Aim to construct a student centered learning task in which students are able to
demonstrate their understanding of the process of meiosis.
Student Outcomes
 To work individually and with another student to demonstrate their
understanding of meiosis as evidenced by the construction of a flow chart of
meiosis and a record of some insights and questions about meiosis
 To use secondary sources identify key stages in meiosis
 To work as a team to clarify and discuss understanding and significance of
meiosis
 To practice making sense of new information and recalling information
Lesson time round 80 mins
1.Teacher recalls previous work-sexual reproduction involving union of 2 gametes
each with half the normal number of chromosomes. Sites of gamete production.
2.Teacher identifies the process responsible for gamete formation. Then describes the
student learning for the lesson- students will explain the process of meiosis and its
significance. Students will record notes in the form of a flow chart and diagram.
3. Students watch a short animation of meiosis from the internet with NO sound.
Teacher points out to students chromosomes, nucleus etc. Students rewatch the
animation this time they are asked to record 3 -4 points about the process.
4. Students are paired and given a text with labelled diagrams and explanation about
the process. Together with their partner students make sense of the steps in the
process and then form a flow chart of the process. Students also draw the parent cell
and the resulting 4 daughter cells formed. Each student records this in their books.
5. Students are then directed to close their books and are given a blank sheet of paper.
Then individually each student undertakes the 321 RIQ (recall, insights, question)
strategy.
Individually each student using their blank paper
 recalls and records 3 facts they can remember about meiosis
 recalls and records 2 insights about meiosis eg. Why is it necessary, how does it
relate to me, benefits to man, implications for offspring etc ( this is on overhead
to guide students)
 reflects and records one question eg. I don’t understand…How does it relate
to..What would happen if..(also on overhead)
6. Students are then placed in different pairs to present their 321.
Listeners are encouraged to ask questions. What do you mean by… or
answer the question posed.
7. The class comes together as a whole and the teacher may ask for some interesting
insights and questions.
This last step gives teacher feedback as to the understanding of the class and as to
whether the cncept requires more explanation.
On your sheet of paper
1. Recall and record 3 facts you can remember
about meiosis
2. Record 2 insights about meiosis for example
 Why is it necessary,
 how does it relate to me,
 benefits to man,
 implications for offspring etc
3. Record one question for example
 I don’t understand…
 How does it relate to..
 What would happen if..