Cell Division Unit Plan
Grade Level: 10th
Subject(s) Area: Biology
DAY ONE
Materials Needed:
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Computer & projector
Cell Division PowerPoint
Copies of notes for students (6 slides per page)
Blank paper
Netbooks/cellphones
String (12 inch pieces, one per student)
Toilet paper & crepe paper
Index cards for Ticket-to-Leave
Textbooks
Standards:
• Standard 4: Students understand the basic concepts and principles of life science.
o 9-10.4.4: Relate DNA, genes, & chromosomes.
o 9-10.4.6: Compare and contrast the results of mitosis and meiosis.
Objectives:
• Students will understand the steps of the cell cycle.
• Students will understand the relationship between DNA and chromosomes.
• Students will know the four stages of mitosis.
• Students will have a basic understanding of what happens during each stage of mitosis.
• Students will know the end product of mitosis.
Learning Activities:
• Beginning Activity: How many cells are in the adult human body?
o Each student will text in their answer to Poll Everywhere. (http://
www.polleverywhere.com/free_text_polls/LTE3ODQ4NzUyNTI)
o Students need to include their name and their answer.
o Check to see if anyone guessed the correct answer. (100 trillion)
o If no one guessed correctly, write the correct answer on the board.
o Ask students leading questions to introduce mitosis.
 How do we get so many cells?
 Are the cells the same? (muscle cells, skin cells, brain cells)
 Is the genetic material in the cells the same?
• Cell Division PowerPoint Slides 1-4
o Use notes on slides to guide student discussion
o Hand out sheets of paper (one or a half-sheet per student)
o Have students make a diagram of the cell cycle
 Could also insert a blank slide to draw cycle on so it is included in their notes.
• Cell Division PowerPoint Slides 5-7
o Histone activity with string
 Hand each student a piece of string while they are working on their cell cycle
drawings.
 Ask students to model DNA (string) wrapping around a histone (their fist)
o Review key terms on the board.
 Give students an index card with a cell vocabulary word on it to stick to the
board.
• Words: nucleus, centrioles, nuclear envelope, chromatid, spindle fibers,
cytoplasm, chromosome, cell membrane, centromere
o Allow students to work together at their tables for a few minutes before they come up to
put their word on the board.
o While students are working on their vocabulary words, quickly sketch a cell on the board.
o Students may use their books or old notes to look up the vocabulary words.
• Cell Division PowerPoint Slides 8-13
o Explain information slowly. Ask students to generate examples to connect the new
vocabulary to things they know (prophase=preparation; metaphase=chromosomes in
Middle; anaphase=fighting sisters; telophase=telephone shape)
• Mitosis Skit
o Give students slips of paper with assigned roles.
 Need to have two centrioles
 All other students will be paired as chromatids.
 In a class with an odd number of students, one student can help with the nuclear
envelope and spindle fibers.
 Use toilet paper for the nuclear envelope.
 Use string for the spindle fibers
 Rearrange tables so that they form a circular shape; they will be the cell
membrane.
• PowerPoint Slide 14
o Ticket-to-Leave: Write down the 4 stages of mitosis in order and one question you still
have.
• Remind students that they will have a quiz tomorrow.
Assessment:
• Check for understanding throughout the class period by asking questions and observing students’
work.
• Ticket-to-Leave at the end of class.
• Further assessment given on unit test.
Reflection:
DAY TWO
Materials Needed:
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Computer & projector
Cell Division PowerPoint
Oreos (6 for every 4 students)
Sprinkles (long, roundish ones)
Copies of Oreo Lab
Quizzes
Standards:
• Standard 1: Students understand the unifying concepts and processes of science.
o 9-10.1.1: Explain how models can be used to illustrate scientific principles.
• Standard 4: Students understand the basic concepts and principles of life science.
o 9-10.4.4: Relate DNA, genes, & chromosomes.
o 9-10.4.6: Compare and contrast the results of mitosis and meiosis.
Objectives:
• Students will model the steps of mitosis with Oreo cookies.
• Students will understand how cell division is regulated.
• Students will know the two types of cancer tumors.
• Students will brainstorm a list of carcinogens.
Learning Activities:
• Modeling Mitosis Activity
o Give students copies of the lab
o Explain instructions. Students cannot eat any of the cookies until they have had the
teacher check of all of the stages of mitosis. Review the definition of a limitation.
o Divide students into groups of four; hand sanitize before starting lab.
o Distribute cookies and sprinkles on paper towels.
o Discuss lab as a class.
 What were the limitations?
• Give students a few minutes to review notes.
• Mitosis/Cell Cycle Quiz
• Cell Division PowerPoint Slides 15-18
o Use notes on slides to guide student discussion.
Assessment:
• Check for understanding throughout the class period by asking questions and observing students’
work.
• Lab Questions
• Quiz on mitosis
• Further assessment given on unit test.
Reflection:
MITOSIS QUIZ
NAME_______________________
1) Stage of mitosis when sister chromatids are pulled apart
2) Holds sister chromatids together
a. Anaphase
b. Chromosome
c. Centromere
d. Histone
3) What stage of mitosis is shown?
4) What is happening in number three?
5) Stage of mitosis when the chromosomes line up in the center of the cell
6) True or False: Each half of a chromosome is a centromere.
7) The nuclear envelope breaks apart during what stage of mitosis?
Bonus: How many chromosomes are in a human cell?
DAY THREE
Materials Needed:
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Computer & projector
Cell Division PowerPoint
Copies of vocabulary worksheet
List of terms to project on board
Standards:
• Standard 4: Students understand the basic concepts and principles of life science.
o 9-10.4.4: Relate DNA, genes, & chromosomes.
o 9-10.4.6: Compare and contrast the results of mitosis and meiosis.
Objectives:
• Students will have a basic understanding of asexual reproduction.
• Students will know the difference between somatic cells and gametes.
• Students will be able to define homologous chromosomes.
• Students will understand the difference between diploid and haploid.
• Students will understand the difference between asexual and sexual reproduction.
Learning Activities:
• Cell Division PowerPoint Slides 19-29
o Use notes on printed copy
• Vocabulary Worksheet
o Students will work with partners to write vocabulary words, a basic definition, a trigger
word, and draw a picture to help them learn the terms.
 Vocabulary words to project:
• Asexual reproduction
• Binary fission
• Budding
• Cell differentiation
• Somatic cells
• Gametes
• Homologous chromosomes
• Autosomes
• Sex chromosomes
• Sexual reproduction
• Fertilization
• Haploid
• Diploid
• Tell students that we will be playing a vocabulary review game tomorrow.
Assessment:
• Check for understanding throughout the class period by asking questions and observing students’
work.
• Vocabulary worksheet.
o Could be modified for students with learning disabilities by writing in the terms.
• Further assessment given on unit test.
Reflection:
REPRODUCTION VOCABULARY
Vocabulary Word
NAME____________________________
Short Definition in your Trigger word or phrase
words
Picture
DAY FOUR
Materials Needed:
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Computer & projector
Cell Division PowerPoint
Index cards with vocabulary word on one side, non-matching definition on the other side.
o Use words from yesterday’s lesson.
Shoebox to drop vocabulary words into
Timer/stopwatch/cell phone
Index cards for Ticket-to-Leave
Standards:
• Standard 4: Students understand the basic concepts and principles of life science.
o 9-10.4.6: Compare and contrast the results of mitosis and meiosis.
Objectives:
• Students will demonstrate understanding of vocabulary words.
• Students will be introduced to the process of meiosis.
Learning Activities:
• Dr. Werner’s Vocabulary Game:
o Class will be split into two teams (13 students per team).
o Set up the classroom so that there is room to move from one end to the other. The
dropbox for vocabulary words will be a one end, the active team at the other end. The
non-active team will be encouraged to pay attention and listen so they know the words/
definitions.
o Each student on the active team will receive an index card. No talking between the
students before the game starts. The teams will be timed.
o Student A will start the game by reading the definition on the card. This student will stand
next to the dropbox.
o Student B, the student with the matching definition, runs to the dropbox and reads their
definition. Student A goes back to the active group, but keeps their card (their definition
hasn’t been read yet). After Student C comes up to match Student B’s definition, Student
B puts their card in the box.
o Teacher checks for accuracy of matching vocabulary/definitions.
o Faster team wins.
• Cell Division PowerPoint Slides 30-35
o Relate the stages in meiosis to the stages of mitosis.
• Ticket-to-Leave
o Name at least two differences between mitosis and meiosis. Include one difference that
we talked about that wasn’t on the PowerPoint.
Assessment:
• Check for understanding during vocabulary game.
• Ticket-to-Leave
• Further assessment given on unit test.
Reflection:
DAY FIVE
Materials Needed:
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Copies of meiosis flipbook
Textbooks
Stapler
Scissors
Colored pencils, markers, etc.
Standards:
• Standard 4: Students understand the basic concepts and principles of life science.
o 9-10.4.6: Compare and contrast the results of mitosis and meiosis.
Objectives:
• Students will demonstrate understanding of the steps of meiosis by making a flip book.
Learning Activities:
• Show example of a completed flipbook.
• Distributed flipbook templates
• Each stage has several pages, so show how the chromosomes, spindle fibers, etc. move around in
the cell.
o Need to include nuclear envelope, chromosomes (two pairs of homologous chromosomes
would probably work best), centrioles, and spindle fibers. Label these parts on your first
picture. Use the same colors for them through the whole book.
o Number your pages before you cut them out so they don’t get mixed up.
• Write a brief description of each step on the page that labels that step.
Assessment:
• Books will be graded on inclusion of nuclear envelope, chromosomes, centrioles, and spindle
fibers. Students will also receive credit for describing what happens in each step.
• Further assessment given on unit test.
Reflection:
DAY SIX
Materials Needed:
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Copy of exam
Standards:
• Standard 4: Students understand the basic concepts and principles of life science.
o 9-10.4.4: Relate DNA, genes, & chromosomes.
o 9-10.4.6: Compare and contrast the results of mitosis and meiosis.
Objectives:
• Students will be prepared for their exam.
Learning Activities:
• Review major concepts and vocabulary.
• Answer student questions.
Assessment:
• Check for student understanding.
Reflection:
DAY SEVEN
Materials Needed:
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Copies of exam
Standards:
• Standard 4: Students understand the basic concepts and principles of life science.
o 9-10.4.4: Relate DNA, genes, & chromosomes.
o 9-10.4.6: Compare and contrast the results of mitosis and meiosis.
Objectives:
• Students will demonstrate knowledge and understanding of unit material.
Test Items:
• Describe at least three differences between mitosis and meiosis.
• Label pictures of mitosis and tell what is happening in each step.
• Vocabulary
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Asexual reproduction
Binary fission
Budding
Cell differentiation
Somatic cells
Gametes
Homologous chromosomes
Autosomes
Sex chromosomes
Sexual reproduction
Fertilization
Haploid
Steps of the cell cycle
How is DNA related to chromosomes?
Example of a carcinogen
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Diploid
Centromere
Chromosome
Histone
Chromatin
Chromatids
Apoptosis
Cancer
Benign
Malignant
Meiosis
Mitosis