Instructional Notes: Sequential Cartoon Strip/Post-it Note Activity
Apparatus:
Teacher will need the Cartoon strip (found in attached file) and already have it cut out. There
should be enough for each group to have their own set of cartoon pieces. You will also need
enough post-it notes for each group to draw out each phase of the cell cycle.
Pre-Activity Discussion:
Before splitting students up into groups of 2 there should be a quick discussion of what
sequencing is and where the students have seen it used already (does not need to be in
science, the point is that they understand what sequencing is).
Activity Performance Notes:
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Teacher will pass out a ziplock bag that contains pre-cut out pieces of the cartoon strip
to each group.
After students have the cartoon strip they will work as a group to put them in an order
that they think makes sense. Have them post it on a whiteboard so that you can do a
white board meeting of the different cartoon strips.
Whiteboard Meeting #1 – Have the students analyze each other’s cartoon strips to see if
there are any different story lines. This is where the teacher will introduce the idea that
we use sequencing in many different cycles in science.
Have the students keep their white boards and then give each group a post-it pad (index
cards or square pieces of paper can be used as supplements, but then you will have to
provide tape).
After each group has their post-it pads put up a picture of an onion root tip (provided at
the end of the notes). Then ask the students if they see anything interesting in the
picture. This should lead them to the idea that the cells look different. Direct them to
use their post-it notes to draw an example of all the different cells they see, remind
them they only need to draw each type once. Have them come to the conclusion that
the outer edges of their post-it notes are the cell walls for the different onion root cells.
Help the students identify that the cells they are drawing are each a snapshot in time of
a process.
After they have all of the cells drawn they should then try and determine a sequence
that the cells fit into. They are going to post these on their white boards for a second
board meeting.
Post-Activity Discussion:
Now that they students have their sequence you have a second board meeting and have them
all analyze their sequences for the cell cycle. Choose one group that has the right sequence and
use them to direct the others into the correct sequence. You can guide groups to the correct
sequence during the activity through questioning to make sure there is at least one correct
model.
After the students have discussed the different models and come to a consensus (with guided
direction) the teacher should introduce the names of the phases. Have the students write the
names on their boards and then give them the student sheet with the names of the phases.
The students should then redraw the phases on the sheet and create a definition that they feel
describes what happens in each phase. NOTE: You can also have them do this in their
notebooks instead of having them use the student sheet.
Students will be introduced to the following essential vocabulary:
 Cell Cycle
 Mitosis
 Interphase
 G1 phase
 S phase
 G2 phase
 Prophase
 Anaphase
 Metaphase
 Telophase
This picture can also be found in a pdf version that you can project onto your screen.