Lesson Plan: Cell Cycle

Learning Objectives:
By the end of this lesson, students should be able to describe the stages of the cell cycle, the methods of cell-cycle
control/regulation and the effects of cell-cycle disruption.
Within this, the following levels of understanding are expected:
- Cell Division may be regulated by internal and external factors
- The cell produces gene products that regulate the cell cycle
- Carcinogens upset the normal controls of cell division by causing mutations
Content addresses C9 Key Ideas (pre-2018 curriculum) and final two Cells Key Ideas (2018 onwards)

Expected Level of Previous Understanding

- Understanding of Mitosis, its stages and purpose is expected, but will be revisited at the start of the lesson
- Understanding of concepts previously covered in CELLS topic, such as cell division, cell theory and the effects of chemicals
on cells

Expected Complications
- Cell Cycle is a complex topic containing difficult and logically challenging concepts
- It is expected that some students will heavily struggle with the concepts to begin with, so scaffolding for inclusion in ZPD
will be required

Lesson Aides/Resources
- A mixture of Verbal, Kinesthetic, Written, Logical and Interpersonal activities are utilized in this lesson to cater to multiple
intelligences of students. Due to the highly visual nature of the expected understanding (exam questions), emphasis is
given to visually recognizing the cycle and its components
- Detailed PowerPoint slides consisting of written explanations, picture representations, animations and videos complement
verbal explanations and diagrams drawn on the whiteboard
- Worksheet covering main concepts will be used in tandem with lesson activities to connect visual and written learning. If
uncompleted, the worksheet can be taken home and completed as homework/used for revision
- Analogies are frequently used to develop concrete understanding and build on abstract concepts
- Past-Exam Questions are explored in both individual and group environments, allowing students to recognize the level of
understanding expected
Concept/Understandi Activity/Resources Designated
ng Time
Revision of Mitosis
- Stages - PowerPoint Slides are used throughout with questions and pictures used 15 Minutes
- Purpose to stimulate discussion
- Group Discussion (2-3 people) about stages of Mitosis, then come
NOTE- Understanding together as class and review concepts
will be gauged, with
more time designated
if required, as
understanding is key Multiple Intelligences: Visual, Interpersonal, Verbal, Written
for cell-cycle
concepts

Cell Cycle- Interphase

- Understanding - The idea of Interphase is introduced, with each phase systematically 20-30 Minutes
of WHAT the explained in terms of purpose. Analogy of a PIE composed of different
phases are, slices utilised
WHY they are - Concepts are explored and understanding developed by regularly
required, WHAT relating back to whole picture of Cell cycle
they involve - Stimulus questions are asked after each phase is introduced, with
students encouraged to discuss them in small groups
- In groups of 3, students are handed a piece of pie relating to a
particular phase and share what they have learned about that phase
- Discuss how hormones such as Growth Factors can influence the cell
cycle

Multiple Intelligences: Visual, Interpersonal, Visual, Logical, Written

Cell Cycle Control

- Understanding - Initial ideas for Cell Cycle control are brainstormed on the whiteboard, 20 Minutes
of WHY we with students encouraged to write.
need to control - Control then explained using a detailed and relatable analogy: Getting (Video length- 5
the cell cycle ready in the morning minutes)
- Cyclins and - Video shown to class that provides overview of Cell Cycle Control:
Kinases (MPF) https://www.youtube.com/watch?v=1EB8q9aR8Hk
- Checkpoints Note: Video theory is complex, but basic understanding can still be gathered
and used (emphasized to students before being watched)
 - Role and Function of Cyclins and Kinases are explained with the help of
diagrams and animations in PowerPoint slides
- Concept of Checkpoints are introduced to students, with analogy of
Immigration and Customs

Multiple intelligences: Visual, Interpersonal, Written

Disruptions to the - Revisit concept of Growth Hormones and their influence on cell cycle 20 Minutes
Cycle - Discuss what Cancer is and how it is related to Cell Cycle with specific
- How the cycle examples
can be - Breakdown of normal cycle and spread likened to war through an
interrupted interactive Analogy
with examples
(i.e. Growth The following will be covered if enough time remains, otherwise it will be
Hormones and covered in the next single lesson
Cancer) - Impacts of Cell Cycle explored by using real-life examples with particular
- Discuss impacts focus given to Cancer
of cell cycle
control (health, Multiple Intelligences: Verbal, Visual, Kinesthetic, Interpersonal
social and
economic
impacts)
Putting it all 15 Minutes
together - Practice Exam-style question will be given out to students with time then
designated for completion
- Answers will be shared and a consensus reached with students for the
best answer
- Review of learning objectives

Multiple Intelligences: Written, Verbal, Logical, Interpersonal

Total: 100
Minutes
Notes:
Areas for Improvement: