L3+Burns,Courtney+Jane


 * UNIVERSITY OF MAINE AT FARMINGTON**
 * COLLEGE OF EDUCATION, HEALTH AND REHABILITATION**
 * LESSON PLAN FORMAT**


 * Teacher’s Name:** Ms. Burns **Date of Lesson:** 3, Perspective
 * Grade Level:** 6-8 **Topic:** Cellular Regulation, Movement and Reproduction

__**Objectives**__

 * Student will understand that** that methods cells use for self regulation, reproduction and mobilization
 * Student will know** students will know the critical details of mitosis, meiosis, homeostasis, the methods of molecular transportation, cilia, and flagella.
 * Student will be able to do** ways that cells self regulate, reproduce and coordinate movement

__**Maine Learning Results Alignment**__
Maine Learning Results: Science and Technology- E. The Living Ecosystems E3- Cells Grade 6-8- Cellular Structure and Function Students describe the hierarchy of organization and function in organisms, and the similarities and differences in structure, function, and needs among and within organisms.

Through these understandings, students will have a better understanding of another facet of the cell theory (cells come from pre-existing cells) and because of this they will understand how they themselves are created. In addition, students will understand the importance of cell movement and regulation and how do these abilities effect the bigger picture of life.
 * Rationale:**

__**Assessment**__
In order to assess students understanding of the concepts discussed in class I will ask students to complete One Minute Papers prior to the end of each class. In order to complete these papers students will first need to reflect on the content discussed in class. As they reflect, they will need to consider something new they have learn or something that they now understand as well as something they may still need some clarification on. These papers will need to be handed into me before the students are dismissed from class. These papers will be reviewed by me and handed back to students, with feedback and comments, to the students the following day. In addition, during any point in which the students are working in groups on assignments or projects, I will develop observational notes concerning behaviors the students need to work on. These notes will be handed back to the students as well.
 * Formative (Assessment for Learning)**

Through out each of the unit we complete in class we will discuss ways cells self regulate and move however, in this unit we will take a closer look at the critical details of both of these concepts as well as how and why cell reproduce. At the end of the unit students will create a webpage(s) which will describe these critical details for each process as well as how each process is related to one another. In this project students may include drawings, diagrams, videos, picture from the web and links they find interesting and helpful for understanding. Because each process is so complex, students may decide to complete a webpage for each of the processes if they decide this will be a better way to organize the information however they must be conscious of the criteria which states that they must show the relationship between all three processes. When their webpages are complete and revised they will be placed on the class wiki.
 * Summative (Assessment of Learning)**

__**Integration**__
__Technology:__ At the end of the lesson, students will be asked to develop a glogster in which they describe the details of the concepts talked about in class. These concepts wll include how cells self regulate (active transport, diffusion, and homeostasis), how cells move (flagella, cilia) and how cells reproduce (mitosis and meiosis) and students must demonstrate their understanding of the relationship between each of these processes. These glogsters will be completed in a way that is comprehensive to all who view it. Students may choose to include their own art work, music, helpful links, diagrams etc. Finally these glogsters will be linked to the class wiki.

__English:__ There will be several opportunities in which students will need to complete written work. This may be on their one minute papers or their final projects. What ever the situation may be, students will need to be sure that there are minimal grammatical errors and that their written works are comprehensive to anyone who reads them.

__Art:__ The final projects which students complete at the end of the lesson will need to be both creative and aesthetically pleasing to the viewers. In order to meet this criteria, students may choose to add their own art work or creations that were made within other programs such as Comic Life, iMovie, Paint etc.

__Groupings__
Through out this lesson, students will be placed in Structure Learning Groups. The members of this group will be assigned according to the results of the pre-assessment quizzes so that students will little experience with this subject matter are together while the more experienced students are also together. In their Structured Learning Groups students will be assigned roles; the leader, the recorder, the monitor, the reporter and if necessary the wildcard. The leader of each group will be responsible for keeping the other group members on task while also making sure that everyone in the group has the opportunity to participate in the conversation. The recorder will maintain all group materials in their designated folders, this includes graphic organizers and any project material the group may need. This member will also be responsible for preparing any and all presentation material the group will need prior to presenting their projects. The reporter will be responsible for communicating with the teacher the progress of the group and any problems which may arise between group members etc. The monitor will need to be sure that the group work area is maintained, meaning there are not messes left behind at the end of the class. Finally, if it is necessary the wildcard will be the assistant to the group leader and will also assume the role of any other member who may be otherwise absent.

__**Differentiated Instruction**__
__Verbal-Linguistic:__ Students will complete a number of graphic organizers to help them recall the steps and processes involved with cellular regulation, cellular reproduction, and coordination of movement. Also the web page students complete will require them to write descriptive information concerning cellular regulation, reproduction and movement in a way that their audience will understand the concepts. __Visual/Spatial:__ Students will be given graphic organizers which will allow them to recognize how all of the cells methods and processes for self-regulation, movement and reproduction are related to one another. Students will also participate in a couple of labs which will bring these concepts to life. __Bodily/Kinesthetic:__ Students may choose to add video clips to their webpage in which they "act out" methods cells self regulate, reproduce or move. Students will participate in the mitosis dance. Students will also participate in a homeostasis lab which will require them to be active so they will be able to take note of how their bodies return back to their normal state. __Musical/Rhythmic:__ Students may choose to add their own written songs or poems to their webpage which describe cellular regulation, mitosis, meiosis or cellular coordination of movement. Students participate in the mitosis dance. __Intrapersonal:__ Students will be given progress checklists which they will have the option of completing on their own. Students will be asked to fill out their own one minute papers reflecting on what they have learned and ask any questions they may have regarding the material. __Interpersonal__: Students will be placed in structured learning groups in which they will work together to complete their graphic organizers, labs and final webpages projects. .
 * Strategies**

I will review student’s IEP, 504 or ELLIDEP and make appropriate modifications and accommodations.
 * Modifications/Accommodations**

**__Absent:__** Students who are absent will be given the extra time whey will need to get caught up with the rest of the class. If students have any questions regarding any of the similarities and differences between organisms, they may talk to other students or meet with the teacher. If students are absent, they will need to complete the work necessary in a timely manner so they do not fall behind the rest the movement of the class. If students are absent on the day of the presentations, they must be sure that they are ready to present the next time the class meets. If students feel that they need more time due to extended absences, they should see the teacher to discuss what accommodations needs to be made in order to complete the assigned work.

Through out each of the unit we complete in class we will discuss ways cells self regulate and move however, in this unit we will take a closer look at the critical details of both of these concepts as well as how and why cell reproduce. At the end of the unit students will create a webpage(s) which will describe these critical details for each process as well as how each process is related to one another. In this project students may include drawings, diagrams, videos, picture from the web and links they find interesting and helpful for understanding. Because each process is so complex, students may decide to complete a webpage for each of the processes if they decide this will be a better way to organize the information however they must be conscious of the criteria which states that they must show the relationship between all three processes. When their webpages are complete and revised they will be placed on the class wiki.
 * Extensions**

__**Materials, Resources and Technology**__
-laptops -audio program -rubric -LCD projector -textbook - whiteboard and markers -website and resources for investigating information -glogster tutorial -checklist for glogster -graphic organizers

__Source for Lesson Plan and Research__
mitosis dance- [] mitosis cookies- [] mitosis graphic organizer- [] meiosis graphic organizer- [] cell division website- [] cell division- [] mitosis tutorial- [] meosis I and II tutorial- [] Biocoach Mitosis- [] Biocoach meosis- [] Membrane structure and transport- [] Mitosis and Meiosis Labench- [] Cellsalive (with other helpful links)- [] Osmosis graphic organizer- [] Osmosis and diffusion resources- [] Interactive Cellular Transport- [] Homeostasis and cell membrane graphic organizer- [] cellular transport mechanisms- [] homeostasis definition- [] homeostasis mini lesson- [] cellular movement- [] cilia and flagella- [] cilia and flagella video- [] [] cellular processes- []f cellular motility- [] stages of mitosis video- [] flow chart graphic organizer- []

__**Maine Standards for Initial Teacher Certification and Rationale**__
__Puppy-__ As mentioned in the syllabus, the class room environment will be one in which all learners feel comfortable, encouraged and safe, any situation which makes a student feel otherwise will be handled with discipline. With this in mind, there will be several opportunities for students to work with peers to discuss their ideas, opinions and findings. These groups will be either one on one, small or whole class. __Beach Ball-__ To complete their final webpages, students will have complete freedom in regards to which media they choose to use. Some may choose to incorporate music, comic life, art work, helpful links, movie etc. in their webpages, what ever the students feels will be most effective in portray to their audience the information they have learned throughout the lesson. __Clipboard-__ During this lesson students will be given a number of different graphic organizers which will help them keep track of all the information they will need to understand in order to complete their final projects. If students feel they would like to be responsible for keeping track of all presentation and research for their groups project, they may choose to take on the role of the recorder in their structured learning groups. __Microscope-__ During this lesson their will be few times in which students gather information solely from notes off the board. Students will need to search the internet, their textbooks or books in the library to gather information regarding cellular self regulation, movement and reproduction. The research students complete will be used to fill in their graphic organizers and complete their final webpages products.
 * //Standard 3 - Demonstrates a knowledge of the diverse ways in which students learn and develop by providing learning opportunities that support their intellectual, physical, emotional, social, and cultural development.//**
 * Rationale:**

As a result of this lesson, students will know the different methods which cells use to regulate themselves, move and reproduce. Using this understanding the students will then be able to create an online webpage which will give the audience a view into the methods that cells use. Students must organize their information in a way that will allow the viewers to understand the connection and relationship between these processes (Self-regulation, movement and reproduction). These webpage will be presented to the class and posted to the class wiki so that others may view them as well.
 * //Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory.//**
 * Rationale:**

__Verbal-Linguistic:__ Students will complete a number of graphic organizers to help them recall the steps and processes involved with cellular regulation, cellular reproduction, and coordination of movement. Also the web page students complete will require them to write descriptive information concerning cellular regulation, reproduction and movement in a way that their audience will understand the concepts. __Visual/Spatial:__ Students will be given graphic organizers which will allow them to recognize how all of the cells methods and processes for self-regulation, movement and reproduction are related to one another. Students will also participate in a couple of labs which will bring these concepts to life. __Bodily/Kinesthetic:__ Students may choose to add video clips to their webpage in which they "act out" methods cells self regulate, reproduce or move. Students will participate in the mitosis dance. Students will also participate in a homeostasis lab which will require them to be active so they will be able to take note of how their bodies return back to their normal state. __Musical/Rhythmic:__ Students may choose to add their own written songs or poems to their webpage which describe cellular regulation, mitosis, meiosis or cellular coordination of movement. Students participate in the mitosis dance. __Intrapersonal:__ Students will be given progress checklists which they will have the option of completing on their own. Students will be asked to fill out their own one minute papers reflecting on what they have learned and ask any questions they may have regarding the material. __Interpersonal__: Students will be placed in structured learning groups in which they will work together to complete their graphic organizers, labs and final webpages projects.
 * //Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs.//**
 * Rationale:**

In order to assess students understanding of the concepts discussed in class I will ask students to complete One Minute Papers prior to the end of each class. In order to complete these papers students will first need to reflect on the content discussed in class. As they reflect, they will need to consider something new they have learn or something that they now understand as well as something they may still need some clarification on. These papers will need to be handed into me before the students are dismissed from class. These papers will be reviewed by me and handed back to students, with feedback and comments, to the students the following day. In addition, during any point in which the students are working in groups on assignments or projects, I will develop observational notes concerning behaviors the students need to work on. These notes will be handed back to the students as well.
 * //Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner.//**
 * Rationale:**
 * Formative (Assessment for Learning)**

Through out each of the unit we complete in class we will discuss ways cells self regulate and move however, in this unit we will take a closer look at the critical details of both of these concepts as well as how and why cell reproduce. At the end of the unit students will create a glogster(s) which will describe these critical details for each process as well as how each process is related to one another. In this project students may include drawings, diagrams, videos, picture from the web and links they find interesting and helpful for understanding. Because each process is so complex, students may decide to complete a glogster for each of the processes if they decide this will be a better way to organize the information however they must be conscious of the criteria which states that they must show the relationship between all three processes. When their glogsters are complete and revised they will be placed on the class wiki.
 * Summative (Assessment of Learning)**

__Teaching and Learning Sequence__

 * __Classroom Arrangement-__** The classroom will be arranged so that each desk is placed in a group of four. Each group of four will be placed so that the students chairs will be parallel to front of the classroom. This way students will be able to see the board and will still be able to easily work within their structured learning teams. If there is a situation in which there needs to be one more student within the group (a group of five) then the fifth person will be placed at the "head" of the group so to speak so that they too will be able to see the front of the room and all of their group members as well.

__Last day of the previous lesson (10 minutes)-__ Pre-assessment quiz on cell processes for movement, regulation and reproduction. __Day 1 (120 minutes)-__ Hook (cilia and flagella video)- 10 minutes Introduce the lesson- 10 minutes Get into groups and assign roles- 5 minutes Idea box graphic organizer- 30 minutes Group discussion (benefits and purpose)- 15 minutes lab with step-by step chart- 45 minutes One minute papers- 5 minutes __Day 2 (120 minutes)__- Hook (mitosis dance)- 15 minutes Mitosis graphic organizer- 20 minutes class discussion and relationship to hook- 15 minutes Meiosis graphic organizer- 20 minutes class discussion- 10 minutes mitosis/meiosis cookie lab- 40 minutes __Day 3 (120 minutes)-__ Daily agenda- 5 minutes Homeostasis and cell membrane graphic organizers- 25 minutes homeostasis lab- 80 minutes one minute papers (previous day and today)- 8 minutes __Day 3 (120 minutes)-__ Introduce webpages- 15 minutes Work time- 105 minutes __Day 4 (120 minutes)__- Conference with teacher and work on webpages- 120 minutes __Day 5 (120 minutes)-__ Present with peer feedback- 110 minutes Self reflection- 10 minutes
 * __Agenda-__**

As a result of this lesson, students will understand that cells undergo specific processes which allow if to self regulate, move and reproduce. As students understand these concepts they will also recognize who these processes are related to one another. That is, how self-regulation and movement contribute to the process of reproduction. Additionally students will recognize the importance of this relationship to the individual cells and the functioning organism, which they compose, as a whole. **//Students describe the hierarchy of organization and function in organisms, and the similarities and differences in structure, function, and needs among and within organisms//**. This lesson will have a couple of hooks which will serve to gain the interest of the students, this is because the lesson involves the explanation of three different yet related concepts. The first hook, which will be used on the first day of the lesson, will be a short video which allows students to see what organisms with cilia and flagella look like as well as how these creatures utilize these appendages. After these videos, I will ask students what it was they just saw and how these organisms used there flagella or cilia in their environment (this will be a short discussion). The second day I will use the mitosis dance as a hook for the lesson. First I will show students the short video of the mitosis video and then ask them to complete the dance themselves. This will require all student to be involved and moving around. The dance consists of a group of students who will act as the cell membrane, a group which will act as the nuclear membrane and a group which will act as the chromosomes. After each group has been assigned, students will act out each phase of mitosis and this will serve as a good reference for the students are we learn about each step more in depth during the lesson.
 * Where,** **Why,** **Hook, What, Tailor: Verbal-Linguistic, Visual/Spatial, Bodily/Kinesthetic, Interpersonal, Naturalistic**

After the hook students will be grouped into their structured learning groups. These groups will persist throughout the lesson and will consist various roles which will be assigned to each member of the group. The first assignment for these groups will be to work together to complete their idea box graphic organizers. To complete these organizers students will need to research, using their laptops, the various modes of movement which any given cell may use. These modes may include [|the flagella, the cilia], and the woven [|microtubules] and [|microfilaments] of the cystoskeleton. As students work to fill in the boxes of their graphic organizers, I will walk around the room, helping students as needed and observing how they interact and work with one another. This will give me the opportunity to make any necessary changes to the groups concerning the members and to clear up any misconceptions that students may have regarding the current topic. One the second day of the lesson, students will be given two more graphic organizers. One will represent the steps of [|mitosis] and the other will represent the steps of [|meiosis]. Finally on the last day of the lesson, students will be given a molecule transport graphic organizer which students will use to research the methods cells use to [|transport molecule] into and out of the cell (thus self regulation and [|homeostasis]). As mentioned before, students will work in their groups together to research the various concepts and I will walk around the room to observe the students while they work. Each day, after the students have completed their graphic organizers, they will participate in a class discussion. During this time we will, as a class, discuss the information that students have found. This will be another opportunity for me to listen for misconceptions that the students may have as well as ensure that each student has all of the information they will need in the future. As the class discusses the information, they will be given the opportunity to make the appropriate corrections to their graphic organizers. In addition to their graphic organizers, this lesson will require students to complete a few labs which will help cement the processes into their minds. The first will concern both mitosis and meiosis and it is called the [|cookie lab]. Int this lab students will use a number of cookies (representative of the cells) and sprinkles (representative of the chromosomes) to replicate the steps of both mitosis and meiosis. After students have replicated the steps, they will need to complete the charts which asks them to draw the steps out and describe them as well. The second lab students will participate in is the [|homeostasis lab]. In this lab students will have to do various exercises an observe the methods their bodies use to get themselves back to normal, that is regular heart rate, blood pressure, body temperature etc. For more information please see the content notes.
 * Equip, Explore, Rethink, Revise, Tailors: Interpersonal, Logical/Mathematical, Verbal**-**Linguistic, Naturalistic, Visual/Spatial, Bodily Kinesthetic**

As mentioned before, students will work in structured learning groups in which each student will choose a role to take on. These roles include the leader, the recorder, the reporter, the monitor and if necessary the wild card. I will assign students to their groups after reviewing their pre-assessment quizzes. This will ensure that each group contains, at least, a couple of student who seem to have some grasp of the concepts already. If, however, after observing the groups I decided that some rearranging needs to take place due to students not working well together, conflict etc. the groups may indeed change. Students will work in these groups to complete their own graphic organizers, as well as to complete their summative assessments at the end of the lesson. These assessments will require students to give their perspective regarding the processes they learned about regarding self regulation, movement and reproduction into an online webpage. In addition students must use their webpages to demonstrate their understanding of how all three of these concepts are related to one another. The webpages that students create may include their own art work, music, links they have found, comic life, movies etc. Prior to the beginning of the projects, students will be given a rubric which they will use in completing their posters. These rubrics will guide students so that they know what criteria they must meet to fully demonstrate their mastery of the content. As students work on their projects in class, I will be available to work with students, answer questions and check their progress. Additionally, at some point during their creation process, students will need to conference with me so that I know which direction the students are headed and will have the opportunity to get them back on track if they are not headed in the right direction. Before the students present their webpages to the class, they will need to hand me their rubrics so that I may use them to assess their final products. If, once students receive their rubrics back, complete with comments, they are not satisfied with their grade, they may have the opportunity to make corrections and better demonstrate their understanding.
 * Explore, Experience, Revise, Refine, Tailors: Interpersonal, Intrapersonal, Musical, Bodily-Kinesthetic, Verbal-Linguistic, Visual/Spatial, Mathematical/ Logical, Naturalistic.**

As a way of assessing students understanding of the material, I will ask students, prior to the end of each class, to complete one minute papers. On these papers students will comment on something they have learned and ask any questions they may have. These papers will serve as students exit tickets from the class, meaning they will have to pass these papers in before they can leave the room. I will review these papers and hand them back to the students, with comments, the following day. These papers will give me insight as to what I need to go more in depth on, what the students really understand and how the students are doing on an individual basis. At the end of their final projects (for this lesson) students will be asked to fill out a self reflection checklist. On these checklists, students will reflect on what they did well personally on the project, what they need to do better next time and any comments they may have regarding their group (did they work well together or were there problems?). I will review these self refection checklists and hand them back to the students along with their rubrics. Finally, as way to personally gain more naturalistic data on the students, I will constantly be observing the students as they work individually and in groups.
 * Evaluate, Tailors: Interpersonal, Intrapersonal, Verbal/Linguistic**

__Cellular movement-__ The cytoskeleton is a three dimensional system of eukaryotic cells which helps to give the cell structure as well as aid in the movement of cells. The cystoskeleton is composed of long fibers which are composed of smaller subunits. These fibers include microfilaments, microtubules and intermediate filaments. Microfilaments are very small and thin protein fibers. These fibers are responsible for cellular movement (gliding and contracting) and cytokinesis. Intemediate filaments the strength behind the cell structure. They are the toughest fibers that can be found in the cell and act as the primary scaffolding structures. Microtububles are cylindrical tubes which are also composed of protein subunits. These tubes are responsible for the scaffolding of the cell, giving the many organelles and vesicles on the inside paths to move on. These tubes are also found during the cell reproduction phases which involve the spindles (spindles pull the chromosomes in different directions during cell reproduction). Microtubules can also be found in single celled organisms which possess either cilia or flagella. The cilia and flagella allow single celled organisms to move as well. The cilia are the hair like structure that beat in a certain direction and thus allow the cell to move in that direction. Cilia can also be found in specialized linings of eukaryotic cells, in this situation the cilia work to push and move material in the cell in a certain directions. The flagella is similar to a whip in that it beats back and forth and propels the cell in one direction or the other. Both of these structures have similar internal machinery which allow them to function, particularly the microtubules mentioned earlier. Microtubules form a ring with in the structure and, do to a pair of microtubules which are not fused in the center of the ring, move back and forth causing the beating motion of the structure (either cilia or flagella) and allow the organism to move. (MORE INFORMATION: there are protein motors within the cell which connect to the microtubule tracks of the cell and allow for the transportation of organelles and molecules around the cell.) __Cell Reproduction-__ Reproduction is the process by which living things produce new organisms of their own kind. There are two different types of reproduction that can be found among organisms; asexual reproduction and sexual reproduction. Asexual reproduction results in offspring which are identical to the parent (called mitosis in multi-celled organisms). An identical offspring means that the organisms has very little genetic variation and as a result there is little change from generation to generation. Sexual reproduction is the opposite in that the offspring produce is highly varied from the parent and these in turn results in a vast amount of genetic variation from generation to generation. ASEXUAL- This reproduction method happens very quickly and results in a number of offspring. There are many different types asexual reproduction including binary fission, budding, spore formation, regeneration and vegetative propagation. BINARY FISSION- the parent cell divides in to two equal parts. The new cells are called daughter cells and they then because separate individuals. BUDDING- new organisms are produced as small growths of the parent cell. Eventually these new organisms break of and live independently. They may also remain attached and live as a colony. These new organisms are not the same size as one another. SPORES- these are special cells which are produced by some organisms. Before they are released from the parent cell they are often coated in a think outer substance which serves to protect the new organism. REGENERATION- this is the ability for an organism to regrow a body part. If the organism is cut or broken into many pieces, it is possible for these piece to develop into individual organism which will live separately. VEGETATIVE PROPAGATION- the new cells separate from the parent and form complete independent individuals. These new cells can be in the form of seeds, bulbs, corms, tubers, rubbers or rhizomers. These structures are released from the parent organism and grow and develop into separate organisms. SEXUAL- MITOSIS- as a result of this process two identical daughter cells will be created. MEIOSIS- In meiosis the same process occurs only this time it happens twice. These second steps are called Interphase II, Prophase II, Metaphase II, Anaphase II, Telophase II and again cytokinesis occurs. As a result of these second steps, instead of only two daughter cells, there are now four identical daughter cells. Meiosis, for this reason, is the reproduction process which develops the gametes for each sex i.e sperm and eggs. __Self Regulation-__ Homeostasis is the process by which the body regulates itself. There are many ways that cell attempt to do this and they each involving only allowing specific molecules into and out of the cell. These modes of molecular transportation include, simple diffusion, osmosis, faciliated diffusion and active transport. SIMPLE DIFFUSION- this is the process by which substances pass into and out of the cell without any kind of aid. This occurs because substrates will move from an area of high concentration to an area of low concetration. OSMOSIS- refers to the movement of water from an area of low solute concentration to an area of high solute concentration. FACILITATED DIFFUSION- this is the process by which molecules are passively transported into or out of the cell via integral proteins. This is an important process for molecule which are charged and can not move into or out of the cell on their own. ACTIVE TRANSPORT- this is process which allows substances to move against a concentration gradient, with the aid of integral proteins, into and out of the cell. This means substance can move from an area of low concentration to an area of high concentration.
 * Content Notes**
 * Interphase-** this is the first step in the process and it last the longest for it takes up a majority of the cells life. During this process DNA is replicated, proteins are formed and centrioles may appear, in other words, the cell is preparing itself for the mitosis process.
 * Prophase-** During this stage the chromatin begins to condense and start to resemble the chromosome shape. The membrane of the nucleus beings to disappear the the centrioles move to opposite polls of the cell. These centrioles may begin sprouting their spindles (microtubules). Towards the end of this step (some call it Prometaphase) the chromatides pair up and due to the push and pull of the attached spindles, begin to move toward the center of the cell.
 * Metaphase-** The chromosomes are in the center of the cell (thanks to the help of the spindles)
 * Anaphase-** the sister chromatides of each chromosome are separated from the pull of the spindles and the cell begins to increase in size.
 * Telophase-** the chromatids are at the opposite ends of the cell and a new nuclear membrane begins to form around each set of chromatids. The spindle fibers are removed (degenerate) and the cell continues to increase in size (some spiting may occur).
 * Cytokinesis-** The cell splits into two identical daughter cells, each with the same number of chromosomes which are surrounded by a nucleus.

Webpage Rubric- Mitosis graphic organizer- meiosis graphic organizer- cookie lab- homeostasis lab-  flow chart graphic organizer-
 * Handouts**