by four distinct cell cycle.
In this activity, the students are going to manipulate pieces to resemble and learn the basic
steps of the cell cycle. They will start at interphase and finish with cytokinesis.
Prior to the lesson, the students will be given a 15-item Pre-test. (See Attachment 1 Pre-Post
Test)
BELL RINGER:
To activate students’ prior or background knowledge, have them answer the questions below
on a piece of paper.
1. How do animals grow?
(Expected Answer: Students might answer any of the following - through the food that
we eat, through cell reproduction or with the least likelihood, through cell division.)
2. What will happen if your skin is cut, bruised or burnt?
(Expected Answer: New tissue will form because cells will regenerate.)
INTRODUCTION:
Review the students on the definitions of the following terms: DNA, chromosomes, nucleus,
mitosis, centrioles, chromatids, nuclear membrane, cell membrane, centromeres, and
chromatins.
Recall the knowledge about the three main jobs of cells which are: to make energy, make
proteins, and make more cells. The cell cycle is a regular pattern of growth. It has four main
stages: gap 1 (G1) - cell growth and normal functions, DNA synthesis (S) - copies DNA, gap 2
(G2) - additional growth and mitosis (M) - includes division of the cell nucleus (mitosis) and
division of the cell cytoplasm (cytokinesis).
ACTIVITY:
In order to introduce the different stages and phases of the cell cycle, the students will be
instructed to do a manipulative/hands-on activity about it. See the attachment entitled “Cell
Cycle Lab Instructions” for the procedures related to this part of the lesson. The student
worksheet pertaining to this activity is also included in that attachment. The teacher should
constantly check if the students are able to follow the directions well and execute what are
required from them to do to ensure understanding of the different processes involved.
Providing immediate feedback as the students conduct the activity is highly critical.
As a closure to this lesson, another video will be shown to serve as a summary. After watching
the video, students will be tasked to do a 3-1 ticket where they must write down 3 information
that they have learned from the video and a single question that they still want to ask for
clarification. The video is entitled “Cell Cycle” may be downloaded from you tube. You may
open the hyperlink below for easy access:
http://www.youtube.com/watch?v=lf9rcqifx34
QUESTIONS:
1. Why do cells need to divide?
2. What is the role of chromosomes in cell division?
(Moderate Complexity)
(Low Complexity )
3. Identify the main events of the cell cycle and describe what is happening in
each?
(High Complexity)
4. Does an organism get larger because each cell increases in size or because it
produces more of them? Why did you say so?
(High Complexity)
5. How do daughter cells split apart after mitosis?
(Moderate Complexity)
6. What is there about growth that requires cell to divide and produce more of
themselves? Explain and justify your answer.
(High
Complexity)
LEGEND: QUESTION LEVELS: L3 – APPLICATION; L5 – SYNTHESIS; L6 - EVALUATION
REFLECTION:
To ensure understanding of the covered benchmark, a post-test will be given to the students.
The post test is the same questions as the pre-test. The results will be recorded and the paper
will be given back to the students during the next meeting.
Additional Question can be given to students in the POST TEST. (see Attachment 1 Pre-Post
Test)
Comparison of the results will reveal how much knowledge the students have gained after
exposing them to a variety of learning experiences. Students will be given 10 minutes to answer
the 10-item post-test. Afterwards, the analysis of the questions and corresponding answers will
be discussed by the whole class to finally clarify possible areas of confusion or those needing
reinforcement.
SAFETY:
Before the whole class activities begin, reiterate to the students to observe and follow
instructions. Specifically, remind the students of the following:
No eating, drinking, while working on the Cell Cycle Lab and throughout the lesson so they can focus on their work and no time is wasted.
Read and follow the procedures carefully.
Do not use any equipment without prior instructions and approval by the teacher.
Keep the work area clear of all materials except those needed for your work.
Return all unused materials, markers and other materials to their appropriate containers.
Clean up your work area before leaving.
TRANSFORMATIVE:
● For Less Proficient Readers & English Language Learners
In grouping the students for the Cell Cycle Lab activity, group/sit beginning and intermediate
speakers with advanced and advanced high speakers. Ask the group to pair up and collaborate
in understanding and rephrasing the instructions for the Cell Cycle Lab activity. Students can
read the procedure individually and work with their in-group partner to clarify confusions. ESOL
students will be provided the worksheet in digital form to translate to their native language.
Use Visuals for ELL/ESOL/Visual Learner/Students
During instruction, project the stages of the cell cycle. Use these visuals to discuss the main
events of interphase, prophase, metaphase, anaphase, and telophase.
●
Advanced Students
Challenge students to identify what might happen if specific events in mitosis failed to occur.
●
ESE Students
For ESE students, provide a longer time to complete the Cell Cycle Lab and give more
explicit/simplified instructions. Have them also read aloud the description for each stage of the
cell cycle.
●
UTILIZE:
Extension Activity (for the Whole Class)
Students will be given a “Mitosis Puzzle” to work with. This activity is meant to engage the
students while at the same time enriching their level of understanding of the lesson. See the
puzzle as one of the attachments.
Strengths
1. The lesson plan itself was made simple. Its structure and content are not overwhelming and
for that matter, it appears so easy to execute for the part of its target viewers (potential users).
It is not loaded with too many activities (having a single major activity and an extension) and is
not very wordy hence, it saves its viewers time and effort to read and figure out how it will
materialize.
2. The lesson starts with playing a high-quality motivational video that shows a comprehensive
discussion of the cell cycle. It was artistically made with very good visuals, animation and
background music. It is also very informative for it explains in gist what are happening in the cell
cycle.
3. The bellringer is really thought-provoking which is what it is supposed to be to prepare the
class for the day’s lesson.
Challenges
Challenge 1 - The cell cycle is divided into a number of stages and phases. Students might get
confused with identifying the name of each stage/phase and even remembering what is
happening in each one. (The post-discussions at certain parts of the lesson will indicate how well
students are able to identify each stage/phase.)
Challenge 2 - This lesson is intensive in the use of several vocabulary words. Students might
struggle with knowing what each word means and might not know how to correctly use each of
them in the course of the lesson. (The results of the post test will reveal students’ understanding
of the vocabulary words’ meanings and correct usage.)
Challenge 3 - Students might take a very long time doing the Cell Cycle Lab. (The lab requires
students to illustrate the stages and phases of cell division which includes interphase, prophase,
metaphase, anaphase, telophase and cytokinesis - 6 in total. For each of these, a set of
procedures must be followed to produce the required output and in the process, students might
run out of time finishing the activity.)
Addressing the Challenges
Challenge 1
a. The motivational video gives the students a preview of the different stages and phases of
the cell cycle. It is very powerful in that it comes to the students as something visual and also,
the soothing music provides a perfect background for students to be hooked into watching it.
The circle diagram depicting the different stages of the cell cycle that the video shows at one
point will certainly help students remember the different stages. As for the phases of the cell
cycle, the video summarizes the important key events happening at each phase.
b. The major activity (Cell Cycle Lab) is aimed at teaching students how to reconstruct events
as they happen in the different stages and phases of the cell cycle. With this activity, the
students are given firsthand experience in actually doing and illustrating what is happening at
each stage/phase which in turn will help them remember and learn it easily.
c. The closure activity is another video summarizing the different stages & phases of the cell
cycle. The objective in this part of the lesson is to review students of the events happening at
each stage/phase of the cell cycle. Just like the motivational video, the closure activity also uses
a circle diagram to emphasize the different stages of the cell cycle.
d. Teachers are encouraged to use mnemonics to facilitate remembering the different phases
of mitosis. An example of which is PMAT, which stands for P-Prophase, M-Metaphase, AAnaphase and T-Telophase.
e. Teachers can also use certain hand signals/movements in teaching the different events of
cell division.
Challenge 2
A vocabulary review after the discussion of the bell ringer will prepare the students with
revisiting key vocabulary words that they have already learned in the past. As the lesson
progresses, these words will be used more often therefore, it is strongly suggested that a
review of lesson key words be done first before actually engaging the students with the rigors
of the lesson so that they will know exactly how these words can be correctly used as they
apply such words in the different events of the cell cycle.
Challenge 3
To ensure that students will not take too much time doing the Cell Cycle Lab, teachers must
consistently do rounds as students reconstruct the events of the cell cycle, assisting or directing
them when necessary. This way too, some students who are struggling could be guided in
continuing with the activity should they have difficulty in some of its steps. Regularly checking
the students on the progress of their work and providing immediate feedback will also help
correct possible confusion in the conduct of the activity.
Reteaching Events:
a. 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.com/watch?v=9nsRufogdoI
b. To enhance the students’ reading and comprehension skills, a short reading assignment may
be given to them. The assignment discusses in gist the important aspects of cell division. Find
the reading assignment as the attachment entitled “Cell Division Reading Assignment”.