Lee M.

Thurston High School

20112012

Cell Division Unit Plan

Grade Level / Subject / Course: 11th Grade, Biology, Cell Division Time Frame: Approximately 19 school days A.

Overarching Standard/s:
- B2.1 In multicellular organisms, cells are specialized to carry out specific functions such as transport, reproduction, or energy transformation. - B2.1x Following fertilization, cell division, produces a small cluster of cells that then differentiate by appearance and function to form the basic tissues of an embryo. - B3.5 Populations of living things increase and decrease in size as they interact with other populations and with the environment. The rate of change is dependent upon relative birth and death rates. - B4.2 The genetic information encoded in DNA molecules provides instructions for assembling protein molecules. Genes are segments of DNA molecules. Inserting, deleting, or substituting DNA segments can alter genes. An altered gene may be passed on to every cell that develops from it. The resulting features may help, harm, or have little or no effect on the offsprings success in its environment. - B4.3 Sorting and recombination of genes in sexual reproduction results in a great variety of possible gene combinations from the offspring of any two parents. - B4.4x Genetic variation is essential to biodiversity and the stability of a population. Genetic variation is ensured by the formation of gametes and their combination to form a zygote. Opportunities for genetic variation also occur during cell division when chromosomes exchange genetic material causing permanent changes in the DNA sequences of the chromosomes. Random mutations in DNA structure caused by the environment are another source of genetic variation. a.

Specific Benchmarks / Learning Objectives:

(Specific Learning Objectives for Standard B2.1 and B2.1x) - B2.1C Explain cell division, growth, and development as a consequence of an increase in cell number, cell size, and/or cell products. - B2.1d Describe how, through cell division, cells become specialized for specific function. (Specific Learning Objectives for Standard B3.5) - B3.5d Describe different reproductive strategies employed by various organisms and explain their advantages and disadvantages. (Specific Learning Objectives for Standards B4.2, B4.3, and B4.4x) - B4.2A Show that when mutation occur in sex cells, they can be passed on to offspring (inherited mutations), but if they occur in other cells, they can be passed on to descendant cells only (non-inherited mutations). 1

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- B4.3A Compare and contrast the processes of cell division (mitosis and meiosis), particularly as those processes relate to production of new cells and to passing on genetic information between generations. - B4.3B Explain why only mutations occurring in gametes (sex cells) can be passed on to offspring. - B4.3C Explain how it might be possible to identify genetic defects (such as Down Syndrome and Turner Syndrome) from just a karyotype of a few cells. - B4.3d Explain that the sorting and recombination of genes in sexual reproduction result in a greaty variety of possible gene combinations from the offspring of two parents. - B4.3e Predict how mutations (such as sickle cell anemia and PKU) may be transferred to progeny. - B4.4b Explain that gene mutation in a cell can result in uncontrolled cell division called cancer. Alo know that exposure of cells to certain chemicals and radiation increases mutations and thus increases the chance of cancer. b.

How will the learning objectives be communicated to the students?

- Learning objectives will be posted in classroom for entire unit. - Daily learning objective/s will be displayed on front board, and announced as the focus for the class period.

c.

How will students personalize the learning objectives?

- Students will engage in a variety of activities including lecture/notes, short-reads, diagram-analysis, lab-exercises, problem solving and group work in order to practice and apply the learning objectives.

B.

Key Vocabulary Terms / Phrases:

1- cancer 2- carcinogenic 3- chromosome 4- chromosome pair 5- crossing over 6- deletion 7- DNA replication 8- diploid 9- duplication of genes 10- haploid 11- gametes 12- genetic variation 13- jumping genes 14- karyotype 15- meiosis 16- mitosis 2

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mutation new gene combinations progeny recombination of genetic material sex cell sex chromosomes cell cycle interphase prophase metaphase anaphase telophase, cytokinesis sister chromatids, homologous pairs allele, gene asexual reproduction, sexual reproduction binary fission, budding, spore formation, regeneration

C. Instructional Strategies that provide evidence that students have LEARNED the knowledge:
a. Providing Feedback Students will receive feedback orally during class, during one-on-one conferencing, through the use of rubrics, and via quiz/test analysis. b. Reinforcing Effort A portion of assignments will be graded based on effort (using a rubric). Students will also receive recognition for their diligence and respect for learning. c. Homework & Practice Students will receive daily practice opportunities through class-work and bell-work. Students will also receive homework (on average) 3-4 nights each week. d. Brief Description / Example Please see the individual descriptions listed above, under each strategy. Please also view the Unit Schedule below for a more detailed look at unit plans.

Lee M. Thurston High School

20112012

D. Instructional Strategies that help students ACQUIRE & INTEGRATE the new knowledge:
a. Cues, Questions & Advance Organizers Students will use a combination of graphic organizers, diagrams, and practice questions to help acquire the new content and make meaning of the new content. b. Summarizing Students will engage in oral summary of daily content, along with brief written summaries for each lab-activity (allowing students to make connections between content and experiments). c. Note-taking Students will engage in regular note taking, requiring them to transcribe notes from oral discourse, displayed text, and textbook readings. d. Nonlinguistinc Representation Students will use pictures/diagrams (both drawn and from textbook) to make meaning of the new content. e. Brief Description / Example: Please see the individual descriptions listed above, under each strategy. Please also view the Unit Schedule below for a more detailed look at unit plans.

E. Instructional Strategies that help students PRACTICE, REVIEW & APPLY the learned knowledge:
a. Identifying similarities and differences (compare / contrast, classify, create metaphors or analogies) Students will regularly create metaphors and analogies for the learned science content, in order to make more personal meaning of the new knowledge. b. Cooperative Learning Students will collaborate together during lab-activities, in order to accurately apply acquired knowledge to experiments and to accurately analyze results/data. c. Generating & Testing Hypothesis (problem solving, invention, experimental inquiry, historical investigation, decision-making, systems analysis) Students will engage in regular unit labs which will require students to apply learned knowledge to make intelligent predictions, collect data, and accurately analyze results. d. Brief Description / Example Please see the individual descriptions listed above, under each strategy. Please also 4

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view the Unit Schedule below for a more detailed look at unit plans.

F. Assessment Methods:
a. True / False Quizzes and Homework will include true/false statements for students to analyze. b. Multiple Choice Quizzes and Tests will be formatted for standardized test preparation, including a variety of multiple choice questions with at least 4 choices. c. Essay Students will be prompted with at least one short-response essay, per unit, either during class or as a summative assessment of unit content. d. Performance Students will engage in at least one lab-activity, per unit, by which they will be assessed on their effortcollaborationand accurate application of content. e. Constructed Response Students will be prompted with at least two constructed response questions, per unit test. f. Personal project (using graded rubric) Student will engage in one personal project, per semester, by which they will complete using a concise rubric.

G.Resources:
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a. Content Reference: Course Textbook, MI Biology Content Expectations, ACT College Readiness Standards, MI Biology Priority Expectations b. Real-World Articles/Text: Science Daily http://www.sciencedaily.com/ Scientific American http://www.scientificamerican.com/ Discover http://discovermagazine.com/ BBC News http://www.bbc.co.uk/science/ NY Times http://www.nytimes.com/pages/science/index.html c. General Unit Resources The Science Spot http://sciencespot.net/Pages/classbio.html Awesome Science Teacher Resources http://nclark.net/ The Biology Corner http://www.biologycorner.com/ YouTube http://www.youtube.com/ Khan Academy
http://www.khanacademy.org/video/photosynthesis?playlist=Biology

d. Onion Root Tip Lab http://www.marietta.edu/~biol/introlab/Onion%20root %20mitosis.pdf e. Cheek Cell Lab http://www.google.com/url? sa=t&source=web&cd=3&sqi=2&ved=0CD0QFjAC&url=http%3A%2F %2Fwww.biologycorner.com%2Fanatomy%2Fcell %2Fhuman_cheek_cell.doc&rct=j&q=cheek%20cell %20lab&ei=QikkTszlELGqsALb68DWAw&usg=AFQjCNEotbSAOpiv6O2nygNK2iUXCZ_ 2Ew&sig2=W4SZJ0J0pxHkUqAp9y9bNg&cad=rja f. Cancer Articles http://bmbreports.org/jbmb/jbmb_files/%5B36-1%5D0301220012_060.pdf http://www.ias.ac.in/currsci/sep102001/515.pdf http://www.cancer.gov/cancertopics/treatment/types-of-treatment g. Meiosis Computer Lab Activity http://www.biologycorner.com/worksheets/meiosis_internet.html h. Meiosis Karyotyping Activity http://sciencestuffyabc.pbworks.com/f/Human_Karyotyping_Activity.pdf

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H.

Unit Schedule:
Day 1 Basic Objective/s Define cell cycle and cell division. Identify purpose/need for cell division (somatic + gamete cells). Understand the relationship between DNA, genes, and chromatids. STANDARDS: B2.1, B4.2 VOCABULARY: 3, 4, 7, 9, 11, 15, 16, 17, 21, 23, 30 Represent the process and timeline of the cell cycle, and other important vocabulary, through visual representation. Define cell cycle and cell division. Identify purpose/need for cell division (somatic + gamete cells). Understand the relationship between DNA, genes, and chromatids. STANDARDS: B2.1, B4.2, B4.3, B4.4x VOCABULARY: 3, 4, 7, 9, 11, 15, 16, 17, 21, 23, 30 Identify the steps within mitosis, the processes included, and the end result of mitosis. Understand the purpose of mitosis. STANDARDS: B4.2, B4.3 VOCABULARY: 3, 4, 5, 7, 9, 10, 16, 24-30 Activity Notes
(Note-Taking, NonLinguistic Representation, Summarizing, CuesQuestions-& Advanced Organizers)

Cell Cycle Clock Visual Representation

(Non-Linguistic Representation, Summarizing, CuesQuestions-& Advanced Organizers, Performance Assessment)

Notes Lab Preparation Homework

(Note-Taking, NonLinguistic Representation, Summarizing, Reinforcing Effort, CuesQuestions-& Advanced Organizers)

Identify the stages of mitosis, the unique characteristics, and the frequency of each stage by observing prepared cheek + onion root tip microscope slides. Identify the steps within mitosis, the 7

Lab Lab Summary Write Up

(Generating & Testing Hypotheses, Collaboration,

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processes included, and the end result of mitosis. Understand the purpose of mitosis. STANDARDS: B4.2, B4.3 VOCABULARY: 3, 4, 5, 7, 9, 10, 16, 24-30 Identify the stages of mitosis, the unique characteristics, and the frequency of each stage by observing prepared cheek + onion root tip microscope slides. Identify the steps within mitosis, the processes included, and the end result of mitosis. Understand the purpose of mitosis. STANDARDS: B4.2, B4.3 VOCABULARY: 3, 4, 5, 7, 9, 10, 16, 24-30 Define cancer. Identify the cause of cancer in relationship to the cell cycle and cell division. Begin jig-sawing of cancer articles. STANDARDS: B4.2, B4.3 VOCABULARY: 1-7, 9, 10, 16, 17, 24-30

Summarizing, Performance Assessment)

Lab Lab Summary Write Up

(Generating & Testing Hypotheses, Collaboration, Summarizing, Performance Assessment)

Notes Mini-Group Project

(Note-Taking, NonLinguistic Representation, Summarizing, Reinforcing Effort, Collaboration, Performance Assessment)

Define cancer. Identify the cause of cancer in relationship to the cell cycle and cell division. Jig-saw cancer articles STANDARDS: B4.2, B4.3 VOCABULARY: 1-7, 9, 10, 16, 17, 24-30

Mini-Group Project
(Note-Taking, NonLinguistic Representation, Summarizing, Reinforcing Effort, Collaboration, Performance Assessment)

Assess the students understanding of mitosis, the cell cycle, general cell division, and cancer.

Quiz (10-15 multiple choice; 3-5 short answer)

(Multiple Choice, TrueFalse, Short-Essay Assessment)

Identify the steps within meiosis, the processes included, and the end result of 8

Notes Homework

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meiosis. Understand the purpose of meiosis. Compare meiosis to mitosis. STANDARDS: B2.1x, B3.5, B4.2, B4.3, B4.4x VOCABULARY: 3, 4, 5, 7-1, 14, 15, 18-22, 24-30 Identify the steps within meiosis, the processes included, and the end result of meiosis. Understand the purpose of meiosis. Compare meiosis to mitosis. STANDARDS: B2.1x, B3.5, B4.2, B4.3, B4.4x VOCABULARY: 3, 4, 5, 7-1, 14, 15, 18-22, 24-30 Karyotyping Activity Identify the steps within meiosis, the processes included, and the end result of meiosis. Understand the purpose of meiosis. Identify common diseases/disorders which result from meiotic errors. STANDARDS: B4.3 VOCABULARY: 14, 17, 19, 21, 22, 29, 30 Karyotyping Activity Identify the steps within meiosis, the processes included, and the end result of meiosis. Understand the purpose of meiosis. Identify common diseases/disorders which result from meiotic errors. STANDARDS: B4.3 VOCABULARY: 14, 17, 19, 21, 22, 29, 30 Karyotyping Activity Identify the steps within meiosis, the processes included, and the end result of meiosis. Understand the purpose of meiosis. Identify common diseases/disorders which result from meiotic errors. 9

(Note-Taking, NonLinguistic Representation, Summarizing, Reinforcing Effort)

10

Computer Lab Activity (Summarizing, Reinforcing Effort, Non-Linguistic Representation)

11

Mini-Lab Lab Summary WriteUp

(Generating & Testing Hypotheses, Collaboration, Summarizing, Performance Assessment)

12

Mini-Lab Lab Summary WriteUp

(Generating & Testing Hypotheses, Collaboration, Summarizing, Performance Assessment)

13

Lab Summary WriteUp

(Generating & Testing Hypotheses, Collaboration, Summarizing, Performance

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STANDARDS: B4.3 VOCABULARY: 14, 17, 19, 21, 22, 29, 30 Define asexual reproduction. Compare asexual reproduction to mitosis and meiosis. Understand Binary Fission, Budding, Spore Formation and Regeneration. STANDARDS: B3.5 VOCABULARY: 31, 32 Draw diagrams to visually represent + compare processes. Define asexual reproduction. Compare asexual reproduction to mitosis and meiosis. Understand Binary Fission, Budding, Spore Formation and Regeneration. STANDARDS: B3.5 VOCABULARY: 31, 32 Assess students understanding of meiosis and asexual reproduction. Assess students understanding of mitosis and the cell cycle.

Assessment)

Notes Homework
(Note-Taking, NonLinguistic Representation, Summarizing, Reinforcing Effort)

Drawing Activity
(Summarizing, NonLinguistic Representation, Reinforcing Effort)

Quiz (10-15 multiple choice; 3-5 short answer)

(Multiple Choice, TrueFalse, Short-Essay Assessment)

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Review unit concepts visually, using textbook diagrams and graphs. Review unit concepts through open-answer questions. Assess our understanding of unit concepts.

Review Review Test

(Multiple Choice, TrueFalse, Short-Essay Assessment)

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