Miss Lauren Eland/10th Biology/Date Unknown

I.

II.

Topic:
a. The goal of this lesson is to have students be able to understand the first
three steps of mitosis.
b. Vocabulary: Chromosomes, centrioles, kinetochore microtubules,
Objectives/Standards :
a. The teacher will after a lecture and demonstration on mitosis TSWBAT
understand what happens from interphase to metaphase and identify the
different stages of mitosis to a 90% accuracy. Standard 3.1.10.A4

III.

(Describe the cell cycle and the process and the significance of mitosis)
Teaching procedures:
a. Introduction (anticipatory set):
i. Have Mitosis Rap: Mr, Ws Cell Division Song ready on the
projector (http://www.youtube.com/watch?v=pOsAbTi9tHw) stop
video at 1:32.
ii. Once students have arrived play the video.
iii. At the end of the video say Today we will understand the first three
steps of mitosis.
b. Development (Part 1):
i. The first stage of mitosis is called Interphase. Have students reach
into the bag on their desk and pull out the large circle, tell them this
represents the cell. Have students complete the cell by using a
smaller circle to represent the nucleus and small strands of string to
represent the DNA.
ii. Interphase is the first stage in mitosis, it consists of three stages:
G1, S, and G2.
iii. In G1 phase the cell acts like a normal cell like we have been
talking about in recent classes.
iv. In S phase the cell continues to grow and then copies the DNA.
v. In G2 phase the cell prepares for mitosis by synthesizing proteins.
An example of what the students cell should look like:

c. Independent Assessment (Part 1):

i. Now have students get into pairs and write down the three stages
of interphase from memory and have one group write on the white
board what they think. If it is wrong go over the points missed, if
right ask if any students have questions.
d. Development (Part 2):
i. The second stage in mitosis is Prophase.
ii. In this stage the Chromosomes: (a threadlike structure of nucleic
acids and protein carrying genetic information in the form of genes)
condense and pack tightly and form an X formation. Have
students wind the string so that it is smaller.
iii. At the center of the chromosome is a CENTRomere. Have students
place a sticky dot in the center of each X
iv. The nuclear envelope starts to break down. Have students remove
their small circle that represented the nucleus.
v. At each end of the cell a pair of centrioles: (A self-replicating, small,
fibrous, cylindrical-shaped organelle. It is involved in the process of
nuclear division) push the two poles of the cell apart. Have students
place the two pairs of cylinders at each end of the cell.
vi. The Centrioles attach to the kinetochore microtubules (Microtubules
of the mito-tic spindle that attach to condensed chromosomes at
their centromeres) and to the centromere of each chromosome.
Have students take the fine thread and place one end at the
centrioles and one end at the centromere of a chromosome, this
represents the kinetochore microtubules.

An example of what the students cell should look like:

e. Independent Assessment (Part 2):

i. Have students clear their cell and tell them to Reconstruct the
prophase of a cell with the fun foam Walk around and check to
make sure that the students cells look how they are supposed to
and answer questions from the students.
f. Development (Part 3):
i. The third phase of mitosis is metaphase.
ii. In this phase the kinetochore microtubules pull the chromosomes to
the center of the chromosome so that they align along the middle.
iii. Have students move their chromosomes to the center of the cell
and adjust the kinetochore microtubule lengths.
An example of what the students cell should look like:

g. Individual Assessment (Part 3)

i. Have students break into groups of three and make all three cell
structures and discuss what happens in each phase.
ii. Go around and make sure that all of the structures are correct and
that the discussions sound accurate.
iii. Assign Homework: For homework the students will give a brief
outline of each phase and a sketch of what happens.
h. Closure:

i. Watch the rap (linked in introduction) from the beginning of class

and tell students to see if they understood more of the rap at the
end of the class then they did at the beginning.
IV.

V.

Materials:
a. Plastic Bag with color coded fun foam cut outs of
i. Cell (1/student)
ii. Nucleus (1/student)
iii. Centrioles (4/student)
iv. Small Circle (4/student)
b. String (8, 4inch pieces/student)
c. Thread (8, 6inch pieces/student)
Adaptations/plan modifications:
a. Have a printed out copy of final cell structure for each step of the process
and places where student can label the diagram. When drawing on the
white board use the same color marker that corresponds with the fun foam

VI.

VII.

cut out.
Evaluation:
a. Formative:
i. Having the students think pair share (Part 1)
ii. Walking around to check the student assembled structures (Part 2)
iii. Checking all the groups structures (Part 3)
b. Summative:
i. Homework due next class day graded on completeness
ii. Quiz on this material after the rest of mitosis is taught
iii. Test on this material at the end of the chapter
Reflection:
a. Were the students able to create the structures on their own after
instruction was given?
b. Were there any concepts that many students had questions about? If so
how can I eliminate this confusion for the next class?