Science Lesson Plan III: Twizzler Mitosis

Science Lesson Plan III: Twizzler Mitosis

Related Standards:

NCSCOS (http://www.ncpublicschools.org/curriculum/science/scos/2004/21grade8): In Grade 8, Competency Goal 6 states, “The learner will conduct investigations, use models, simulations, and appropriate technologies and information systems to build an understanding of cell theory”.

Objective 6.01 The learner will analyze structures, functions, and processes within animal cells for reproduction.

Objective 6.04 The learner will conclude that animal cells carry on complex chemical processes to balance the needs of the organism. Cells grow and divide to make more cells.

Language objectives:

Purposes of reading:

· Initial introduction to vocabulary and concepts.

· Follow directions given (on power point) for cell modeling activity.

· Learn specific facts about the topic through reading from the book and study guide.

· Build/review background knowledge.

Purposes of writing:

· Practice vocabulary with cloze study guide.

· Build/review background knowledge with study guide.

· Complete a graphic organizer during the powerpoint lecture.

Essential Questions:

· What is the cell cycle?

· List and describe the three phases of the cell cycle.

· Name at least three differences between prokaryotic and eukaryotic cells.

Higher Order Questions:

· Construct a model of the cell cycle.

· Compared with binary fission, is mitosis more or less complex? Explain why in at least three sentences.

Essential Vocabulary:

· Anaphase

· Binary fission

· Cell cycle

· Chromosome

· Cytokinesis

· Eukaryote

· Homologous chromosome

· Interphase

· Metaphase

· Mitosis

· Prokaryote

· Prophase

· Telophase

Materials:

Computer/projector for ppt presentation, candy for mitosis candy model activity, graphic organizer, study guide.

Introduction/Presentation:

Background knowledge built with study guide – due at the beginning of the class period. In addition, some vocabulary is from previous chapters in the book. Students will be asked to recall previous definitions in lecture.

Hook: Your hair has the fastest growing cells in your whole body. The cells of your hair go through the cell cycle so fast that an average hair grows 0.3 mm a day and 1 cm per month. What do you think life would be like if the cells in your arms and legs completed cell division as fast as the cells in your hair? Lesson Introduced with questions from previous night's homework.

Student model activity will allow for student interaction and comprehensible input.

Lesson Sequence:

· Collect homework (study guide for reading selection), answer questions about guide.

· Handout graphic organizer and give instructions to complete it during the ppt instead of taking notes. The graphic organizers form will be similar to the PPT. Students will be given reminders throughout direct instruction to guide them through the organizer.

· PPT presentation

o Essential vocabulary will be covered in presentation.

o Utilize visual images including graphic organizer, illustrations, and animated clips to explain content.

o Essential vocabulary will be reviewed at the end of the presentation.

· Mitosis activity

o Students given various types of candy.

o The class will go through each step of mitosis. Students will create candy models, predicting what will happen at each step. Before moving on to the next step, the class will watch an animated clip of the step they have just created.

o The activity will be repeated without review after each step.

· Review

o The students will be asked what they filled in for each part of the graphic organizer.

· Learning Logs

o Students will write a paragraph in their learning logs at the end of the class (if they do not finish it will be homework) answering the prompt "describe, in detail, what you have learned today about the cell cycle".

Practice:

Students will be provided a hands-on learning activity to engage them in the material. To keep students highly engaged during the lecture students will complete a graphic organizer, the lecture will be highly visual in nature, and a minimal amount of text will be used.

Application:

Students will apply what they have learned by creating a model of the cell cycle with twizzler candy. Students will have to understand the vocabulary and the steps of the cell cycle in order to mimic the events of each step.

Review:

Prior to the cell modeling activity, the end of the PowerPoint presentation will contain slides reviewing vocabulary. An essential vocabulary word will be shown and students will be asked to give an explanation or definition. During the cell modeling activity, students will apply what they have learned and then immediately be given feedback on whether they are correct or incorrect. This feedback will reinforce and review what has just been learned. The graphic organizer will be reviewed at the end of the cell modeling activity. The class will discuss how they have filled out the graphic organizer.

Assessment:

Students will be assessed utilizing observation during the cell modeling activity. Students learning logs will be reviewed. If students can describe the steps of the cell cycle they will have met NCSCS objective 6.02. If students conclude that the end result of the cell cycle is that cells grow and divide to make more cells they will have met NCSCS objective 6.04. The learning logs will also be used to determine the effectiveness of the candy model activity and overall lesson plan.