Lesson Plan Subject Area: Biology Course: SNC 2D Unit: Tissues, Organs, and Systems of Living Things Date:

Oct. 25, 2012 Grade: 10 (24 students) Time: 10:4512:00 (75 mins) Topic: Animal Cell Mitosis (Cell Cycle) Teacher: Colleen Quinlan

1. Instructional Expectations: The objective of this lesson is to review animal cell mitosis and to introduce the cell cycle and the biological implications for when this goes wrong. Curriculum Expectations: The lesson touches on the overall expectation under B2. It, also, targets the following specific expectations: B2.1, B2.2, B2.5, B3.1. 2. Pre- assessment: Students should be able to identify and describe the 8 stages of mitosis in animal cells (to be reviewed at the start of class). Required Resources: - Laptops each student (24) - Handout with Website Instructions (Link to Interactive site: http://www.cellsalive.com/mitosis.htm) - Laminated pictures of the 8 stages of animal cell mitosis. Sticky Tac to place on black board. - Student Worksheet- 24 copies 3. Introduction: 5 mins - Watch youtube video on cell cycle and what occurs when cell division (cell cycle) is unregulated. Link: http://www.youtube.com/watch?v=IeUANxFVXKc Review Group Activity: 15 mins Review the stages of mitosis. Split class into 8 groups (3 per group). Provide each group with a laminated picture of a stage in mitosis. Instruct the groups to label the stage and to provide a brief description of what occurs in this stage. When complete, a representative from each group will go to the board and come to a consensus about the order of the stages. The pictures and descriptions will be posted on the board. Have a quick debrief with the class to review the order and the descriptions of the processes. This activity targets the kinesthetic and visual/ auditory learners. 4. Establishing Learning: 50 mins Learning Steps/ Strategies for Students: - Provide students with instructions handout and laptop. - Students form groups of 4. Each group is responsible for becoming an expert on one of the stages of the cell cycle (assign a number to each group). - After about 7 minutes, students gather into groups with a representative from each stage. They will relay the information for their respective stages to the group. - Have students work on the animal cell jigsaw puzzle with a partner once they have completed the discussion with their group. Individual Assignment: - Handout worksheets- Trigger for higher level thinking (attached) - Submitted as an Assessment AS learning Teaching Strategies: - Circulate the room to ensure that students are on task and to answer any questions. - Ask specific questions pertaining to the cell cycle to gauge how well students are learning the material. - Facilitate a group sharing session about what the various groups thought were important components of the stages in the cell cycle.

Targeting various learning needs: Students work together to formulate their knowledge. They are responsible to their peers to provide them with valid information. Understand where students are in terms of their understanding by asking specific questions based on the material being learned. Inclusive Practice: Provide students with the option of being provided with the key terms to assist them in their creation of the concept map or flow chart. Ensure that students who have trouble being mobile in the classroom have sufficient space to move. Can have groups go to meet those specific students. The visual representation of the cell cycle on the web page helps students who are visual learners to understand the concept more thoroughly.

5. Consolidation of Learning: 10 mins - After students have completed their individual work sheets bring the class back to debrief. Ask quick fire questions about the cell cycle. - Hand out exit cards- 1 concept that they learned today and 1 that they want more clarification on. Ask students to place a red, yellow, or green sticker on their card (indicating their perceived level of understanding). 6. Assessment of Student Learning: - Collection of student worksheets to assess how students grasped the concepts of the lesson. - Use the feedback from the exit cards. - Provide students with appropriate and meaningful feedback in a timely fashion. 7. Reflections and Looking Ahead to Subsequent Lesson:

RUBRIC: Bump It Up Questions Categories Communication Use of Scientific Language Thinking and Inquiry Creating Links between cell cycle and human health Level 1 Level 2 Level 3 Level 4

Limited use of scientific terms

Some use of scientific terms

Considerable use of scientific terms

Thorough use of scientific terms

Limited connections established

Some connections established

Many connections established

Exceptional ability to create links

CELLS ALIVE! Instruction Sheet 1. Log on to your laptop 2. Type the following link into the internet browser: http://www.cellsalive.com/mitosis.htm 3. Visit the cell cycle page by clicking on the cell cycle within the list on the left. 4. Press play to view the cycle. 5. Become an expert on your groups stage. You will find the description of what occurs during the stage below the interactive cell cycle diagram. 6. Look up the stage within your text book to add to your knowledge. Further Instructions for the next stages of the lesson will be provided!

BUMP IT UP Taking Our Knowledge One Step Further! Question 1: Record the stages of the cell cycle using a flow chart or a concept map. Question 2: A) What do you think might happen if the rate of the cell cycle is disrupted or changed? **HINT: Think back to the video that was shown at the start of class. View the cell cam on the cells alive website. B) How is this information of value to scientists and researchers?