TITLE OF LESSON
Biology Unit 1 Lesson 21 – Cell Division, Cell Cycle, Mitosis and Cytoplasmic Division
During division how does a cell divide up what’s inside and outside?
TIME ESTIMATE FOR THIS LESSON
One class period
ALIGNMENT WITH STANDARDS
California – Biol CB 1
MATERIALS
Teacher Notes Lesson 21 – Teacher Page
Paper and colored pens or markers for the sketches
Materials for making flash cards such as index cards, pens or markers
LESSON OBJECTIVES
• To learn how and why the cell divides
• To learn the stages in a cell cycle
• To understand the process of mitosis and all of its stages
• To learn how the cell goes through both nuclear and cytoplasmic division
FOCUS AND MOTIVATE STUDENTS – WARM-UP ACTIVITY
1) Homework Check – Initial all complete first drafts of Lab Report #2. Collect all homework assignments.
Pass back all graded work and ask students to place it in the appropriate section of their binders.
2) Agenda – Have students copy the agenda you posted.
ACTIVITIES – INDIVIDUAL AND GROUP
1.
Journal 3 – Write the following questions on the board: Do cells live forever? If yes, how? If no, why not? Have
the students write a journal about these questions. They should be able to come up with a case for either side of
the argument and hopefully your students will have enough confidence to do so. A journal is a ten-minute
writing exercise where students answer a question posed to them. They write for ten minutes without stopping.
Tell them that you want at least a page. Do not check for spelling, punctuation or grammar mistakes. You are
only interested in their ideas. At the end of ten minutes, call time.
2.
Group Read Around – Ask students to pass their journals to the person sitting on their right side in their
assigned group. Allow two minutes for them to read it. Then ask them to pass their papers again to the person
sitting on their right. Do this until everyone in the group has read them all. Then ask for a show of hands to
indicate who said yes and who said no. Ask each group to choose the best journal within the group. When they
have chosen, ask the author to stand and read it. Try to make sure you have some journals from both sides of the
argument. Alternatively, you could ask for a few volunteers to read their journals.
3.
Lecture – The teacher will lecture on the material in Teacher’s Notes Lesson 21 while the students take notes
and the assigned notetaker writes the notes on overhead sheets in front of the class. Use images of chromosomes
and cell cycle found in Starr’s textbook or on the biology web site:
http://gened.emc.maricopa.edu/Bio/BIO181/BIOBK/BioBookTOC.html
4.
Applaud/Critique the note taker for the day.
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5.
Sketch Chromosomes – Then have the students sketch images of chromosomes and label the parts. Give them
ten minutes to complete this task.
6.
Cell Cycle – In groups, ask the students to draw out a cell cycle and label all the stages. Have them assign group
roles (see Group Roles below). Below the drawing, tell the students to list all the functions in each stage of the
cell cycle. Give them 10 minutes to complete this task. At the end of 10 minutes, call time.
7.
Reflection – Have the students look at their notes about the cell cycle from today’s class and their sketches. Ask
them to relate it to what they wrote in their journal at the beginning of the class. Do they still believe what they
said in the journal? Have them take out their journal. Underneath or on the back side of that journal, have them
write a paragraph describing how their opinions stayed the same or changed after learning about the cell cycle.
Make sure you have them write in WHY they believe their opinion changed or stayed the same.
8.
Using their notes, and their sketches, have the students make a set of flash cards about chromosomes and the
cell cycle. There should be a card for a chromosome and each stage in the cell cycle. Put cell cycle G1 at the
top, for instance. They can use images or just words but they must describe the key points in each step. Give
them a few minutes to finish the flash cards. Give the students 10 minutes to study the flash cards. Then have
them pair up. Assign each partner a letter (partner A and B). Tell them that first all the A’s will be flashing the
B’s. The correct answers will be put in one pile and the incorrect in another. Tell them they have 5 minutes. Go.
At the end of five minutes call time. Record the number of correct answers in the grade book when finished.
Then have the B’s flash the A’s. Give them five minutes. At the end of five minutes, call time and record the
number of correct answers for each student. The goal is to increase the number correct each time they flash.
Tomorrow they will be flashing each other again. Remind students that flash cards are a great studying strategy
that many college students have to use in order to remember all of the information they are expected to learn.
9.
Homework Review – Go over their homework. Collect both of their sketches and their journal for credit.
HOMEWORK
1) Read Starr’s textbook Biology Concepts and Applications, chapter 8, pp. 126-137. If you are using a
different textbook ensure that the students read about cell division and mitosis, chromosome structure and
number including ploidy, the cell cycle, the mitotic stages, and cytoplasmic division.
2) Have the students make a set of flash cards about mitosis and cytoplasmic division. Each card should
contain a particular stage such as interphase, prophase, metaphase, anaphase and telophase, as well as
cytoplasmic division in plants and animals. They can use images or just words, but they must describe the
key points in each step. Give them a few minutes to finish the flash cards. They will use these cards for the
warm-up tomorrow. They should incorporate any missed concepts from their reading assignment and study
the flash cards at home because they will be using them tomorrow.
GROUP ROLES
Recorder – The recorder writes up the list of functions in each part of the cell cycle. All students are recorders
today.
Illustrator – The illustrator helps other members of the group who may not be good at sketching to draw up the
cell cycle.
Manager – The manager makes sure that all the supplies for drawing up the images are available and for getting
and putting away the supplies for making flash cards.
DOCUMENTATION FOR PORTFOLIO
Lab Report #1
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