LESSON PLANNING FORM
1. Student’s initials and surname: DIMPHO MAJORO
2. Student number: 2019362116 3. Date: 15 March 2024
4. School: Samuel Johnson High 5. Grade: 10 6. Duration of period: 6 minutes
7. Subject: Life sciences
8. Focus area/target skill: Cell division
9. Lesson Theme: Mitosis
Which of the 7 General Aims are addressed in this lesson? Mark (with an X) MOSTLY TWO applicable General Aims that this lesson can equip learners with for life.
10. 1. Identify and 2. Work effectively 3. Organise and 4. Collect, 5. Communicate 6. Use science and 7. Understand the
solve problems – with others manage oneself analyse organise effectively technology effectively world as a set of
creative thinking responsibly and critically and responsibility related systems
x
x
Lesson Objective(s): What specifically should the learners be able to do with the contents by the end of the lesson (purpose of lesson) (indicate actions
with active verbs: not know and understand)
11.
N.B The lesson objectives should provide an indicator in terms of the SKAV.
At the end of this lesson learners must be able to:
Define mitosis
Differentiate between two division processes of mitosis
12. Resources relevant to the objectives: Power-point slides
13. Complete lesson introduction:
I am going to introduce the lesson by asking my learners what they think happens to our cells as we grow up. They will
need to use their prior knowledge to answer. Moreover, I will proceed to tell them the correct answer to the questions and
explain that the topic of the day which is mitosis is the one that controls and regulate our cells as we grow up.
Body of the lesson: Indicate which methods, activities, sources and educational media will be used. N.B Should support the objectives of the lesson.
NB attach all activities/extra information used in the lesson to the lesson plan.
Teacher’s activities (including classroom management aspects) Learner’s activities (including the content that supports the lesson objectives)
14.
Teacher’s activities Learner’s activities
I will display the picture that illustrate
They are going to answer question
the process of mitosis to show them
asked in the lesson
the phases of mitosis and give them an
They have to prepare for the next
idea of what the next lesson is going to
lesson which will focus on the
be about
detailed process of mitosis, the
Design a random picking of notes from
purposes and location of mitosis
a box activity for my learners
Learners are going to have a random
picking of notes from a box
Lesson contents
What is mitosis?
Mitosis is a cellular process where a single cell (the mother) divides into two identical cells (the
daughters).
The process of mitosis
Two division processes are important in mitosis
1. Karyokinesis- the division of nucleus
2. Cytokinesis- the division of cytoplasm
Cytokinesis has five phases, which are:
Interphase
Prophase
Metaphase
Anaphase
Telophase
Class Activity
Random picking of notes from the box
There is going to be a small box that has folded notes
Each learner is going to have a chance to randomly pick one note from the box.
Read the question written on the note out loud and answer it.
For the next lesson the learners must go and prepare:
The detailed mitosis process (what happens in each phase)
Study the purposes and location of mitosis
Assessment Class Activity
15.
How to Assess? xWhat? (Knowledge of … / Ability to…) By who?
The teacher is going to were the learners able to recall The teacher
listen to the answers and the definition of mitosis?
confirm if they are were the learners able to recall
correct the two division processes of
mitosis?
were the learners able to state
what is karyokinesis and
cytokinesis?
were the learners able to state
five phases of cytokinesis in
order?
Inclusive strategies: How will you accommodate the learners at risk, the gifted learners, different cultures, & the different religions?
To be inclusive and accommodate everyone in the classroom
I am going to start by learning and using learners’ names because I believe that communicates respect, helps
student feel recognized as individuals and, helps to draw out and include shy students in the classroom
Use inclusive language, to avoid offense and eradicate words that imply ideas that are sexist, racist or otherwise
bias
Use multiple or diverse examples, to increase the likelihood of students relating to at least one of them. Include
examples that speak to students of all genders and that work across all cultures
Make sure I accommodate learners with disability, to reduce or eliminate barriers in the learning, to also make sure
that they have equal access and opportunity and, to learn and participate fully in all educational programs
Use a variety of teaching strategies, activities and assignments that will accommodate the needs of students with
diverse learning needs, abilities backgrounds and experiences
Assessed by: Dr GL SEKWENA Date: 15 March 2024
