Lesson Plan for 1/27/2017, 1/30/2017, 2/2/2017:

Meiosis Analysis and Model Construction

Teacher: Mr. Patrick Nolan

I.

Grade Level: 7

Content and Standards:

Content: 7th Grade Life Science (Three 50-minute classes)

NGSS Standards and Disciplinary Core Ideas:

MS-LS3-2.
Develop and use a model to describe why asexual reproduction results in
offspring with identical genetic information and sexual reproduction
results in offspring with genetic variation.

LS1.B: Growth and Development of Organisms

Organisms reproduce, either sexually or asexually, and transfer their
genetic information to their offspring.

Common Core Standards

CCSS.ELA-LITERACY.RST.6-8.7
Integrate quantitative or technical information expressed in words in a
text with a version of that information expressed visually (e.g., in a
flowchart, diagram, model, graph, or table).

II.

Prerequisites:

In addressing the core content of the lesson, students will need to

understand the progression of phases within the process of Mitosis.

III.

Instructional Objectives:
Students will demonstrate an understanding of what phases comprise the
process of Meiosis, what occurs in each phase and what differences lie
between the process and Mitosis by constructing a comparative model
that displays the various phases of both cycles and their progression
towards their end products through both written word and illustrations.

IV.

Instructional Procedures:
Students will pick up a directions sheet for the Mitosis versus Meiosis
model activity that they will be introduced to later in the lesson as they
enter the classroom. The lesson will formally begin with a review of what
students have learned about cellular reproduction in terms of asexual
reproduction before reintroducing the topic of Meiosis to students, this
time from the context of it being a more complex but vital process to the
survival of organisms such as humans with genetic variation as its
foundation; this should take no more than five minutes overall. The
teacher will then use a computer and projector to bring up a prepared
video on the process of Meiosis for the lesson and will show it to the
students. As the video progresses, the teacher will stop the video at
certain points in order to clarify and provide additional insight into what is
being told, as the video condenses a lot of information into a fairly small
amount of time. The video will start off by reintroducing the process of
Mitosis and transitioning into the introduction of the term gamete, what
makes these cells different from normal cells and the different names
used to describe gametes as well as their purpose relative to the
reproduction process that generates them compared to those held by cells
that reproduce via Mitosis. The video will then progress through the
phases of Meiosis and describe what happens in each phase before briefly
mentioning the issue of disjunction and associated genetic disorders (a
subject that will be examined in future lessons in much greater detail)
before ending. The video and associated lecture enhancement should take
no more than 20 minutes to complete.

Once the video is finished, the students will be asked to take out the
directions sheet they picked up at the beginning of class and the teacher
will introduce students to the small project that is to act as their formative
assessment for the lesson. Using large pieces of drawing paper provided
to them in the classroom, students are to create a model that compares

the phases and products of Mitosis versus Meiosis through both images
and text in order to highlight the differences that make the two distinct
from each other. Students will be allowed to use whatever materials they
wish in order to illustrate these models and they are allowed to display the
model in any fashion that they wish, such as making the phases the
portholes in a spaceship or the windows in a castle, but they must include
the required phases and structures highlighted in the directions sheet with
proper labels for everything. Students will have the following 20 minutes
of class time to start working on the assessment, but it is not expected
that students will be able to finish it by the end of the class period; two
additional days following the DNA summative assessment that is to occur
after the first day of this lesson will also be provided to students to work
on the assignment and engage in discussion with both peers and the
teacher if they require clarification regarding assessment directions or the
content of the assessment. The last five minutes of the first class will be
used by the teacher to review the material presented in class and inform
students that, as mentioned, they will have another day-and-a-half to
work on the project after the completion of the DNA summative
assessment next week, and as the students are leaving the room, they will
be given a copy of the study guide for said summative assessment. The
students will be given a short Do Now assessment to complete during
the first five minutes of the second lesson day to refresh their memories in
preparation for going through the study guide for the DNA replication
summative assessment, and the review of the short assessment will take
an additional five minutes, but students will be provided the remaining 40
minutes of class to work on their model assessment. The students will be
provided a final 30 minutes to work on the project on the third day, and
after this, the teacher will use a computer to bring up a video that will
review for students how it is that Meiosis leads to variable genetics within
cells, with the teacher supplementing it by briefly explaining how the
fusion of egg and sperm cells passes down this variation to offspring. The
last five minutes will be spent extending this point to talk about the
inheritance of traits in organisms, but before such a topic can be tackled,
students need to have an understanding of the larger processes that
control what sorts of genetic traits are more likely to be passed down. As
such, students must become aware of what evolution is and how it
contributes to variation, and by association, how organisms are classified
as a product of evolution, which will be the topic of the next lesson unit.
Lastly, the teacher will hand out study guides to the students for them to
fill out and bring to class the next day for a review on the process of
Meiosis in preparation for a summative assessment on the topic.

V.

Materials and Equipment:

Computer: For loading the video on Meiosis selected for the lesson.
Projector: For displaying the video on Meiosis selected for the lesson.

Writing utensils: Will allow students to take notes during the lesson.
Mitosis versus Meiosis comparison model directions sheet: Provides
instructions and requirements for associated Mitosis versus Meiosis
comparison model assessment.
Science notebooks: Where students are to record notes on the lesson.
Drawing paper, colored pencils and various other student-chosen craft
supplies: Used by students to construct their Mitosis versus Meiosis model.

VI.

Assessment/Evaluation:
Students will be assessed formatively on their understanding of the
processes of Mitosis and Meiosis and the differences between them
through the construction of a model that compares the two processes.
Students will use the large pieces of provided drawing paper as a canvas
upon which to construct their model and they are allowed to display the
model in any fashion that they wish, such as making the phases the
portholes in a spaceship or the windows in a castle, and are allowed to use
whatever craft materials they have available at school or at home to
create it. The models must show all of the distinct phases involved in both
processes and provide labels for all phases and key components involved
in the processes as outlined in the assignment direction sheet that the
students picked up at the beginning of class. In addition, students are to
include written descriptions of the differences that exist between the
phases of Mitosis and Meiosis, such as what makes prophase in Mitosis
different from Prophase I and Prophase II in Meiosis, and factors such as
the correct ordering of phases, the legibility of labels and the neatness of
the model will be taken into account in its construction; the overall
assessment will be graded based on the rubric provided in this lesson
plan. Students are not expected to turn the assessment in at the end of
the class, but it will be due after three class periods with time reserved for
its completion and students are expected to have it complete and ready
for grading by the given due date.

VII.

Accommodations or Modifications needed for students with

disabilities or ESOL:
Students with writing issues will be provided extra time and assistance
after class in order to make sure that they have the notes needed; if they
are completely incapable of writing, they can have a fellow student take
notes for them to copy before the next lesson. Students with sight
problems can sit as close to the front of the room as needed in order to
see the video being projected on the whiteboard at the front of the room.

ELL students that have difficulty expressing their answers in writing may
do so orally if they prefer, but they must do so after school on the day the
project is due. Students with limited access to drawing and craft supplies
for the construction of their Mitosis and Meiosis comparison model at
home will be allowed to stay after school and provided access to
classroom supplies in turn.

VIII.

Technology:
A projector and computer will be needed in order to present a video on the
process of Meiosis and its various phases and a video on how the process
generates variable gametes. This is designed to provide an overview of
the process and its aspects for the teacher to elaborate on during the
course of the lesson as well as visual enhancements for the lesson that
will aid students in comprehending the information presented to them
while also providing visual context for their notes. Writing utensils and
student science notebooks will be needed to take notes during the
presentation, and all craft supplies in the classroom are provided to
students to grant them free choice of how they wish to construct their
Mitosis and Meiosis comparison models as long as they are able to
demonstrate a complete understanding of the processes within said
model.

IX.

Self-Assessment:
The teachers effectiveness in cultivating student understanding towards
the lesson material will be assessed through an examination of the Mitosis
versus Meiosis model assessment that students will work on and complete
in and out of the classroom as a reflection of their understanding of the
two nuclear division processes. Aspects such as the neatness and legibility
of the finished assessment will be seen as reflective of each students
work habits, and if there are noticeable problems with this aspect of the
assessment, then time will be taken by the teacher to talk with the
student privately about the matter if it is not an issue that is already being
addressed through progress monitoring. The content portion of the
assignment will be taken as reflective of student understanding of the
processes of Mitosis and Meiosis and the differences that exist between
them. Any error found in a significant portion of the assessment projects
will be seen as an indication of student misunderstanding and time will be
taken at the beginning of class after the due date to address these issues
and modify future presentations of the material if needed.

References

[Amoeba Sisters]. (2014, January 21). Meiosis: The Great Divide [Video file].
Retrieved from
https://www.youtube.com/watch?v=toWK0fIyFlY
Andersen, P. [Bozeman Science]. (2012, April 21). Meiosis [Video file]. Retrieved
from https://www.youtube.com/watch?v=rB_8dTuh73c

Lecture Notes for Lesson Plan 1/27/2017, 1/30/2017, 2/2/2017

1. Review of previous lesson material and introduction to Meiosis as a process
2. Comparison between cells formed by Mitosis and gametes
a. Chromosome number
b. Union of gametes to form a zygote (to be discussed further in the next
lesson)
3. Purpose of Mitosis versus Meiosis
a. Mitosis: Growth and replacement with identical cells
b. Meiosis: Create different cells for genetic variety
4. Meiosis phases (goes through two division cycles)
a. Prophase I
i. Chromosomes line up into homologous pairs (elaborate on more
specific definition for what homologous means in this context)
ii. Recombination (responsible for genetic diversity)
b. Metaphase I: Homologous pairs line up along the middle of the cell
c. Anaphase I: Separation of homologous pairs, similar to anaphase in
Mitosis
d. Telophase I and Cytokinesis: Nuclear and cellular division
e. Prophase II: Proceeds similarly to how it would in Mitosis
f. Metaphase II: Proceeds similarly to how it would in Mitosis
g. Anaphase II: Proceeds similarly to how it would in Mitosis, with the
chromatids being separated

h. Telophase II and Cytokinesis: Proceeds similarly to how it would in

Mitosis, forming a grand total of four haploid cells
5. Disjunction and introduction to genetic disorders (to be fully covered in a
later lesson)
6. Students begin Mitosis versus Meiosis project
7. Review of lesson material and transition into first enrichment lesson (Topic:
Viruses)

Mitosis versus Meiosis Comparison Model Activity

Directions: You are to construct a model that displays the processes of Mitosis and
Meiosis to aid you in comparing the two and highlighting the differences that exist
between them. You may use whatever materials that you wish to use for this project
and are encouraged to be creative in your depiction of these two processes, such as
making the phases the portholes in a spaceship or the windows in a castle. You will
be graded not only on the completeness of your project but also factors such as the
proper placement of phases in sequence, neatness and clarity, so make sure that
the final model is easy to read and contains all of the information asked for.
Requirements for Model
- All phases of Mitosis and Meiosis in addition to all occurrences of interphase
and cytokinesis
- Proper labels for all phases in both processes
- Accurate visual representations of what happens in each phase
- Correct ordering of phases in each process
- Labeling of the following features at least once in the model: Nucleus,
Chromatid, Chromosome, Sister Chromatids, Spindle Fibers, Homologous
Chromosomes, Recombination

A written description of the differences that exist between the phases of

Mitosis and Meiosis (ex: differences that exist between prophase in Mitosis
and prophase I and prophase II in Meiosis)
Must be neat and legible
Mitosis versus Meiosis Comparison Model Rubric
0

Phases of
Mitosis
and
Meiosis

Student fails
to include any
phases of
Mitosis and
Meiosis.

Student fails
to correctly
label any
phases of
Mitosis and
Meiosis.

Visual
Represent
ation of
Phase
Events

Student fails
to correctly
display
visually what
occurs in any
of the phases
of Mitosis and
Meiosis.

Student
correctly
displays
visually what
occurs in at
least one
phase of
Mitosis and
Meiosis but
less than half
of all phases.

Ordering
of Phases

Student fails
to place any
phase of
Mitosis or
Meiosis in the
correct

Student
places at
least one
phase of
Mitosis and
Meiosis, but

Student
includes more
than than half
of all required
phases of
Mitosis and
Meiosis but
does not have
all phases.
Student
includes
correct labels
for more than
half of the
phases of
Mitosis and
Meiosis but
does not label
all required
phases.
Student
correctly
displays
visually what
occurs in more
than half of
the phases of
Mitosis and
Meiosis but
does not
correctly
illustrate the
events in all
phases.
Student places
more than half
of the phases
of Mitosis and
Meiosis in the
correct order

Student
includes all
phases of
Mitosis and
Meiosis.

Phase
Labels

Student
includes at
least one but
less than half
of all
required
phases of
Mitosis and
Meiosis.
Student
includes
correct labels
for at least
one but less
than half of
the phases
of Mitosis
and Meiosis.

Student
includes
correct
labels for all
phases of
Mitosis and
Meiosis.

Student
correctly
displays
visually
what occurs
during each
of the
phases of
Mitosis and
Meiosis.

Student
places all
phases of
Mitosis and
Meiosis in
the correct

Sco
re

position within
either
sequence.

less than half

of them all,
in the correct
position in
the
sequences.
Student
includes at
least one,
but less than
half, of the
highlighted
vocabulary
terms that
were to be
correctly
labeled in
the
comparison
model.

Vocabulary
Labeling

Student
includes none
of the
highlighted
vocabulary
terms that
were to be
correctly
labeled in the
comparison
model.

Difference
s between
Mitosis
and
Meiosis

Student
includes no
description of
what major
differences
exist between
any phases of
Mitosis and
Meiosis.

Student
includes
descriptions
of at least
one, but less
than half, of
the major
differences
that exist
between the
phases of
Mitosis and
Meiosis.

Neatness
and
Legibility

Student model
is illegible and
disorganized
to the point of
being
unreadable.

Student
model is
difficult to
read, and in
turn it is
difficult to
tell what the
model is
supposed to
be showing.

Final Score

of sequence,
but not all
phases are in
the correct
sequence.

order of
sequence.

Student
includes more
than half of
the
highlighted
vocabulary
terms that
were to be
correctly
labeled in the
comparison
model, but
there are still
some terms
missing,
Student
includes
descriptions of
more than half
of the major
differences
that exist
between the
phases of
Mitosis and
Meiosis, but
some major
differences are
not included.
Student model
is fairly legible
and can be
read and
understood
with minor
effort and
time.

Student
includes all
highlighted
vocabulary
terms that
were to be
correctly
labeled in
the
comparison
model.

Student
includes
descriptions
of all major
differences
that exist
between the
phases of
Mitosis and
Meiosis.

Student
model is
completely
legible, wellorganized
and the
information
in it can be
observed
and
understood
with little
effort.

Mitosis versus Meiosis Comparison Model Rubric (Point Key)

Phases of Mitosis and Meiosis: Score = Rubric Score X 1
Phase Labels: Score = Rubric Score X 1
Visual Representation of Phase Events: Score = Rubric Score X 2
Ordering of Phases: Score = Rubric Score X 1
Vocabulary Labeling: Score = Rubric Score X 2
Explanation of differences between each of the phases of Mitosis and Meiosis: Score
= Rubric Score X2
Neatness and Legibility: Score = Rubric Score X 1
Max Point Total: 30 points