NEVADA STATE COLLEGE TEACHER PREPARATION PROGRAM LESSON PLAN FORMAT

Description of Classroom:
Biology grade 9-12 Type of class: P1=22 students;P2=24 students;P4=21 students;P5= 21 students Demographics: Hispanic, Asian Age: 14-19 Gender: P1=13 boys; 9 girls, P2=15 boys; 9 girls, P4= 10 boys; 11girls, P5= 11 boys, 10 girls

Background:
The lesson: Life cycle of cell lab fits into the Science Curriculum benchmarks Biology I 6760 Second semester Third Quarter: Mitosis and Cell Division This is Life cycle of cell lab at the end of Cell cycle lessons The students stage of learning relative to content : proficiency, maintenance, generalization

Content Objective(s):
After the teachers explanations, guidance and hands on using the lab instructions, the microscope and the cell division slides the students will be able to: Relate advances in microscope technology to discoveries about cell division stages Review the stages in the life cycle of a cell and observe cells in various stages of their life cycle Describe the life cycle of a cell Identify the stage in the life cycle of a particular cell Arrange into correct sequence a set of models or images of cells in various stages of their life cycles.

Language Objective(s): Students will be able to write or label the major stages in the life cycle of the given Cell; Students will collaborate, read lab directions, view slides and models, answer questions and draw diagrams They will listen to the teacher guidance and directions to follow in the lab, review safety procedures, complete lab with their group, group of 4 will view microscope slides of whitefish blastula first while other 4 groups view mitosis pictures and organize them by cell cycle stages; The students will talk and communicate with their partners during lab completion.

Nevada Standards: 5.1 The students will describe the stages of the cell cycle(interphase, mitosis, cytokinesis) [L.12.B.1] 5.2. The student will describe the process of mitosis.[L.12.A2, L.12.B1] Key Vocabulary:
Blastula= hollow of cells formed when a zygote undergoes repeated cycles of cell division Zygote= a cell that is formed when an egg and a sperm combine: a fertilized egg Chromosome= DNA and protein in a coiled, rod-shaped form that occurs during cell division Chromatid= one of the two identical part of a chromosome Centromere=a region of the chromosome where the two sister chromatids are held together, and which is the site of attachment of the chromosome to the spindle fibers during mitosis Diffusion=the process by which molecules move from an area of greater concentration to an area of lesser concentration DNA = double helix-shaped nucleic acid Histone= a protein molecule that DNA wraps around during chromosome formation Interphase=the time between cell division Mitosis=eukaryotic nuclear division Nucleotide= a monomer of DNA and RNA, consisting of nitrogen base, a sugar and a phosphate Nucleosome= a structural unit of a eukaryotic chromosome, consisting of a length of DNA coiled around a core of histones.

Best Practices: (put an X next to those that you address in your lesson)
Preparation x Adaptation of content Links to background x Links to past learning Strategies incorporated Integration of Processes x x x x Listening Speaking Reading Writing x x x x x x Scaffolding Modeling Guided practice Independent practice Verbal scaffolds Procedural scaffolds Application Hands-on Authentic (Meaningful) Linked to objectives Promotes engagement x x x x x x x Grouping Options Whole Class Small groups Partners Independent Assessment Individual Group Written Oral

Teaching Strategies:
Explanation: students label each stage of mitosis and cell cycle using the whitefish blastula slide The students will learn how to identify cell cycle stages on the microscope slides Cooperative learning, mnemonics students will work in groups of 2-3 Hands-on laboratory exercise Questioning- higher level question Closing Question out on a card

Warm Up Activity: Question in: Describe in your own words what causes cancer? - Day 1 What is the most common form of cancer? Day 2 Lesson Sequence:
Warm up: 5 min The teacher explain each step of the lab activity and how the students will be working in groups of 2-3 students. (10 min.) The teacher will review safety rules for using the microscope and how to work with (5min) Review safety rules for using cells slides on the microscope and how to make their observations(5min) Lab activity (30min)-students will receive participation grades for both days of lab including a grade for lab work. The students will be working with the microscope and switch the workgroup(`10 min) Closure and wrap up; question out the door (5 min.) 1.. What did you like on todays lab? Day 1 2. What was the most difficult part of the cell cycle lab? What was working very easy? Day 2 (5 min) Continue lesson sequences day 2

Accommodations:
The class accommodations will meet all required student accommodations. The seating chart will be used to help students to become involved in class participation Each table will have 2-3 students to provide enough space for lab work. The students will help each other and the teacher will help with the guidance needed for lab or other activities. Extra time provided for students who need it. Students can translate for each other.

Supplementary Materials:
Models or images of animal mitosis Compound microscope Microscope slides of whitefish blastula Lab worksheet

Review/Assessment:
The students will fill up the lab activity worksheet recording their observations and identifying each stage of cell cycle. They will be able to label various stages of the cells cycle represented in Fig.5.1 The students will observe the animal mitosis images and review the major events in a cells cycle represented by each of them( they need to arrange them in correct order) Complete the table of major events for cell cycle (part A)

Examine the slides using the microscope; Sketch each cell different stage, label and identify each stage( part B) Answer review questions in part C and D

Reflection:
The groups of students that I work with are ELL students. Some of them barely speak English, or have a limited English vocabulary. Sometime I have to translate for them in Spanish so they can understand better. Before I start to give directions for the Cell Cycle, I assume that the students will follow directions carefully. At the same time I prepared additional explanations for students with special needs and slow learners. In addition to lab directions I prepared a power point slide with Lab directions to clarify all Lab steps. The lesson goal is to use hands on laboratory activities to describe the life cycle of a cell using relate advances in microscope technology to discoveries about cell division The students should be able to review the stages of the cell cycle of a cell and observe cells in various stages of their life cycle. This standard base lesson was planned to engage all students in learning through discovery using microscope slides of white fish blastula. I consider that my lesson is effective because it allows all students to be engaged in discovering the cell cycle using a microscope. It also provide a great opportunity for students to work in groups of 2- 3 and help each other. Slow learners were working with fast learners who were able to translate in Spanish in case they did not understand all explanations and directions in English. Overall, I believe that the lab went well in the four classes I taught. During Lab I came up with additional demonstration to help the students to remember how to use the microscope and how to focus the microscope lenses. The lesson went according with the initial plan, but I was also open to add additional strategies to improve students understanding. Most of the students were excited to work with the microscope and to see different stages of cell cycle. The ticket out the door helped me to find out how students were feeling about working in the lab: 1. What did you like on todays lab? 2. What was the most difficult part of the cell cycle lab? Most of the students were answering that they liked to use the microscope and to see a real cell. At the same time the most difficult part of the cell cycle lab was considered drawing each cell cycle using the real image of a cell seen through the microscope. There are a few things which I need to reflect on before I give lab directions: the lab instructions must be very clear and I have to make sure that everybody understands what they have to do. First period, there were a few students who were confused and they decided not to ask the teacher for more clarifications and they asked their neighbors who mislead them and created more confusion. The second period I explained how other class was confused and I came up with more explanation. I was checking each group and offered further clarifications. Some of the students had problems to use the microscope and finding the proper image of the cell cycle. For that reason in the future I will start a lab with a demonstration on how to use the microscope and after that I will add the lab directions.