Excel Lesson Background
This lesson is an online lab which is part of the larger Unit on Cellular Processes. The SOL’s identify in
LS 3, 6, 2 that I am to cover basic Cell Processes including cell organelle functions including
reproduction (mitosis). In addition to covering the material in LS 3, 6, 2, I will also be reviewing and
demonstrating the use of information covered in LS 1 - Scientific Investigation and Measurement.
Students will use graphic organizers to solidify material they have read. In addition to the graphic
organizers, students will have familiarized themselves with the technical terms and visual
representations of the various stages of mitosis by creating review flip books. They will be told that they
have been asked by the 8th grade teachers to create a review tool for this year’s 8th graders as they begin
to prepare for the SOL’s. Students will be reminded that they do not have SOL’s in 7th grade but in 8th
grade will have to take an SOL that covers the scientific material from both years.
Goals
This lesson has two specific applications. One is as reinforcement activity, and the other is as an
evaluation of the vocabulary and visual comprehension of material covered in the Unit. Students will be
expected to demonstrate their visual understanding of the stages of mitosis by correctly matching the
stage with the online images. As they correctly identify the images, the game keeps a tally the total
number of images in each stage of mitosis. After the game is over, students will use Excel to create a
graph of the tallied data. Students will analyze the data by answering questions. They will demonstrate
their understanding of ten vocabulary terms by properly utilizing them in their context to mitosis
analysis questions. An understanding of the larger content will be apparent by proper explanation of the
analysis questions.
In creating the lesson to utilize Microsoft's Excel, I hope to demonstrate how the computer can be used
as a tool, not just as a venue for communication, gaming, and writing papers. While demonstrating how
to take data and convert to a visual representation, I anticipate students will begin to make connections
to the similarity of how scientists create and choose graphs in scientific papers which is equivalent to
their own formal lab format. I expect that the students will be proficient at data entry, cut, paste, and
conversion to graph. I anticipate that many will need more direction when it comes to choosing the type
of graph.
Timing and placement
This lesson will be introduced toward the end of the Cell Process Unit as students are finishing the
“Mitosis Flip Book” activity as an Online Lab. They will be told they are to work individually to
identify and analyze data from the lab. The lesson will take place in one class period. They will be given
30 minutes to play the online game. During the same class, they will be given to 30 to 45 minutes to
convert their data into a graph using Excel and answer analysis questions. In anticipation of
unfamiliarity with Excel, I have created a cheat sheet of directions.
The method of evaluating student comprehension will be through a rubric I have created. The rubric is a
hybrid of information from the SOL’s and their ability to manipulate technology appropriately. Students
will also be given a checklist to guide them through the process. Students will be told to have the
checklist complete, before making their graph. I believe the checklist will keep students organized and
on task as they work their way through this assignment.
For my own growth, I will keep detailed notes on reactions and comments from each class as I make my
way through this lesson. I will ask the students to anonymously fill out a survey about their experience. I
always prefer to receive feedback after each alternative assignment as this will help with development of
future activities. I will break the survey up into groups of questions which will help me identify areas of
weakness.
Rubric:
Onion Lab
On Task
Directions
Thoroughness
2
4
Not focused had to
be reminded to get
back on task more
than 3 times. Didn’t
work well with
partner.
Didn’t follow
directions and just
skipped to the
correct answer.
Didn’t complete the
graph.
Did not complete
any questions or data
in data chart.
Stayed on task for
the majority of time
but had to be
reminded less than 3
times. Didn’t work
well with partner.
Followed directions
inconsistently.
Completed the graph
but has multiple
errors with graph.
Stayed on task the
entire time and
worked well with
partner.
6
Completed at least ½
the questions but
answers are not
supported.
Completed all the
questions with well
thought out and
supportive answers.
Total
Followed directions
and completed the
graph with few
errors.
Letter from Research Company:
Educational Consultant Corporation
11 Education Way
Washington DC, 20003
December 2, 2007
Dear Educator:
Education Consulting Corporation is pleased to announce our company has been asked by the Research
Team of the show “Are You Smarter than a 5th Grader?” to gather data on the content 7th graders are
expected to know. This information is being gathered for an anticipated proposal of a new show.
Your participation will only require you and your students to periodically review certain education
online games which are used as knowledge acquiring tools across the US. Educational Consultant’s goal
is that your students will be able to help validate the learning that takes place in each game.
If you choose to participate, Educational Consultants will periodically send you educational games to
have your students participate and evaluate. All Educational Consultants ask in return is that your
students fill out our data sheet as they are “playing the game.” After your students have completed the
reviews please submit them electronically. For this reason Educational Consultants ask that all reviews
are done online.
As you are scientific educator you will understand the need to gather large volumes of data through
multiple trials. Scientifically speaking, another aspect of this research is that one eliminate all possible
variables except the one set forth. With this in mind please do not alter the evaluation tool as this tool is
designed to gather very specific information eliminating all other variables.
Once your willingness to participate in this research has been determined, you will periodically receive
emails which will provide a link to the game and a review document.
Thank you for your time and consideration.
Sincerely,
James Smith
Education Researcher Specialist
Educational Consultant Corporation
1st Email:
Thank you for your willingness to participate in Educational Consultant’s research endeavors. Not only
do we wish to gain valuable information but also hope that your students will experience opportunities
to reinforce content provided in your states’ curriculum. Below is the 1st link and evaluation document.
Thank you for your participation. The knowledge gained by this is invaluable!
Sincerely,
James Smith
Education Researcher Specialist
Educational Consultant Corporation
Part 3: Quantitative Evidence of Student Learning:
Class
Avg.
2nd Life Science
82%
3rd Honors LS
95%
5th Honors LS
85%
6th Life Science
80%
7th Life Science
90%
As mentioned previously my Honors classes are my largest classes yet on this type of assignment not
only did they score overall better but also required less assistance. In this school most parents are of the
opinion that their student is only of Honors caliber. There is a clear discrepancy between my Honors
quiz grades. 3rd Period through out the year has scored the highest out of both Honors classes. Overall
5th Period is made of students who were “put in” honors and not really up to honors level. 2nd and 6th
learned less that the honors but for them this is average. Especially when they are asked to gather
knowledge from reading material, they scored best in the game but then in higher level analysis
questions they struggled. Overall students reinforced previously discussed material and became more
familiar with the visual representations of a real cell undergoing mitosis but missed the importance of
how much time the actually spends in mitosis. I know that they picked up on concept of how much time
the spends in mitosis when asked to recall their experience while reviewing for the test students were
able to apply their knowledge but only when asked.
Part 4: Qualitative Evidence of Student Learning:
As I walked around the room I noted that students were engaged and for the most part didn’t need any
assistance from me. The majority of the questions were at the beginning of the activity were students
were asked to read 2 web pages to gather background knowledge. Previously I had only used this site
with high school students and the reading level was not a problem. There were a few words that I
thought were above their level but not that many. Apparently I was wrong based on the volume and
consistency of questions, especially from my regular level classes.
In the survey many students commented on difficulties in find the background information, which
supports the idea that non-honors & honors at this academic level would have a more difficult time
comprehending written text. One of my honors students wrote, “The directions were good, but I would
suggest that answers would be a bit easier to find in the information area.” The majority cited this as an
area of weakness. I anticipated that most students would find two parts of this lab interesting. One would
be the video illustrating mitosis and the other the realization of how much time the cell spends in
mitosis. Another student mention, “The video was really cool and helped me.” The video was most often
mentioned and the time realization was only briefly mentioned.
The intended goal of this lesson was for student to observe how much of the cells time is actually spent
in mitosis verses interphase while using real cell images and using technology to develop a visual
representation of data. After further discussion and evaluation many students still had only a basic
understanding to the average amount of time for each part of the life cycle. There was clear lack of a
deeper understanding as I would have preferred or have experienced in the past with other classes.
Students didn’t have time to complete the graphing part of this lesson. Those who tried did so with out
my assistance and were not very successful.
Part 5: Student Samples:
-DH Onion Lab – honors student
-DL Onion Lab – regular student
Part 6 What Worked:
Selling the authentic premise, the students were very excited and happy to evaluate the game. Middle
school is such and awkward time many students are looking for their own voice and outlet to share their
opinions. I set up this authentic premise to be used through out the year and with it’s success it will be
used again. Giving the students the opportunity to evaluate the experience allowed to offer their true
opinion with out fear of judgment from peers. In one particular class, two students were talking aloud
and not taking the reflection seriously and a third student overheard them and said to me, “I didn’t
experience that at all.” Then I explained that not every student took the assignment seriously and to
write what he really thought of the experience. Often times when a teacher asks for feed back students
don’t take it seriously but with students were asking, “So someone else is going to read this?” I would
say yes and then they would say, “let me rephrase that or ohhh!” Interestingly they care more of others
opinions of their work than their teachers opinion. By making it “someone else” students took more time
to reflect and formulate their thoughts.
Part 7: What Would You Change or Modify: Adding hints to the questions to help guide the
reading. Do some pre-exposure to the above level words. Maybe even find another site for data analysis
and then link back to the Arizona site for the game. Offering scaffolding experiences for the regular
level classes like research one day and then the next applying research to the game. Another option
would be to take out the background research question and have students play the game and spend more
time with the graph. Maybe even do some basic graphing in excel with other classroom data so students
familiarity with the program would not impede their progress. The visual representation the graph offers
an essential aspect of comprehension to this lesson. By taking graphing out of this assignment
significantly impacted the success of the goals.
Part 8: Lessons for Your Practice:
This lesson offered much needed insight into the true abilities of 7th graders. In switching to middle
school I have tried to develop a clear understanding of the abilities of a 7th grade student verses the much
more familiar high school student. Another concern has been in the area of content my SOL’s for 7th
grade Life Science provided by Virginia are vague and very much reflect that of the SOL’s for 10th
grade Biology. As I have asked colleagues about this and their solution is to, “dumb it down.” I am not a
believer in lowering my standards in fact I have found the opposite to be true. Student’s success rates in
my classes are due to the fact that I don’t “dumb down” but set higher but realistic expectations of the
level of comprehension.
Even though students were not as successful as I would have preferred they ultimately still learned from
this experience. Especially students who need to visually conceptualize the stages of mitosis gained the
most from this lab. I will continue to use this lab with some adjustments as mentioned previously. By
being required to sit and think through the design, implementation and reflection of this lesson I have a
much clearer understanding of my students. If every teacher were given the time to develop and reflect
to this extent for each lesson our level of education would greatly increase to the benefit of the student
and teacher. Fairfax is implementing the idea of Planned Learning Communities to foster this level of
thinking and reflection, though it is meeting much resistance from the teachers. In my school my
Principal has scheduled paid leave and allocated in school time during the school day for all the Life
Science teachers to meet, plan and reflect. At first some of the teachers thought it was a waste of time
but I have noticed that we as team are growing, sharing and in small steps starting to develop lessons
together.
Name:___________
Date:_ _____Period: ___
Online Onion Root Tips
Determining time spent in different phase of the cell cycles.
Go to the Following internet address:
http://www.biology.arizona.edu/Cell_BIO/activities/cell_cycle/cell_cycle.html
As you read the text, answer the following questions:
1. Why are the roots of plants good for studying the cell cycles?
2. Why does the root tip need to be stained?
3. How many phases are there in a cell cycle?
4. What does the DNA do during interphase?
5. What marks the beginning of metaphase?
6. What moves the chromosomes?
7. How many copies of each chromosome does each new nucleus receive?
8. What do the paired chromosomes do during anaphase?
9. During which stage does cytokinesis occur?
Data Collection Game:
In this activity, you will be presented with cells from the tip of an onion root
Directions:
1. You will classify each cell based on what phase it is in.
2. Once you have classified correctly put a “tick” mark in the proper box in the data chart.
3. Continue this process through each of the 36 images.
4. At the end you will count up the Total number of cells found in each phase
5. Use those numbers to predict how much time a dividing cell spends in each phase.
a. By dividing the total number for each phase by 36 the total number of images.
b. See the example row for further clarification
6. You can base your calculation on a total cell cycle of 24 hours.
Phase
Example
Interphase
Prophase
Metaphase
Anaphase
Telophase
Number of Cells per
phase
//////////
Calculation out of 36 total
images.
10/36
Percent
28%
Analysis and Conclusions:
1. In which phase of mitosis did the plant cell spend most of it’s time?
2. In which phase of mitosis did the plant cell spend least of it’s time?
3. Based on this investigation, what is the total percent of time the plant cell spend undergoing
mitosis?
4. What percentage (%) of time is the plant cell not undergoing mitosis?
5. What are the plant & animal cells doing when they are not actively undergoing mitosis?
Evaluation of Game:
1. If you friend in another class were struggling to understand Mitosis would you recommend this
game/site? Why or Why not?
2. What was the most interesting item you learned?
3. Describe how clear the directions were?
4. How do you feel this game helped you to better understand Mitosis?
The Cell Cycle Excel Graphing Instructions (Adapted directions)
1. Open a new spreadsheet. On the top lines starting in A1 type you name or names and your lab group
number.
2. Starting on A5 type the following terms one after the other going down the column: Stage, Interphase,
Prophase, Metaphase, Anaphase, Telophase and Total. In cell B5 type "# of Cells". In cell C5 type "% of
Time".
3. Select "B11" and click on the = sign in the tool bar. Next to the = sign in the white space type in:
SUM(B6:B10) The box should tell you that the formula result equals 0. Click OK.
4. Collect and enter your data of the number of cells in each phase from the lab under the column "# of
Cells". The program will add each number to the total as you enter it.
5. Click on C6 then on the = sign and type in the blank at the tool bar B6/B11*100 and click OK. This is the
formula for a percentage. You should reduce the number of decimal spaces to one using the
icon on
the tool bar. Repeat the process for C7 to C10 starting with selecting the cell, but in each formula change the
B value to the number of the line you are on. For example click on the next cell (C7) for Prophase then on the
= sign. The entry will be the same as it was for C6 except that B6 will be changed to B7, Metaphase will be
B8, etc. If you forget to click on the = sign first, the formula will type as a word in the cell. If this happens
delete it and start again by selecting the cell then the = sign.
6. Graphing the Data. Select the data table by clicking on A5 and dragging you cursor to C10 highlighting
the data. Do not highlight the "Total".
Click on the graph icon
in the tool bar for Step 1 of the Chart Wizard. Select "Pie". This is the most
appropriate graph form for this data because the cell cycle is a whole.
Click on "Next" for Step 2. Don't change anything here and click on "Next" for Step 3. Change the title to "
Percent of Time in the Cell Cycle". Click on the "Data Labels" tab at the top. Select "Show Label". (You
will probably be printing this in black and white so the colors are not enough to identify the data.) Click
"Finished".
You may have to click and drag the chart down on the page so that it does not overlap your data table. To
preview the printout first click the cursor in an open space on the spreadsheet to deselect the graph. Then
click on "File", then "Print Preview" to see if your whole chart is on the page. Click "Close" to return to the
spreadsheet. SAVE YOUR WORK!!!! Either print it out or e-mail it to the teacher for grading. You are
finished!
12/7
Danielle
Name:___________
Date:______Period:
___ 3
/07
Horstman
Online Onion Root Tips
Determining time spent in different phase of the cell cycles.
Go to the Following internet address:
http://www.biology.arizona.edu/Cell_BIO/activities/cell_cycle/cell_cycle.html
As you read the text, answer the following questions:
10. Why are the roots of plants good for studying the cell cycles?
Those cells are under going mitosis.
11. Why does the root tip need to be stained?
So the chromosomes will be visible.
12. How many phases are there in a cell cycle?
5 phases
13. What does the DNA do during interphase?
The DNA duplicates.
14. What marks the beginning of metaphase?
Spindle fibers aligning the chromosomes in the middle of the cell.
15. What moves the chromosomes?
The spindle fibers.
16. How many copies of each chromosome does each new nucleus receive?
One copy for each nucleus
17. What do the paired chromosomes do during anaphase?
They split from the other chromosomes.
18. During which stage does cytokinesis occur?
In telephase
Data Collection Game:
In this activity, you will be presented with cells from the tip of an onion root
Directions:
7. You will classify each cell based on what phase it is in.
8. Once you have classified correctly put a “tick” mark in the proper box in the data chart.
9. Continue this process through each of the 36 images.
10. At the end you will count up the Total number of cells found in each phase
11. Use those numbers to predict how much time a dividing cell spends in each phase.
a. By dividing the total number for each phase by 36 the total number of images.
b. See the example row for further clarification
12. You can base your calculation on a total cell cycle of 24 hours.
Phase
Example
Interphase
Prophase
Metaphase
Anaphase
Telophase
Number of Cells per
phase
//////////
////////////////////
//////////
///
//
/
Calculation out of 36 total
images.
10/36
20/36
10/36
3/36
2/36
1/36
Percent
28%
55%
28%
8%
5%
2%
Graph: Using the instructions provide by your teacher make a graph and paste it here:
Analysis and Conclusions:
6. In which phase of mitosis did the plant cell spend most of it’s time?
It spends the most time in Interphase.
7. In which phase of mitosis did the plant cell spend least of it’s time?
It spends the least amount of time in telephase.
8. Based on this investigation, what is the total percent of time the plant cell spend undergoing
mitosis?
53%
9. What percentage (%) of time is the plant cell not undergoing mitosis?
55%
10. What are the plant & animal cells doing when they are not actively undergoing mitosis?
They are undergoing Interphase where the chromosomes copies itself in the nucleus.
Evaluation of Game:
5. If you friend in another class were struggling to understand Mitosis would you recommend this
game/site? Why or Why not?
Yes, because the pictures so the step easily
6. What was the most interesting item you learned?
What I thought was interesting was when I saw a diagram of the cell undergoing mitosis in a little
slideshow.
7. Describe how clear the directions were?
The directions were good, but I would suggest that answers would be a bit easier to find in the
information area.
8. How do you feel this game helped you to better understand Mitosis?
I feel good about this game and the slideshow of mitosis really got to me.