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Teacher Name: Joseph Mbi AYUKNDANG Grade: 9-10 Subject: Biology

Topic: Mitosis and Cell Division Mitosis, cell cycle, interphase, centrioles, prophase, anaphase, metaphase, Content: telophase, cytokinesis, G1, S phase, G2, cell membrane, cytoplasm Goals: To learn the steps of the cell division After listening to a lecture, students will be able to define mitosis and its Objectives: steps with 90% accuracy. Asexual Reproduction/Mitosis PowerPoint handout, Prokaryotic and Eukaryotic Cell Division, Types of Asexual Reproduction, Materials: Worksheet/Reviewing Key Concepts, Mitosis Skit directions and Journal, Stages of Mitosis Worksheet, Biology Textbook, Notebook, and Pencil. Review and Focus. Students will enter class and begin with a bell ringer asking how animals grow. They will write this in their notebook and discuss with their peers their various responses. Responses will vary. I will Introduction: begin with a discussion of the importance of cell division (growth, tissue repair and asexual reproduction). This Bell Ringer will assess students prior knowledge of cell division. Teacher Presentation. After the bell-ringer, I will begin with a mini-lecture on asexual reproduction and mitosis. The goal of the lesson will be to introduce the cell cycle to students and to give an overview of the phases/stages of the cell cycle. Next, students will read a passage on prokaryotic and eukaryotic cell division. This will show students how mitosis works in different organisms. Students will answer questions Development:related to the passage. Students will then complete a worksheet with the different types of asexual reproduction (binary fission, budding, sporulation, regeneration, parthenogenesis and vegetative propagation). They will then give two examples of organisms that use each method of reproduction. Time will also be allotted to clear up any misconceptions about the terminology used when discussing cell division (mitosis and meiosis are not interchangeable). Guided Practice. After the discussion about asexual reproduction and mitosis, the students and I will go through a worksheet that describes the Practice: series of events in each phase of mitosis to assess their understanding of the lecture and textbook readings. Students who are identified as SLD will be given extended time and may Accommodations:take the assessment home and use their textbook. This will also allow for a separate setting/room needed when being tested. Checking For The worksheet used for the closure, Stages of Mitosis, will be collected Understanding:and graded. This will count as a classwork grade. Closure. To close, students will receive a worksheet with visual representations of the stages of mitosis. They will number the six diagrams Closure: of the stages of mitosis in animal cells, then plant cells, in the proper order. Students will then label each stage with the proper name. if 80% or higher of students score 90% or greater, then the class will move Evaluation: to meiosis, if not then mitosis will be re-tought. Teacher Home assignments will be given so students get to work on the lesson at Reflections:home.

Teacher Name: Joseph Mbi AYUKNDANG Grade: 9-10 Subject: Biology

Lesson Plan: Cell division part 1 Topic: BINARY FISSION AND MITOSIS

Despite differences between prokaryotes and eukaryotes, there are several common features in their cell division processes. Replication of the DNA Content: must occur. Segregation of the "original" and its "replica" follow. Cytokinesis ends the cell division process. Whether the cell was eukaryotic or prokaryotic, these basic events must occur. TSWD the understanding of the terms and process involved with cellular Goals: replication. Students will demonstrate understanding by drawing and labelling the Objectives: stages of fission and mitosis. Unlined paper (1 sheet), colored pencils, pencil, crayons, light microscope, Materials: slides, cover slips, onion (fresh), toothpicks, knife (used by teacher only), iodine stain, overhead projector. Prokaryotic Cell Division Prokaryotes are much simpler in their organization than are eukaryotes. There are a great many more organelles in eukaryotes, also more chromosomes. The usual method of prokaryote cell division is termed binary fission. The prokaryotic chromosome is a single DNA molecule that first replicates, then attaches each copy to a different part of the cell membrane. When the cell begins to pull apart, the Introduction: replicate and original chromosomes are separated. Following cell splitting (cytokinesis), there are then two cells of identical genetic composition (except for the rare chance of a spontaneous mutation). Eukaryotic cells Due to their increased numbers of chromosomes, organelles and complexity, eukaryote cell division is more complicated, although the same processes of replication, segregation, and cytokinesis still occur. Board work and or overhead projector. Illustrate the stages of division and Development: key vocabulary. Procedure Part A: Slide Preparation Onion Skin a. First take a piece of onion skin off the onion. b. Put it flat on a slide. c. Bring the slide to the Practice: leader for a drop of iodine stain. d. Carefully put on a cover slip remembering to angle it. e. Examine the cell under low then medium power. f. Adjust your microscope to a higher power. Accommodations: Prepare slides if needed. Checking For Have students restate lesson throughout. Check slide preps, illustrations Understanding: and descriptions. Closure: Check for understanding by questioning the main points covered. Evaluation: Teacher Reflections:

Lesson Plan: Cell Division Unit

Teacher Name: Joseph Mbi AYUKNDANG Grade: 9-10 Subject: Biology Topic: Cell division Content: Mitosis and meiosis

Goal 1: The learner will develop abilities necessary to do and understand scientific inquiry. Goal 2: The learner will develop an understanding of the Goals: physical, chemical, and cellular basis of life. 2.03 Investigate and analyze the cell as a living system including: Maintenance of homeostasis. Movement of materials into and out of cells. 2.03 Investigate and analyze the cell as a living system including: Objectives: Maintenance of homeostasis. Movement of materials into and out of cells. Materials: Egg, vinegar, etc Class will discuss commonly understood diffusion phenomena in their Introduction: lives, (e.g., perfume counter at mall, baking bread in oven). Students will apply knowledge to draw diagrams and fill out exercise sheets. Students will act out the process of osmosis and differential Development: diffusion using barriers they can/can’t fit through (e.g., heights of students representing different types of molecules). Students will work in lab teams to discuss vocabulary and conduct experiments. The students will learn about osmosis and diffusion in plant Practice: and animal cells through experiments with decalcified chicken eggs, beets, and dialysis tubing, all of which are placed in solutions of various concentrations. Level 1: Students given concept map for unit and graphic organizer to review vocabulary. They will spend more time drawing important concepts; drawings for work sheets and labs will be referred to during discussions and labs. Lab prepped ahead to allow for greater investigation and discussion time. Overall pace slower to allow for greater discussion and activities. Omit tubing experiment if time constrained. Students given concept map for unit and graphic organizer to review vocabulary. They will spend more time drawing important concepts; drawings for work sheets and labs will be referred to during discussions and labs. Lab prepped ahead Accommodations: to allow for greater investigation and discussion time. Overall pace slower to allow for greater discussion and activities. Omit tubing experiment if time constrained. Level 2: Lab run without prep. Students engage in a discussion of challenges (and adaptations) for plants and animals living in aquatic, arid, or polluted environments. Add optional carrot or potato experiment. Level 3: In addition to level 2, students are expected to understand and use the more technical terms associated with osmosis, diffusion, and solutions. Students design and carry out an experiment to test the permeability of a plastic bag to iodine in solution; explain/discuss what happened and why. At home assignment: celery in dye photo essay. Checking For Students fill out review questions as end of period quiz Student Understanding: participation discussion. Diagrams with labels. Closure: Students fill out review questions as end of period quiz Assessment tools for data collection: Bell work pre-assessment Evaluation: Worksheets/vocabulary Lab write-ups Discussions

Teacher Name: Joseph Mbi AYUKNDANG Grade: 9-10 Subject: Biology Teacher Reflections:

Lesson Plan: Cell Organelle Topic: Introduction to cells

Content shall be divided into sections: SCIENCE AS INQUIRY: As a result of activities, all students should develop abilities necessary to do scientific inquiry and understandings about scientific inquiry. SCIENCE AND TECHNOLOGY: As a result of activities, all students should develop understanding about science and technology. HISTORY AND NATURE OF SCIENCE: As a result of activities, all students should develop understanding of science as a human endeavor, nature of scientific knowledge and historical perspectives. 1: The central purpose of scientific inquiry is to develop scientific explanations of natural phenomena in a continuing, creative process. PERFORMANCE INDICATOR: Students question the explanations they hear from others and read about, seeking clarification and comparing them with their won observations and understandings Content: 2: Information technology is used to retrieve, process and communicate information and as a tool to enhance learning. PERFORMANCE INDICATOR: Students access the needed information from printed media, electronic data bases and community resources. 3: Knowledge of the impacts and limitations of information systems is essential to its effective and ethical use. PERFORMANCE INDICATOR: Students demonstrate the ability to evaluate information. 4: SIMILARITY AND DIVERSITY AMONG LIVING THINGS Living things are both similar to and different from each other and from nonliving things. PERFORMANCE INDICATOR: Students describe and explain the structures and functions of the human body at different organizational levels. The goals are for the students to understand plant and animal cells and to Goals: acquire technology skills to complete an assigned task. Given a computer, Internet access, and a list of websites, students will research and answer questions about plant and animal cells. Given poster Objectives: board, markers, and colored pencils, students will make a poster of either a plant or animal cell. Given access to a computer with PowerPoint, students will create 1-2 slides about an assigned cellular organelle. computer with PowerPoint, Internet access, cell question sheet containing Materials: websites, poster board, markers, and colored pencils. Introduction: The lesson will start by having the class complete a brainstorming activity. Ask the class to think of many different words that contain the word cell

Teacher Name: Joseph Mbi AYUKNDANG Grade: 9-10 Subject: Biology

and record the student responses on the chalkboard. Examples of student responses may include jail cell, terror cell, fuel cell, cell battery, and cellular phone. Then ask the students to come up with a definition of the word cell from thinking about the meanings of the words that contain the word cell. The instructional strategies used are guided practice and cooperative learning. Explain to the students that they will be learning about cells. Provide background information about cells by discussing the Cell theory. (CELL THEORY STATES THAT ALL LIVING THINGS ARE MADE UP OF CELLS, CELLS ARE THE BASIC UNIT OF LIFE, AND ALL CELLS COME FROM PREEXISTING CELLS). During this part of the lesson, students will learn the basic characteristics of plant and animal cells using the computer. Students will be provided questions about plant and animal cells, and a list of websites to explore to find answers to the questions. QUESTIONS 1. What are the two types of cells and identify their major Development: characteristics? 2. What are the shapes of a plant and animal cells? 3. What cellular organelles are found inside plant and animal cell and what do they look like? 4. What are the functions of all of the cellular organelles inside plant and animal cells? 5. How are plant and animal cells different? Cell Websites http://www.cellsalive.com/index.htm http://www.biology4kids.com/files/cell_main.html http://www.ibiblio.org/virtualcell/index.htm http://www.winterwren.com/apbio/cellorganelles/cells.html http://vilenski.org/science/safari/menu/index.html http://projects.edtech.sandi.net/miramesa/Organelles/animal.html The next activity is for the students to make posters of a cell. Half the class will make an animal cell, and the other half will make a plant cell. Students will use poster board, markers, and colored pencils to draw, color and label their diagrams. The posters must include all of the cellular organelles for Practice: the assigned cell. Upon completion, each student will present their poster to the class. The posters will be displayed around the classroom after everyone has presented their cellular artwork. During this activity the teacher will circulate to assist and evaluate the progress of the students. For challenged learners: Students can complete the assignments in groups. This will help students that have special needs participate and complete the assigned task. Students can present their posters as a group. This will take some anxiety away from student that fear speaking in front of others. Students with motor control problems may be provided with a cell that is Accommodations: already drawn and labeled. These students would only have to color in the cell. For advanced learners: Those who finish the project quickly can be asked to create more PowerPoint slides. They may be able to create an entire presentation consisting of many cell organelles. Students who show early mastery can also be asked to create a plant and animal cell comparison using technological resources.

Teacher Name: Joseph Mbi AYUKNDANG Grade: 9-10 Subject: Biology

Teacher circulates around the room to assist and evaluate students during

Checking For Understanding: the lesson, informal assessment. The questions about cellular organelles,

the cell poster, and PowerPoint slides are graded according to the rubric. Discuss the similarities and differences between plant and animal cells. Students are asked to identify the differences between plant and animal Closure: cells (PLANTS HAVE CHLOROPLASTS AND A CELLWALL AND ANIMALS HAVE CENTRIOLOES). Use the following three-point rubric to evaluate how well students conducted research, created and presented posters, and created their PowerPoint slides. 0-NOT MET: lacked research skills did no create poster did not present display did not make PowerPoint slides 1-PARTIALLY MET: showed weak research skills did not complete poster gave a brief report with some errors to the class lacked technology skills in PowerPoint Evaluation: slides 2-MET: showed on-grade research skills adequately created poster developed competent ways to present poster displayed adequate amount of technology skills in PowerPoint slides 3-EXCEEDS: showed strong research skills developed creative and innovative ways to complete poster gave detailed and interesting presentation to class used many different technology skills in PowerPoint slides Were there too few websites to complete task or were there too many websites? Make adjustments in websites as needed. Did the students have difficulty with the content of the websites or were the websites to simplistic? It is important to have the content at the instructional reading Teacher Reflections: level during class, because I am available to assist them with reading comprehension. Assess the overall project. Was the project motivating and engaging enough for the students? If it was not, try to find activities that will engage students more....