Molloy College

Division of Education
Lesson Plan

Student: Frank Sciulla Professor: DiGiorgio

Course EDU 527 Date: April 25th
Grade: 8th Grade Content Area: Science
Topic: Mitosis and Meiosis

INSTRUCTIONAL OBJECTIVES(s) (Lesson Objectives(s)*)

After learning about cells and a cells nucleic structure, the students will
understand the definition of a nucleus and the organized structure of genetic
information such as chromosomes and DNA.

The students will effectively understand and apply scientific concepts to

differentiate between structure and function in mitosis and meiosis. The students
will engage in a Nearpod technology presentation to understand and define what
occurs at each phase of cell division.

The students will engage in the lesson by being able to use an app on their
cell phones or Ipads to engage in quizzes, videos, images and web content. Students
will also be able to identify and recognize the specific stages cell division in both
mitosis and meiosis through interaction with immediate feedback posts on a
collaboration board during Nearpod poll questions. Using Nearpod quizzes will test
student’s knowledge of the cell cycle.

NYS-CCLS / +NYS STANDARDS AND INDICATORS

NYS-CLL-SCIENCE
Domain: Structure, Function, and Information Processing
MS-LS1-2
Standard: Apply Complex and microscopic structures for systems that can be
visualized, modeled, and used to describe how their function depends on the
relationships among its parts.
a. Complex natural structures/systems can be analyzed to determine how
they function.
 Indicators: This will be evident when students observe an unlabeled
microscopic structure of mitosis and meiosis phases in the Nearpod presentation.
The students will use their observation skills to create a hypothesis to state an
educated guess on which phase is which. The students will then be able to discus
their hypothesis with there peers in assigned groups.

HS-LS1-4
Standard: Use a model to illustrate cellular division (mitosis) and differentiation.
a. Clarification statement: Emphasis should be on the outcomes of mitotic
division and the cell differentiation on growth and development of complex
organisms and possible implications for abnormal cell division

Indicators:
This will be evident when the students are able to identify the cell phases of
mitosis and meiosis cell division. The students will be able to label the diagrams of
the mitosis and meiosis on a Nearpod worksheet that will be distributed to all
students from the Nearpod app activity.

HS-LS3-1.
Standard: Ask questions to clarify relationships about the DNA and chromosomes
in coding the instructions for characteristic traits passed from parents to offspring.
a. Clarification statement: Emphasis should be on the distinction between
coding and non-coding regions of DNA.

Indicator: This will be evident when the students analyze how the chromatids in
different phases of cell division separate and combine to create full sets of
chromosomes in the nucleus to finish the cell division cycle.

MS-LS1-2.
Standard: Develop and use a model to describe the function of a cell as a whole and
ways parts of cells contribute to the function.
a. Clarification Statement: Emphasis is on the cell functioning as a whole
system and the primary role of identified parts of the cell division such as the
nucleus.

Indicator: This will be evident when the students use the information they have
learned about structures and functions of the cell division phases and apply their
knowledge to differentiate between the mitosis and meiosis cell division.

Instructional Resources
 Nearpod presentation image of microscopic cell image
 Directions for group work
 Nearpod presentation of mitosis and meiosis cell division
 Labeled Cell Pictures of mitosis and meiosis Nearpod worksheet
  Venn Diagram between Mitosis and meiosis cells Nearpod worksheet
 Cell division review Nearpod homework quiz

MOTIVATION (Engaging the learners(s)*)

Nearpod presentation slide (Engagement – Mitosis and Meiosis Cell Image). The
teacher will introduce the Nearpod app to the classroom and display a microscope
image of two cells phases on the board. Students will participate in a think pair
share group to discuss the objective and the two microscope images. The students
will listen to the objective and create a hypothesis about what they observe from the
image. The students will think individually about the topic and share their
hypothesis with a partner.

DEVELOPMENTAL PROCEDURES
(Including key questions)
1. Students will observe a Nearpod presentation slide of a microscope image of both
a mitosis and meiosis cell phase with out any further information about the pictures.
Students will be able to view the cell phase images on their phones or Ipad device.

2. Students will create their own hypothesis about which image is a mitosis cell
phase or meiosis cell phase. To create a hypothesis students can zoom into key areas
of the cell pictures to see key details to lead them to see better observations of the
cell. (Students will be asked to write down any differences they might see between the
pictures).

3. Students will then get into groups of two to share and discuss their hypothesis
with their partner.

4. After students discuss their hypothesis in their think-pair-share groups, the

students will submit their hypotheses to an anonymous poll on the Nearpod app to
show which cell phase they thought was the correct one. The students will then have
a class discussion about the pictures and discuss which poll answers were correct.
(The teacher will ask the students why they chose the answer they choose and what
differences they noticed between the two pictures).

5. The teacher will explain to the students that the image on the left is the mitosis
cell phase and the image on the right is an meiosis cell phase. (Students will be asked
if they see anything inside each cell that might cause the cells to be different)(The
different phases of the cycle).
6. The teacher will explain that today the students will be learning what the
difference is between mitosis cell division and meiosis cell division. They will also
be learning about the structures inside each cell and what its purpose is.

7. The students will be instructed to remain in their groups of two and will be given
two blank mitosis and meiosis diagrams on the Nearpod presentation. These blank
diagrams will appear on their cell phones and the collaboration board. The students
will use their cell phones to label the correct phases of a mitosis and meiosis cell.
(The students will use their knowledge of cells to label two diagrams)(The teacher will
also be walking around the classroom to make sure the students are not off task on
their cell phones and are engaging in the activity).

8. Once the students have labeled a Mitosis and meiosis cell division cycle, the
students will submit their diagrams on Nearpod. The teacher will display the correct
labeled diagrams on the Nearpod collaboration board. The teacher will then explain
the correct labeled diagrams to the students. Once the students have completed this
activity the students will then use a diagram to differ between the two cell division
cycles.

9. After the students finish their diagrams the students will come up to the front of
the classroom and fill in the diagram on the collaboration bored.

INSTRUCTIONAL STRATEGIES (Learning Strategies*)

 Discussion (engaging in full class activity and meaningful class discussion
about the content and activity)

Indicator: This will be evident when the students are able to discuss
their submitted educated hypotheses on the Nearpod poll about the microscopic
mitosis and meiosis cell phase images. The teacher will then follow with a classroom
Nearpod presentation introducing the functions and process of the mitosis and
meiosis cell cycle.

 Direct Instruction (explicit presentation of scientific information)

Indicator: This will be evident when the teacher explains the

scientific images and hypotheses on the Nearpod poll activity. The teacher will then
begin to explain the functions and phases of mitosis and meiosis cell division cycle.
The teacher will send students the cell phases vocabulary worksheet through the
Nearpod app. This vocabulary worksheet will also be included in the presentation to
help the students with the Nearpod mitosis and meiosis cell phase diagrams.
Students will be able to screenshot the vocabulary worksheets and other
information to help them with the activity. Students will need to understand the
class presentation and use their scientific definitions.
  Cooperative Learning (engaging groups of students in working together on
a scientific activity)

Indicator: This will be evident when the students will work

collaboratively with a partner to complete the activity. The students will be
able label the mitosis and meiosis cell phase diagrams in groups of two. The
students will use their knowledge they have learned from the cell phase
vocabulary worksheet to design a diagram on the Nearpod app. This diagram
will explain the differences between a mitosis and meiosis cell division cycle.

 Demonstration: (Showing and explaining to the students the correct way to

complete the activity)

Indicator: This will be evident when the students are asked to

complete the diagrams that will be presented on the Nearpod collaboration
board. The students will come up to the board and fill in the correct answers
on the Nearpod presentation. The teacher will also be circulating around the
room asking follow up questions from the groups and making sure students
are staying on task while using their phones or Ipads. The teacher will be
looking for information and looking for errors in their diagrams.

ADAPTAIONS (Exceptionality*)
 The students who struggle to keep pace in the classroom will be paired in a
group with another students who are exceptionally well at using technology.
All students will have a partner for this activity, so students can help each
other stay on task at hand without losing focus.
 The students who have trouble reading and comprehending information will
be assigned simplified worksheets with highlighted important information.
The students who have trouble reading can also use head phones to listen to
the lectures on audio. The rest of the class will be responsible for reading the
worksheets given on the Nearpod app (the simplified and highlighted
information will help students grasp the essential questions without
becoming stressed out).
 The student with vision impairment will be seated in the front of the room.
The student with vision impairment will also not have problems seeing the
activities because all of the activities will be displayed on their phone or Ipad
right in front of them. This will avoid any vision problems.
 The student with sensory integration and fine motor skill issues will have
help from their partner to fill out the diagram on the Nearpod collaboration
board in the front of the classroom.
 The students with a learning disability will be provided with extra time to
complete the diagrams and worksheet assignments.
  The students who have a hard time taking notes will be provided with
simplifeid notes from the Nearpod presentation and will be able to
screenshot the notes. This will avoid all students having to write down notes,
so the students can pay attention to the assignment.

DIFFERENTATION OF INSTRUCTION
-The coursework and procedure that has been given to the classroom will be
differentiated according to the classrooms specific learning abilities in the class. In
preparation this lesson has been modeled to meet the needs of all students with
different learning styles. This lesson will give all students an opportunity to succeed
and fully grasp the learning concept.

 Tier One: Students will be provided with a key hint that will put them on the
right track for creating a hypothesis and labeling the cell phases of mitosis
and meiosis. This will alleviate a student’s stress of not being able to make
quality observations of a cell. The student will be assigned credit for
completing the activity if they are able to formulate an educated hypothesis.
(Struggling students).

 Tier Two: These students will be required to utilize the information provided
from the Nearpod presentation in order to create a hypothesis and record
observations to label the correct cell phases. The students will use this
recorded information to label and record differences between the two cell
divisions. (Average Learners).

 Tier Three- These students will be required to utilize the information from
the Nearpod presentation in order to create an advanced hypothesis and
explain their hypothesis. These students will use their hypothesis’s to label
cell division diagrams and create a detailed diagram of the difference
between the two cell divisions. These students will also be expected to look
at future notes for the next class when they have completed the assignment.
(Advanced Students).

 Visual Learners: The students who are visual learners will benefit from this
lesson from the multiple graphic images of cell divisions and diagrams.
 Auditory learners: The students who are auditory learners will benefit from
this lesson by listening to the information explained by the teacher. The
teachers will verbally explain the pictures and meaning of cell structures on
the Nearpod worksheets. The students will also be given the option to listen
to the lesson on the audio setting if the student has a hearing impairment.
 Tactile learners: The students that are tactile learners will benefit from this
lesson by being able to participate by sharing answers on the collaborative
board and the ability to use their Iphones to label two different models of
 cells division cycles.
 Class discussions: The students who are verbal learners or students who
have trouble participating will be given the chance to engage in sharing their
opinions during multiple discussions about cell cycles and phases. All of the
submitted worksheets and polls on Nearpod are also anonymous so students
will not have to worry about being embarrassed if they guess the wrong
answer.
 Worksheets: Nearpod worksheets will be completed in-group work to make
sure students who have trouble focusing while using technology will be kept
on tack to finish the task.

ASSESMENT (artifacts* and assessment [formal and informal]*)

The students will be assessed in a variety of ways during the interactive lesson.
Students will be assessed during the class discussions to see if they have retained
information about class instruction.

The students will be assessed on how well they are able to create a hypothesis and
their ability to make educated observations.

The students will be assessed on their ability to complete and label mitosis and
meiosis cell phase diagram worksheet.

The students will be assessed on their ability to complete a Nearpod diagram

worksheet that shows the difference between a mitosis and meiosis cell division
cycle showing they have understood the information provided in the lesson. All
submitted answers on Nearpod activities during class will remain anonymous in
class, but the teacher will be able to see after class which students submitted which
answers. These assignments will be graded according to the teacher’s rubric of the
correct diagram answer key.

The students will also be assessed to see if they have retained the information in the
lesson by completing a Nearpod quiz worksheet for homework. The teacher will
give the students the homework code to access a pre made quiz at home. The quiz
can be completed on any computer or smart phone.

INDEPENDENT PRACTICE
After the class period has ended the students will be expected to complete the
mitosis and meiosis cell Nearpod assessment quiz at home on their Iphones and
submit their quizzes before class the next day. The students should also review the
information they have screen shot and learned in class so they are able to use this
information in the next lesson. This assignment will be due the next day in the
beginning of the class period.

FOLLOW –UP ACTIVITIES: DIRECT TEACHER

INTERVENTION AND ACADEMIC ENRICHMENT
Direct Teacher Intervention: Extra help will be given to students who are having
trouble finishing the activity and who do not complete the lesson objective. The
teacher will give these certain students a simplified worksheet that allows students
to comprehend the work easier. The students will be instructed to work in groups of
two to help student’s complete work and the teacher will also give assistance. The
teacher will pay attention to certain students when the students are working on the
Nearpod mitosis and meiosis worksheets.

Academic Enrichment: For the students who have completed the assignment and
objective, they will be given the opportunity to start reviewing information for the
next class if they have finished early. The students who have finished early will start
the review the future notes and the students who have not completed the
assignment will have extra time to focus on the assignment until they understand
the concept before moving on.
 References

B. (n.d.). A Study of the Basic Difference between Mitosis and Meiosis. Retrieved May 2,

2018, from https://biologywise.com/difference-between-mitosis-meiosis

K. (2016, May 27) Phases of Meiosis. Retrieved from April 20, 2018, from

https://www.khanacademy.org/science/biology/cellular-molecular-

biology/meiosis/a/phases-of-meiosis

K. (2016, May 27). Phases of mitosis. Retrieved April 4, 2018, from

https://www.khanacademy.org/science/biology/cellular-molecular-

biology/mitosis/a/phases-of-mitosis
Label the Blank Diagram of The Mitosis Phases:
Label the Blank Diagram of the Meiosis Phases:
Label 2 Phases of Mitosis and Meiosis of Your Choice and
Explain What is happening in the Phase in the Space
Below:
Describe the Differences Between the Two Cell
Divisions of Mitosis and Meiosis: