L4+Horne,Daniel+Patrick


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


 * Teacher’s Name: Mr Horne**
 * Date of Lesson: 4 application**
 * Grade Level: 9-12**
 * Topic: Mitosis and Meiosis**

__**Objectives**__

 * Student will understand** **the impact of cellular processes and changes on individuals.**
 * Student will know** **DNA, proteins, amino acids, mitosis, meiosis.**
 * Student will be able to d** **esign diagrams explaining mitosis/meiosis.**

__**Maine Learning Results Alignment**__
Maine Learning Results: Science and Technology - E. The Living Environment E3: Cells Grades 9-Diploma Students describe structure and functions of cells at the intercellular and molecular level including differentiation to form systems, interactions between cells, and their environment, and the impact of cellular processes and changes on individuals.
 * Rationale:** Students must understand how mitosis and meiosis effect how our body works and how we reproduce as a species.

__**Assessment**__
Students will work in pairs to complete a flow chart. These pairs will be determined by the person sitting next to them at their lab table or desks. The pair of students will work together to fill out a flow chart describing the differences and similarities between mitosis and meiosis. After the pairs are done the class will go over it to make sure students didn't confuse certain aspects of mitosis and meiosis.
 * Formative (Assessment for Learning)**

Students will get into their podcast groups once again to create diagrams showing the processes of both mitosis and meiosis. These diagrams will include all the steps of both mitosis and meiosis as if they were out of a text book. Students will be required to create diagrams along with captions explaining each step. They will create these diagrams in Inspiration so that it can be easily uploaded to the class wiki for all students to see.
 * Summative (Assessment of Learning)**

__**Integration**__
Students will create an inspiration flow chart depicting both mitosis and meiosis. They will be responsible for showing all the steps to mitosis and meiosis in a flow chart format in inspiration. This will be checked off with a check list to ensure that students have all the correct stages in the correct spots for both mitosis and meiosis. These will be posted to the class wiki so that all students can see each others diagrams.


 * Art**: Students will be able to create a flow chart with whatever mitosis and meiosis pictures they can find as long as they depict the correct material.

__Groupings__
Students will choose partners and will be allowed to choose whoever they want, but I will change groups that I do not see appropriate or I believe are unfair.

__**Differentiated Instruction**__

 * Strategies**

**Verbal-Linguistic:** Students will discuss in groups the process of mitosis and meiosis.  **Logical/Mathematical:** Students will learn the break down of chromosomes and how it is different in mitosis and meiosis.  **Visual/Spatial:** Students will create a model of each of the stages of mitosis to have a flow chart for.  **Naturalist:** Students will observe slides of onion root tip cells to see the actual real life cells dividing under a microscope.  **Intrapersonal:** Students will be asked to explain one impact that mitosis or meiosis is being used for outside the body.  **Interpersonal**: Students will work in groups to work on their flow charts.

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


 * Absent**: If students are absent they will look at the flow charts that students made in inspiration and create their own for homework.

In my lectures I plan on using videos and images to help explain concepts. Also students will be creating an inspiration flow chart on the computer for their mitosis and meiosis diagrams.
 * Extensions**

__**Materials, Resources and Technology**__

 * Laptop
 * Projector
 * Microscopes
 * Slides

__Source for Lesson Plan and Research__
Hook- [|mitosis video] [|Mitosis] [|Meiosis]

__**Maine Standards for Initial Teacher Certification and Rationale**__
In this lesson students are subjected to different learning styles, such as beach balls (variety of resources, adaptive environment, various manipulative(s), choices of activities, spontaneity, extensions to activities and personal freedom), Clipboards (organization, structure, visual directions, clear closure, sequential learning, clear procedures, consistent routines, clear expectations), Microscope (discovery learning, analyzing concepts, deep exploration, discussion, focus on details, ownership), Puppy (comfortable environment, encouraging atmosphere, supportive grouping, safe climate, respectful colleagues, empathic listeners, sensitive peers). Clipboards, microscopes, and beach balls will be addressed through the group activities and the flowchart that the students will fill out. Also the groups will help the puppy learners because they will have the comfort of a partner to help them create their flow charts and then later a group to help with the inspiration flow charts.
 * //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:**

Students will know the content and will use that to describe structure and functions of cells at the intercellular and molecular level including differentiation to form systems, interactions between cells, and their environment, and the impact of cellular processes and changes on individuals. The part of the MLR that was used what the impact of cellular processes and changes on individuals. I used the application facet of learning. Students learned the process of mitosis and meiosis and then views cells that were in the process of mitosis under a microscope.
 * //Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory.//**
 * Rationale:**


 * //Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs.//**
 * Rationale:**

**Verbal-Linguistic:** Students will discuss in groups the process of mitosis and meiosis.  **Logical/Mathematical:** Students will learn the break down of chromosomes and how it is different in mitosis and meiosis.  **Visual/Spatial:** Students will create a model of each of the stages of mitosis to have a flow chart for.  **Naturalist:** Students will observe slides of onion root tip cells to see the actual real life cells dividing under a microscope.  **Intrapersonal:** Students will be asked to explain one impact that mitosis or meiosis is being used for outside the body.  **Interpersonal**: Students will work in groups to work on their flow charts.


 * //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)** Students will work in pairs to complete a flow chart. These pairs will be determined by the person sitting next to them at their lab table or desks. The pair of students will work together to fill out a flow chart describing the differences and similarities between mitosis and meiosis. After the pairs are done the class will go over it to make sure students didn't confuse certain aspects of mitosis and meiosis.

**Summative (Assessment of Learning)** Students will get into their podcast groups once again to create diagrams showing the processes of both mitosis and meiosis. These diagrams will include all the steps of both mitosis and meiosis as if they were out of a text book. Students will be required to create diagrams along with captions explaining each step. They will create these diagrams in Inspiration so that it can be easily uploaded to the class wiki for all students to see.

__Teaching and Learning Sequence__
Day 1 Day 2
 * Hook and activity- 15-20 min
 * Lecture- 30
 * Group work- 30 min
 * Lecture on meiosis- 20 min
 * Microscope activity- 20 min
 * Group work- 40 min

My classroom will be arranged in a U shape with my laptop and projector in the middle. For the first day I will start off with the Mitosis video to hook the students in and also give them a short introduction to mitosis in a fun and entertaining way. Also with the video as a class students will assign parts of the cell during mitosis within the class and reenact that video they just watched. After the lectures students will create a simple flow chart in pairs explaining mitosis and meiosis in words. We will go over this as a class to ensure that every one has all the steps correct for both of the processes. For the second day I will start off with a brief lecture on meiosis to make sure the students know the longer more complicated process of meiosis. Next students will observe slides of cells in the mitotic cycle to give them a real life example of mitosis. After that students will break up into their podcast groups and start their inspiration flow charts and they will do that for the rest of the class. At the end of this lesson s tudents will understand the impact of cellular processes and changes on individuals. (**Where**) It is important that students must understand how mitosis and meiosis effect how our body works and how we reproduce as a species. (**Why**) By the end of this lesson students describe structure and functions of cells at the intercellular and molecular level including differentiation to form systems, interactions between cells, and their environment, and the impact of cellular processes and changes on individuals. (**What**) The hook for this lesson is a short video where a group of synchronized swimmers act out mitosis in a pool. (**Hook**) **Tailors**: Intrapersonal, visual, and verbal learners will benefit from the lecture. Visual, and interpersonal will enjoy creating their inspiration flow charts. Naturalistic students will benefit from the slides.

After I present the Hook video and ask a few questions about it to introduce the topic of mitosis and meiosis, I will begin the lecture. I will talk about [|Mitosis], and [|Meiosis]. (**Equip**) Students will receive this information through the graphic organizer and the lecture I present as well as the slides through the microscope. (**Explore**) I will check for understanding by going over my own flow chart for mitosis and meiosis to that students can check it with their own to see if they have everything correct. (**Revise**) I will then give them a similar flow chart for them to fill out and hand in for a quiz to see if they have learned and retained the materials.

Students will break up into pairs of their choice and begin to create a flow chart with words that describes both mitosis and meiosis. (**Explore**) Students and Myself will go over the flow charts to make sure they are all correct and everything is included that should be. (**Experience**) The purpose of this lesson is teach students so that they can d esign their own diagrams explaining mitosis/meiosis. This is an important part of our life cycle because if not for those two processes we wouldn't be the same creatures we are no, in fact no creatures in this world would be the same even single celled organisms. For this lesson I will give my students the freedom of choosing their partners for the graphic organizer activity but if it becomes a problem I will change pairs. For the second day they will meet with their podcast groups to work on their flow charts. I will look at all the students flow charts that were posted to the class wiki and use a check list to ensure they have included all the parts needed and if not I will allow them to redo it and I will give them my check list so they know what they missed. (**Revise**) **Tailors**: Interpersonal, visual, verbal learners will enjoy the group work.

Students will have an opportunity to self-assess during the mitosis and meiosis flow charts when we are going over them as a class so that they can correct and add anything they were missing. I will be very quick with providing feedback on their inspiration flow charts so that they can receive their feedback in class or on the class wiki with their posted flow charts. This lesson does a good job of laying out the foundation for how our body systems work and operate on a normal day and is segues into the next lesson which is about cell interactions.

[|mitosis video] [|Mitosis] [|Meiosis]
 * Content Notes**


 * Handouts**