Digital Unit Plan Map Goals, Objectives and Assessments

Unit Title: Cell Division

Name: Joshua Leish

Content Area: Biology

Grade Level: 9-12

Next Generation Science Standards

HS-LS1-4. Use a model to illustrate the role of cellular division (mitosis) and differentiation in producing
and maintaining complex organisms. [Assessment Boundary: Assessment does not include specific gene control
mechanisms or rote memorization of the steps of mitosis.]
HS-LS3-1. Ask questions to clarify relationships about the role of DNA and chromosomes in coding the
instructions for characteristic traits passed from parents to offspring. [Assessment Boundary: Assessment
does not include the phases of meiosis or the biochemical mechanism of specific steps in the process.]
HS-LS3-2. Make and defend a claim based on evidence that inheritable genetic variations may result
from: (1) new genetic combinations through meiosis, (2) viable errors occurring during replication, and/or
(3) mutations caused by environmental factors. [Clarification Statement: Emphasis is on using data to support
arguments for the way variation occurs.] [Assessment Boundary: Assessment does not include the phases of
meiosis or the biochemical mechanism of specific steps in the process.]

Common Core Literacy and Mathematic Standards

Common Core ELA/Literacy Standards:
WHST.9-12.2 Write informative/explanatory texts, including the narration of historical events, scientific procedures/
experiments, or technical processes.
WHST.9-12.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach,
focusing on addressing what is most significant for a specific purpose and audience.
WHST.9-12.7 Conduct short as well as more sustained research projects to answer a question (including a self-generated
question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject,
demonstrating understanding of the subject under investigation.
SL.11-12.5 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.
RST.11-12.1 Cite specific textual evidence to support analysis of science and technical texts, attending to important
distinctions the author makes and to any gaps or inconsistencies in the account.
RST.11-12.7 Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g.,
quantitative data, video, multimedia) in order to address a question or solve a problem.
RST.11-12.9 Synthesize information from a range of sources (e.g., texts, experiments, simulations) into a coherent
understanding of a process, phenomenon, or concept, resolving conflicting information when possible.
Mathematics Standards:
MP.2 Reason abstractly and quantitatively.
MP.4 Model With Mathematics.

Disciplinary Core Ideas and Essential Questions

Essential Questions (Unit):
Essential Question 1: What is the importance of cell division?
Essential Question 2: Why is the process of mitosis important to the growth of an organism?
LS1.B: Growth and Development of Organisms

In multicellular organisms individual cells grow and then divide via a process called mitosis, thereby allowing the
organism to grow. The organism begins as a single cell (fertilized egg) that divides successively to produce many
cells, with each parent cell passing identical genetic material (two variants of each chromosome pair) to both
daughter cells. Cellular division and differentiation produce and maintain a complex organism, composed of
systems of tissues and organs that work together to meet the needs of the whole organism.

Essential Question 3: How does meiosis contribute to genetic variation?

Essential Question 4: How do errors in meiosis lead to physical abnormalities in offspring?
Essential Question 5: Is it ethical to try to fix physical abnormalities due to errors in meiosis? (Explain reasoning)
Essential Question 6: Is it ethical to take advantage of meiosis to find gametes from parents with "preferred" chromosome
mixes to create "designer babies"? (Explain reasoning)
LS3.B: Variation of Traits

In sexual reproduction, chromosomes can sometimes swap sections during the process of meiosis (cell division),
thereby creating new genetic combinations and thus more genetic variation. Although DNA replication is tightly
regulated and remarkably accurate, errors do occur and result in mutations, which are also a source of genetic
variation. Environmental factors can also cause mutations in genes, and viable mutations are inherited.

Environmental factors also affect expression of traits, and hence affect the probability of occurrences of traits in a
population. Thus the variation and distribution of traits observed depends on both genetic and environmental factors.

Performance Expectations

HS-LS1-4.
Use a model to illustrate the role of cellular division (mitosis) and differentiation in producing and maintaining complex
organisms.
HS-LS3-1.
Ask questions that arise from examining models or a theory to clarify relationships.
HS-LS3-2.
Make and defend a claim based on evidence that inheritable genetic variations may result from: (1) new genetic combinations
through meiosis, (2) viable errors occurring during replication, and/or (3) mutations caused by environmental factors.

Unit Summative Assessments

Lesson 1: (Individual Summative Assessment): Students will answer questions on an Exit Slip. During this, students will
make and defend claims based on evidence that answer various questions about the importance of different parts of the cell
growth cycle and what would happen should one of those parts of the cycle stop working.

Lesson 2: (Individual Summative Assessment): After the mitosis lab, students will answer questions on the graphic
organizer and turn it into the teacher. The teacher will hand back graded papers and re-teach material based on how they
students did with the questions.
Lesson 3: (Individual Summative Assessment): Graphic organizer implemented as an Exit Ticket. Students should be able
to individually fill out the Venn Diagram comparing the processes of mitosis and meiosis. This includes: the types of cells
involved, the purpose, the types of cells resulting, and an example involving a specific organism.
Lesson 4: (Individual Summative Assessment): Students will answer questions on an Exit Slip. During this, students will
make and defend claims based on evidence that answer various questions about different genetic and chromosomal mutations,
genetic engineering, and the process of argumentation.
Lesson 1 Cell Growth Cycle
Performance Expectation:
HS-LS1-4 Use a model to illustrate the role
of cellular division and differentiation in
producing and maintaining complex
organisms.
Lesson Objective:
Given an interactive online diagram of
cellular division, students will be able to
explain the steps in cellular division as well
as explain the main roles of each step.

Formative and/or Summative Assessment:

Formative assessment - discussions, walking around listening for
understanding/engagement in the concept, and creation of a cellular division
poster.
Summative - the use of an exit slip highlighting the steps involved in cellular
division.
Acceptable Evidence:
-Students will create a cellular division poster highlighting the main steps of
the process.
-Students will complete the exit slip demonstrating evidence that answers
various questions about the importance of different parts of the cell growth
cycle and what would happen should one of those parts of the cycle stop
working.

Lesson 2 Mitosis
Performance Expectation:
HS-LS1-4 Use a model to illustrate the role
of cellular division (mitosis) and
differentiation in producing and
maintaining complex organisms.
Lesson Objective:
-Students will take part in a lab on the topic
of mitosis and be able to model mitosis
using pipe cleaners, yarn, and paper.
-Students will also be able to answer
questions on mitosis after completing the
lab.

Formative and/or Summative Assessment:

-Formative assessment - Teacher will walk around the classroom to make sure
students are using vocabulary from the unit. Teacher will also watch groups to
be sure they are modeling mitosis correctly and if they are not than the teacher
will help clear any misunderstandings.
-Summative assessment - The questions on the graphic organizer will be
completed individually by students and then turned into the teacher for
correcting.
Acceptable Evidence:
-Students will follow along as the teacher models mitosis and then they will be
able to imitate the teacher by completing the process on their own.
-Students will be able to answer questions at the end of lesson regarding
mitosis.

Lesson 3 Meiosis
Performance Expectation:
HS-LS3-2 Make and defend a claim based
on evidence that inheritable genetic
variations may result from: (1) new genetic
combinations through meiosis, (2) viable

Formative and/or Summative Assessment:

-Formative assessment based on students paragraphs (shared with the class)
describing the steps and function of meiosis.
-Summative assessment based on a Venn Diagram comparing mitosis and
meiosis.

errors occurring during replication, and/or

(3) mutations caused by environmental
factors.
Lesson Objectives:
-Given a diagram of meiosis, students will
be able to make inferences about the steps
and function of meiosis.
-Students will be able to identify the
similarities and differences between mitosis
and meiosis.

Acceptable Evidence:
-Students will cooperate with group members to correctly identify the purpose
of meiosis in writing.
-Students will complete a Venn Diagram that accurately depicts the similarities
and differences between mitosis and meiosis including, but not limited to: how
the resulting cells differ, which type of cells undergo each process, and the main
functions.

Lesson 4 - Mutations
Performance Expectation:
HS-LS3-1. Ask questions to clarify
relationships about the role of DNA and
chromosomes in coding the instructions for
characteristic traits passed from parents to
offspring
HS-LS3-2. Make and defend a claim
based on evidence that inheritable genetic
variations may result from: (1) new genetic
combinations through meiosis, (2) viable
errors occurring during replication, and/or
(3) mutations caused by environmental
factors.
Lesson Objective:
Students will be able to form arguments and
counter the arguments of others using cited
data from reliable sources.

Formative and/or Summative Assessment:

Formative Assessments- Discussions, Walking around listening for
understanding/engagement in the concepts, what argument points the students
bring up during the debates
Summative Assessments- Students will answer questions on an Exit Slip.
During this, students will make and defend claims based on evidence that
answer various questions about different genetic and chromosomal mutations,
genetic engineering, and the process of argumentation.
Acceptable Evidence:
Students will take part in a debate using cited data from reliable sources to
make and counter claims.
Students will fill out an Exit Slip at the end of the lesson where they will
explain what they have learned from the debates and how it has shaped their
newfound ethical views in regards to genetically engineering humans.

Students will be able to explain the

connection between cell division and
genetic engineering.
Students will be able to explore the ethics
behind genetically engineering humans.
Unit Resources:
Poster Board
Color Pencils and Markers
Mitosis activity: pipe cleaners and yarn
Class set of Chromebooks
Internet
Meiosis diagrams
Mitosis vs meiosis graphic organizer
Different colored highlighters (sharing and revision of written paragraphs)
Exit Slip Worksheets

Useful Websites:
Interactive Cell Cycle: http://media.hhmi.org/biointeractive/click/cellcycle/
Mitosis animation: http://www.johnkyrk.com/mitosis.html
Mitosis game: https://www.centreofthecell.org/learn-play/games/mitosis/
Meiosis animation: http://www.johnkyrk.com/meiosis.html
Meiosis interactive quiz: http://www.biomanbio.com/GamesandLabs/Genegames/snurfle_meiosis_and_genetics.html
Comparison of meiosis and mitosis:
https://highered.mheducation.com/sites/9834092339/student_view0/chapter11/comparison_of_meiosis_and_mitosis.html
Several Scientific Videos: https://www.youtube.com/
GM Humans Ethics: http://www.livescience.com/44087-designer-babies-ethics.html