CEP Lesson Plan Form

Teacher: Tristan Fredrickson Date: 2/22/2018

School: Thompson Valley High School Grade Level: 10 Content Area: Biology

Title: Meiosis Lesson #:_1_ of _1_

Lesson Idea/Topic and The students are going to learn about meiosis and how this form of cell
Rational/Relevance: division compares with mitosis. So far, the students have learned about
What are you going to mitosis and asexual cell reproduction, but haven’t touched meiosis and
teach and why is this sexual cell reproduction. This lesson will introduce the students to meiosis
lesson of importance to which is common for students to learn in their sophomore year of high
your students? How is it school, especially after finishing up a unit on mitosis.
relevant to students of
this age and
background?

Content Standard(s) addressed by this lesson: (Write Content Standards directly from the standard)

NGSS CA 2a. Students know the meiosis is an early step in sexual reproduction in which the pairs of
chromosomes separate and segregate randomly during cell division to produce gametes containing one
chromosome of each type.

Understandings: (Big Ideas)

I want students to understand and distinguish the major differences between mitosis and meiosis as well
as identify the importance of meiosis in life.

Inquiry Questions: (Essential questions relating knowledge at end of the unit of instruction, select
applicable questions from standard)

How is meiosis and cellular division applicable in life?

Evidence Outcomes: (Learning Targets) AND (Success Criteria)

I can: define the stages in meiosis 1 and meiosis 2.

This means: I understand what is happening in the cell and to the DNA in each stage of meiosis 1 and
meiosis 2.

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CEP Lesson Plan Form

List of Assessments: (Note whether the assessment is formative or summative)

 Think Puzzle Explore note cards

Formative assessment

 Worksheet comparing mitosis with meiosis

Formative assessment

 Candy-Meiosis activity worksheet

Formative assessment

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Planned Lesson Activities

Name and Purpose of Lesson Name: Meiosis
Should be a creative title for you and the students to
associate with the activity. Think of the purpose as Purpose: The purpose of this lesson is to introduce the students to meiosis and sexual
the mini-rationale for what you are trying to reproduction.
accomplish through this lesson.
Approx. Time and Materials Time: 60 minutes
How long do you expect the activity to last and what
materials will you need? Materials:
 Copies of notes
 Copies of worksheet
 Copies of meiosis 1&2 visuals
 Candy for meiosis activity
 PowerPoint

Anticipatory Set I want to start with a Think Puzzle Explore introduction since this is the beginning of their
The “hook” to grab students’ attention. These are meiosis unit. I will hand out a note card to each student as he/she enters and have
actions and statements by the teacher to relate the directions on the board to write down what he/she thinks they know about meiosis, what
experiences of the students to the objectives of the they want to know or what questions they might have, and how they would think to go
lesson, To put students into a receptive frame of about exploring meiosis.
mind.
 To focus student attention on the lesson.
 To create an organizing framework for the
ideas, principles, or information that is to
follow (advanced organizers)
An anticipatory set is used any time a different
activity or new concept is to be introduced.
How do you intend to engage your students in
thinking during the Anticipatory Set? The strategy I intend to use is Think Puzzle Explore

Why are you using it at this point in your lesson? I am using this strategy here because: This is the first lesson that these students are being
introduced to meiosis and sexual reproduction so I wanted to use a strategy that goes

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CEP Lesson Plan Form

hand in hand with introducing a new topic. I will also be able to allow the students to
reflect on their initial thoughts and questions which will allow them to visualize their own
growth.

Teacher Actions Student Actions

Procedures
(Include a play-by-play account of what students and Warm Up (5 min): I will greet the students Students will walk in, receive a note card,
teacher will do from the minute they arrive to the as they walk in, give them a note card, and and proceed to follow the directions
minute they leave your classroom. Indicate the ask them to complete what is written on posted on the board.
length of each segment of the lesson. List actual the board.
minutes.)
Indicate whether each is:
-teacher input/actions, student actions Lecture/Notes (20 min): I will call out time Students will bring me their note cards,
-modeling on the Think Puzzle Explore and have the pick up the 3 papers they are told to, and
-questioning strategies students bring their note cards to me. then return to their seat. Once the
-guided/unguided: students are seated they will get a writing
When they come up I will instruct them to
-whole-class practice
pick up the notes, visual, and worksheet for utensil out and proceed to take notes and
-group practice
them waiting at the front of the classroom follow along with my PowerPoint.
-individual practice
-check for understanding and then to go back to their seats. Then I
-other will turn the projector on and proceed with
the notes for the day.

Worksheet (10 min): After I have finished
delivering the notes for the lesson I will
instruct the students to begin on
completing the worksheet. I will allow
them 10 minutes to complete it.
The students will begin to work on the
worksheet after they’re finished taking
notes from my PowerPoint. They will be
expected to complete or finish the
worksheet as much as they can in 10
minutes.

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CEP Lesson Plan Form

Candy-Meiosis Activity (25 min): After the
10 minutes is up for the worksheet I’m
going to have the students bring their
worksheets to me and then I will instruct
them to pick up the activity sheet and the
supplies which I will have already pre-
packaged for them. I will tell them to get in
groups of 3, no less, and to fill out one
sheet for the whole group with everybody’s
names on it. I will give them the rest of the
lesson time to work on this with each other
as I walk around and discuss today’s lesson
with the students. I won’t expect them to
complete the activity worksheet so I will
tell them to hold on to it and to finish it up
the following day.
Students will bring me their worksheets
when I call out time and then will pick up
the sheet and materials for the candy-
meiosis activity. The students will form into
groups of 3, no less, and begin to work on
the activity following the instructions given
on the sheet. The students will be expected
to show me their understanding and
answer questions/be able to discuss the
material we’ve gone over that day. The
students will be expected to hold onto the
lab worksheet and complete it during the
following class period if they didn’t
complete it during this class.

How do you intend to engage your students in

thinking during the PROCEDURE?
Why are you using it at this point in your lesson?
The strategies I intend to use are Think Puzzle Explore, Lecture, and Quick
Discussion/Recap
I am using this strategy here because: this is the beginning of a new unit for the students
so there is some material that they need to learn and take notes on. I want the students
to share with me what they know, what questions they may have, and what it is that they
learned or where surprised to find out.

Closure After the students have completed the worksheet and are finishing with the candy-
Those actions or statements by a teacher that are meiosis activity I plan to walk around and have quick discussions with each student to see
if they might have any other questions about meiosis or if they have a good grasp on

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CEP Lesson Plan Form

designed to bring a lesson presentation to an what we covered during the lesson. I plan to ask questions that will not only make the
appropriate conclusion. Used to help students bring students think about the material they learned, but how applicable it is and how
things together in their own minds, to make sense important it is for life to exist.
out of what has just been taught. “Any Questions?
No. OK, let’s move on” is not closure. Closure is used:
 To cue students to the fact that they have
arrived at an important point in the lesson or
the end of a lesson.
 To help organize student learning
To help form a coherent picture and to consolidate.
How do you intend to engage your students in
thinking during CLOSURE? The strategy I intend to use is Quick Discussion

Why are you using it at this point in your lesson? I am using this strategy here because: I will already have the worksheet as data to show
what they took away and now I want to engage more with the students and just make
sure that they took away a general idea for what meiosis is by the end of the lesson.

I understand that many of the students have a hard time taking notes quickly so I printed
off copies of notes with blanks for them to fill out. This way the students will still get to
Differentiation: write down notes, but not have to worry about missing them.
Differentiation should be embedded
throughout your whole lesson!!
This is to make sure you have met the
needs of your students on IEPS or 504
To modify: If the activity is too advanced for a child,
how will you modify it so that they can be
successful?
To extend: If the activity is too easy for a child, how
will you extend it to develop their emerging skills?
Assessment Reflection: (data analysis) I have a worksheet that the students will complete prior to them starting the candy-
How will you know if students met the learning meiosis activity that I will collect and analyze. I will be looking for correct answers that are
targets? Write a description of what you were in their notes as well as in depth thought from prior knowledge on mitosis.
looking for in each assessment.

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CEP Lesson Plan Form

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CEP Lesson Plan Form

Post Lesson Reflection

1. To what extent were lesson objectives achieved? (Utilize assessment data to justify
your level of achievement)

I would say that the lesson objectives where achieved by a good majority of the class based
off comparing their prior knowledge coming in (assessed with the Think Puzzle Explore) and
their understanding of Meiosis at the end of the class (assessed with the candy meiosis
worksheet). When I received the Think Puzzle Explore notecards from the students at the
beginning of the class only 1 student had an idea of what meiosis is and the rest didn’t write
down anything they know because they had never heard of it or never learned about it
before. By the end of the class period the students were able to answer a majority of basic
questions about the different stages in both meiosis 1 and meiosis 2. When I graded the
candy meiosis activity worksheets most students showed proficient understanding of the
stages in meiosis and could identify the stage when given a quick description of what was
happening to the DNA in that stage.

2. What changes, omissions, or additions to the lesson would you make if you were to
teach again?

I did have to make some changes during the lesson when I taught it. The candy meiosis
activity took much longer than I had originally planned so I omitted the mitosis/meiosis
comparison worksheet and just gave the lecture and then went into the activity. Honestly, I
preferred doing this anyway because I started to think I was over assessing the students with
a lot of busy work in 1 class period. For future teaching of this lesson I would just omit the
comparison worksheet. I would also make sure the students focus more on the activity
rather than the worksheet associated with it and have them complete the worksheet
portion as homework or during the next class period that way they aren’t stressing about
answering questions while performing the activity. I found that out during my lesson and
decided to have the students hold onto the activity sheets and finish them up to turn into
me the following class period. I found giving them the extra time took stress off of them
during the activity and I like to think that if they spend the extra time working on it outside
the classroom that revisiting what they learned will help them process the information
much better.

3. What do you envision for the next lesson? (Continued practice, reteach content, etc.)

For the next lesson I would probably use that comparison worksheet at the beginning just to
keep having the students revisit and think about the material. I would then come up with
another activity that the students would do that would continue to reteach the content, but
also teach application of the content. This is one area of science that is probably the most
applicable and so there are a lot of different labs/activities I could have the students do that

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CEP Lesson Plan Form

would not only revisit the content material, but also give purpose to what it is that they are
learning about. Meiosis is definitely a topic in science that we want students to have a good
grasp of so if I did see any doubt or hesitation in the comparison worksheet I would
definitely revisit the notes and possibly go over them again. I would probably create a
couple more formative assessments just to make sure that the students have a good grasp
on the material, because going forward both mitosis and meiosis are important processes
that students should be able to recall.

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