Lesson Plan
Name: Mr.Bourque & Mr. Crook
Course/Class: Biology 122
Unit: Unit 1; Genetic Continuity
Topic: Meiosis and production of
Gametes
A. Intents/Objectives/Purpose (from Aoki's IDAE Model)
Date:
Grade: 12
Pedagogic, Scientific and Personal Purposes: Students will be able to demonstrate their knowledge with respect to the
scientific method; such as, respect of evidence, intellectual honesty, cooperation as well as tolerance to uncertainty.
Students will be encouraged to demonstrate their knowledge and understanding with respect to: stages of meiosis (students
will be asked to model and describe phases), as well as being able to explain with confidence characteristics of each stage
within the process of meiosis.
Students are to explain the necessity of chromosome reduction during the production of sex cells. (313-2)
B. Activities
C. Resources D. Students
are…
Administration/Homework
Take attendance.
Communication with students (individual as well as group setting).
Read daily bulletin as well as other personal information regarding students.
Review homework from last day.
1.
Seating Plan as
well as
Attendance
Sheets./
Bulletin Board./
Smart Board./
Extra home work
sheets for those
who may have
been absent from
previous class./
To be seated at
assigned desk
with material
covered in class
available
(homework,
loose-leaf, pens
or pencils).
Seating plan is
continued./
Smart Board./
Hand-outs
prepared for
students with
information
displayed./
Computer or
laptop with
power-point
depicted on smart
board.
To be seated in
their seats,
listening to the
teacher quietly.
Students are to
take notes
when asked to,
as well as
raising ones
hand if concept
and new
terminology are
not understood.
Introduction/Set/Advanced Organizers
-
-
Start by reviewing what was covered in previous class (mitosis); have
students volunteer to explain what is the definition, what mitosis is used for.
Have students take out a blank sheet of paper, rip it in half, and then each
sheet again in half; illustrating what happens to a cell when it goes through
meiosis (hook).
Introduce/Review information on meiosis.
Review “Lab Rules” to assure safety within the lab.
Aoki (1979), Hunter (1982), and Rosenshine and Stevens (1986)
Lesson Plan
2.
Clarifying/Creating-Understanding/Concept-Development
-
-
3.
Teach according to different learning styles through the use of images as
well as information written down with respect to the phases of meiosis.
Allow students to work in groups to create personal acronyms to help
identify and list phases of meiosis. (example: I Peed on a MAT, interphaseprophase-metaphase-anaphase-telophase).
Identify certain terminology that students may encounter throughout the
lab ( Zygote, diploid/ haploid cell, crossing over).
Ask students certain characteristics of each phase to encourage students’
understanding of the phases, (example: what is meiosis used for within the
human body? Is a cell haploid or diploid at the beginning/ending of meiosis?
What is the centromeres’ purpose within the cell? Crossing over allows for
what in future species? ) Allow time for students to respond, probe
students, ask students in different areas of the room, attempt to identify if
students are understanding and prepared to move on the lab procedure. If
not, encourage questions from students, and facilitate information needed
to understand phases of meiosis.
Seating Plan./
Smart Board./
Computer or
laptop./
Hand-outs with
respect to
information being
covered./
Students are to
begin seated in
assigned seating
plan. Students
are to remain in
seats until
asked to create
an acronym to
be used to
facilitate
learning of the
phases of
meiosis.
Students will
then be asked
to discuss
acronym to
class: ThinkPair-Share
Seating plan./
Smart Board./
Computer or
laptop./
Material: string,
scissors, paper
clips, colored
sheets./
Lab handouts,
with respect to
procedures as
well as analysis
questions that
will be completed
upon the
conclusion of the
lab./
Table or group of
desks pushed
together to allow
for a work station
for students./
Students are to
begin seated in
assigned seating
plan. Students
are to remain in
seats until
students are
instructed to
travel to their
group-stations
where they will
begin working
in groups
throughout the
lab. Students
will be using
hands on
approach to
facilitate
learning of the
phases of
meiosis.
Students will be
asked to
complete the
lab, as well as
Coached/Guide-Practice/Seatwork
-
-
-
-
Discuss material that will be used throughout the lab, what each item will be
used for as well as what each item represents within the cell. (S-stringnuclear membrane, L-string- cellular membrane, construction paperchromosomes, paper clips-centromere)
Discuss reasoning of having different colors to represent chromosomes; red,
pink, blue and yellow, (light and dark represent “Homologous Pair”.
Discuss procedures with students: begging to end of procedures, ask
students if they understand what is to be expected from them, as well if
there are any questions with respect to the procedures or anything
discussed in class.
Allow students to begin laboratory
Circulate within the classroom to assure students understand procedure.
Ask each table questions about why they are doing certain procedures; such
as: why are you unfolding the paper and cutting it? What phase does the
nuclear membrane disappear at? Questions to assure students understand
as they conclude each phase of the procedures.
EDFX 200—Aoki (1979)—and EDPS 310 cited research—Hunter (1982), Rosenshine and Stevens (1986)—+ homework.
Lesson Plan
record data that
correspond with
questions.
4.
Closure/Summary
-
5.
Students are to
be working in
groups on lab
analysis. Upon
completion
students are to
remain in
groups, ask
questions, if
any, with
respect to
meiosis.
Students are to
clean up their
work stations
Students are to
refer to chapters
in textbook if lab
analysis is not
completed within
the designated
lab time.
Work is
completed
outside of
classroom time.
Homework
solutions, quiz
and assignment
sheets, as well as
test.
Work is
completed
outside of
classroom time.
Homework
-
6.
Review Phases of Meiosis
Review problems that students may have encountered throughout the lab
Ask students to research any animal species, and identify how many
chromosomes the specie has, and how many chromosomes the species
would have after forming a gamete cell for Monday’s class.
Students are in
their groupstations./
Smart Board./
Computer or
laptop./
Lab handouts./
Completion of lab analysis
Review/Assessment
-
Discuss importance of meiosis; reiterate that this is an exam question for the
upcoming test.
Mention phases of meiosis throughout upcoming classes- crossing over, DNA
replication.
E. Reflections on Lesson
EDFX 200—Aoki (1979)—and EDPS 310 cited research—Hunter (1982), Rosenshine and Stevens (1986)—+ homework.