Step 1: Identify Desired Results - Heather Freytag's ...
Adapted From — Wiggins & McTighe, Understanding by Design
|Stage 1: Identify Desired Results |
|Unit of Study |
|10th grade biology- Mitosis/Meiosis |
|Text Set: |
|Book: Textbook |
|Lab: lab putting in order mitosis/meiosis slides (fish and onion slides actual and internet) |
|Lab: Stem Mom lab on tissues |
|Lab: Mitosis-Meiosis: Doing it on the Table |
|Music: Mr. W mitosis rap, Mr. W meiosis song |
|Articles: Why Chromosomes align perfectly in a dividing cell by T. Kiyomitsu and Cheesman |
|The History May Shape the Future of Diseases by Karl Zimmer |
|Videos: Amoeba sisters on mitosis and one on meiosis; crash course video Splitting up is hard to do, and one on meiosis. |
|Interactive site: mitosis and meiosis side by side |
|Game: review cell parts using a game and a model |
|Quizzes: Mitosis, and Meiosis |
|Project: Brochure on cancer |
|Established Goals |
|NextGenScience Standards: |
|HS-LS1-4. Use a model to illustrate the role of cellular division (mitosis) and differentiation in producing and maintaining complex organisms. |
|CCSS Science WHST.9-10.4- Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. |
|CCSS Science SL.9-10.5-Make strategic use of digital media (e.g. textual, graphical, audio, visual, and interactive elements) in presentations to enhance |
|understanding of findings, reasoning, and evidence and to add interest. |
|Enduring Understandings Students will understand that… |Essential Questions |
|Cells grow and divide, allowing the organism as a whole to grow. |What is happening when I get a cut/broken bone? How does skin and bone repair |
|Organisms begin as a single cell (fertilized egg) and divides to produce many |itself? |
|cells; ending in a complex organism. |Why are humans so different? |
|Each parent passes down genetic information identical to their own. (Mitosis) |What happens when chromosomes don’t align correctly? |
|An organism is made of tissues and organs that work together to meet the needs |What causes cancer? Is there only one factor at play? |
|of the whole organism. | |
|Things can, and will go wrong during the replication process causing | |
|alterations in the chromosomes and sometimes death (cancer, Down Syndrome, | |
|etc.) | |
|Interphase is not a resting phase, this is when the cell is doing “cell things”| |
|like being skin, or part of a muscle. | |
|There is still much we don’t know about the process, lots to learn and study in| |
|this field. | |
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|Learning outcomes: |
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|Cell division helps heal, grow, and maintain a complex organism, like a human. (HS-LS1-4) |
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|Learning outcomes: |
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|Provide a model. ( HS-LS1-4) |
|Use various texts to make model interesting and enhance findings. (CCSS Science SL.9-10.5) |
|Writing is appropriate to task. (CCSS Science WHST.9-10.4) |
|Stage 2: Determine Evidence for Assessing Learning |
|Performance Tasks: |Other Evidence: |
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|Two quizzes: graded using a rubric, to check for understanding and readiness to|Labs on mitosis and tissues, and meiosis |
|complete the final project thus meeting the standard. |Entrance and exit slips review and critical thinking questions. |
| |Reading and lab journal (is in same journal but entry will be based on task): |
|Provide a model and presentation of said model that demonstrates their |comments, questions, unknown words as read, also record lab work in the |
|understanding of mitosis/meiosis and the roles they play on producing and |journals. |
|maintaining a complex system. |Discussions on articles, labs, videos |
|This will be a “brochure” or some other format that explains, to a particular |Final project has a metacognition element. |
|audience, cancer and how it forms. Graded using a standards aligned rubric. | |
|(HS-LS1-4, CCSS 9-10.5, CCSS 9-10.4) | |
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|Stage 3: Build Learning Plan |
|Learning Activities: |
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|Lesson plan |
|Day 1 |
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|Name of lesson |
|Mitosis |
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|Concept/Topic/Skill to teach: |
|Introduce mitosis and frontloading activities |
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|Standard(s) addressed, if applicable: |
|Not applicable yet |
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|Learning Outcomes |
|Understand that cells divide, and what they have to do in order to start the process. Connect this process to organism growth, and repair (i.e. cuts and broken |
|bones). |
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|Resources |
|Lab materials: handouts, lab journals, pencil, parts for cells (various craft items, pony beads, pompoms, pipe cleaners, play-doh, string, etc.), board to write|
|steps. |
|Whiteboard |
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|Overview |
|Introduction to cell reproduction intended to hook and think critically about what is necessary for a cell to become two cells. |
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|Anticipatory Set |
|Students will have learned about cells and organelles. We are now going to take the one cell and turn it into two cells, and what this can mean for the whole |
|organism. |
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|Instruction and Activities: |
|Begin with essential questions, how does skin and bone repair itself? (Write the question on the board. Also put directions for day on the board; Science |
|journal and writing utensil, rest of belongings go away for lab.) Remind students to think about this as we work through the day’s activities. This is our |
|purpose. |
|Review cell parts. Use a game called I have, who has? And correspond with my cell model, adding the parts of the cell as we go. Stop and review if we hit a snag|
|in the game. This will be a word game with a 3D model component to help the students visualize. 10 minutes for this unless need more review |
|Introduce the topics of mitosis and meiosis. Begin Stemmom lab. (She gives the materials and how to, a great layout.) Have students think about what it would |
|take to become two people. Write it down in their journals. Then discuss what barriers cells will have to overcome during mitosis, these will be structure and |
|function. Remind students, structure refers to cell parts and function is the ability for a cell to do its job. We will record these in chart form. One side |
|will be type of barrier and what type of problem, and the other side will be possible solutions. Next the students “play” with the materials to see what |
|happens, needs to happen; this should bring up questions. Walk around and interact with students as they discover. Have them explain what they are doing, and |
|what is going on, are they having problems. Next I will demonstrate with my own materials cell division. I need to remind students that this is just a |
|simulation and is by no means exactly like what happens. It would be smoother and of course, smaller. |
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|The lab will take the whole period. We will discuss follow up questions the next day, they will do them for homework as the entrance ticket. To wrap for the |
|class we will fill in the other side of our chart that discusses possible solutions. 30 minutes for them, then my demo 10 minutes |
|Closure and Reflection: |
|Complete the chart we began at beginning of class. This time the students will complete the possible solutions section. This will set them up to hear, and |
|discuss, the answers tomorrow during the lecture. No exit ticket assigned, but the entrance ticket is follow up for tomorrow, the questions at the end. They are|
|critical thinking and metacognitive in nature |
|Assessment: |
|Assessment is formative. I will be observing to see how they worked to understand the lab, and participated in the process. What are the questions they ask |
|targeting? This will help me tailor the lecture to target what they are most interested in, and most confused about for the next day. |
|Differentiation: |
|The nature of the task provides for differentiation. It’s a manipulative, and everyone works to their capacity. If someone has trouble manipulating the |
|materials, I can have them partner with someone, a peer buddy. When I do my own demonstration at the end it will be important that everyone can see, so I will |
|take location into consideration. |
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|Lesson plan Day 2 | |
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|Name of lesson: |
|Mitosis- How does skin repair itself? |
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|Concept/Topic/Skill to teach: |
|Learn the nuts and bolts of mitosis |
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|Standard(s) addressed, if applicable: |
|Beginning to lead them to understanding of the HS-LS1-4 standard. Understanding the role of cellular division |
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Learning Outcomes
Understand what is happening within the cell during mitosis, and be able to recognize it in a picture of a cell. Understand that a multi-celled organism is a collection of differentiated cells. Daughter cells receive identical genetic information from the parent cell. Differences in cells are due to gene expression not different DNA.
Resources
Lab worksheets from yesterday, lab journals, lecture handout and my PowerPoint lecture.
Overview
Understanding the components of mitosis, and how to recognize the different phases.
Anticipatory Set
We have begun building background knowledge with yesterday’s lab. Today they will be given the terminology that corresponds to their ideas, and hopefully answer all of the questions they had yesterday.
Instruction and Activities:
1. Begin with the essential question: How does skin repair itself? How does it know to do this? How does the skin cells know what job they are to perform? This is written on the board to center their thinking.
2. The class will have their entrance tickets out and on their table. I will only verify the work was completed, and then we will discuss the Post Lab answers and what we discovered during our lab the day before. The questions address one design element that they were to address. Hopefully we have a good deal of variety for our discussion. After the discussion they will turn in their lab, this will be for formative assessment after our discussion. 20 minutes for discussion at most.
3. After the discussion there will be a short lecture, I will do the lecture using PowerPoint and I will give them an outline for their journals to take notes with.
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(Slide 40 will not be addressed today.) I would not cover meiosis in this class period. I want it to be no more than 20 minutes, may take longer as we stop for discussions. 20-30 minutes
4. I will have the students watch the mitosis rap by Mr. W. This helps to internalize the information they just learned, and gives another method of learning. I will provide the students with the lyrics with diagrams as well. 3 minutes can watch it twice
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Closure and Reflection: 5 minutes
Exit ticket assigned to bring closure to the information. Remember that I need complete sentences.
1. What would you say is the purpose of mitosis?
2. What would happen if mitosis stopped?
3. Is there a step in mitosis that is unclear? Elaborate.
For homework: Our class discussion forum (I believe I will use Edmodo, or something else if the school provides a different forum). I will assign the going further questions at the end of the stemmom lab. 1. How does a cell know when to stop dividing, and what happens if it divides indefinitely? 2. How do the new cells know to be skin cells and not hear, eye, liver, or blood cells? They will follow the protocol we have established for the discussion forum and I can see if everyone is understanding the material.
Assessment:
The exit ticket will provide me with a formative assessment. Did I get the important parts of mitosis across with the students? And what questions do they still have.
Differentiation:
Adaptations for learning disabilities: I will give written handouts for all the oral part of today’s class.
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|Day 3 | |
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|Name of lesson |
|Mitosis lab- How does skin repair itself? |
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|Concept/Topic/Skill to teach: |
|Applying what we have learned about mitosis to real examples |
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|Standard(s) addressed, if applicable: |
Furthering their understanding of the HS-LS1-4 standard. Understanding and analyzing the role of cellular division
Learning Outcomes:
Understand what is happening during mitosis, the order that things occur and why.
Resources
Lab materials for lab-index card halves, microscopes one for each group, slides (or if not available will have them projected at front of class), pencil, tape, and exit slip paper.
Overview
Understanding the components of mitosis, and how to illustrate the different phases.
Anticipatory Set
We have built background knowledge with the previous lab, and learned the terminology in yesterday’s lecture. We will extend this knowledge with a new lab that makes them apply the information they developed and were given today.
Instruction and Activities:
5. Write on the board: How does skin repair itself? How does food grow?
6. Review lab procedures. Go over lab steps and then review how to draw and label. I will do the first one with them. I will remind them to work with partners, describing what they see before committing to the drawing. But remind them that the drawing and labeling must be completed in their own lab notebooks.
7. We begin the second lab. This lab is the basis for my lab. I am formatting it to fit what I would like to focus on. There will be microscopes, so groups will be divided based on availability and number (hopefully two students per microscope), prepared slides of onion root tip and whitefish cells; different stages of mitosis. Each slide will be labeled. Lab 20 minutes to draw and label
The lab is as follows:
Name _____________________________________ Science Course______________________
Lab Partners_______________________________________ Lab Due _________Grade_______
Analysis: Excuse me, what phase is this?
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Mitosis in Real Cells
Introduction:
To study mitosis, biologists often look at particular cells. Remember, that mitosis occurs only in areas of growth, so finding a good spot to study it can be challenging. Two specimens are commonly used by biologists to study mitosis: the blastula of a whitefish and the root tip of an onion.
The whitefish embryo is a good place to look at mitosis because these cells are rapidly dividing as the fish embryo is growing. The onion root is also a good place because this is the area where the plant is growing. Remember that when cells divide, each new cell needs an exact copy of the DNA in the parent cell. This is why mitosis is only visible in cells that are dividing, like the whitefish embryo and the onion root tip.
Mitosis can take several hours to complete. Scientists will make slides of cells that should be undergoing mitosis in order to find a particular cell in any of the stages - prophase, metaphase, anaphase, telophase. Remember that most cells you see will be in interphase, that's the cells "resting" state. Your task is to look at photographs of actual slides and identify the stages of mitosis. Answer the questions on each page in your lab notebook or answer directly on the lab sheet and tape into your lab notebook.
Brainstorming:
1. Why is the whitefish, and onion root, used to study mitosis?
2. Explain what happens in the four stages of mitosis? Briefly, in your own words. (Prophase, Metaphase, Anaphase, Telophase)
3. Can you predict why most of the cells, in the organism, would be in interphase?
Analysis:
Remember safety first! Goggles on, if anyone were to drop a slide, and it breaks, we don’t want glass in anyone’s eyes!
1. View slides/slide images of a whitefish blastula and an onion root to see cells in various stages of mitosis.
2. On each half note card, draw and label what you see. (Some stages may repeat).
3. Then use your drawings to demonstrate the order of mitosis. Do you see any obvious differences?
4. After your group has put the slides in order, ask me for your next task.
After everyone has completed their drawings we will discuss the order, similarities and differences of mitosis. Then they will be taped into your journal for a visual concept map. 10 minutes
Postlab: Entrance ticket for tomorrow. You will turn these in at beginning of class.
1. Compare the mitosis of whitefish to the mitosis of onion root.
2. What would you change about this lab? Is there a part that was confusing?
3. Predict what would happen if the cells in the whitefish began dividing uncontrollably.
4. Research: What happens when cell division goes wrong? What is this called, and what is the end product?
Lab adapted from: ;
The next step is for groups that finish ahead of the rest of the class: Complete rest of class
Tiered part of lesson/activity: After a group completes putting their drawings in order they will ask me for the next task. Depending on level of challenge needed I will assign one of the following activities.
Tier one:
Generate a set of guidelines for students to help them decide what phase a cell is in.
List the elements of each phase they can look for. (Knowledge level)
Tier two:
Generate a set of guidelines for students to help them decide what phase a cell is in.
Illustrate what each phase looks like and give an example for students to compare. (Application level)
Tier three:
Generate a set of guidelines for students to help them decide what phase a cell is in.
Create a list of questions or diagram they can follow to decipher which phase a cell is in. (Synthesis level)
We will discuss the guidelines tomorrow at the beginning of class.
Closure and Reflection:
We will wrap up the lab by going over the order of the slides, and their reasoning. They will tape their drawings into their lab journals in order. If the students do not finish the post lab questions they will be completed for homework. We will discuss the guidelines as a class at the beginning of the next day, the post lab questions will be their entrance tickets. Remember to use correct grammar, full sentences, etc.
I will assign an exit ticket to be turned in as they leave class: 5 minutes
1. What is one thing you remembered from yesterday?
2. What is one thing you learned (or found out/discovered) today?
3. What question do you still need answered?
I will then assign the entrance ticket for tomorrow, the completed postlab questions.
Assessment:
I will be walking around the room and speaking with each group to see how their understanding is developing. I will also be checking the exit tickets. I will see what the questions they still have are, and see if we need to go over mitosis in depth again or not. The postlab questions are going to be the entrance ticket for the next day, I will be able to discern understanding from their answers.
Differentiation:
I will project the slides on the board, in addition to being able to view them in the microscope. For the first cell I will demonstrate, again, how to draw and correctly label the cell parts. I will also allow any unfinished work to be done at home. Also if a group is having trouble I may have them discuss their thoughts with a neighboring group (that has figured it out) and see if they can help one another troubleshoot. Groups will be grouped heterogeneously; no specific people together just a random mix. They should be in twos, working with a microscope works best with two.
Extension for gifted students: As groups complete the lab they will be asked to take it a step further and construct guidelines to help students in the future distinguish the phases of a cell. We will then discuss this topic as a class the next day.
|Day 4 | |
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|Name of lesson |
|Mitosis What don’t we know? |
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|Concept/Topic/Skill to teach: |
|We don’t know everything about cell division. |
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|Standard(s) addressed, if applicable: |
Furthering their understanding of the HS-LS1-4 standard. Understanding and analyzing the role of cellular division
Learning Outcomes
Finish up mitosis, and ensure understanding.
Resources
Video: crash course: Splitting up is hard to do
Article: A mitosis mystery solved: How chromosomes align perfectly in a dividing cell
Science journals
Online quiz-I’m assuming I already know all students will be able to complete it. I can also offer to stay after school if need be for them to stay and take it.
Overview
Understand that we need further study of this topic, and hopefully complete our mitosis content knowledge before moving on to further understandings.
Anticipatory Set
Today we extend our knowledge of mitosis, and see what has recently been discovered. This shows that this topic is still relevant and still being studied. We will watch a video to review information and then read an article (funny enough it is referenced in the video). We will work in groups to discuss this current event and then work as a class. We will end with assignment of a quiz, to ensure basic understanding of mitosis before we move on.
Instruction and Activities:
1. Write on the board: How do chromosomes align perfectly in a dividing cell?
2. Discuss our guidelines for mitosis. Pointing out the differences in the phases. I’d write some on the board for everyone to visualize. If some did illustrations I will have them share these as well. This is just a great way to review what we learned yesterday. 10 minutes
3. Watch a crash course video to give another perspective.
About 11 minutes
4. Hand out an article/current event. A mitosis mystery solved: How chromosomes align perfectly in a dividing cell. This is the same article mentioned in the above video (funny that I found the article and then decided on the video). Students will form groups of three/four students. They will read it and complete a current event summary using the following outline. They will discuss as group but will need to complete an outline in their own science journals. I will walk around and help with terminology and checking for understanding.
A mitosis mystery solved: how chromosomes align perfectly in a dividing cell
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The process of mitosis is extremely precise; when it comes to manipulating DNA, cells verge on being obsessive and with good reason. Gaining or losing a chromosome during cell division can lead to cell death, developmental disorders, or cancer.
AsTomomi Kiyomitsu, a postdoctoral researcher in Whitehead Member Iain Cheeseman’s lab,watched mitosis unfold in symmetrically dividing human cells, he noticed that when the spindle oscillates toward the cell’s center, a partial halo of the protein dynein lines the cell cortex (a layer of proteins covering the inside of the cell membrane) on the side farther away from the spindle. Kiyomitsu determined that the motor protein dynein is anchored to the cell cortex by a complex that includes the protein LGN, short for leucine-glycine-asparagine-enriched protein. The stationary dynein acts as a winch to pull on the spindle pole, and the microtubules and chromosomes attached to it, toward the cell cortex.
Kiyomitsu found that when a spindle pole comes within close proximity to the cell cortex, a signal from a protein called Polo-like kinase 1 (Plk1) emanates from the spindle pole, knocking dynein off of LGN and the cell cortex, stopping the spindle pole’s forward motion, and freeing dynein to move to the opposite side of the cell.
Kiyomitsu also noticed that a layer of LGN extends all around the cell cortex, except in the areas that are closest to the chromosomes. After testing a couple of signaling molecules associated with chromosomes, Kiyomitsu determined that a signal from the chromosomes, involving the ras-related nuclear protein (Ran), blocks LGN, and therefore dynein, from attaching to the cell cortex closest to the chromosomes. His work suggests a key role for Ran in directing spindle orientation.
Image: Courtesy of Nature Cell Biology and T. Kiyomitsu and I. Cheesman.
February 12, 2012
Tags: Cheeseman LabGenetics + GenomicsProtein Function
CAMBRIDGE, Mass. – To solve a mystery, sometimes a great detective need only study the clues in front of him. Like Agatha Christie’s Hercule Poirot and Arthur Conan Doyle’s Sherlock Holmes, Tomomi Kiyomitsu used his keen powers of observation to solve a puzzle that had mystified researchers for years: in a cell undergoing mitotic cell division, what internal signals cause its chromosomes to align on a center axis?
“People have been looking at these proteins and players in mitosis for decades, and no one ever saw what Tomomi observed,” says Whitehead Institute Member Iain Cheeseman. “And it’s very clear that these things are happening. These are very strong regulatory paradigms that are setting down these cell division axes. And careful cell biology allowed him to see that this was occurring. People have been looking at this for a long time, but never with the careful eyes he brought to it.”
Kiyomitsu, a postdoctoral researcher in Cheeseman’s lab, published his work in this week’s issue of the journal Nature Cell Biology.
The process of mitotic cell division has been studied intensely for more than 50 years. Using fluorescence microscopy, today’s scientists can see the tug-of-war cells undergo as they move through mitosis. Thread-like proteins, called microtubules, extend from one of two spindle poles on either side of the cell and attempt to latch onto the duplicated chromosomes. This entire “spindle” structure acts to physically distribute the chromosomes, but it is not free floating in the cell. In addition to microtubules from both spindle poles that attach to all of the chromosomes, astral microtubules that are connected to the cell cortex—a protein layer lining the cell membrane—act to pull the spindle poles back and forth within the cell until the spindle and chromosomes align down the center axis of the cell. Then the microtubules tear the duplicated chromosomes in half, so that ultimately one copy of each chromosome ends up in each of the new daughter cells.
The process of mitosis is extremely precise; when it comes to manipulating DNA, cells verge on being obsessive and with good reason. Gaining or losing a chromosome during cell division can lead to cell death, developmental disorders, or cancer.
As Kiyomitsu watched mitosis unfold in symmetrically dividing human cells, he noticed that when the spindle oscillates toward the cell’s center, a partial halo of the protein dynein lines the cell cortex on the side farther away from the spindle. As the spindle swings to the left, dynein appears on the right, but when the spindle swing to the right, dynein vanishes and reappears on the left side.
For Kiyomitsu, the key to the alignment mystery was dynein, which is known as a motor protein that “walks” molecular cargoes along microtubules. Kiyomitsu determined that in this case, dynein is anchored to the cell cortex by a complex that includes the protein LGN, short for leucine-glycine-asparagine-enriched protein. Instead of moving along an astral microtubule, the stationary dynein acts as a winch to pull on the spindle pole, and the microtubules and chromosomes attached to it, toward the cell cortex.
Kiyomitsu found that when a spindle pole comes within close proximity to the cell cortex, a signal from a protein called Polo-like kinase 1 (Plk1) emanates from the spindle pole, knocking dynein off of LGN and the cell cortex, stopping the spindle pole’s forward motion, and freeing dynein to move to the opposite side of the cell. These oscillations continue with decreasing amplitude until the spindle settles along the cell’s center axis.
As he was deciphering dynein’s role in spindle alignment, Kiyomitsu noticed that a layer of LGN extends all around the cell cortex, except in the areas that are closest to the chromosomes. As the chromosomes swing back and forth, the area cleared of LGN changes in response. Because dynein needs to anchor to LGN, this cleared area ensures that dynein can only attach and pull to the right and left of the aligning chromosomes, rather than from above and below.
After testing a couple of signaling molecules associated with chromosomes, Kiyomitsu determined that a signal from the chromosomes, involving the ras-related nuclear protein (Ran), blocks LGN, and therefore dynein, from attaching to the cell cortex closest to the chromosomes. Ran bound to guanosine-5'-triphosphate (Ran-GTP), which controls nuclear import in the interphase stage of mitosis, had previously been suggested to control spindle assembly during mitosis in germ cells, but roles for the Ran gradient in mitotic non-germ cells were unclear. Kiyomitsu’s work suggests a key role for Ran in directing spindle orientation.
Kiyomitsu says the axis that the spindle poles travel along is crucial to cells.
“The spindle orientation is critical for maintaining the balance between stem cells and mature cells during development,” he notes. “And if this orientation becomes dysregulated or misregulated, it is reported that this may contribute to causing cancer even if chromosomes are properly segregated.”
This work was supported by the Massachusetts Life Sciences Center, the Searle Scholars Program, and the Human Frontiers Science Foundation, the National Institutes of Health (NIH)/National Institute of General Medical Sciences, and the American Cancer Society.
Written by Nicole Giese Rura
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Iain Cheeseman’s primary affiliation is with Whitehead Institute for Biomedical Research, where his laboratory is located and all his research is conducted. He is also an assistant professor of biology at Massachusetts Institute of Technology.
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Full Citation:
“Chromosome and spindle pole-derived signals generate an intrinsic code for spindle position and orientation”
Nature Cell Biology, published online February 12, 2012
Tomomi Kiyomitsu (1) and Iain M. Cheeseman (1)
1. Whitehead Institute, Nine Cambridge Center Cambridge, MA 02142
Current Event Summary
Topic:
Title:
Source:
Date:
Author:
Summary: In your own words you need one or two paragraphs telling me what this article is about.
Who: Who is doing the science? Who is making the discovery?
What:
Where:
When:
How:
What I learned:
New term:
How this relates to me:
15-20 minutes
5. Finish the class with a final video, by the Amoeba sisters. This is just a fun video to be a review for the quiz.
8 minutes
6. Remind the class that their current event will need to be completed and turned in by class tomorrow.
7. Assign an online quiz. It is not open book. This tests for your understanding. You will have an opportunity to do better if you don’t do well. This is checking to see if I need to go over anything again. Stressing retakes are available, so don’t cheat! I will use google docs or Edmodo to give the quiz. Here is a copy of the questions.
Name: _____________________________________ Date: ________________
Mitosis Quiz
Purpose: Working up to demonstrating HS-LS1-4: Use a model to illustrate the role of cellular division (mitosis) and differentiation in producing and maintaining complex organisms.
Use full sentences, correct grammar, and punctuation!
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1. Explain what is occurring in the above illustration of anaphase.
2. Why can we not see chromosomes until mitosis begins? What happens to make them visible?
3. Why is cell division significant?
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4. Specify what order these pictures should be in according to mitosis. Explain your reason.
5. Do you agree that cells not undergoing mitosis are resting? Explain your answer.
Mitosis Quiz-Rubric
Purpose: Working up to demonstrating HS-LS1-4: Use a model to illustrate the role of cellular division (mitosis) and differentiation in producing and maintaining complex organisms.
| |Proficient |Nearing proficient |Novice |
|1. Explain what is occurring in |Correct explanation with |Explanation was mostly correct, |Did not correctly explain |
|the above illustration of |vocabulary used. |there were a few mistakes, or |anaphase, or did not attempt an |
|anaphase. | |incorrect vocabulary. |answer. |
|2. Why can we not see chromosomes|Correct explanation given- |One of the explanations is |No understanding of chromosomes |
|until mitosis begins? What happens|chromosome are too small, until |incorrect, or shows only partial |during mitosis, or no answer |
|to make them visible? |they condense. (Multiple ways to |understanding. |attempted. |
| |describe this answer.) | | |
|3. Why is cell division |Demonstrates that cells must |Demonstrates partial understanding|Leaves more than two of the |
|significant? |divide to stay alive, repair the |by leaving out one, or two, of the|following statements out: to stay|
| |organism, and for organism growth.|following: to stay alive, repair |alive, repair the organism, and |
| | |the organism, and for organism |for organism growth, or does not |
| | |growth. |attempt an answer. |
|4. Specify what order these |Pictures are put in correct order.|Pictures are half correct, two may|Pictures are not in the correct |
|pictures should be in according to|Explanation shows clear |be transposed. |order. |
|mitosis. Explain your reason |understanding of mitosis cycle. |Explanation has a few |Explanation has serious |
| |(Does not need perfect vocabulary,|misconceptions or, shows a basic |misconceptions or lack of |
| |merely an understanding of what is|understanding of mitosis cycle. |understanding of mitosis cycle. |
| |occurring in the four stages | |No attempt at an answer. |
| |illustrated.) | | |
|5. Do you agree that cells not |Does not agree with statement. |May agree, but understands the |Agrees with the statement and |
|undergoing mitosis are resting? |Clearly understands that cells are|cell is doing a “job” when not in |offers an explanation that shows |
|Explain your answer. |completing their “jobs” when not |mitosis, showing partial |no understanding for interphase. |
| |in mitosis. Also they are growing |understanding. |No attempt at an answer. |
| |and preparing to enter mitosis if | | |
| |the organism has need. | | |
Grade: ___________________________________
Closure and Reflection:
The closing activity is a video on mitosis. The second of the day. A new format to view and see what we are learning about. This sets the stage for the homework which is a quiz on mitosis. This lets me know how close the class is to understanding the content and meeting the standard. I will also remind them that I have posted all class notes, and videos on our class website. Just because the test is not open book does not mean they can’t review before taking it. If the rap will help jog their memories, then watch it a couple of times. If the class slides will help review them. Then after reviewing take the test. Resist the temptation of looking things up. If you don’t understand it for the test, that will help me understand what I need to go over for you. If you do badly there will be an opportunity to take a retest. Do Not Freak Out!
Assessment:
Formative: Walking around and discussing the article with the groups. Also seeing what they turn in for their answers.
Summative: The quiz they will take at home. They will be able to take it again if necessary. We will go over the material that is troubling the class, and then they can take another form of the quiz to show they now understand.
Differentiation:
Scaffolding: Work in homogenous groups that will allow different ability students to work together. Also they can finish the work at home if necessary.
If a student is gifted or knowledgeable about content then they can help those in their group, peer learning.
Also if they do not do well on quiz, we will review and go over any material they don’t understand, and then students can take a new quiz to show their understanding.
|Day 5 (possibly Day 6 dependent on understanding of mitosis) | |
| | |
|Name of lesson |
|Meiosis Why are humans so different? Where do I come from? |
| |
|Concept/Topic/Skill to teach: |
|Meiosis is the reason we have such variety in a species, and the differences between mitosis, and meiosis. |
| |
|Standard(s) addressed, if applicable: |
|Furthering their understanding of the HS-LS1-4 standard. Understanding and analyzing the role of cellular division |
Learning Outcomes
Understand that meiosis occurs only in the sex cells, and provides genetic diversity.
Resources
Quiz from homework
PowerPoint on meiosis, and copy of slides for students to take notes
Crash Course video: Where the sex starts (about Meiosis don’t panic)
Mitosis versus meiosis chart, and similarities and differences blank diagram
Overview
Learn about meiosis, cellular division of sex cells, and compare this mitosis.
Anticipatory Set
We have already learned about mitosis, and built background knowledge about what a cell needs to divide. We will learn about how sex cells divide a little differently to keep the integrity of the chromosomes, with copies from both parents. I will start with the lecture and then move on to a video. This gives two different methods of information transfer. This sets up the lab for tomorrow where the students will use manipulatives to understand where the chromosomes are going.
Instruction and Activities:
1. Review the quiz. Use a class discussion for the answers. This will be a give and take type situation, not just me spewing answers at them. I will also provide each student with a rubric so they know exactly what they received on the quiz and why. This will alert them if they need to study for the future. 15 minutes
Name: _________________ANSWER KEY_______________ Date: ________________
Mitosis Quiz
Purpose: Working up to demonstrating HS-LS1-4: Use a model to illustrate the role of cellular division (mitosis) and differentiation in producing and maintaining complex organisms.
Use full sentences, correct grammar, and punctuation!
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1. Explain what is occurring in the above illustration of anaphase.
The mitotic spindle fibers are pulling and pushing the chromosomes apart. The chromatids are now moving to either side of the cell towards the centrioles.
2. Why can we not see chromosomes until mitosis begins? What happens to make them visible?
They are too small to see, and all jumbled in the nucleus. They condense into tight coils which make them much easier to see, or more visible in the microscope.
3. Why is cell division significant?
Cell division functions in growth and repair of an organism. (It also plays a part in reproduction which we will be learning, but they may already know this.)
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4. Specify what order these pictures should be in according to mitosis. Explain your reason.
The order is 4 (prophase), 1 (metaphase), 3 (anaphase), 2 (telophase)
May not know names of phases but must explain that the chromosomes are visible as pairs. They are connected by a centromere, or just connected at the middle. Next they line up along the equator, or metaphase plate. Here the centrioles can be seen at the poles. Next they split apart. Finally the cleavage furrow is see splitting the two cells into two cells. This answer can be a great variation of these explanations.
5. Do you agree that cells not undergoing mitosis are resting? Explain your answer.
No I do not agree. The cell isn’t resting, but doing the job of the cell. For example, if it is a blood cell it is busy carrying oxygen to other cells, or if it’s a muscle cell, it is busy moving parts of the body. It is also growing and preparing for another round of mitosis if the organism needs it to.
Mitosis Quiz-Rubric
Purpose: Working up to demonstrating HS-LS1-4: Use a model to illustrate the role of cellular division (mitosis) and differentiation in producing and maintaining complex organisms.
| |Proficient |Nearing proficient |Novice |
|1. Explain what is occurring in |Correct explanation with |Explanation was mostly correct, |Did not correctly explain |
|the above illustration of |vocabulary used. |there were a few mistakes, or |anaphase, or did not attempt an |
|anaphase. | |incorrect vocabulary. |answer. |
|2. Why can we not see chromosomes|Correct explanation given- |One of the explanations is |No understanding of chromosomes |
|until mitosis begins? What happens|chromosome are too small, until |incorrect, or shows only partial |during mitosis, or no answer |
|to make them visible? |they condense. (Multiple ways to |understanding. |attempted. |
| |describe this answer.) | | |
|3. Why is cell division |Demonstrates that cells must |Demonstrates partial understanding|Leaves more than two of the |
|significant? |divide to stay alive, repair the |by leaving out one, or two, of the|following statements out: to stay|
| |organism, and for organism growth.|following: to stay alive, repair |alive, repair the organism, and |
| | |the organism, and for organism |for organism growth, or does not |
| | |growth. |attempt an answer. |
|4. Specify what order these |Pictures are put in correct order.|Pictures are half correct, two may|Pictures are not in the correct |
|pictures should be in according to|Explanation shows clear |be transposed. |order. |
|mitosis. Explain your reason |understanding of mitosis cycle. |Explanation has a few |Explanation has serious |
| |(Does not need perfect vocabulary,|misconceptions or, shows a basic |misconceptions or lack of |
| |merely an understanding of what is|understanding of mitosis cycle. |understanding of mitosis cycle. |
| |occurring in the four stages | |No attempt at an answer. |
| |illustrated.) | | |
|5. Do you agree that cells not |Does not agree with statement. |May agree, but understands the |Agrees with the statement and |
|undergoing mitosis are resting? |Clearly understands that cells are|cell is doing a “job” when not in |offers an explanation that shows |
|Explain your answer. |completing their “jobs” when not |mitosis, showing partial |no understanding for interphase. |
| |in mitosis. Also they are growing |understanding. |No attempt at an answer. |
| |and preparing to enter mitosis if | | |
| |the organism has need. | | |
Grade: ___________________________________
2. If the quiz was not passed by the class this will be a time to go over the parts that they still have questions on. Therefore this would be tailored per individual needs. If only one or two students did not do well, I would ask them to come in after school to get one on one time, or give them some resources to help them at home. This would again be tailored to the needs of the student.
We will work on this as long as needed. If we must do this step, I won’t do the lecture today. I will have them watch the video as a prelude and then do the lecture next day.
3. Next we work on Meiosis. I will begin with a lecture, hopefully not too long, that delves into the content area. Since we already have a background of mitosis this should not be too much new material for the students. They will be given an outline of the slides to aid in their note taking. The slides will also be on our class website if they need to revisit the material. 20-30 minutes
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* slide 54 should read 8,388,608 not 6,000,000.
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4. Next we will watch the Crash Course video: Where sex starts. If we run out of time I will begin the next class with this. 12 minutes
Closure and Reflection:
The closing activity is a concept map. I don’t expect them to finish this in class, it will be their entrance ticket for tomorrow. They will get a copy of the mitosis vs meiosis chart, and a concept map. They will then puzzle out the differences that they notice. I don’t expect perfection this is just getting them to note the similarities and differences. If we do the lecture today, I expect there to be a bit more information on their charts. I expect certain information to be on there, and the rest they deduce will be bonus information; while important it can’t be deduced from this picture alone.
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Assessment:
Summative: the assessment given for homework is summate, but if they don’t do well, there is an option for retake once we do master the information.
Formative: the assigned homework is going to be formative. What did they notice about meiosis as compared to what we already know about mitosis?
Differentiation:
Learning disabilities: The test can be retaken if the goal of understanding mitosis was not reached. We will go over the information and help those that haven’t gotten the content yet.
I have also given out the lecture in outline form to aid in note taking.
Lesson Plan Day 6
Name of Lesson
Meiosis Why are humans so different? Where do I come from?
Concept/Topic/Skill to teach:
Meiosis is the reason we have such variety in a species. There are key differences between mitosis and meiosis that allow for genetic diversity. Understanding what is happening with the chromosomes during meiosis versus mitosis.
Standard(s) addressed, if applicable:
Furthering their understanding of the HS-LS1-4 standard. Understanding the role of cellular division and its impact on an organism.
Learning outcomes
Understand that meiosis occurs only in the sex cells, and provided genetic diversity. It is different than mitosis in several important ways. The impact on an organism is important.
Resources
Likeness and differences chart for mitosis and meiosis
Ameoba sisters video on meiosis
Lab materials for Mitosis-Meiosis Doing It On the Table lab- sets of pipe cleaner chromosomes (one for each team of 2), template for mitosis, template for meiosis, red and blue pencils, three worksheets for students (the lab worksheet, summary sheet and extra summary sheet for two chromosomes)
Overview
Mitosis and meiosis are important to organisms, each with their own purpose. Their firm understanding of this will allow them to meet the HS-LS1-4 standard and set the stage for the next unit on genetics.
Anticipatory Set
We will begin the class with a discussion on what they noticed from the lecture and the slide. The differences and similarities were noted on a visual concept map. This will help get their thoughts going about what the purpose is for each. Next we will watch another video meiosis, another simple explanation about what is happening during meiosis by the Amoeba Sisters. This refreshes what we talked about in the lecture yesterday. Finally I will give them a lab that goes through the steps of mitosis and meiosis using pipe cleaner (manipulatives). They will work in pairs and I will be able to walk around and assess understanding.
Instruction and Activities:
1. Write on the board the question: Why are humans so different?
2. For entrance ticket they should have a completed likeness and differences chart. My key is provided below. I am looking for the main ideas I have listed. If we had to go over mitosis again yesterday, these ideas are all I am looking for. This is all they should be able to deduce from the chart I provided, they may also have prior knowledge which can be included. If we had the lecture then they would have a bit more on their chart. That is fine as well. The discussion will go over these ideas to reinforce the fact that while these two processes are similar they have very different (and important) jobs. I will call on students using a random selection of names so that they are all included equally in this discussion. (Probably names on popsicle sticks pulled out of a bag.) 10-15 minutes
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3. If we did not do the meiosis lecture we would do so now. If we have done so we will move on.
4. Begin the lab: Mitosis-Meiosis doing it on the table (catchy title right?) I got the idea for it at this location:
This lab is a great way to analyze and synthesize what is happening during both processes. This lab uses manipulatives and allows students to move them around to understand what is happening. I start by handing out their worksheets. Then we will go over the objective, identification, inventory, assumptions, and procedures together. After we have gone over these I will hand out the inventory (or they will move to lab stations if we have that setup). They will check for all the items in their inventory and then they may begin. In pairs they will move through the procedure. I will be walking around and monitoring the groups. They are not expected to finish this lab. If not all groups complete the lab they will have time to do so tomorrow. If they finish they will be expected to complete the questions, and summary for classwork and/or homework. If they do not finish they should complete as much as they can for homework and finish the rest in class tomorrow. Expected to take 40 minutes possibly more, they will work until they complete the lab.
The student handouts follow:
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This one is for 1 pair of chromosomes.
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This one is for 2 pair of chromosomes.
Closure and Reflection:
The lab is expected to take the rest of class, up until class ends. I will be discussing with them, as they pick up, any questions that were brought up in class. I will be assigning the rest of the lab for homework, as we will go over it together the next class period.
Assessment:
Formative: I will be monitoring the groups, are they “getting” the point of the lab? Are they asking the same questions? Are they able to work out the lab with little help, or are they needing a lot of extra scaffolding? These will help me to tailor tomorrow’s lesson.
Differentiation:
Learning disability adaptations: Students will work together in pairs instead of by themselves. This provides a bit of extra scaffolding. I will also be walking around to aid any that need a bit of extra help. The lab will not be rushed and they can have extra time if necessary. Also the lab questions and summary will be finished at home.
Gifted students adaptations: The class is work to their own capacity. If they finish early they can move to other groups and help guide them if needed. They may not give answers but by helping the other students it will cement the information a bit more. Peer learning!
Lesson Plan Day 7
Name of Lesson
Meiosis, why we are who we are? How do chromosomes affect diseases?
Concept/Topic/Skill to teach:
Understanding of why the study of meiosis is important. What does it mean for the whole organism?
Standard(s) addressed, if applicable:
Furthering the understanding same as the previous days.
Learning Outcomes
Understand the role meiosis plays on an organism, and as well as mitosis.
Resources
Mr. W Meiosis rap plus lyrics
The lab from yesterday, if anyone still needs more time-the lab pieces
Article: The history of chromosomes may shape the future of disease by Carl Zimmer
Outline for current event
website/Online Onion root tips lab if needed for tiering
Projector and whiteboard
Science journals
Overview
Finishing up our understanding of meiosis. Getting ready to synthesize mitosis and meiosis understanding to cancer and chromosomal alterations, and what this means for the organism.
Anticipatory Set
We have learned mitosis. We have learned meiosis. We have compared the two. Now we are finishing the lab that should cement the two ideas. If we have full understanding and do not need any more review we will then head into the meiosis quiz, and the final project phase.
Instruction and Activities
1. Write on the board: Why we are who we are? How do chromosomes affect diseases?
2. While I check for completion of lab I will play the Mr. W meiosis rap
I will provide the lyrics as well. This is just a short fun review of the material again.
5 minutes
Lyrics- Meiosis
Meiosis, it’s how we make sex cells, or gametes
The sperm cells or egg cells performing the feat
Of moving genes forward in eukaryotes like orchids and bees.
Meiosis doesn’t happen in all cells of the body
There’s just a few cells that have this hobby
I’m talking ’bout germ cells in testes and ovaries,
Germ cells have two matching chromosome sets,
Means they’re “diploid,” and you can bet
One set’s from the father, the other from the mother
And when you line up the chromosomes it’s suddenly clear
That each is a member of a matched up pair,
Homologous pairs, each a homologue of the other.
In humans,the diploid number’s forty six,
And a key trick that happens in meiosis
is to cut that number in half to 23
And that single set of chromosomes has its own name
It’s called “haploid” in this meiotic game.
So diploid to haploid’s a key meiotic strategy.
CHORUS
Meiosis, makes eggs and sperm
It’s the same in the robin as it is in the worm.
Makes haploid gametes with recombination,
Meiosis creates variation!
In interphase I meiosis starts,
It’s the DNA replication part
An evolutionary relic of its origin,
‘Cause meiosis evolved from mitosis you see,
So each process starts identically
Replicating chromosomes into two sister chromatids.
In Prophase I chromosomes coil up, and homologous pairs pair up,
Forming tetrads, each with chromatids four.
A chiasma’s the spot where the chromatids link
And synapsis is the name for the whole darn thing,
And crossing over is what this whole process is for.
See the homologues aren’t identical twins– no way!
They’re not the same DNA
The genes are the same but the alleles might take different forms,
So during synapsis alleles can cross over,
Between homologues, and when it’s all over,
There are gene combinations that have never been seen before.
CHORUS
Another meiotic variety creator,
Is metaphase one with homologues at the equator,
Cause how each pair lines up is random and independent,
So in one pair facing north might be the maternal,
In the next one it might be the paternal,
It’s a one in two shot, it’s called independent assortment.
So with two pairs you can make four unique gametes,
It’s two to the number of pairs, pretty sweet
So think ’bout us humans with 23 homologous pairs
Two to the 23rd power is a number so great,
Is 8 million,three eighty eight thousand, six-oh-eight
That’s why metaphase one is a variety creating affair
BRIDGE
And if meiosis had never evolved
The book of life would be a different tome.
Cause if it wasn’t for meiosis
All offspring would be clones!
Metaphase one: homologues at the equator
Anaphase one: they say “see you later”
It’s like Mom and Dad splitting up and setting up new homes.
Two nuclei form in telophase one,
Then cytokinesis-meiosis one is done,
We’ve got two haploid daughters, still with doubled chromosomes.
Now things are simpler in part two of meiosis
Essentially it’s like just mitosis,
You just need to pull those sister chromatids apart,
They line up in the center in metaphase two
Anaphase pulls them apart we’re almost through,
Now cytokinesis, we’ve gotten to the very last part.
3. I will give time for those that need to finish the lab. Again if someone is done I encourage them to help their peers. Otherwise I advise them to go over their answers to their own lab.
Tier one:
For those done completely I can give them this interactive task:
And
And really just use the website to reinforce what we’ve been working on. It is more visual aids and interactive exploration.
Tier two:
For those that finish the first tier, or don’t feel they need the extra visualization, I will assign this lab.
This helps students calculate how long a cell is in a phase of mitosis. It is a bit trickier to deduce, as you need to be able to identify the cell phase. They will need their science journals to complete it, and the lab is pretty self-explanatory. This is another way to synthesize the information we are learning, and what cell replication does for an organism.
After everyone has completed the lab and questions we will begin our review of the lab.
This is a discussion, and I will model for them the answers as we go over them, using the same chromosome manipulatives they used. We will need a projector for this, so everyone will be able to see what I am demonstrating.
30 minutes for completion and discussion
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4. Get into groups for another current event. Read the article: The History of Chromosomes May Shape the Future of Diseases by Carl Zimmer
As we did for day four: Students will form groups of three/four students. They will read it and complete a current event summary using the following outline. They will discuss as groups but will need to complete an outline in their own science journals. I will walk around and help with terminology and checking for understanding. 15-20 minutes to complete the current event
The History of Chromosomes May Shape the Future of Diseases
By CARL ZIMMER
Top of Form
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Bottom of Form
Published: August 30, 2005
The common ancestor of humans and the rhesus macaque monkey lived about 25 million years ago. But despite that vast gulf of time, our chromosomes still retain plenty of evidence of our shared heritage.
Skip to next paragraph A team of scientists at the National Cancer Institute recently documented this evidence by constructing a map of the rhesus macaque's DNA, noting the location of 802 genetic markers in its genome. Then they compared the macaque map to a corresponding map of the human genome. The order of thousands of genes was the same.
"About half of the chromosomes are pretty much intact," said William Murphy, a member of the team, now at Texas A&M University.
The other chromosomes had become rearranged over the past 25 million years, but Dr. Murphy and his colleagues were able to reconstruct their evolution. Periodically, a chunk of chromosome was accidentally sliced out of the genome, flipped around and inserted backward.
In other cases, the chunk was ferried to a different part of the chromosome. All told, 23 of these transformations took place, and within these blocks of DNA, the order of the genes remained intact.
"It's fairly easy to see how you can convert the chromosomes from the macaque to the human," Dr. Murphy said.
This new macaque study, which is set to appear in a future issue of the journal Genomics, is just one of many new papers charting the history of chromosomes - in humans and other species. While scientists have been studying chromosomes for nearly a century, only in the last few years have large genome databases, powerful computers and new mathematical methods allowed scientists to trace these evolutionary steps.
Scientists hope that uncovering the history of chromosomes will have practical applications to diseases like cancer, in which rearranged chromosomes play a major part.
Scientists have known for over 70 years that chromosomes can be rearranged. With a microscope, it is possible to make out the banded patterns on chromosomes and to compare the pattern in different species.
Scientists discovered that different populations of fruit fly species could be distinguished by inverted segments in their chromosomes.
Later, molecular biologists discovered how cells accidentally rearranged large chunks of genetic material as they made new copies of their chromosomes.
By the 1980's, scientists were able to identify some major events in chromosome evolution. Humans have 23 pairs of chromosomes, for example, while chimpanzees and other apes have 24. Scientists determined that two ancestral chromosomes fused together after the ancestors of humans split off from other apes some six million years ago.
But a more detailed understanding of how chromosomes had changed would have to wait until scientists had amassed more information. The mystery could not be solved with data alone. Deciphering the history of chromosomes is like a fiendishly difficult puzzle.
One well-studied version of it is known as the pancake problem. You have a stack of pancakes of different sizes, and you want to sort them into a neat pile from small to big. You can only do so by using a spatula to flip over some of the pancakes. Even a dozen pancakes make this a viciously hard problem to solve.
"Flipping chromosomes is a lot like flipping pancakes," said Pavel Pevzner of the University of California, San Diego.
In the mid-1990's, Dr. Pevzner and Sridhar Hannenhalli of the University of Pennsylvania invented a fast method for comparing chromosomes from two different species and determining the fewest number of rearrangements - the equivalent of pancake flips - that separate them.
They introduced the method with a series of talks with titles like "Transforming Cabbage Into Turnips" and "Transforming Mice Into Men."
"That opened the floodgates," said Bernard Moret of the University of New Mexico.
Scientists have used methods like Dr. Pevzner's to study different groups of species.
Dr. Pevzner himself joined with Dr. Murphy and 23 other scientists to analyze the last 100 million years of mammal evolution. They compared the genomes of humans to cats, dogs, mice, rats, pigs, cows and horses, using a program developed by Harris A. Lewin and his colleagues at the University of Illinois, called the Evolution Highway.
The program allowed them to trace how each lineage's chromosomes had become rearranged over time. They published their results in the July 22 issue of Science.
(Page 2 of 2)
The scientists found some chromosomes barely altered and others heavily reworked. They also discovered that the rate for rearrangements was far from steady. After the end of the Cretaceous Period, when large dinosaurs became extinct, the chromosomes of mammals began rearranging two to five times as fast as before. That may reflect the evolutionary explosion of mammals that followed the dinosaur extinctions, as mammals rapidly occupied new ecological niches as predators and grazers, fliers and swimmers.
Skip to next paragraph More puzzling is the fact that different lineages became rearranged faster than others.
"The dog's chromosomes have been evolving at least two to three times cats' or humans'," Dr. Murphy said. "And the mice and rats have been going even faster than the dogs."
(Rodents are by no means the record holder. A 2004 study found that sunflower chromosomes have been rearranging about three times as fast as rodents'.)
The new results raise questions about how evolution makes chromosome rearrangements part of a species' genome. In many cases, these mutations cause diseases, so natural selection should make them disappear quickly from a population.
But scientists have also documented some rearrangements that are not hazardous or that are even beneficial. This year, for example, scientists discovered that some Northern Europeans carry a large inverted segment on one of their chromosomes. This inversion boosts the fertility of women who carry it.
Chromosome rearrangements may also play a role in the origin of new species. Scientists often find that closely related species living in overlapping ranges have rearranged chromosomes. The mismatch of chromosomes may make it impossible for the two species to hybridize.
As a result, the rearrangements may then spread through the entire new species. But Dr. Murphy isn't willing to speculate whether rodents have a faster rate of chromosome rearrangements because of the way they form new species.
"There really isn't enough genome sequence to be sure," he said.
The Science study and the newer study on macaques suggest that chromosomes tend to break in certain places, a hypothesis first offered by Dr. Pevzner in 2003.
"Genomes do not play dice," Dr. Pevzner said. "Certain regions of the genome are being broken over and over again."
It is too early to say why these regions have become break points, said Evan Eichler of the University of Washington, who was not involved in the mammal study. "There's something about these regions that makes them hot, and we have to figure out what that hot factor is," he said.
Dr. Eichler argues that it is important to figure out what that is because a number of human congenital diseases are associated with chromosome rearrangements at these same break points.
"Here you have a beautiful connection," he said. "The same thing that causes big-scale rearrangement between a human and chimp or a gorilla, these same sites are often the site of deletion associated with diseases."
Some of these diseases involve chromosome rearrangements in a fertilized egg, leading to congenital disorders. Cancer cells also undergo large-scale chromosome rearrangements, often at the same break points identified in the recent evolution study.
"We could have inherited some weaknesses in our genome that we have to understand and deal with medically," said David Haussler of the University of California, Santa Cruz. "And that has to do with the history of how our genome is built."
Current Event Summary
Topic:
Title:
Source:
Date:
Author:
Summary: In your own words you need one or two paragraphs telling me what this article is about.
Who: Who is doing the science? Who is making the discovery?
What:
Where:
When:
How:
What I learned:
New term:
How this relates to me:
Closure and Reflection:
Remind students that while the current event is a group effort everyone needs to put the ideas into their own words and turn it in tomorrow. I will be checking for understanding.
Also let them know there will be a short quiz on meiosis tomorrow when they arrive for class.
If everyone is understanding the material we will move on to disease and chromosomal alterations.
Assessment
Formative-we will be going over the lab, I will be checking to ensure everyone understands. I don’t want anyone going forward if they don’t understand or they will be completely lost once we start the genetics unit. Also as the current events come in they will be checked for understanding.
I will assign a summative assessment for tomorrow. Take note if you do poorly there will be a chance to take again after review and mastery have been done. So don’t fret!
Differentiation
Learning disabilities adaptation: the students that need it are given extra time to complete the lab. The lab is already done in groups to help scaffold. Also I am giving another presentation of meiosis using music. The second part of the class is also in groups. The written part can be done at home and turned in tomorrow.
Extension for gifted students: if they complete the lab ahead of time and do not wish to help others I have offered them a new challenge. They may calculate how long a cell is any given phase of mitosis. This may be hard but I think they will be up to the challenge, and the website will clearly walk them through the process.
Lesson Plan day 8
Name of Lesson
Meiosis mastery: What happens when chromosomes don’t align correctly? What is cancer?
Concept/Topic/Skill to teach:
Understanding when cellular division goes awry.
Standard(s) addressed, if applicable:
Furthering the understanding same as the previous days.
Learning Outcomes
Understand that sometimes the chromosomes don’t align properly, and the impact it has on the organism; down syndrome. Understand that mitosis division doesn’t go as it should and its impact on the organism; cancer.
Resources
Quiz and deck of cards per student
PowerPoint lecture
Final project assignment and rubric
Overview
Taking what we know about mitosis and meiosis and seeing their implications on an organism; this is seen through what happens when things don’t go as planned.
Anticipatory Set
Background knowledge has been built for both mitosis and meiosis. We will access this information and apply it to a known disease and disorder in humans.
Instruction and Activities
1.
Let’s review before the quiz shall we? I will take about 5 minutes to go over the material one last time. They should know it but let’s look again.
2. Interactive quiz on meiosis. This is a summative assessment, however, if the students have not mastered the information there will be a retake of the quiz. I want to ensure understanding before we move into genetics. They will not be given the rubric during the quiz, this is the feedback they will receive. It will also allow me to understand where (or if) they need help on meiosis understanding. 20 minutes to complete
The cards follow. I will already have them cut out, and in two decks. The pictures are the cards. The first 7 are mitosis (which they will only receive if they want to do the extra credit). The last 10 are the meiosis. This deck they will receive with the quiz. Obviously, they will be cut up and shuffled.
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Name: _________________________________________ Date: _____________________
Meiosis Quiz
Purpose: Working up to demonstrating HS-LS1-4: Use a model to illustrate the role of cellular division (mitosis) and differentiation in producing and maintaining complex organisms.
Use full sentences, correct grammar, and punctuation!
1. Put the meiosis cards in order, and tape to your quiz. After each card specify what is happening in the picture. Keep it brief: just a sentence or two will do. (Suggestion: put cards in order on your paper, check work, and then tape them down.)
2. Give me two ways that meiosis is different than mitosis. (Use complete sentences!)
3. Describe how meiosis provides genetic variation in a species.
4. Do you agree that without meiosis there would still be genetic diversity? Explain your answer.
Extra credit only: If you finish early request the mitosis cards. Put them in order correctly and you will receive a special treat!
Meiosis Quiz-Rubric
Purpose: Working up to demonstrating HS-LS1-4: Use a model to illustrate the role of cellular division (mitosis) and differentiation in producing and maintaining complex organisms.
| |Proficient |Nearing proficient |Novice |
|1. Put the meiosis cards in |Cards are put in the correct |Cards were mostly in order, one or|Did not correctly put cards in |
|order, and tape to your quiz. |order. |two were not correct. |order, there were many out of |
|After each card specify what is |Descriptions of pictures are |Descriptions of the pictures were |sequence. |
|happening in the picture. |correct. |mostly correct, there were a few |Descriptions showed no |
| | |mistakes, or misconceptions. |understanding of meiosis, or no |
| | | |attempt was made to answer. |
|2. Give me two ways that meiosis |Two correct differences were |One of the differences is |No understanding of meiosis or |
|is different than mitosis. |listed. |incorrect, or shows only partial |mitosis, or no answer attempted. |
| | |understanding. | |
|3. Describe how meiosis provides |Demonstrates that sex cells |Demonstrates partial understanding|Leaves more than two of the |
|genetic variation in a species |provide information from the |by leaving out one, of the |following statements out: genetic |
| |father and/or mother, crossing |following: genetic material from |material from the father and/or |
| |over is mentioned, and random or |the father and/or mother, crossing|mother, crossing over, or |
| |independent assortment of |over, or independent assortment. |independent assortment, or does |
| |chromosomes mentioned. | |not attempt an answer. |
|4. Do you agree that without |Does not agree and describes that |Does not agree but does not |Agrees or shows no understanding |
|meiosis there would still be |offspring would be clones of |describe clones as offspring. |of clone offspring, or does not |
|genetic diversity? Explain your |parent without genetic diversity. | |answer. |
|answer. | | | |
|Extra credit only: If you finish |All mitosis cards are in order. |One or two cards are out of order.|More than two cards are out of |
|early request the mitosis cards. |YOU EARNED YOUR TREAT! Good job! |Sorry no treat. Good try! |order. No Treat. Good try! |
|Put them in order correctly and | | |Or, was not completed. |
|you will receive a special treat! | | | |
Grade: ___________________________________
3. After everyone has completed the quiz we will move on to disease and disorders that arise when meiosis and mitosis do not go as planned. This will be a PowerPoint lecture. I will give a written version of the notes to aid in note taking. 20 minutes
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[pic] (the references include all three of my powerpoint slide presentations)
4. Now I will introduce the final project. This will be what we work on for the next few days in order to allow time for the groups to complete the project. Use rest of class to go over and answer questions about 10- 15 minutes
The assignment: (including all their handouts) follows
Final Project: Cancer’s Relation to Mitosis
Your group has been hired by the local hospital to write a new brochure or handout to give to patients. They want you to explain what cancer is and how it begins in the body. They would like you to include how a cell replicates, how cells are differentiated in the body, how genetic information is received, and how cancer begins to replicate in the body. They would like illustrations to accompany your information to make it easier for patients to understand what is happening. After your group has completed the task, you will “sell” your brochure or handout to the class.
Step one:
Decide who is in your group and assign tasks (with the help of the teacher).
Step two:
Decide what your brochure or handout will include. Make an outline of information needed, and put in order. Decide where your illustrations will go. To find the information you need see approved resources.
Our lecture slides
If you need more let me know and we will see what information you still have questions about.
Step three:
Decide what type of brochure or handout you will be producing. Some examples: trifold brochure, a graphic novel, a simple handout, etc. Also decide if you will use hand-drawn illustrations, computer generated illustrations or a combination. Remember you cannot copy any work already out there, this must be completely original from your group. We don’t want to give out materials to patients that are copyrighted and stolen.
Step four:
Provide the teacher with a rough draft of your product. This draft will be for a participation grade only, and will allow for feedback.
Step five:
After receiving teacher feedback provide a new draft that will be peer reviewed with one other group. Groups will exchange their products with one group. There will be a peer review sheet that asks several questions to help guide your feedback.
Step six:
After peer reviews, complete a final draft. Make sure to compare the checklist with the final product, and your rubric. The items should be addressed to the best of your ability.
Step seven:
Each group will present their final product to the class. Remember to explain what your product represents. Your group will turn in the final product for a grade. In addition, each group will turn in a typed paragraph that answers these questions: (Everyone should have say in the final paragraph!)
1. What did you learn from this activity?
2. What would you change for the next time?
3. How did your group work together? (Did everyone do their share, was everyone helpful, etc.) No tattling, I want a real assessment of your work. YOU are part of the group too.
4. Do you still have any questions about cellular division? If so, what are they? If not, what do feel was most important about cellular division?
Turn in:
Rough draft on day it is due.
Finished product at end of presentation.
One paragraph, per group, at end of presentation.
Standards we are addressing:
HS-LS1-4- Use a model to illustrate the role of cellular division (mitosis) and differentiation in producing and maintaining complex organisms.
CCSS Science WHST.9-10.4- Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
CCSS Science SL. 9-10.5- Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence to add interest.
Checklist for final project
Names in Group: ____________________________________
Standards addressed:
HS-LS1-4- Use a model to illustrate the role of cellular division (mitosis) and differentiation in producing and maintaining complex organisms.
CCSS Science WHST.9-10.4- Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
CCSS Science SL. 9-10.5- Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence to add interest.
Are these questions answered in your model/brochure?
___ 1. What is cancer?
___ 2. How does cancer begin in the body?
___ 3. How does cancer replicate?
___ 4. How does a cell replicate?
___ 5. How are cells differentiated in the body?
___ 6. How is genetic material passed to new cells?
___ 7. Are illustrations included?
___ 8. Have you shown that the model is not necessarily accurate to real life?
___ 9. Is all writing clear and coherent?
___ 10. Does the organization help to understand cancer?
___ 11. Are your graphics enhancing the understanding of cancer?
If you have addressed all of these materials then it is time to hand in your rough draft to the teacher for assessment.
Include this handout with your rough draft for my comments to help you.
Peer Review Sheet
Group name: _________________________________________________
Reviewer group: _________________________________________
Are the standards addressed by answering the following questions?
___ 1. What is cancer?
___ 2. How does cancer begin in the body?
___ 3. How does cancer replicate?
___ 4. How does a cell replicate?
___ 5. How are cells differentiated in the body?
___ 6. How is genetic material passed to new cells?
___ 7. Are illustrations included?
___ 8. Have you shown that the model is not necessarily accurate to real life?
___ 9. Is all writing clear and coherent?
___ 10. Does the organization help to understand cancer?
___ 11. Are your graphics enhancing the understanding of cancer?
What is one thing that you have questions about? (Not a criticism but perhaps something they can improve on?)
What is one thing they did really well?
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Final Result: _______________________
Closure and Reflection:
The closure is the last step above. We are going over the final project. The buildup of our knowledge this unit is for this project. It is about cancer and how mitosis helps, but can hinder an organism.
Assessment
We begin the class with a summative assessment. If students have not mastered the material we will go over the quiz next class. Also the material that seemed to give students trouble. Anyone that needs it, can retake the quiz to prove mastery.
Differentiation
Learning disabilities adaptation: The quiz can be taken again if needed.
Gifted students: an extra challenge on the quiz, extra credit (well for a treat)!
Lesson Plan day 9-11
Name of Lesson
Cancer’s relation to mitosis
Concept/Topic/Skill to teach:
Understanding when cellular division goes awry, also applying cellular replication to everyday life.
Standard(s) addressed, if applicable:
HS-LS1-4- Use a model to illustrate the role of cellular division (mitosis) and differentiation in producing and maintaining complex organisms.
CCSS Science WHST.9-10.4- Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
CCSS Science SL. 9-10.5- Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence to add interest.
Learning Outcomes
Address the standards that I am assessing. They must provide a model that meets the requirements, on cancer and mitosis, showing me a full understanding of cellular replication. No need to memorize the vocabulary but have an understanding of what is happening in the body. They must use coherent writing and digital media to help relay their message in the model.
Resources
The assignment, grading rubric, and checklist
Groups
The websites vetted for their use; computer
Anything they need to complete their model, paper, pencils, pens, markers, etc.
Overview
They will prove mastery of the HS-LS1-4 by completing their model and presentation; ending with a metacognition paragraph thinking about what they learned and how they performed in a group.
Anticipatory Set
The past 8 days have set the scene for this project. Provided they have all passed the quiz the day before they should be able to proceed with ease.
Instruction and Activities
1. We will review the quiz from yesterday. If everyone did not get a proficient we will review the material as needed. If most did they may form groups and I can go over the material with the one or two people that need extra help. 10-15 Minutes providing most did well.
Name: __________KEY___________________________ Date: _____________________
Meiosis Quiz
Purpose: Working up to demonstrating HS-LS1-4: Use a model to illustrate the role of cellular division (mitosis) and differentiation in producing and maintaining complex organisms.
Use full sentences, correct grammar, and punctuation!
1. Put the meiosis cards in order, and tape to your quiz. After each card specify what is happening in the picture. Keep it brief: just a sentence or two will do. (Suggestion: put cards in order on your paper, check work, and then tape them down.)
[pic] 1 [pic]2 [pic]3 [pic]4
[pic]5 [pic]6 [pic]7 [pic]8
[pic]9 [pic]10
1. Chromosomes have duplicated, and centrioles have formed. First phase will begin.
2. Nuclear envelope disappears, and homologous pairs of chromosomes have condensed and paired up. Then paired again with non-sister chromatids. Spindle fibers have formed at the centrioles.
3. Chromosomes have formed tetrads; crossing over occurs.
4. Chromosomes line up in the center. They line up as tetrads.
5. Chromosomes are pulled apart. Still as sister chromatids.
6. Cell cleavage occurs, leaving two cells. No interphase.
7. Cells line up. Just like in mitosis. This is the second phase.
8. They pull apart, no they are separated.
9. End up with four gametes. Each with a half number of chromosomes.
2. Give me two ways that meiosis is different than mitosis. (Use complete sentences!)
Mitosis has one phase, meiosis has two phases.
Mitosis ends with exact copies of genetic material, meiosis has genetic variation.
Meiosis ends in haploid gamete cells, mitosis ends in somatic diploid cells.
Chromosomes align at tetrads in meiosis, but align as single file pairs in mitosis.
Mitosis’ job is to keep an organism alive, providing growth and repair. Meiosis’ job is to provide genetic variation and integrity to new organisms.
Etc.
3. Describe how meiosis provides genetic variation in a species.
Crossing over and independent (random) assortment.
4. Do you agree that without meiosis there would still be genetic diversity? Explain your answer.
No I do not agree. Without meiosis we would just produce clones of ourselves.
Extra credit only: If you finish early request the mitosis cards. Put them in order correctly and you will receive a special treat!
[pic]1 [pic]2 [pic]3 [pic]4
[pic]5 [pic]6 [pic]7
Meiosis Quiz-Rubric
Purpose: Working up to demonstrating HS-LS1-4: Use a model to illustrate the role of cellular division (mitosis) and differentiation in producing and maintaining complex organisms.
| |Proficient |Nearing proficient |Novice |
|1. Put the meiosis cards in |Cards are put in the correct |Cards were mostly in order, one or|Did not correctly put cards in |
|order, and tape to your quiz. |order. |two were not correct. |order, there were many out of |
|After each card specify what is |Descriptions of pictures are |Descriptions of the pictures were |sequence. |
|happening in the picture. |correct. |mostly correct, there were a few |Descriptions showed no |
| | |mistakes, or misconceptions. |understanding of meiosis, or no |
| | | |attempt was made to answer. |
|2. Give me two ways that meiosis |Two correct differences were |One of the differences is |No understanding of meiosis or |
|is different than mitosis. |listed. |incorrect, or shows only partial |mitosis, or no answer attempted. |
| | |understanding. | |
|3. Describe how meiosis provides |Demonstrates that sex cells |Demonstrates partial understanding|Leaves more than two of the |
|genetic variation in a species |provide information from the |by leaving out one, of the |following statements out: genetic |
| |father and/or mother, crossing |following: genetic material from |material from the father and/or |
| |over is mentioned, and random or |the father and/or mother, crossing|mother, crossing over, or |
| |independent assortment of |over, or independent assortment. |independent assortment, or does |
| |chromosomes mentioned. | |not attempt an answer. |
|4. Do you agree that without |Does not agree and describes that |Does not agree but does not |Agrees or shows no understanding |
|meiosis there would still be |offspring would be clones of |describe clones as offspring. |of clone offspring, or does not |
|genetic diversity? Explain your |parent without genetic diversity. | |answer. |
|answer. | | | |
|Extra credit only: If you finish |All mitosis cards are in order. |One or two cards are out of order.|More than two cards are out of |
|early request the mitosis cards. |RECIEVES TREAT! Good job! |Sorry no treat. Good try! |order. No Treat. Good try! |
|Put them in order correctly and | | |Or, was not completed. |
|you will receive a special treat! | | | |
Grade: ___________________________________
2. They will get into groups and begin the final project. I will walk around and provide help as needed. I will also be checking for understanding and group participation.
3. As they get to rough draft one stage, I will check their work and give them helpful feedback.
4. They will revise, based on my feedback, their project. Rough draft two will be given to a fellow group of students. The reviewee will provide feedback based on the checklist I provide them.
5. The groups will make a final revision and prepare to “sell” it to the class (hospital board).
6. After their presentation of their project (really just a check out my work type situation nothing formal) they will hand in a metacognition paragraph on what they learned and how well they worked together. This will be turned in with their project. Depending on what I see in the groups I may change the metacognition paragraph to individual work and each group turns one in per group member.
7. I will grade projects based on the rubric.
8. If everyone receives proficient we will move on to our genetics unit.
The last few numbers are to occur over the course of two to three days, possibly four.
Closure and Reflection:
This is the closure. I have tied in cellular replication to everyday life. I will use this information to continue on to genetics.
Assessment
Formative assessment while the groups are working.
Summative assessment once they turn in their final work.
Differentiation
Groups are working together, and there is ample time to do the work. I am allowing class time for the group work so that everyone is available and ready to do their part.
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