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Title of Lesson: Cell Division Content/Level: Biology Grade 9Benchmarks: SC.912.N.1.1 Define a problem based on a specific body of knowledge, for example: biology, chemistry, physics, and Earth/space science, and do the following: o Pose questions about the natural world o Conduct systematic observations o Examine books and other sources of information to see what already known o Review what is known in light of empirical evidence o Plan investigations o Use tools to gather, analyze, and interpret data (this includes the use of measurement in metric and other systems, and also the generation and interpretation of graphical representations of data, including data tables and graphs) o Pose answers, explanations, or descriptions of events o Generate explanations that explicate or describe natural phenomena (inferences) o Use appropriate evidence and reasoning to justify these explanations to others o Communicate results of scientific investigations o Evaluate the merits of the explanations produced by others. SC.912.N.1.3 Recognize that the strength or usefulness of a scientific claim is evaluated through scientific argumentation, which depends on critical and logical thinking, and the active consideration of alternative scientific explanations to explain the data presented. SC.912.N.1.6 Describe how scientific inferences are drawn from scientific observations, and provide examples from the content being studied. SC.912.L.16.4 Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. SC.912.L.16.8 Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. SC.912.L.16.16 Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. SC.912.L.16.17 Compare and contrast mitosis and meiosis and relate to the processes of sexual and asexual reproduction and their consequences for genetic variation. SC.912.L.15.15 Describe how mutation and genetic recombination increase genetic variation. SC.912.L.16.14 Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. SC.912.L.16.13 Describe the basic anatomy and physiology of the human reproductive system. Describe the process of human development from fertilization to birth and major changes that occur in each trimester of pregnancy. SC.912.L.14.7 Relate the structure of each of the major plant organs (roots) and tissues (meristematic) to physiological processes (cell reproduction—mitosis-- and growth).Relate the structure of major plant organs (flowers) to physiological processes (meiosis and sexual reproduction).Relevant Achievement Level DescriptionsRelate specific events occurring to each of the stages of the cell cycle Assess how uncontrolled cell growth may result from mutations that affect the proteins that regulate the cell Differentiate the processes of mitosis and meiosis and/or show how these processes may contribute to or limit genetic variation Apply knowledge of gene and chromosomal mutations and interpret how these mutations may or may not result in a phenotypic change Relate mutation and genetic recombinations to an increase in genetic variation Relate structures of plant tissues and organs directly to their roles in physiological processes Relate the basic anatomy to the physiology of the human reproductive systemStudents should be able to: Know Understand Do Eukaryotic cells divide by Mitosis is associated with  Simulating Mitosis Lab mitosis and meiosis. asexual reproduction and meiosis is associated with sexual  Investigating Plant Growth & reproduction, and therefore Mitosis Lab increased genetic variation.  Mitosis POGILMitosis and meiosis both Mitosis produces two daughter  Various Video Clips undergo interphase, prophase, cells that have the same number metaphase, anaphase, and of chromosomes as the parent  Simulating Meiosis Lab telophase. cell after undergoing one division; They are diploid (2N).  Sexual Reproduction & Meiosis in Flowering Plants Meiosis produces four daughter Lab cells that have half of the number of chromosomes as the parent  Meiosis in Humans Handout cell after undergoing two divisions; They are haploid (N).  Exploring Errors in Meiosis ActivityMeiosis increases genetic  Meiosis POGIL variation through independent assortment and crossover.  How Well Do You Know Mutations may also result in Mitosis & Meiosis Handout genetic variation.The cell cycle regulates the Oncogenes and Tumor reproduction and growth of cells. Suppressor Factors are proteins Dysfunction of/failure to associated with the development regulate the cell cycle may result of cancer. in cancer. Cell Cycle Video Clips & Graphic Organizer Cancer & the Cell Cycle— NIH Activity The War of the 21st Century: Losing Control—The Cell Cycle & CancerNIH Video Alerts Transcripts Text NIH Resources 1-5 Transcripts Reference(s): Cri-du-Chat Background Information (From Teach Genetics Utah) Turner Syndrome Background Information (From Teach Genetics Utah) Cancer and the Cell Cycle Activity from NIH: Electronic NIH Video News Alerts References ( https://science.education.nih.gov/supplements/nih1/cancer/activities/activity2_videos.htmNIH Animations Corresponding to Resources One Through Five Text https://science.education.nih.gov/supplements/nih1/cancer/activities/activity2_animations.htmOther Video Clips Control of the Cell Cycle http://highered.mheducation.com/sites/0072495855/student_view0/chapter2/animation__contr ol_of_the_cell_cycle.htmlHow the Cell Cycle Works http://highered.mheducation.com/sites/0072495855/student_view0/chapter2/animation__how _the_cell_cycle_works.htmlMitosis & Cytokinesis http://highered.mheducation.com/sites/0072495855/student_view0/chapter2/animation__mito sis_and_cytokinesis.htmlHow Meiosis Works http://highered.mheducation.com/sites/0072495855/student_view0/chapter3/animation__how _meiosis_works.htmlStages of Meiosis http://highered.mheducation.com/sites/0072495855/student_view0/chapter3/animation__stage s_of_meiosis.htmlRandom Orientation of Chromosomes in Meiosis http://highered.mheducation.com/sites/0072495855/student_view0/chapter3/animation__rand om_orientation_of_chromosomes_during_meiosis.htmlUnique Features of Meiosis http://highered.mheducation.com/sites/0072495855/student_view0/chapter3/animation__uniq ue_features_of_meiosis.htmlComparison of Mitosis & Meiosis http://highered.mheducation.com/sites/0072495855/student_view0/chapter2/animation__com parison_of_meiosis_and_mitosis__quiz_1_.htmlHHMI Cancer, Angiogenesis, and Metastasis https://www.hhmi.org/biointeractive/angiogenesisThe Cell Cycle & Cancer (Virtual Lab) http://www.glencoe.com/sites/common_assets/advanced_placement/mader10e/virtual_labs_2 K8/labs/BL_03/  Cell Cycle Graphic Organizer Electronic Attachments  Chromosome Simulation Lab Teacher/Student Handouts for Mitosis & Meiosis Modeling  Investigating Plant Growth and Mitosis Lab Handout Cancer & The Cell Cycle Lesson Plan (Includes lesson pedagogy, News Alerts, Resources, & Student Handouts)  Keeping It All In Check: The Life of a Cell in the Cell Cycle Completed Diagram The War of The 21st Century: The Cell Cycle and Cancer: Lesson 4—Losing Control: The Cell Cycle and Cancer (Includes Proto-oncogene and Tumor Suppressor Gene Cause Cards, Effect Card, What Happens When Genes Lose Control Handout, and Development of Cancer Concept Map Some Genes That Cause Cancer Cards The Cell Cycle POGIL (Parts 1 and 2) Mitosis POGIL Sexual Reproduction & Meiosis in Flowering Plants Lab Meiosis in Humans Handout Exploring Errors in Meiosis Activity Meiosis POGIL Activity How Well Do You Know Mitosis and Meiosis HandoutDay 1Objective Students will become familiar with the cell cycle and its regulation through viewing video clips and completing a graphic organizer. (SC.912.L.16.4) Materials  LCD projector and computer with internet connection Cell Cycle Graphic OrganizerPacing One class period (50 minutes)Advanced Prep: 1. Xerox a copy of the Cell Cycle Graphic Organizer for each student.2. Set up your LCD projector and navigate to the first of three video clips. ENGAGE: 1. Show students the following video clips and assist them with filling out the Cell Cycle Graphic Organizer with pertinent information, including the 3 checkpoints in the cell cycle. (a) Control of the Cell Cycle http://highered.mheducation.com/sites/0072495855/student_view0/chapter2/animation__control_of_ the_cell_cycle.html(b) How the Cell Cycle Works http://highered.mheducation.com/sites/0072495855/student_view0/chapter2/animation__how_the_c ell_cycle_works.html(c) Mitosis & Cytokinesis http://highered.mheducation.com/sites/0072495855/student_view0/chapter2/animation__mitosis_an d_cytokinesis.html Day 2Objective Students will use the “Chromosome Simulation Lab” to model the phases of mitosis. (SC.912.L.16.4) Materials  Chromosome Simulation Kit (from NeoSci)—with pop beads and magnetic centromeres. Note: One kit was shipped to each site. Chromosome Simulation Lab Activity 1: Simulating Mitosis Student Handouts Note: Shipped with Chromosome Simulation KitPacing One class period (approximately 50 minutes)Advanced Prep:  Xerox Activity 1: Simulating Mitosis from the student handouts shipped with the Chromosome Simulation Kit, including (a) pp 1-5 for each student and (b) pp 8-13 as a class set. Teachers should review pp 2-4 of the Teacher’s Guide from the Chromosome Simulation Kit to familiarize themselves with the mechanics of the lab and the pop-bead chromosome models. Sort & distribute pop beads and magnetic centromeres as needed for each group of students (3-4 students) EXPLORE & EXPLAIN: 1. Students will explore the stages of Mitosis by constructing chromosomes made of pop beads and magnetic centromeres from the kit, “Chromosome Simulation Activity” and completing Activity 1: Simulating Mitosis, included in the student handouts shipped with the kit. Day 3Objective Students will explore mitosis in onion root tip cells and review functional plant anatomy for cell reproduction and growth. Students will investigate the question, “Does an onion root tip spend the same amount of time in each stage of the cell cycle?” through completing the lab activity, Investigating Plant Growth & Mitosis and constructing an ADI whiteboard. (SC.912.L.16.4, SC.912.L.14.7, SC.912.N.1.1, SC.912.N.1.3 and SC.912.N.1.6) Materials  Investigating Plant Growth & Mitosis Lab Handout Onion Root Tip Mitosis Prepared Slides (Note: A set was shipped to each site)  Compound Light Microscopes Onion Root Tip Photos (Note: A set was shipped to each site)Pacing One class period (approximately 50 minutes)Advanced Prep:  Xerox a copy of the Lab, Investigating Plant Growth & Mitosis for each student. Set up compound light microscopes with prepared slides of onion root tip mitosis. Provide each student with their own onion root tip mitosis photo to analyze (Note: Kit has 25 unique photos) EXPLORE: 1. Students will explore the role of meristems in the growth of plants and identify apical meristems in the root tip as a site for mitotic division through a short reading on the lab handout.2. Students will view prepared slides of onion root tip mitosis with compound light microscopes and make sketches at three different magnifications.3. Students will analyze photos of onion root tip mitosis to determine if onion root tip cells spend the same amount of time in the phases of the cell cycle. Students will count the number of cells in each phase (Interphase, Prophase, Metaphase, Anaphase, and Telophase) and calculate the percentage of cells in each phase through a comparison with the total number of cells in a field of view.4. Students should complete a paper whiteboard template pre-filled with the guiding question on the lab handout.5. Students will analyze onion root tip cells that have been exposed to an insecticide to determine if the insecticide impacted mitosis in the cells. Students will use photographic evidence to establish their claim.Day 4Objective Students will investigate (a) how cancer develops as a result of dysfunction of the cell cycle and (b) the role oncogenes and tumor suppression factors in the dysfunction of the cell cycle through completing the National Institutes of Health (NIH) Activity, “Cancer and the Cell Cycle.” (SC.912.L.16.8, SC.912.L.16.14, and SC.912.L.15.15) Materials  LCD Projector & Computer with Internet Connection (to show video clips and cell cycle animations) Keeping It All In Check: The Life of a Cell in the Cell Cycle Completed Diagram News Alerts Printed Versions, which are transcripts of video clips (Masters 2.1a & 2.1b)(a) Cancer & Chemical Poisons (b) Cancer & Your Family History (c) Cancer & Radiation Exposure(d) Cancer & UV Light Understanding Cancer Handouts (Masters 2.2a, 2.2b, and 2.2c) Resources for Understanding Cancer, which are transcripts of the cell cycle animations (Masters 2.3a and 2.3b)(a) Resource 1 = Animation 1(b) Resource 2 = Animation 2 (c) Resource 3 = Animation 3(d) Resource 4 = Animation 4 (e) Resource 5 = Animation 5Pacing One class period (approximately 50 minutes)Advanced Prep:  Xerox a class set of News Alerts (Masters 2.1a and 2.2b) and Resources 1-5 (2.3a and 2.3b). Xerox an Understanding Cancer Handout (Masters 2.2a, 2.2b, and 2.2c) for each student. Navigate to and project the video clips and cell cycle animations from the NIH (See Electronic References).EXPLORE: 1. Teachers should follow the Cancer and the Cell Cycle Lesson Plan provided by the NIH. The lesson plan includes a logical pedagogical sequence, discussion questions, and anticipated student responses on the Understanding Cancer Handouts (Masters 2.2a, 2.2b, and 2.2c).2. Students will watch video clips and fill out the Understanding Cancer Handout, including the factor proposed to cause cancer and the evidence that supports it (Master 2.2a).3. Students will watch cell cycle animations and fill out the Understanding Cancer Handout finishing the question stems for Resources 1-5 (Master 2.2a and 2.2b).4. Students will synthesize information from the video clips and cell cycle animations to develop summary statements (Master 2.2c)Day 5 4&Objective Students will investigate (a) how cancer develops as a result of dysfunction of the cell cycle and (b) the role oncogenes and tumor suppression factors in the dysfunction of the cell cycle through completing Lesson 4: Losing Control: The Cell Cycle and Cancer from The War of the 21st Century: The Cell Cycle, Cancer, and Clinical Trials from UF’s Center for Pre-collegiate Education and Training (SC.912.L.16.8, SC.912.L.16.14, and SC.912.L.15.15) Materials  Keeping It All In Check: The Life of a Cell in the Cell Cycle Completed Diagram Lesson 4—Losing Control: The Cell Cycle and Cancer(a) Proto-oncogene Cause Cards(b) Tumor Suppressor Gene Cause Cards (c) Effect Cards(d) What Happens When Genes Lose Control Handout (e) Development of Cancer Concept Map Some Genes Associated with Cancer CardsPacing One class period (approximately 50 minutes)Advanced Prep:  Xerox a copy of, the following handouts for each student:(a) Keeping It All in Check: The Life of a Cell in the Cell Cycle Completed Diagram (b) What Happens When Genes Lose Control Handout(c) Development of Cancer Concept Map Xerox proto-oncogene cause cards, tumor suppression gene cause cards, and effect cards for each group of students.EXPLORE & EXPLAIN: 1. Teachers should follow the Losing Control: The Cell Cycle and Cancer Lesson Plan (Lesson 4) provided by the UF’s Center for Pre-collegiate Education & Training. The lesson plan includes a logical pedagogical sequence, discussion questions, and a key for the Development of Cancer Concept Map.2. Provide Students with a copy of Keeping It All In Check: The Life of a Cell in the Cell Cycle Completed Diagram for reference.3. Provide each student with a copy of the What Happens When Genes Lose Control Handout and the Development of Cancer Concept Map.4. Pass out the Proto-oncogene Cause Cards, Tumor Suppressor Gene Cause Cards, and the Effect Cards. 5. Begin with the Development of Cancer Concept Map. Give groups a few minutes to brainstorm how they think it should be filled out using the key words and phrases at the bottom of the handout. Using the Teacher Page as a guide, ask students probing questions to complete the empty portions of the concept map and ensure it was filled out correctly. (Essential Learning: Both Tumor Suppressor genes must be inactivated and the oncogene must be activated before cancer development is possible.)6. Using their sets of cause cards, students should draw a cause card from the Proto-oncogene stack and the Tumor Suppressor Gene stack in Rounds 1-4. 7. Students should select the effect card they think matches the cause cards they drew and record their findings on the What Happens When Genes Lose Control Handout.8. Debrief the activity by randomly choosing cause cards and having students identify the probable effect. 9. Take a moment to review the proto-oncogenes and tumor suppressor genes and the types of cancer they are associated with using the “Some Genes Associated with Cancer” cards.10. Have students go back to their What Happens When Genes Lose Control Handout and add the type of cancer developed (if applicable) in the effect column.Day 6Objective Students will participate in some JIT teaching on mitosis and the cell cycle using POGILs or teacher-selected materials (SC.912.L.16.4, SC.912.L.16.8, SC.912.L.16.14, and SC.912.L.15.15) Materials  The Cell Cycle POGIL (Parts 1 and 2) Mitosis POGILPacing One class period (approximately 50 minutes)Advanced Prep:  Xerox and provide students with a copy of the Cell Cycle POGIL and Mitosis POGIL EXPLAIN and EVALUATE: 1. Provide students with a copy of the Cell Cycle POGIL and the Mitosis POGIL.2. Students should work with their group to complete the POGIL as the teacher facilitates.Day 7Objective Students will use the “Chromosome Simulation Lab” to model the phases of meiosis and the processes of crossing over and fertilization. (SC.912.L.16.16, SC.912.L.16.14, and SC.912.L.15.15) Materials  LCD Projector and Computer with Internet Connection Steps of Meiosis Video Animation Chromosome Simulation Kit (from NeoSci)—with pop beads and magnetic centromeres. Note: One kit was shipped to each site. Chromosome Simulation Lab Activity 2: Simulating Meiosis and Fertilization Student Handouts Note: Shipped with Chromosome Simulation Kit Pacing One class period (approximately 50 minutes)Advanced Prep:  Xerox Activity 2: Simulating Meiosis and Fertilization from the student handouts shipped with the Chromosome Simulation Kit, pp 14-24 for each student and 26-31 as a class set. Teachers should review pp 5-10 of the Teacher’s Guide from the Chromosome Simulation Kit to familiarize themselves with the mechanics of the lab and the pop-bead chromosome models. Sort & distribute pop beads and magnetic centromeres as needed for each group of students (3-4 students)EXPLORE and EXPLAIN: 1. Students will explore the stages of Meiosis by constructing chromosomes made of pop beads and magnetic centromeres from the kit, “Chromosome Simulation Activity” and completing Activity 2: Simulating Meiosis and Fertilization, included in the student handouts shipped with the kit. 2. The teacher may want to use the following video animations to assist students, or as a review: (a) Stages of Meiosis at: http://highered.mheducation.com/sites/0072495855/student_view0/chapter3/animation__stages_of_ meiosis.html(b) Random Orientation of Chromosomes in Meiosis at: http://highered.mheducation.com/sites/0072495855/student_view0/chapter3/animation__random_ori entation_of_chromosomes_during_meiosis.html(c) Unique Features of Meiosis at: http://highered.mheducation.com/sites/0072495855/student_view0/chapter3/animation__unique_feat ures_of_meiosis.htmlDay 8 Objective Students will explore the functional plant anatomy for meiosis and sexual reproduction in flowering plants. (SC.912.L.16.16 and SC.912.L.14.7) Materials  Sexual Reproduction & Meiosis in Flowering Plants Lab Flowers for dissection (one per student or pair of students) Dissection Kits Hand lenses Metric Rulers Clear tapePacing One class period (approximately 50 minutes) Advanced Prep:  Xerox a copy of Sexual Reproduction & Meiosis in Flowering Plants Lab for each student. Purchase flowers for flower dissection. Set up laboratory with flowers and dissection kits. EXTEND: 1. Provide each student with a copy of the Sexual Reproduction & Meiosis in Flowering Plants Lab.2. Assist students with interpreting the diagrams and reading the background information provided on the lab sheet.3. Students should complete the flower dissection and discussion questions as prompted on the lab handout.4. Teachers should ensure students know the structure of a flowering plant and the function of the following parts: (a) pistil, (b) ovary/ovule, (c) petals, (d) sperm—transported by pollen, (e) egg, (f) sepal, (g) filament, (h) anther, (i) style, and (j) stigmaDay 9 Objective Students will explore functional human anatomy for meiosis (spermatogenesis and oogenesis) in humans. Students will explore how errors in meiosis may result in offspring with birth defects, and will use their pop-beads with magnetic centromeres to create models that represent these errors. (SC.912.L.16.16, SC.912.L.16.13, SC.912.L.16.14, and SC.912.L.15.15) Materials  LDC Projector and Computer with Internet Connection How Meiosis Works Computer Animation Meiosis in Humans Handout Exploring Errors in Meiosis Activity Pop bead chromosomes & magnetic centromeresPacing One class period (approximately 50 minutes)Advanced Prep:  Xerox a class set of Meiosis in Humans Handout Xerox a class set of Cri-du-Chat and Turner Syndrome Background Information (from Exploring Errors in Meiosis Activity) Xerox a copy of You Create the Model handouts from Exploring Errors in Meiosis Activity. (One for Cri-du-Chat and one for Turner Syndrome) Ensure your internet connection is functional and navigate to the webpage for the animation, “How Meiosis Works.” ENGAGE: 1. Show the video animation that introduces spermatogenesis and oogenesis in humans and reviews independent assortment and crossover at: http://highered.mheducation.com/sites/0072495855/student_view0/chapter3/animation__how_meiosis_ works.html EXTEND: 1. Provide each student with a copy of the Meiosis and Humans Handout. 2. Assist students with interpreting the diagrams and reading the background information provided on the handout.3. Teachers should ensure students know the basic male and female anatomy associated with spermatogenesis, oogenesis, and fertilization, including:4. Provide students with a copy of the activity, Exploring Errors in Meiosis.5. Assist students with interpreting the background information on cri-du-chat and Turner syndrome. 6. Students should construct models of the meiotic errors that result in cri-du-chat and Turner syndrome. (Cri-du-chat is caused by a deletion in the short arm of chromosome 5 through an error in crossover in meiosis. Turner syndrome is caused by nondisjunction of sex chromosomes in meiosis.Day 10 Objective Students will review and demonstrate their mastery of meiosis through the completion of a meiosis POGIL activity. (SC.912.L.16.16, SC.912.L.16.14, and SC.912.L.15.15)Students will compare and contrast mitosis (asexual reproduction) and meiosis (sexual reproduction) through watching a video clip and by sorting statements on a mitosis, meiosis, or both table. (SC.912.L.16.17)Materials  Meiosis POGIL Activity LCD Projector and Computer with Internet Connection How Well Do You Know Mitosis and Meiosis HandoutPacing One class period (approximately 50 minutes)Advanced Prep:  Xerox a copy of the Meiosis POGIL Activity for each student. Xerox a copy of How Well Do You Know Mitosis and Meiosis Handout for each student. EXPLAIN and EVALUATE: 1. Provide students with a copy of Meiosis POGIL. 2. Students should work with their group to complete the POGIL as the teacher facilitates.3. Provide each student with a copy of the handout, How Well Do You Know Mitosis and Meiosis. 4. Students should work with their group to complete the handout as the teacher facilitates. (The teacher may choose to assign this as a homework assignment.) Day 11 Objective Students will complete a Cell Division summative assessment as a measure of their learning. Materials  Cell Division Summative AssessmentPacing One class period (approximately 50 minutes)Advanced Prep:  Xerox a copy of the summative assessment, Cell Division for each student. EVALUATE: 1. Provide students with a copy of the Cell Division summative assessment. 2. Students should independently complete the Cell Division summative assessment as a measure of their learning.

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