In my second teach of high school in the elaboration part of the lesson
I used a visual presentation as a different kind of communication tool. I did
not draw a cell cycle for them nor did I explain to them verbally about the
cell cycle. I wanted the students to develop their own cognitive
understanding about the cell cycle. I was very motivated and I wanted the
students to be motivated and not get bored. I wanted students to be more
interactive and eagerly excited to learn about the topic. To do this I used a
cell cycle puzzle which students had to put together and then glue onto a
piece of paper. Afterwards, students would just directly take notes about
what happens in each phases on the paper which had the visual
representation of the cell cycle. That was an effective manipulative for
students, even according to my mentor teacher. Students were really
engaged. Usually, in their regular biology class, they are not given these
kinds of things to do. From this, one can realize it is very important to have
effective communication and its different tools. Below is the cell cycle
visual presentation which I had students make with the puzzles. Also, I
highlighted my elaborated part of the lesson where I had the sudents make
the 2-D model of Cell Cycle from a puzzle.
ELABORATION
What the Teacher Will Do
and Student
Misconceptions
I will guide students in
making a 2-D model of cell
cycle on a paper. I will have
cell cycle cut into pieces of
different phases.
Time: Minutes 60 min
Probing/Eliciting Questions and
Student Responses
Why do we call it a cell cycle?
{Because it repeats, it’s a
continuous process}
What comes first, G1, G2, or S?
{G1}
What types of cells are in Go?
Cell Cycle.docx
Then, I will have students
think about where should
checkpoint of cell cycle
should be. I will tell
students where are the
checkpoints and what are
they.
I will have a fill in the
blanks PowerPoint
presentation on cell cycle
and it cell cycle regulation
fails it causes diseases, such
as cancer or even birth
defect. I will have students
tie irregularities of cell cycle
with cancer.
Cell Cycle.pptx
What is the longest part of cell
cycle? {Interphase} (C)
What comes after G2?{Mitosis}
(C)
What are three sub stages in
interphase? {G1, S, and G2} (C)
What happens in G1, S, G2{G1
(Growth 1), S (Synthesis) - DNA
copies, G2 (Growth 2) - cell
prepares for division } (O)
Where should be the check points?
{end of G1, end of G2, and in
metaphase of mitosis}(O)
What are the Checkpoints of Cell
cycles?
What happens when check point
fails?{Cell division out of control}
(O)
What happens when cell division is
out of control? {Massive of cells or
tumor, eventually leads to cancer}
What the Students Will Do
Students will put together pieces
of cell cycle. They will label the
phases of cell cycle and the
check points. Also, they will
label what happens in each phase
and during check points.
Students will fill in the blanks of
Power Point. Student will tie
mitosis topic with cancer. They
will learn about cell cycle and its
check point and that if cells
don’t divide properly and the
check points fail it can cause
cancer.
(O)
Misconceptions:
Are all tumors bad? (yes) {No} (C)
Students have the idea that
cancer is merely a condition
of uncontrolled cell
division. Students believe
that all tumors are cancerous
Decision Point/Formative Assessment
I will have students label component of cell cycle and checkpoints
in groups of 4. They will draw a diagram of cell cycle on a blank
piece of paper.
Student Outcomes
If they have labeled everything
right I will move on. If they
have not labeled it right, I will
help them and ask them what
they do not understand, so I can
make them understand.