Name: Ashley Staley

Unit: Cell Reproduction

Grade: 10th
Time Allotted: 80 minutes

Lesson Topic: Asexual vs. Sexual Reproduction

Context for Learning:
This will be the first lesson about cell reproduction. Students have learned about cell
reproduction in previous grades but not since 8th grade. To begin this unit, we will start
with a foldable that differentiates the different types of cell reproduction, a web quest
and a video about types of reproduction.
Curriculum and SPA Standards Addressed:
SC.BIO.55 Students will demonstrate an understanding that all organisms are
composed of cells that can function independently or as part of multicellular organisms.
SC.BIO.55.01.g Reproduction: Distinction between asexual (binary fission,
budding, vegetative, mitosis: role in growth and repair, chromosome
number
remains that same) and sexual reproduction: (angiosperms,
mammals:
recombination of genetic material).
Objectives:
Students will be able to distinguish between asexual and sexual reproduction of cells.
Materials:
Warm-up Paper (given at the beginning of each week)
Projector to display the warm-up on the board
Computer to take attendance and to display warm-up
Matchbook Foldable
Scissors to make foldable
Web quest worksheet
Lesson Path
Computers
Bill Nye: Genetic Diversity- Sexual Reproduction
Video question worksheet
Notecards for exit ticket
Proactive Behavior Management:

To proactively manage behavior, I will establish high expectations at the very beginning.
I will expect students to stay in their seats until directed to begin working on the web
quest. I will expect students to remain on task during all work in class. If a student get off
task, I will promptly redirect them to their work. If it remains a problem, I will change
groups to promote better work ethic.
Provisions for student learning:
This lesson ensures that students are consistently engaged because they are
completing a foldable, a web quest and watching a video. Students tend to enjoy
working on web quests and watching videos. This topic affects everyone because we
are looking at life and figuring out how cells reproduce. This is relevant to all students
because our cells reproduce every day.
The paper to create the foldable will be passed out while the students are
completing their warm-ups in order to maximize transition time. Students will begin their
work when I tell them to do so, quickly.
Procedures:
Introductory/Developmental Activities
Warm-up/Opening (5 minutes):
Students will begin the warm-up as soon as they get into the
classroom and get settled in their seats. The warm-up will
ask the
students 1 question since this is the beginning of the
unit. The
students will complete their warm-up on a paper that
was passed
out at the beginning of the week. The warm-up
questions will be
displayed on the projector. The students will
use knowledge from
previous school years to answer the
warm-up questions. Students
will have 3 minutes to complete
the warm-up.
1.) What are the 2 ways cells can reproduce? Think back to
your previous science classes to answer this.
After 3 minutes, I will ask students for their responses to the warmup questions.
Motivator/Bridge (1-2 minutes):
I will transition from the warm-up into todays agenda. We will be
completing a sexual vs asexual reproduction matchbook

foldable.
web quest,
reproduction. At
to complete an exit

We will then complete and online web quest. After the

students will watch a Bill Nye video about types of
the end of the video, students will be instructed
ticket.

Modeling (10-15 minutes):

The sexual vs. asexual reproduction matchbook foldable will take
the place of traditional notes. I will walk the students through
the
process of creating their foldable and tell the students what
to write
on their foldable. As we go through the foldable, I will
be talking
about the different types of reproduction and adding
examples in
order to help the students understand it better.

Guided Practice and Independent Tasks

Guided Practice (2-5 minutes)
The students will be shown how to access the web quest. I will walk
them though how to go from site to site on the lesson path. This will
be the first time they have used a lesson path, so they will need
some instruction. The students will be familiar with web
quests
since several have been completed in the past.
Independent Tasks:
(27 minutes)
Students will be working together to complete the web quest
since there are not enough computers for each student. The
groups
are the same groups that they have been working in all
school year.
Students will be expected to complete the web quest in
class. If
students do not finish in the allotted time, it will be
assigned for
homework.
(28 minutes)
Students will watch a Bill Nye video about the different types of
reproduction. During the video, students will be expected to
complete questions about the video as they watch it.
Summary/Closure (5 minutes):

When there are about 5 minutes left of class, I will instruct students
to put their things away except for a pencil. I will then ask the
students to complete an exit ticket that explains the main
idea from
the lesson and something that they need clarification
on. I will
instruct the students that the web quest needs to be
completed for
homework if it was not finished in class and I
will tell them to review
their notes.
Adaptations:
A few students in this class receive completed notes and extra time on
assignments. Those students will receive a copy of my asexual and sexual
reproduction foldable so they are able to complete theirs. If extra time is
needed
on the web quest, the students can come during the designated
tutoring time the
next day. No other adaptations will be necessary.
Assessment:
During this lesson, there are several ways the students are assessed. At the
beginning of class, students completed a warm-up that will be collected at
the
end of the week. I will check for understanding by going over the warm-up
questions verbally. The web quest will be collected in order to check
for
understanding. At the end of class, an exit ticket will be completed.
Students will
be asked to summarize the difference between sexual and asexual
reproduction.

Generalization/Extension Activity:
If the students finish the web quest early, students can work on a cell worksheet.
This will help the students further grasp the types of cell reproduction.
Review/ Reinforcement (homework):
Students will be responsible for reviewing their notes for homework. I will
expect the students to finish the web quest for homework if it was not
finished in
class.

Name:_____________
Date:________ Block:___________

Reproduction Online Activity

Visit a lesson path playlist to see all websites at http://bit.ly/1DMuFrl
Chromosomes
1.) What is a chromosome?

2.) How many chromosomes are in a human body cell?

Mitosis and Meiosis

1.) What does diploid mean? What types of cells are diploid?

2.) What happens to the chromosomes in a cell before the cell can divide?

3.) Why is mitosis important?

4.) What is a haploid cell? How many chromosomes are in a human haploid cell?

5.) What is the name of the diploid cell formed by the joining of the sperm and egg?

6.) What is the difference between mitosis and meiosis?

Binary Fission
Scroll down the page until you see Prokaryotic Cell Division
1.) What process do prokaryotes use to reproduce?
2.) Briefly explain this process.

Budding
1.) Is budding a form of sexual or asexual reproduction?

2.) List 3 examples of organisms that use budding as a method of reproduction?

3.) How does the new organism genetically compare to the original (parent) cell?

Vegetative Reproduction
1.) Explain how strawberry and spider plants reproduce?

2.) Identify one other plant and explain how it is able to successfully reproduce.

Compare/Contrast
1.) Using you notes and what you learned from the different websites, identify one
similarity between sexual and asexual reproduction.

2.) Identify one difference between sexual and asexual reproduction.

Name:____________ Block:_________
The Eyes of Nye: Genetic Diversity - Sexual Reproduction
1.) It takes a lot of time to produce special sex cells like _______ and _______.
2.) In 24 hours, E.Coli has gone from 1 bacterium to _,_ _ _, _ _ _.
3.) Living things and the parasites that attach them have ________ together. Were all in
a race, and this race takes place on the level of ___________.
4.) Recent research at the University of Chicago showed that women can detect genetic
differences through __________.
5.) Sex is risky.. Females in more than ______species ________ their mates before,
during or after sex.
6.) The reason you have sex is to stay ahead of ____________.
7.) Between the years 1725 and 1765, the wife of Feodor Vassilyev of Russia, gave birth
to ______ children.

8.) Sex has a ________.

9.) Sex is _________.
10.) Behavior and even feelings are the result of ________________.