Lesson 2 Cell Division Unit
Lesson 2 Cell Division Unit
Lesson 2 Cell Division Unit
Name
Joshua Leish/ Acid Rain (Jessica
Scolaro, Jose Martinez, Amit Patel)
Class Title
Biology
CWID
Subject Area
897881348
Lesson Title
Mitosis
Biology
Unit Title
Cell Division
Grade Levels
9-12
Total Minutes
60
CLASS DESCRIPTION
The class size is 40 students. The classroom is located in a section of the school designed for science curriculum;
therefore, there is both seating for students at regular desks, and a second section of the room designated for
experiments. There are no classroom environment issues that should affect the classroom. Many of the students are
involved with extracurricular activities outside of the classroom.
STANDARDS AND LESSON OBJECTIVES
CCSS Math, CCSS ELA & Literacy History/Social
Studies, Science and Technical Subjects, NGSS, and
English Language Development Standards (ELD)
Content Standards
Standard
HS-LS1-4
Use a model to illustrate the role of cellular division
(mitosis) and differentiation in producing and maintaining
complex organisms
Disciplinary Core Idea
LS1.B: Growth and Development of Organisms
Crosscutting Concepts
Systems and System Models
Lesson Objective(s)
Students will be able to model the different stages of
mitosis.
Evidence
Students will take part in a modeling activity in order to
understand the different stages of mitosis.
Type
EL
Purpose/Focus of
Assessment
Implementation
PM
Feedback Strategy
I would listen to the
questions that students
are asking to find out
what they are having
trouble with. If they do
not have questions I
wont assume they know
the content because
they may just be
scared/shy to ask a
question. In this case I
will ask the students
questions to get a better
understanding of their
knowledge of the
content.
If students were not
using vocabulary that
they already learned
from reading and from
the video I would
address the whole class
to tell them I want to
hear them using
vocabulary that they
learned from their
reading. While asking
students questions I
would find out which
parts of mitosis they are
having difficulty with. If
many groups are having
difficulty with the same
problem I will make a
decision on what to do
next.
Students will receive
feedback through written
comments on their
assignment when it is
returned back to them
on a future date.
INSTRUCTION
Instructional Strategies
Discussion, Models, Group Work
Lesson Introduction/Anticipatory Set
Time
Teacher Does
1. The class would have already read the chapter on
mitosis the night before as homework. To introduce
the lesson, the teacher will show a video on mitosis:
https://www.youtube.com/watch?v=C6hn3sA0ip0 .
After watching the video the teacher will ask the
10 min
students if they have any questions about the
process of mitosis or if there is any confusion
regarding mitosis. If the students are not asking any
questions, the teacher will call on students to answer
some questions about mitosis.
Lesson Body
Time
Teacher Does
40 min
2. I will pass out a handout to the class and enlist
the help of two students. I will ask one student to
pass out 6 pieces of pipe cleaner (2 pairs of 3 pipe
cleaners in differing colors and lengths). I will ask
Student Does
1. The students will be rowdy when they first get
into class and a good way to get them ready for the
lesson would be to show an opening video. Students
will watch the video and visualize mitosis. They will
be familiar with mitosis because they just read about
it the night before. After watching the video,
students will be able to ask the teacher questions
about any confusion they have on the subject.
Student Does
2. Students will get a lab handout and will begin to
look it over and put their names at the top. Two
students will help be passing out materials.
Students like to be involved and helping the teacher
Student Does
12. Students will finish up on their work in groups
and put their supplies in the correct spot. Students
will answer the post lab questions on their own and
then share their answers with the class if they are
called on. They will do this for all four questions or
until the period is complete. If there are any
questions left it will be sent home with the students
as homework.
Striving Readers
Striving readers will
definitely have a problem
with the reading from the
night before. They may
come into the class not
understanding what mitosis
is. This is where the video
will come into play. These
students can use this as an
introduction to mitosis. The
student does not have to
read to follow along with
the video they only have to
be able to listen and view
the video. They will further
understanding of mitosis
through the lab work and
be able to use a model in
order to represent the
process. After completing
the lab this student will be
able to answer questions to
self-monitor themselves
and make sure they are
understanding the process.
Advanced Students
Advanced students will
most likely finish with the
classwork faster than other
students. If this is the case
I will use their expertise to
help other groups
understand the process.
This will not only be
beneficial for the group
they are helping, but also
for the student teaching
because they will be
getting multiple exposures
to the content.