http://www.scientistsatwork.be/files/imagecache/foto_group/files/mitosis_cartoon_1.jpg
Amy Yu
Biology Honours Specialist AQ
Mentor: Andrew Smereczynsky
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“Quiz-Quiz-Swap!”
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Uses
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Benefits
◦ Find a partner, quiz each other, and then SWAP!
◦ As a social, enjoyable activity to review unit
vocabulary
◦ To supplement Unit Test Review
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Engages variety of learners (visual, verbal, kinesthetic)
Opportunities for student peer feedback
Excellent formative assessment
Empowers students to familiarize with accurate terms
10 Applied
10 Academic
Cell cycle,
Cell cycle
including mitosis
Mitosis in detail
No meiosis
covered
No meiosis
covered
11 College
Differentiating
between mitosis &
meiosis
Function of meiosis
Including phases of
mitosis
11 University
No mitosis
Meiosis in detail
Including phases,
random assortment,
crossing over, and
non-disjunction
1. Differentiating between mitosis and meiosis
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Sex cells vs. somatic cells vs. body cells
What are gametes and when are they created?
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haploid vs. diploid cells
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2. Accurate vocabulary is required for accurate
description of processes
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“allele” and “gene” are used interchangably
“homologous pairs” often confused with “sister chromatids” or the
ambiguous term “chromosomes”
3. Resources often do not depict a process, just a
static picture of isolated stages /events
•Does not depict
mitosis or meiosis as a
dynamic, ongoing
process
•Observing dead
mitotic cells under a
microscope presents
similar problems
http://www.le.ac.uk/ge/genie/vgec/images/mitosis_meiosis.png
•Reinforces the
misconception that cell
division occurs in
defined, isolated
“stages”
•Does not follow
location of genes at
different loci
MISS!?!?
I can’t see
anything!
http://www.biologycorner.com/resources/onionmitosis.jpg
Bajema Strategy (Mertens & Walker, 1992)
•Students use coloured pencils and draw 2 pairs of chromosomes
•Genes (e.g. A/a or B/b) may be placed on them to trace their movement
(great alternative to the Mendelian punnett square algorithm)
•Sequence of events in meiosis is traceable
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Computer Animations
The Stages of Mitosis
http://www.youtube.com/watch?v=nPG6480RQo0&feature=related
Meiosis
http://www.youtube.com/watch?v=D1_-mQS_FZ0
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Computer Simulations
Cell Division Gizmo
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www.explorelearning.com
Variety of manipulatives (pipe cleaners,
magnetized chromosomes, etc.)
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Poor conceptual organization can impede
grasp of future, related concepts
◦ Confusion about mitosis (Grade 10) can discourage
students from learning meiosis in Grade 11
◦ Meiosis and genetic inheritance should be taught
together to emphasize their
relatedness
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Isolated conceptual relationships are taught
ambiguously and without connection to the
overall picture
◦ Where do homologous chromosomes come from?
(one comes from maternal gamete, other from paternal gamete)
◦ How are chromatid pairs formed?
(DNA replication – Grade 12 concept)
◦ How are chromsomal reduction, allelic segregation,
and gene assortment related?
(these are often depicted separately with separate diagrams, leading
students to believe these are isolated events)
4 stations = 4 “Tasks”
1 sock = 1 chromosome
black clips = centromeres
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As you move through the 4 different “Tasks,”
consider:
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grade/ level where “Task” could be used
where student misconceptions could present themselves
possible extensions
how each “Task” differs from another
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Addresses 3 key events of cell division with which
students often have errors: chromosome doubling,
pairing, and separating
Clarifies confusion between ploidy (# of sets of
chromosomes) with chromosome structure, emphasizes
the precision of the meiotic process
A kinesthetic, verbal activity which can help both
students and teachers identify early misconceptions
before they survive and are reinforced
Chinnici, Neth, and Somalin. “Using ‘Chromsomal Socks’ To Demonstrate Ploidy
In Mitosis and Meiosis.” The American Biology Teacher (2006). 68(2):107.
Individual or group activities that ask students to
compare and contrast , differentiate, or make
associations are excellent ways to catch early
misconceptions and build each student’s
confidence with genetics
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Venn diagrams, T-charts
Scrambled terms: place on “mitosis” wall or
“meiosis” wall
Students are given a term/ event and organize
themselves into “Team Mitosis”, “Team Meiosis,”
or both
Teacher:
Student:
“Notice how during Metaphase I [in meiosis], the
homologous pairs match up at the equator. This
differs from metaphase in mitosis, where the
sister chromatids line up at the equator.”
(confused) “Aren’t homologous chromosomes and
sister chromatids the same thing?”
[After backtracking for the 3rd time this week, this lesson goes
over time and/or is unfinished, much to the teacher’s delight]
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Foldables
ABC’s Activity: Vocabulary Brainstorm
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Quiz-Quiz-Swap
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Word Walls
Picture Cards
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Materials
◦ jerseys/ T-shirts of different colours (4 each)
◦ stockcards with terms or concepts to be covered
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Benefits
◦ low-cost materials
◦ engages all of the senses – appeals to auditory, kinesthetic,
interpersonal and visual learners
◦ concrete learning of an abstract concept
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Extensions or Applications
◦ can be extended to demonstrate meiosis, mistakes in
meiosis leading to polyploidy
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Causes of cancer, cancer treatments
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Stem cell research
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Cloning
Genetic diseases arising from mistakes in
meiosis (polyploidy), sex-linked diseases
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Fertility and other reproductive issues
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graphic organizers, collaborative learning
activities, microscope labs
Listen/watch for misconceptions, catch them early!
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Bajema strategy
pencil-and-paper check
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Role Play Summary
to ensure connection between physical activity and mental images of
mitosis
Possible Criteria to Evaluate Student Understanding
of Cell Division
• vocabulary
• drawing or interpretation of phases
• accurate labeling of structures
• accurate depiction of sequential events
Give students choice, differentiate possible products:
• “Mitosis Booklet” or “Meiosis Booklet”
• Comic strip – using Comic Life Technology
• TV Script – TV skit
• Animations
• Poem or Song
Hopefully this can be added to your
teacher toolbox!
Thank You!