Cell Growth and Reproduction
Introductory Biology Class (9th or 10th grade)
State Standards
B4.3A-g
Unit Objectives
1. The students will be able to show and describe the steps involved in both Mitosis and
Meiosis and state similarities and differences.
2. The students will be able to explain the differences between germ line and somatic cells
and how and what type of mutations can occur in germ line cells.
3. The students will be able describe some of the ways variation occurs during cellular
reproduction.
4. The students will be able to identify how meiosis is played out in male and female
humans.
Overview and Major Concepts
This unit would come shortly after learning about cells, but probably before genetics. Because
of this it begins with an introduction into chromosomes and their structure then moves into how
cells reproduce, and meiosis in humans. Incorporated throughout the lesson is variation.
Students will be introduced into the unit with its importance; growth and reproduction of cells is
necessary because it allows animals to grow, heal, and reproduce. The structure of chromosomes
is what allows for variation and is important in the understanding of mitosis and meiosis because
if they weren’t shaped the same division couldn’t occur in the same way. Knowing the structure
and vocabulary will help enhance their understanding when mitosis and meiosis are described.
These processes are essential in how humans and other living things both grow and reproduce.
Spermatogenesis and oogenesis will be explained as examples of meiosis and described in the
human form. Mitosis and Meiosis are then used to help describe how variation might occur in a
variety of ways and their underlying affects.
Equipment and Technology
 PowerPoint/Computer/Internet access
 Projector
 Beakers, water, food coloring
 Envelopes
 Whiteboard and marker for each student
 Paper and colored pencils
 Swimming noodles- an open area
 Microscopes and slides with cells in different stages of division
 Clay/Playdough
 Textbooks and supplemental readings
Length of Unit
This unit is 12 days long, 11 days with a day for testing on the subject matter.
Day 1
Prep/Materials: materials ready for the demo, and notes laid out in an organized manner
Objectives:
1. Understand that cell reproduction must occur for growth, repair and reproduction.
2. Differentiate between asexual and sexual reproduction and somatic and germline cells.
3. Begin understanding the cell cycle.
Anticipatory Activity: Question on Board: Now that we have talked about cells how do you think
cells are involved in an organism’s growth?
Procedure/Activity:
1. DEMO: fill 3 beakers 50, 100, 600 ml and add food coloring. Ask students to explain
why the smaller is the first to disperse the color. As a cell’s size increases, its volume
increases much faster than its surface area. As this happens the surface area is not big
enough to have enough nutrients pass through to keep up with the volume. So cells can’t
just grow to make an organism grow or they won’t be able to survive.
2. Discussion:
 If a cell has to remain small then how can an infant grow to the size of an adult?
 Why else would we have to have cell division?
 What about in reproduction?
 Simple cell division is asexual and occurs constantly in the human body’s somatic
cells, resulting in exact clones of cells. Sexual reproduction involves the creation
of germ line cells, which are haploid and are used in reproduction in humans
(sperm and egg)
3. Notes on the cell cycle, including the idea that division is only a small portion of this
cycle that is a cell’s life.
Formative Assessment/Closure: Explanation of what this unit is going to include and the
importance of the bigger picture of the unit and how it fits into the scope of the class.
Day 2
Prep/Materials: Handouts copied, boards and markers for each student with questions ready,
word sorts prepared
Objectives:
1. Demonstrate the structure and function of chromosomes.
Anticipatory Activity: Chromosomal trivia! Use individual whiteboards and dry erase markers so
that students can write their answers and keep track of their scores. (Formative Assessment)
Procedure/Activity:
1. Read a portion of the textbook and a supplemental paper from the following site:
http://www.scienceclarified.com/Ca-Ch/Chromosome.html
2. Open word sort activity using new and old vocabulary encountered in both readings.
This should help the students make connections with the words and categorize them so
that they are recalled more easily. The words will be given to pairs of students in an
envelope and they can arrange them in a way that makes sense to them. After they will
be allowed to look at other pairs to see how they arranged them.
 Sample words: prokaryotic, eukaryotic, chromosome, haploid, diploid, twins,
triplets, mitosis, meiosis, repair, reproduction, sexual, asexual, etc.
3. Complete a diagram labeling worksheet with important terms to define that came out of
the reading. This will be done in partners. SEE BELOW. (Formative assessment
including Day 1 and Day 2 concepts)
Formative Assessment/Closure: Students will need to finish the diagram and defining of the
terms as homework. See what students know about the next couple day’s topics…what are the
types of reproduction? How does each one occur? What does each of them result in?
Day 3
Prep/Materials: Skeleton notes copied, paper and pencils for flip book
Objectives:
4. Learn the steps of mitosis, and describe them.
5. Types of reproduction involving mitosis.
Anticipatory Activity: Why might a cell need to asexually divide?
Procedure/Activity:
1. Notes on Mitosis- On board (They will be given a skeleton sheet with the names and
descriptions, but the will be required to draw pictures of each stage)
2. Animation for Mitosis: http://highered.mcgrawhill.com/sites/0072495855/student_view0/chapter2/animation__mitosis_and_cytokinesis.
html
3. Discuss the role of mitosis in cancer- rapid growth of cells.
 How does cancer begin?
 Does anyone know how cancer spreads?
 What do we do to combat this?
4. Mitosis Flip Book Activity- Students will make a flipbook by drawing the different
stages in mitosis and then putting them in the correct order and stapling them on the edge.
When the pages are quickly flipped through it will appear as an animation of mitosis.
Formative Assessment/Closure: Finish the flipbook as homework. See if they can fill in the
blanks on the cycle of mitosis slide so I can gauge their understanding of how mitosis fits in.
Day 4
Prep/Materials: Noodles and directions for team leader prepared, Index cards for exit slips
Objectives:
1. Learn the steps of meiosis, and describe them.
2. Understand how meiosis is involved in sexual reproduction.
Anticipatory Activity: This is meant to help them connect mitosis, what they learned yesterday to
what they will be doing today. It’s just something silly.
http://www.youtube.com/watch?v=UdY8gYeXhpQ
Procedure/Activity:
1. Activity using swimming noodles to demonstrate what meiosis is like. The whole class
will be involved and will have to listen to instructions from a team leader who has a
master copy of what meiosis looks like.
2. Take some notes and discuss what they saw including differences between meiosis and
the previously learned mitosis.
 What did you notice was different in meiosis than what you learned about in
mitosis?
 What is the difference in end products?
 What is different about the chromosomal number of the end products?
 What was similar between the two processes?
 Where/When does meiosis occur in humans?
Formative Assessment/Closure: Exit Slip- describe the difference between mitosis and meiosis.
As homework, make sure you study the stages and what they look like because we will be going
into the lab to look at them tomorrow.
Day 5
Prep/Materials: Lab set up, microscopes and slides out, Cardstock for final drawings, Handout
with directions for lab copied
Objectives:
1. Work in lab to further the understanding of what mitosis and meiosis consist of and look
like.
Anticipatory Activity: List the steps of both Mitosis and Meiosis.
Procedure/Activity:
1. Quickly go over steps and show pictures of actual cells in each stage, having students
describe what is going on in each.
 What stage is this?
 How do you know?
 How might this lead to the next stage?
2. Lab Activity! Students will work in the lab where we have slides with various stages of
cells on them. The slides are not labeled in anyway so students must work with their lab
partner to determine what stage they think the cell is in and why. When they think they
have determined this they can have the teacher check it (initial it) and then they can draw
the stage and answer the corresponding questions with that stage.
Formative Assessment/Closure: Work on final lab drawings (ones for the notebook) and the
questions, of what you and your partner were able to get through.
Day 6
Prep/Materials: Same as day before
Objectives:
1. Continue working in lab to demonstrate what mitosis and meiosis look like.
Anticipatory Activity: Any questions from what you saw yesterday?
Procedure/Activity:
1. Continue the lab activity.
2. Work on questions with group.
3. Begin going over some of the questions from the lab.
Formative Assessment/Closure: Finish up the lab drawings and questions for homework. Any
questions about what you saw?
Day 7
Prep/Materials: Notes organized, playdough ready, handout/directions copied, diagrams located
Objectives:
1. Introduce variation using spermatogenesis and oogeneis.
2. Describe spermatogenesis and oogenesis as it relates to meiosis.
Anticipatory Activity: What do you know about human reproduction at the cellular level
(scientific)?
Procedure/Activity:
1. Describe Spermatogenesis, drawing the process on the board. Students should take notes
on this.
2. Have the students work through oogenesis by using clay/playdough and what they
learned about spermatogenesis. They can do this in groups of 2 or 3. There will be an
accompanying handout to help guide them through with clear instructions, which will
also have questions they should answer as they are going through it. The questions will
help them relate these processes to meiosis and the human reproductive process.
3. Show diagrams of the ovary and fallopian tube so that students can see where each stage
occurs in the human body.
Formative Assessment/Closure: Homework: Now that you know how gametes are generally
produced, what could cause the formation of twins, triplets, or other multiple births? What might
the difference between fraternal and identical twins be?
Day 8
Prep/Materials: Computers for the students to use, extra books/library materials
Objectives:
1. Gain knowledge in how twins/triplets are formed.
2. Take a look at chromosomal abnormalities and their resulting diagnoses.
Anticipatory Activity: http://www.spike.com/video/manny-tanner/2806366 Show the 2-3 min.
video clip from the website above. It is just something silly to get them thinking about how
twins are portrayed in media and culture so that we can compare these ideas to what twins
actually are biologically.
Procedure/Activity:
1. Discussion of what ideas students came up with for how twins or triplets might be
formed. Present how they actually occur and talk with the students about what twins
actually are and the differences between biological traits and learned behaviors.
 What are some of the ways you guys came up with?
 Can these ideas be used to explain identical or fraternal multiples?
 Can you have different gendered twins?
 What do identical twins share?
 What is the difference between fraternal and identical twins?
 Do identical multiples share personalities?
2. Students divided into small groups read through the textbook and other resources I
provide along with Internet searches in order to learn about an assigned disease caused by
a mutation. They will then present this to the class (3-5 min) and have to answer
questions from the other students (Professor Know-it All Literacy Method)
Formative Assessment/Closure: Most of these mutations aren’t common, but the odds are each of
you will be impacted by at least one of them at some point in your life, if you haven’t already.
As homework, complete the short review sheet with basic knowledge questions and study!
Day 9
Prep/Materials: Computers for the students to use, extra books/library materials
Objectives:
1. Continue to learn about chromosomal abnormalities.
2. Prepare a presentation on the assigned disease.
Anticipatory Activity: Ask students if they have questions and at what point they are at in their
project so I can get an idea of who needs extra help throughout the hour and if extra time might
be needed.
Procedure/Activity:
1. Continue working with groups on research and development of a presentation on their
assigned disease.
Formative Assessment/Closure: Do a progress check with each group to be sure that they will be
prepared to present the next day.
Day 10
Prep/Materials: Projector and computers for student presentations, rubrics copied
Objectives:
1. Have students work on presentation skills.
2. Gain understanding of different chromosomal abnormalities.
Anticipatory Activity: Give the students a chance to work with their group for a couple minutes
to get everything squared away.
Procedure/Activity:
3. Groups present in a random order, as I draw their group name from a hat.
Formative Assessment/Closure: Most of these mutations aren’t common, but the odds are each of
you will be impacted by at least one of them at some point in your life, if you haven’t already.
As homework, complete the short review sheet with basic knowledge questions so that we can
get to more in depth questions during our review. Study!
Day 11
Prep/Materials: Jeopardy game prepared
Objectives:
1. Review important concepts and answer student questions about growth and reproduction
in cells.
Anticipatory Activity: Any questions or anything that you need explained in a different way or in
more depth?
Procedure/Activity:
1. Jeopardy!
Formative Assessment/Closure: Any last minute questions or confusions? The test is multiple
choice, essay and has a lab portion where you will have to be able to identify the stage of
mitosis/meiosis that I show you. Study for test!
Day 12
Prep/Materials: Test copied
Objectives:
1. Demonstrate knowledge of cell growth and reproduction via a unit test.
Anticipatory Activity: Any last minute questions before the test.
Procedure/Activity:
1. Take unit test!
Formative Assessment/Closure: Ask how they felt about the test, and if there was anything that
surprised them. No homework!
References
Mitosis Flip Book Activity:
http://sciencespot.net/Pages/classbio.html#Anchor-mitosis
Demo:
http://staff.fcps.net/cverdecc/Adv%20Biology/Notes/Cell%20reproduction/cell_reproduct
ion%20notes.htm
Meiosis with noodles:
www.genetics.org/cgi/rapidpdf/genetics.104.032060v1.pdf
Literacy Strategies
Book: 50 Content Area Strategies for Adolescent Literacy by Douglas Fisher
Name:
Hour:
Chromosome Structure and Function Practice
1. Label the following diagram:
2. What is this a picture of? What can it tell you about a person?
3. Distinguish between the following terms:

Diploid cell/Haploid Cell __________________________________________________
_______________________________________________________________________

Sex chromosome/Autosome ________________________________________________
_______________________________________________________________________

Chromatid/Chromatin _____________________________________________________
_______________________________________________________________________

Sexual Reproduction/ Asexual Reproduction ___________________________________
_______________________________________________________________________
4. How does a chromosome change when it prepares for cellular division?
5. What do you think are some advantages to the structure of a chromosome?
6. Draw and label the cell cycle? What phase does a cell spend most of its time in?
7. What does cellular division allow an organism to accomplish (why is it necessary)?
Name:
Hour:
Cell Growth and Reproduction Test: Mitosis and Meiosis
Multiple Choice:
Circle the letter of the choice that best completes the statement or answers the question.
1. A protein disk that attaches two chromatids to each other in a chromosome is called a(n)
a. Chloroplast
b. Centromere
c. Gamete
d. Centriole
2. The chromosomes in your body
a. Exist in 23 pairs
b. Each contain thousands of genes
c. Are found within the nucleus
d. All of the above
3. A diploid cell is one that
a. Has two homologues of each chromosome
b. Is designated by the symbol 2n
c. Has chromosomes found in pairs
d. All of the above
4. The stage of the cell cycle that occupies most of the cell’s life is
a. Interphase
b. Cytokinesis
c. Prophase
d. Mitosis
5. When crossing over takes place, chromosomes
a. Mutate in the first division
b. Produce new genes
c. Decrease in number
d. Exchange corresponding segments of DNA
6. A spindle fiber is a specialized form of
a. Microtubule
b. Flagellum
c. Cilium
d. Chromosome
7. As a result of mitosis, each of the two new cells produced from the original cell during
cytokinesis
a. Receives a few chromosomes from the original cell.
b. Receives an exact copy of all the chromosomes present in the original cell.
c. Donates a chromosome to the original cell.
d. Receives exactly half of the chromosomes in the original cell.
8. Separation of homologues occurs during
a. Mitosis
b. Meiosis I
c. Meiosis II
d. Fertilization
9. A typical human cell contains 46 chromosomes. After mitosis and cell division, each of
the two new cells formed from the original cell
a. Gets 23 chromosomes.
b. Grows new chromosomes from existing DNA.
c. Gets a complete set of 46 chromosomes.
d. None of the above
10. Crossing over between members of a pair of chromosomes
a. Ensures that variation within a species never occurs.
b. Acts as a source of variation within a species
c. Always produces genetic disorders
d. Is called binary fission
11. The union of two haploid cells to form a zygote is called;
a. Meiosis
b. Fertilization
c. Mitosis
d. Reductional division
12. Yeast cells reproduce asexually in a process called
a. Fragmentation
b. Binary fission
c. Mitosis
d. Budding
13. Chromosomes are moved within the cell by the
a. Centrioles
b. Kenetochore fibers
c. Asters
d. Chromatin
14. Collectively, the time spent in G1 + S + G2 is called
a. Cell cycle
b. Cell theory
c. Interphase
d. Cytokinesis
Essay
15. Explain the difference between anaphase of mitosis and anaphase I of meiosis. (5 pts)
Include a sketch!
16. A family has a set of triplets, two of which are identical females while the third triplet is
male. How were these triplets formed? (6 pts) Include a sketch!
17. Why are there four sperm cells formed during spermatogenesis and only one egg cell
formed during oogenesis? (4 pts)
18. Synapsis occurs during Prophase I of meiosis. What is synapsis and why is this even so
important? Does synapsis occur during prophase of mitosis? Explain! (7 pts)
Lab Practical
Answer each of the following as indicated by instructor (1pt for phase, 1pt for reason):
Phase
Reason
19. ______________________ / ____________________________________________
20. ______________________ / _____________________________________________
21. ______________________ / _____________________________________________
22. ______________________ / _____________________________________________
23. ______________________ / _____________________________________________
24. ______________________ / _____________________________________________
25. ______________________ / _____________________________________________
26. ______________________ / _____________________________________________
27. ______________________ / _____________________________________________
28. ______________________ / _____________________________________________
Oral Presentation Rubric : CHROMOSOMAL MUTATION PRESENTATION
Student Name:
CATEGORY
________________________________________
4- Excellent
3- Good
2- Fair
1- Poor
Content
Shows a full understanding
of the topic. Uses examples,
and explains in details what
their mutation is and how it
is caused, treated, and what
the outcome is.
Shows a good
understanding of the topic.
Uses an example, explains
in some detail what the
mutation is and how it is
caused, treated and the
outcome is.
Shows a good
understanding of parts of
the topic. No examples
used, and missing some
pieces of the expected
content: what the mutation
is, and how it is caused,
treated and what the
outcome is.
Does not seem to
understand the topic very
well. No examples and very
little explanation of the
mutation given.
Comprehension
Student is able to accurately
answer almost all questions
posed by classmates about
the topic.
Student is able to accurately
answer most questions
posed by classmates about
the topic.
Student is able to accurately
answer a few questions
posed by classmates about
the topic.
Student is unable to
accurately answer questions
posed by classmates about
the topic.
Pictures
Student uses several
pictures that show
considerable work/creativity
and which make the
presentation better.
Student uses 1 picture that
shows considerable
work/creativity and which
makes the presentation
better.
Student uses 1 picture,
which makes the
presentation better.
The student uses no pictures
OR the props chosen detract
from the presentation.
Speaks Clearly
Speaks clearly and
distinctly all (100-95%) the
time, and mispronounces
very few words. All
students can hear speaker.
Speaks clearly and
distinctly most of the time
(94-85%) , mispronounces
very few words. All
students can hear speaker.
Speaks clearly and
distinctly some (84-75%) of
the time. Mispronounces
several words. Speaker
volume is low and people in
the back can't hear.
Often mumbles or cannot be
understood OR
mispronounces numerous
words. Speaker volume is
low and people in the back
can't hear.
Listens to Other
Presentations
Listens intently. Does not
make distracting noises or
movements.
Listens intently but has
some distracting noise or
movement.
Sometimes does not appear
to be listening but is not
distracting.
Sometimes does not appear
to be listening and has
distracting noises or
movements.