Baker College Teacher Prep Lesson Plan Form

Jerrica Vanderkarr

Thursday January 18, 2018

Unit: Lesson Title: Grade/Period:

Chapter 9: Cellular Reproduction Stages of Mitosis 9th & 10th
9-1: Cell Cycle
9-2: Mitosis and Cytokinesis
CCSS or State Standards:
HS-LS1-4: Use a model to illustrate
the role of cellular division
(mitosis) and differentiation in
producing and maintaining
complex organisms.
HS-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. (HS-LS1-4)
Resources and Materials:
(can be attached)

Glencoe Science Biology Textbook

Science Notebook
Device (cell phone, tablet, etc)
Neon Expo Markers, Slate Lab table-top
Google Classroom
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Objective: I can:
What students will know and be able to do stated I can identify the components of the model relevant for illustrating
in student friendly language (use Bloom’s and DOK
levels for higher level thinking objectives) the role of mitosis.
I can describe the components of the model relevant for illustrating
the role of mitosis.
I can identify each phase of the cell cycle.
I can identify each phase of mitosis.
I can explain what is occurring at each stage of mitosis.

Essential Question(s): Describe what is happening to the chromosomes in each of the 4

Over-arching questions of the lesson that will steps of mitosis?
indicate student understanding of concepts/skills
What is it you want the students to learn/know? In a human cell that is undergoing mitosis:
Why? a. How many chromosomes does it begin with?
b. How many cells are produced?
c. What type of cells are they?
d. How many chromosomes does each of these cells have?
What are the 5 stages of the cell cycle?
During which part of the cell cycle is the DNA synthesized?
In which part are the other organelles synthesized?
What is the purpose of Mitosis?
What are the 4 steps of mitosis?
What is the purpose of cytokinesis?

Inclusion Activity: Hands on Activity

Describe an activity that will ensure that all Students will work with their table partners (groups of 4) to
students and their voices are included at the
beginning of the lesson. illustrate the different stages of mitosis.
- Students will be using Neon Expo markers and drawing each
stage on the slate lab table-top.
- They will identify each part of the cell in each process as
well as describe what is taking place at this stage.
- When completed students will take a picture of their
illustration and post each labeled stage on google
classroom.

Sequence of Activities: 0:00 Students are welcomed into the classroom.

Provide an overview of the flow of the lesson. 0:01 Upon entering the classroom students will find their assigned
Should also include estimates of pacing/timing.
seats.
- During this time I will take attendance.
0:02 One the board the Google Classroom page will be displayed
detailing our plan for the day. Go through our plan for the day.
- Together we will continue diagraming the cell cycle as well
as the stages of mitosis.
- Students will work in groups to illustrate each stage of
mitosis.
0:03 Whole group instruction. Cell cycle diagram.
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- Diagram was started on Wednesday, however, this was an

early release day so all hours are shortened. Complete the
cell cycle diagram.
- Allow students to ask any further clarifying questions from
notes on Tuesday or the diagram from Wednesday.
0:15 Whole group instruction. Mitosis diagram.
- Students will draw diagrams depicting the four stages of
mitosis as well as cytokinesis (the last stage in the cell cycle).
- Students will draw these diagrams inside their science
notebook so that they may be used as reference later.
o I have completed these diagrams ahead of time and
will be using my copy as a reference while creating a
new one each hour by using the document camera.
o Students have already read section 2 regarding the
stages of mitosis, and have already completed notes
over this topic. This should be review and clarify any
questions that remain regarding mitosis.
0:40 At this time I will explain the hands on activity for the day.
- Students will be working with their table partners (groups of
4) to complete this activity.
o I will make any adjustments if needed.
- As a group students will be working to illustrate each phase
of mitosis (prophase, metaphase, anaphase and telophase).
- Students will be using Neon Expo Markers and drawing right
on top of the slate lab table-top.
- Working together groups will use their partners, their notes,
as well as their diagrams (as needed) to ensure that all four
phases were labeled and described correctly.
- Students will then use their cell phones to take a picture of
each of the four phases and post their photos on Google
Classroom.
0:45 While students are working through their activity I will walk
around and observe. I will make sure that I am available to answer
any and all questions my students may have during this time.
- Groups will draw and identify each phase of mitosis.
- Groups will identify essential components.
- Groups will describe what is occurring in each phase of
mitosis.
- Remind students these should be detailed drawings and not
to forget their labeling.
0:55 Regroup to whole class. Wrap up the lab activity for the day.
- Allow students to ask any further clarifying questions.
- Go through the plan for tomorrow.
o Mitosis in Allium (Onion) Root Tip Lab.
0:58 Dismissal.
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Instructional Strategies: Whole group instruction is direct instruction using traditional

Research-based strategies to help students think textbooks or supplemental materials with minimal differentiation in
critically about the concept/skill
either content or assessment. Allows for all students to get the
same information at the same time. Teacher-led direct instruction.
- Laboratory Overview. Introduce the laboratory using a brief,
but well organized overview of the important concepts for
the current subject and the lab procedures that will help the
student successfully complete the experiment.

Visual thinking strategies. A learning style where the learner better

understands and retains information when ideas, words and
concepts are associated with images. Research tells us that the
majority of students in a regular classroom need to see information
in order to learn it.

Lesson closure ends a lesson and creates a lasting impression,

allows students to ask any remaining questions, and also allows me
to check for understanding regarding today’s lesson.

Assessment: Formative:
List both formative and summative assessments During and after whole group discussion, frequently check for
that you will use to assess student understanding.
Formative assessments are given during understanding.
instruction (check for understanding), summative
are after completion of instruction (how will you
grade – quiz, test, project, paper, presentation, After instruction, during the activity walk around the classroom and
demonstration, etc.). assess how students are doing with the activity. Answer any
questions that students may have at this time.

Summative:
Mitosis in Allium (Onion) Root Tip Lab
Semester Exam: covering chapters 1-9 (Jan. 24th - 26th )

Differentiation: Provide students with my diagram.

Describe who will need additional or different
support during this lesson, and how you will
support them. Differentiated instruction could Modeling clay can be provided for kinesthetic learners.
include testing accommodations, preferential
seating, segmented assignments, a copy of the
teacher’s notes, assignment notebook, peer tutors,
etc.

Summary, Integration and Regrouping the class after the activity allows for all students to ask
Reflection: questions prior to applying this information in their lab tomorrow.
List the way that you will bring students together That way if a student has a question or has made a mistake they
to integrate and reflect on their learning from this
lesson can get clarifications and make corrections before completing the
lab tomorrow which will build on the knowledge gained today.
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Initial plans could also contain the following:

Accessing Prior Knowledge: What data do you have about what the students already know? What do they
need to know before they can learn this new information? What do the students know about this topic prior
to instruction? How will you engage the students, given what they already know about the subject?
On Wednesday students were given notes for chapter 9 sections 1 and 2 (cell cycles & mitosis and cytokinesis).
Students then diagramed the cell cycle in their notebooks.
Today students will diagram the different stages of mitosis (prophase, metaphase, anaphase, and telophase).
They will work in groups of 4 to illustrate each stage and label each part of the cell on their slate lab table-top
and work together, using their partners, their notes, as well as their diagrams to ensure that all phases are
labeled and described correctly.

Anticipatory Set: What will you do to grab the student’s attention at the start of the lesson?
Welcoming students into the classroom. Letting students know that I am excited that they are present and
ready to learn. This starts the class period and the lesson off on a good note.

Questions to Anticipate: What questions will students be asking you during the lesson? How will you answer
them?
Since this activity is completed after all of the notes for the first two sections for chapter 9 have been given
(chapter 9 sections 1 and 2) students have prior knowledge of the cell cycle as well as mitosis. Therefore,
students also have prior knowledge to the vocabulary. Students also have prior knowledge regarding cells.
Prior to completing the activity students will diagram mitosis in their notebooks. They can reference this at
any point during the activity if needed.
Mitosis is a rather detailed process. Students will not be taking a test on chapter 9, the only time they will be
tested on this information will be on their exam. Therefore, we will be completing the hands on activity today
as well as the lab tomorrow to try and really clarify the material covered.

Wrap-up Activity and Closure: How will you bring your lesson to an end and tie it to previously learned
material? This is the summary at the end of the lesson. What did they learn?
Before beginning the lesson and before concluding the lesson allow plenty of time for questions, both new
and older material. Students will hand in their labs before leaving class. This will allow me to assess what
students have learned

Homework/ Independent Practice: Based on what they learned in class, what could they do on their own to
practice the skill they learned today? Examples include practice problems, an investigation, a game, or any
other activity to apply what they just learned.
Students are completing this activity in class, which has them utilize all of the skills they have learned thus far
in chapter 9. Students will be completing a lab in class tomorrow that has them take what they learned on
Wednesday and Thursday and apply it to onion root tip cells. They identified each stage of mitosis as well as
created their own online graph of the cell cycle.

Adaptations: List alternative plans you will make during your lesson as you consider student strengths,
challenges, and possible misunderstandings. See lesson.

Remediation: What else can you do/have prepared to do with the students who did not understand the
information you presented? See lesson.
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Enrichment: What else can you do/ have prepared for the student who totally understood what you taught
and needs to take it a step further and extend the information taught? See lesson.

Changes to Future Lessons: Use your imagination- what do you think might be places in this lesson you might
want to change/ improve/ expand on in the future?
Baker College Teacher Prep Lesson Plan Form