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Washington Research class focused on mitosis. Students learn to visually distinguish mitosis phases using key characteristics and to reconstruct the phases from memory. Progress is measured by identifying phases without consulting notes. The lesson uses essential and higher-order questions to connect mitosis steps with cellular replication, including the role of cell cycle checkpoints, cell types involved, and the main trigger for division. 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Washington | Subject: | Research | Teacher: |  | Lesson Plan Date: |  |\n| --- | --- | --- | --- | --- | --- | --- | --- |\n\n\n|  | OBJECTIVE\u003Cbr>What will your students be able to learn? | BENCHMARK: |  |\n| --- | --- | --- | --- |\n|  | Students will be able to visually distinguish between the different phases of mitosis as well as be able to physically construct them from memory based on the key characteristics of each phase | (no Research pacing guide) |  |\n|  | ASSESSMENT “Begin with the End in Mind”\u003Cbr>How will you know whether your students have made progress toward the objective? How and when will you assess mastery? |  |  |\n| NNING | Students will have made progress when they are seen identifying the phases of mitosis without referencing their notes to confirm their answers; each phase has a very particular identifying traits and these should soon become second nature to recognize |  |  |\n| RE-PLA | ESSENTIAL QUESTION\u003Cbr>A higher order question that is directly derived from the benchmark, introduced at the beginning of the lesson, discussed throughout the lesson, and answered by students at the end of the lesson to show understanding of the concepts taught. |  |  |\n| P | What are the steps occurring in mitosis and how does each step allow the cell to progress towards its goal of replication? |  |  |\n|  | HIGHER ORDER QUESTIONS (3-5)\u003Cbr>What questions will be answered to provoke higher order thinking and include Moderate to High FCAT Complexity Levels? What would the ideal student response be for each question? |  |  |\n|  | • Why must we have checkpoints in the cell cycle? (to prevent uncontrolled cell growth, which is what is seen in cancers and tumor growth; to make sure that the previous step has been performed correctly, and if the cell does not meet proper standards, it will be lysed)\u003Cbr>• What types of cells does mitosis occur in? (somatic cells aka body cells, occurs in all living things)\u003Cbr>• What is the main triggering factor of mitosis? (a cell growing too large to be able to upkeep its internal processes, therefore it must divide so it has the power of two cells to maintain that amount of mass) |  |  |\n|  | BELLRINGER\u003Cbr>Follow the Focus Calendar to provide reinforcement of previously taught skills. |  | TIME\u003Cbr>Approximate |\n|  |  |  |  |\n| LESSON CYLCE | The following questions will be projected on the board to be copied in the students’ notebooks and answered.\u003Cbr>• What is mitosis?\u003Cbr>• What triggers mitosis?\u003Cbr>• Describe the phases of mitosis, detailing what is happening with the chromosomes, spindle fibers, and nucleus during each phase.\u003Cbr>• Why is mitosis a form of asexual reproduction? |  | 10\u003Cbr>min |\n|  | INTRODUCTION\u003Cbr>Brief part of the lesson when students learn the objective/essential question and how mastering the objective leads to achieving the bigger goal of the course.\u003Cbr>• Provide a hook to motivate students and link to prior knowledge in order to introduce a new concept.\u003Cbr>• Explain the relevance of lesson and the importance of learning the concept.\u003Cbr>• Introduce important vocabulary using the word wall as an interactive learning tool. |  | 25-30 min |\n|  | • After giving the students 10 minutes to review the bellringer questions and discuss them with their neighbors, we will discuss them as a class\u003Cbr>• Students will already have their notes written out on mitosis (flipped classroom) therefore should have a grasp on the concepts already\u003Cbr>• We will move from the bellringer into the brief review PowerPoint (provided by Ms. Williams) to allow the students to ensure their information in their notes is accurate |  |  |\n\n\n|  | MODELING “I DO”\u003Cbr>Component of the lesson when teacher explicitly models to students exactly what they are expected to do during guided practice and eventually during independent work.\u003Cbr>• Conduct a think aloud while modeling the steps to completing an activity or solving a problem .\u003Cbr>• Model the use of a graphic organizer.\u003Cbr>• Use questioning ","cbCaihPE8OEDZdkZ","https://ap.wps.com/l/cbCaihPE8OEDZdkZ","pdf",137686,"English","# Objective\n## Assessment\n## Essential Question\n## Higher Order Questions\n## Bellringer\n# Lesson Cycle\n## Introduction\n## Review and Transition\n## Modeling “I Do”\n## Guided Practice “We Do”\n## Collaborative Practice “They Do”\n## Independent Practice “You Do”","[{\"question\":\"What is the main objective for students learning mitosis?\",\"answer\":\"Students learn to visually distinguish each mitosis phase and to physically construct the phases from memory using the key characteristics of each stage.\"},{\"question\":\"How is student mastery assessed during the lesson?\",\"answer\":\"Mastery is shown when students identify mitosis phases without referencing notes, demonstrating that identifying traits have become second nature.\"},{\"question\":\"What activity is used to help students model the stages of mitosis?\",\"answer\":\"Students use an “Mitosis’s Favorite Cookie” Oreo activity in small groups, manipulating the cookies to mimic each stage described in the handout.\"}]","Biology - Mitosis Lesson Plan | PDF",1790597519]