Biology Partnership
Lesson Plan #3
Meiosis
Identifying Information:
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Amanda Bloomer, Teacher, Graceville High School, Graceville, FL
Amanda.bloomer@jcsb.org
Phillip Vosbrink, Teacher, Chipley High School, Chipley, FL
phillip.vosbrink@washington.k12.fl.us
Barbara Rutledge, Teacher, Gateway Military Academy, Bonifay, FL
Barbara.rutledge@teenchallenge.cc
Greg Barron, Teacher, Mosley HS, Lynn Haven, FL
barrogk@bay.k12.fl.us
Mentor –Katie McCurdy
Lesson: Time frame- one 50 min period class period
Level of course: Biology (General)
Motivation:
The class session is conducted in the computer lab. The teacher will administer a pre-test to the
entire class. (10 min)
Following the pretest, the teacher distributes two sample laminated karyotypes (Klinefelter’s
and Down’s Syndromes) for each group of 4 students.
Review and Introduction to Computer Lab Activity: (10 min)
The teacher will ask students to define the terms aloud that are written on the board:
 Karyotype- an organized profile of a person’s chromosomes
 Non-disjunction- the failure of two homologous chromosomes to separate during
meiosis I or II
The following questions may be asked aloud and answered orally as individual responses:
“What kind of information can we get from simply looking at the chart of chromosomes?
Students should recognize that chromosomes should be paired, homologous and contain a
total set of 23 pairs.
Students should remark that the sex of the individual can be identified by looking at pair #23.
“Do you spot any irregularities in the chromosome layout on these two karyotypes?”
Students should recognize that there is an extra #21 in the Trisomy 21 karyotype, and an extra
X chromosome in pair #23 of the Klinefelter’s Syndrome karyotype.
The teacher will proceed to give the class instructions for the completion of the karyotyping
worksheet to be done in the computer lab.
Needed Materials & Set-Up:
Materials:
The use of the school computer lab and will need to be scheduled prior to the day of the lesson.
Each student will need access to a computer.
One copy of the virtual karyotype worksheet per student will need to be made prior to class
period.
Three copies of the Klinefelter’s karyotype and three copies of the Down’s syndrome should be
laminated prior to the lesson (for a group of 24 students) for use in the motivation.
One copy of the pre-test and post-test for each student should be made prior to the class
period.
Setup:
The seating arrangement will be dictated by the layout of the computer lab, but the teacher
should keep student socialization to a minimum by assigning seats. Low level learners can be
placed with a shoulder buddy that is more proficient with a computer.
Transitions:
Following completion of the pre-test, students will turn on their computers to complete the
lesson worksheet using a given website.
Outcomes
Next Generation Sunshine State Standards:
SC.912.L.16.16 Describe the process of meiosis, including independent assortment and crossing
over. Explain how reduction division results in the formation of gametes or spores.
SC.912.L.16.17 Compare and contrast mitosis and meiosis and relate to the processes of sexual
and asexual reproduction and their consequences for genetic variation.
Specific Learning Outcomes
1. After reading patient medical histories and karyotypes, students will correctly identify
genetic disorders in three patient case studies with 100% accuracy (analysis).
2. Given three patient karyotypes, students will create a karyotype notation for each patient
with 100% accuracy (analysis).
3. Given a post-test following the karyotype activity, students will apply the content
information gained by answering questions relating to the process of meiosis and karyotyping
with 80% accuracy or better (application).
The Three Dimensions of the K-12 Science Education Standards
1. Scientific and Engineering Practices
2. Developing and using models
4. Analyzing and interpreting data
2. Crosscutting Concepts
2. Cause and effect: mechanism and explanation
6. Structure and function
3. Disciplinary Core Ideas
Life Sciences – LS 3: Heredity: Inheritance and variation of traits
Common Core Literacy Standards
1. Reading Standards – Integration of Knowledge and Ideas, Key Ideas and Details
2. Writing Standards – Research to build and present knowledge
3. Speaking and Listening Standards – vocabulary acquisition and use, comprehension and
collaboration
Student Outcomes/Achievement
The post-test results will be returned to the students on the day following the activity. The
teacher will display the post-test answer key document on the projector. The students will
have the opportunity to discuss any questions they may have missed on the post-test with the
teacher and the class.
Presentation and Participation:
Lesson Introduction/student instructions (10 minutes following pre-test)
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As students enter the computer lab, the teacher should direct students to specific seats to
minimize distractions during the lesson. Low-level learners or students less proficient with
computers should be seated near students who are proficient with computers as “shoulder
buddies” (BEHAVIOR).
Following the motivation (see above), the teacher distributes one copy of the “Virtual
Karyotype” worksheet to each student.
The teacher instructs students to turn on their computer and use the internet to access the
website listed at the top of the “virtual karyotype” worksheet.
The teacher should monitor students to make sure all students have accessed the website
before proceeding with instructions.
The teacher explains that students will use the website to analyze patient karyotypes to
determine if the patients have a genetic disease (OTHER-Setting learning goals).
The teacher explains that the students will read and research the information on the
website to answer questions on the lesson worksheet. If the student cannot find an
answer, they should ask their shoulder buddy first. If the buddy cannot help, they should
seek assistance from the teacher (BEHAVIOR – Cooperative learning).
Student Activity (20-25 minutes) – Complete questions on “Virtual Karyotype” worksheet
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The students will read patient medical histories on the website, then correctly pair
homologous chromosomes for each patient (COGNITIVE).
The students will use the website to answer questions about karyotypes in order to
determine if patients have a genetic disease (APPLICATION/PROCESS –Seeking out answers
to questions).
The students will research the meaning of two vocabulary words found on the website
using an online dictionary (APPLICATION/PROCESS).
The students will answer questions about meiosis based on watching an online animation
(APPLICATION/ PROCESS).
Lesson Wrap-Up (5 -10 minutes)
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Once all students have finished answering the questions on the student worksheet, the
teacher reviews the answers by calling on different students in the class (OTHER).
If students misidentified a genetic disease, the teacher will provide feedback as to why
the answer was not correct (OTHER).
The teacher informs students that a pre-test will be conducted at the beginning of class
on the day following the lesson.
Questions:
Analysis: Compare and contrast the different parts of a karyotype. Students should be able to
talk about the number of chromosomes, crossing over, any physical characteristics, and any
difference between the sex chromosomes.
Synthesis: Suppose you could manipulate Karyotypes to create a specific individual, would you
choose to do so? What are the social and scientific viewpoints on this subject? Students
should be prepared to discuss the social and scientific aspects of genetic engineering and the
potential role that it could play in the future as well as the limitations that have been imposed.
Evaluation: Based on what you know, how would you explain and justify genetic disorders that
are linked to missing or misplaced chromosomes on a karyotype? Students should know that
only one X sex chromosome results in Turner Syndrome, students should know that the
combination XXY sex chromosomes result in Klinefelter Syndrome as well as XX and Y sex
chromosome combinations, and students should know that an extra chromosome #21 will
result in Down’s Syndrome.
Reflection:
An initial pre-test at the onset of the lesson will provide the teacher an assessment of the
students’ knowledge prior to the instruction. An identical post test administered at the
beginning of the next day’s class session will measure cognitive growth. The test is multiplechoice. Students will be able to view their net gain score from pre-test to post-test as the
teacher distributes scored tests. A post-test score lower that 80% will require the student to
complete a homework assignment:
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Students who score lower that 80% on the post test will complete a cut-and paste
matching of homologous chromosomes and align according to size to create a karyotype
chart with 100% accuracy.
Formative assessment will also occur throughout the lesson as the teacher circulates and asks
questions during the term review session as well as during the lab activity. Verbal feedback will
be provided to individuals throughout the lesson based on their answers to the teacher’s oral
questions during the karyotype lesson activity.
The computer lab worksheet, “Virtual Karyotyping”, will be assessed as answers to questions
are written on an individual basis. Answers will be discussed during the lesson wrap-up, prior to
the post-test.
Safety:
This lab does not really involve hazardous equipment or chemicals, but it gives the teacher a
chance to reiterate some general rules regarding the school’s internet usage policies and
computer lab rules (if any). The teacher should remind students to be careful with cords so
computers are not disconnected from their power source during the lesson. Of course, they
are obligated to follow directions explicitly (only visit the website for the lab) and abstain from
eating and drinking while in the computer lab.
Transformative:
ESE
1. Students that lack minimum proficiency skills with computers may be assigned a “shoulder
buddy” that demonstrates computer proficiency to assist them during the lesson.
2. Instead of completing the karyotype for all three patients, ESE may students may complete
the karyotype for 1 or 2 of the patient case studies on the website.
ESOL/LEP
1. Allow ESOL students to access an online dictionary throughout the lesson to look up words
while completing the “virtual karyotype” worksheet.
Behavioral
1. Students with behavioral concerns may be grouped with a positive peer influence to
minimize distractions from negative influences.
Utilize:
Challenges:
The initial challenge with this exercise will involve access to a computer lab and or all students
having access to a personal computer when the assignment is done. The lab will most likely
have to be scheduled in advance of the class to ensure that there will be enough machines for
all of the students. As the lesson is taught in class, instructors will make sure that a sign up
sheet is established for lab work in the future to maintain order and efficiency with all biology
classes.
As the class works through the tutorial they will need to take notes as to the karyotype
modeling and what is actually being portrayed for them to assess. The students need to make
sure that they bring all the necessary equipment to the lab to take notes on the exercise.
Teachers should constantly remind all students to be prepared and potentially bring extra items
that could benefit the students if the work is performed outside of the normal classroom
setting. A note guide could be provided for the specific exercise to keep students on task and
ensure quality work.
As students gain access to the internet it is important that they stay on task and are only on
secure and approved websites. Teachers should make sure that all web browsing is done in
order of the lesson and the parental controls are in place on all machines in use. Media center
employees could potentially assist with this activity as well and assist in monitoring student
activities.
Strengths:
This exercise is an alternative form of education that the students will participate in and will be
interested in completing. Students will have the opportunity to move out of the classroom and
experience something different that could expand their interest.
Students could work in small group to complete the assignment which gives the opportunity to
pair weaker students with stronger students and examine the progress of each. Small group is
an excellent way to compare student growth and establish relationships and accountability in
the classroom.
After reviewing missed questions on the pre and post-tests, determine what if any concepts
need to be readdressed. If the same test question was answered incorrectly on both tests by
40% or more of the students, these items will need to be reviewed in the next day’s lesson. The
reinforcement work would be to return to the virtual karyotype and complete patient C.