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Tuesday, April 14th 2015

Biology-Block 4
Stefanie Ucles
Cooperating teacher: Andre Hodges
Cell Cycle

5.3.12.A.4. Distinguish between the processes of cellular growth (cell division) and development
5.1.12.C.1 Reflect and revise on understandings as new evidence emerges.
5.1.12.C.2. Use data representations and new models to revise and predict
HS-LS1-4. Use a model to illustrate the role of cellular division (mitosis) and
differentiation in producing and maintaining complex organisms.
Goals and Objectives
1) Students will be able to model and explain each step in the cell cycle.
2) Students will be able to analyze the cell cycle to determine its importance.
Content (EQ)
How and why do eukaryotic cells divide to produce new cells?
What happens when the cell cycle goes awry?
Lab Safety
No Lab safety concerns for this lesson.
-[Cell Cycle Design Challenge]
-[Cell Cycle Graphic Organizer]
-[Mitosis Flip Book Assessment]
-Play dough, pipe cleaners, beads, construction paper for cell cycle design challenge
-Poll Everywhere
-Google Docs
Learning Objectives



Students will be able to model and

explain each step in the cell cycle.

Students will be challenged to

design solutions to some of the
problems the cell faces when it
divides (We will generate this list as
a class) and compare that to the
current model of the cell cycle.

Warm-Up based on yesterdays



Cell Cycle Design Challenge

(Models & Reflection)

Mitosis Flipbooks (Summative)

Student-teacher discussion and
class discussion (will be recorded)

Students will be able to analyze the

cell cycle to determine its

Students will be compare selfdesigned models and actual model

to determine the importance of the
cell cycle and its design.
Students will look at the function of
the cell cycle and other key ideas in
cell division to determine what
happens when the cell cycle goes
awry using via cell cycle website,
elaboration questions, and class

Warm-up based on yesterdays

Cell Cycle Design Challenge
Student-teacher discussion and
class discussion (will be recorded)
Exit Ticket (PollEverywhere)

In class yesterday students began to investigate the need for cells to divide and replicate. Students were asked to
challenge their previous understanding of how organisms get bigger and why humans as we know them today are
multicellular. Based on my formative assessment, students understood that cells needed to increase in number to
get bigger rather than size. They also recognized that we need more than one cell to have the different cell types
that we do because those cell types make up tissues which make up organs. Students began to investigate the
steps of the cell cycle by looking at a simple model. Some students recognized that cells had to grow and replicate
material to divide but not all students (Formative assessment-student answers/one-on-one with teacher). I decided
the activity I gave them yesterday in which they investigated models did not follow Blooms taxonomy cohesively.
So I am going to go back and have them design their own cell cycle based on the challenges cells face in rder to
divide so students gain a better understanding of why cells divide before we move on to other main ideas.
Warm up: 1) What are times in your life in which your cells needed to divide? (Give two examples)
2) What are some barriers the cell must overcome before it divides?
1) Students will complete the warm up on the board in their notebooks based on content learned yesterday
(Formative Assessment) & Review in whole class discussion (10 minutes)
2) Students will come up with a list of barriers to overcome during cell division, guided by teacher, and will
be challenged to design a solution to some of these barriers (10 minutes)
3) Students will go back to their lab stations in designated groups and begin to design models for the
challenge (15-20 minutes). Students will share images of their designs via Google Docs.
4) Students will then compare this to an actual model of the cell cycle using the application from class
yesterday on the iPads ( Students
will be asked to model the actual cell cycle and describe the key points in each step. Students will review
this model together as a class (15 minutes) (In a few words, we are going to address our learning goal.
Looking at all of the steps, what is the main purpose of the cell cycle?)
5) Students will then complete summary of what they learned today (Teacher will make sure they have
model and description/purpose of each step in their notes and summarize other key points they learned
today) (10 minutes).
6) Students will then be posed with an elaborate activity using elaboration questions posed on the board.
Teacher will use this as a guide to discuss cancer and connect to the Evaluate activity they will do
tomorrow before they learn Mitosis. Students will answer two questions on PollEverywhere as an Exit
Ticket for today (Based on Learning Objective & GQs)
1) iPads
2) Interactive Model (
3) Google Docs
Assessments (Formative)
1) Warm-Up based on yesterdays lesson
2) Student-teacher discussion
3) Whole class discussion
4) Cell Cycle Designs & Reflection
5) PollEverywhere
6) Mitosis Flipbooks (Summative)
1) Peer instruction/Groups based on ability
2) Hands-on and visual learning-Differentiation