MalariWilliamsBiology


 * Lesson Topic and Description:** Mitosis and The Cell Cycle: This unit focuses on asexual reproduction of cells, the steps of the cell cycle, and what happens during each step.

**__Focus on Concepts__**

 * Asexual cellular reproduction

**__Provision for Acceleration and Compression of Content__**

 * Pretest to determine students' levels of prior knowledge
 * "Circle the Sage"

**__Enrichment__**

 * ‍‍‍‍‍‍Cancer
 * ‍‍‍‍‍‍In-vitro fertilization
 * Webquests
 * Brainstorm how functions at the cell and organism level are affected by the proper completion of mitosis.

**__More Advanced Reading and Vocabulary__**

 * Introduce and explain medical terminology that would go along with cancer, in-vitro, etc.

**__Use of Primary Sources, Artifacts, and Real World Objects__**

 * Articles in medical journals and publications
 * Invite an oncologist or infertility specialist to speak to the class about these topics
 * Show slides of cells with cancer
 * Mutagens - different envrionmental causes of abnormal mitotic division
 * Microscope work to visualize real cells in mitosis as well as cells not properly completing mitosis

‍‍‍‍‍‍ **__Interdisciplinary Connections__**
> ‍‍‍‍‍‍
 * Health and wellness as well as genetics
 * English: Writing

**__Includes In-Depth and Critical Analysis__**

 * Student Inquiry Research: How does mitosis relate to cancer? Why would scientists study mitosis when looking for a cure for cancer?
 * Compare & Contrast mitosis & meiosis.

**__Fosters Creative Expression__**

 * Research different types of cancer and present with a video, etc.
 * Create powerpoint or presi showing steps of mitosis

‍ **__Exploration of Areas of Choice__**

 * What aspects of cell research are devoted to understanding mitosis? What specific questions are being researched?

= __Bloom's Taxonomy Questions__ = =__ ﻿Assessment __=
 * ** List the stages of the cell cycle in proper order. **
 * ** Explain what happens to the chromosomes during each stage of mitosis. **
 * ** Demonstrate how cells move through the cell cycle. **
 * ** Compare and contrast mitosis and meiosis **
 * ** Justify why the majority of the cell cycle is spent in Interphase. **
 * ** Hypothesize what might happen to the cell if a particular step in the cell cycle is abnormal. **
 * Students could "interview" a cell who is preparing to enter into the cell cycle. The student "cell" can explain, prompted by leading questions from the interviewer, each step of the cell cycle.
 * Students could make a webquest presenting the different types of cancer and how that relates to the cell cycle.
 * Students make a flow map of the steps of the cell cycle with pictures of how the cell looks in each stage.
 * Have students create a circle graph showing the percentage of time a cell spends in each step of the cell cycle.
 * Students could write a picture book explaining the cell cycle to younger students.

‍‍ (include appropriate citations and copyright permissions if not original work)
 * ‍‍Unit Name and Lesson Plan Title:**
 * Author: Grade and Subject:**

(brief description including objective, type of lesson, use of grouping, etc.)
 * Annotation:**

**Student Learning Outcomes or Objectives:** **After completing this lesson, students will:** **1. List and describe, in order, all of the steps of the cell cycle.** **2. Know each specific structure in the nucleus that is critical in mitotic division.** **3. Recognize, by illustration, what stage of the cell cycle a cell is in.** **4. Be able to connect cell division with how organisms grow and develop.** (as a result of this lesson, what will the students will be able to KUD? must include how outcomes relate to overall unit objectives, standards, and Big Ideas/ concepts)

(likely some or all will be above grade, may be from more than one subject, includes skills)
 * Standards:**

(gives time in days and minutes per day)
 * Total Duration:**

(include numbers of items needed, all technology needed, titles and authors of any materials needed)
 * Materials and Equipment Needed:**

**Lesson and Learning Activities:**
 * **Steps including time for each:** (logical progression, clear teaching instructions with good detail; how students are working; type of learning)
 * Lesson One - Pretest
 * Students will do a flow map of the steps of the cell cycle, with illustrations, to demonstrate their prior knowledge of the topic. (20 minutes)
 * If students have 80% of the steps correct, they may choose options from choice grids to do an independent study while the other students are taught about the cell cycle. (3-4 days)
 * Lesson Two - Students who have not yet mastered the material will....
 * **Lesson attachments or weblinks:** (for particular steps with guidance for what, who and how to use it)
 * **Differentiation within High Ability Group:** (for students who have already mastered material or who can work at a higher level than other high ability students )

**Assessment:** (measures identified Student Learning Outcomes; clear directions for students; evidence of higher level thinking is included; written materials attached; scoring system attached including any rubric, checklist, etc. )