Split Personalities: How Cells Divide

Learner Centered Instruction: Blueprint Design

Part 1: Overview
Project Overview Course Title: MEDT 7464 - Designing Technology-enhanced Instruction
Instructional Designer: Brittany Arrington
Client’s Information: Ms. Kayla Zachery
Biology/Environmental Teacher
Eastside High School
Covington, Georgia

Topic Overview Introduction of Topic: Cell Cycle/Mitosis and Meiosis – Students will
learn the process cells undergo when the divide and replicate. Prior
knowledge needed for this unit include cell theory and cell structure and
function.

Rational of Topic: End of Course (EOC) data, along with class quiz
scores, were used to locate a weak area of instruction for the client. After
reviewing the EOC data, the following standard was identified as “low
preforming”:
SB1. Obtain, evaluate, and communicate information to analyze
the nature of the relationships between structures and functions in
living cells.

This standard has three sub-standards that focus on cell theory, cell
structure and function, and cell division. When we reviewed quiz scores,
students only showed a 10% performance gap for cell theory and cell
structure and function. We attributed this to students lacking prior
knowledge and struggling with vocabulary. However, with a small
performance gap, the client and I decided to give students an additional
review/remediation before moving on to cell division. When quizzed on
cell division students displayed a 40% performance gap. Due to this
much larger performance gap, we decided to target this as the area of
concern. This unit was developed to give students a better understanding
of cell division.

Description of the Setting: Online

Context and the
Learners Context Audience: The audience for this unit is a 10th grade biology class. The
class is predominantly female, with 15 female students and 9 male
students. Students in this class have been exposed to the biology
standards in the 7th grade but have shown low retention through
pretesting and weekly class quizzes. Only 4 students in the class are
identified as gifted. Student’s with IEPs include the following
accommodations: extended time on assignments and test, need for
 assignments to be “chunked” into smaller segments, testing in small
groups, and allowance for make up testing or test corrections.

Needs Assessment: Students performed poorly when tested on cell

division due to a lack of prior knowledge and inability to follow process
of division or compare/contrast processes. It was suggested by the client
that students were overwhelmed by learning both cell division processes
during the same lesson.

Part 2: Design
Instructional Goals 1. Recall how organelles in a cell interact.
2. Discuss the process of cells dividing and reproducing, including the
process individual organelles undergo.
3. Develop a model for mitosis and meiosis, including the steps of each.
4. Compare the processes and possible outcomes of mitotic and meiotic
nuclear divisions.
5. Evaluate each process and determine how each plays a role in
maintaining genetic continuity.
6. Create a presentation to compare mitosis and meiosis that includes
key vocabulary and processes.

Instructional Learner based instruction allows for students to develop a deeper

Approach understanding of content that has multiple levels of complexity (such as
cell division). After talking to the client about her previous delivery of
this standard, she highlighted that students seemed to become overwhelm
when given both cell division processes without time to process each one
on its own. Due to this, we decided that students would learn the content
in sequence to develop a strong understanding of both mitosis and
meiosis. Students are to work through the modules to learn the content in
the following sequence:
1. Cell Structure and Organelles (review)
2. Mitosis
3. Meiosis
4. Comparing Cell Division

Lessons on Cell Division will be broken up into four modules. All four
modules will be uploaded to Google Classroom and should be completed
in order. Students will work independently and at their own pace through
the modules. Each module will have a time limit to keep students from
falling too far behind, but students will have the ability to work at their
own speed through most assignments. Each module will have additional
practice/remediation for students who are struggling. The remediation
assignments are optional and in place to review and deepen learner’s
understanding of each topic before the move on to the next.
Module One: Objectives:
Cell Review 1. Students will recall the structure and function of cells
2. Students will create a visual representation of what they know
about cells and how they divide

Instructional Activities:
1. Students will follow link to the “Quizizz” Review Game on Cells.
The review covers lessons students should have prior to cell
division: cell theory, cell structure, and organelles. Students can
play the game multiple times as practice.
2. Students will be given a KWL (know, want to know, learned)
template.
 Know: students will write what they know about cells,
organelles, and cell division. This column will be used as
an assessment for this unit, so students will be asked to
list all 3 parts of the cell theory (15 points), at least 5
organelles and their functions (50 points), 4 differences
between plant cells and animal cells (20 points), and the
difference between eukaryotic cells and prokaryotic cells
(15 points).
 Want to Know: students will be asked to think about what
needs to take place inside a cell for division to occur.
After some thought, they should fill in what they
want/need to know in this unit.
 Learned: should be left blank and will be revisited in
module 4

Assessment: The “know” portion of the KWL Chart will be used to

assess student’s prior knowledge and determine if they are ready to
proceed to Module Two.

Optional Remediation: Students can explore the “Cells Alive!”

website.

Module Two: Objectives:

Mitosis 1. Students will classify and define the steps of mitosis
2. Students will identify the processes and possible outcomes of
mitotic divisions

Instructional Activities:
1. Students will read the “Cell Cycle” article and answer the
summary questions in a Google Doc. Following their submission,
they will go to the “Practice” button in the top corner of the
article and review the cell cycle before moving onto mitosis.
2. Students will go to the “Mitosis Mover” interactive website.
From here, students will walk through the process of mitosis and
 be prompted to respond to questions or task. Students will be
asked to draw and note each phase of mitosis in their notebook
(and upload a photo of their notes to google classroom).

Assessment: Students will respond to 10 questions on mitosis and

the cell cycle. Students will be asked to match photos and
descriptions to their proper step of cell division.

Optional Remediation: “The Cell Cycle” Video and Practice

Module Three: Objectives:
Meiosis 1. Students will develop a model for meiosis including the steps of
each process
2. Students will identify the processes and possible outcomes of
meiotic divisions

Instructional Activities:
1. Students will follow the TEDed link to the Crash Course Video
on Meiosis. Once they have completed the video, they will
answer the “Think” questions in a google form. Students can
view the video as many times as needed while they answer the
questions.
2. Students will be given a checklist to create a
model/drawing/foldable for meiosis. Students have creative
freedom to design their visual, as long as it is label and follows
the checklist. Once students have completed this assignment, they
will upload a clear photo of their work, making sure all labels can
be seen and read.

Assessment: Model/drawing/foldable for meiosis, graded using

checklist

Optional Remediation: Quizizz Meiosis Review Practice Quiz

Module Four: Objectives:

Cell Division 1. Students will identify how each process plays a role in
Project maintaining genetic continuity
2. Students will create an infographic presentation to compare
mitosis and meiosis that includes key vocabulary and processes

Instructional Activities
1. Students will complete a Frayer Model for mitosis and meiosis to
define and characterize each process.
2. Students will return to their KWL charts and complete the
“learned” portion, describing mitosis and meiosis and how the are
alike and different. Students will be asked to include a Venn
 Diagram or some other sort of graphic organizer of their choice to
compare/contrast the two processes.
3. Final Project: Students will complete an infographic on Cell
Division, giving descriptions of each using key vocabulary.
Students will also be asked to research/detail how each process
plays a role in maintaining genetic continuity.

Assessment:
1. Final Project: infographic rubric and vocabulary checklist
2. Unit Test: 25 questions

Suggested Remediation:
1. Mitosis and Meiosis Overview
2. Khan Academy Review and Practice Test

Part 3: Resources
Module One:

1. https://quizizz.com/admin/quiz/579f73ccdba6c0405d24d304/cells-quizizz
2.

Remedial: https://www.cellsalive.com/cells/3dcell.htm
Module Two:

1. Cell Cycle Article and Practice: https://www.ck12.org/biology/cell-cycle/lesson/Cell-

Cycle-BIO/?referrer=concept_details
2. Mitosis Interactive:
https://biomanbio.com/HTML5GamesandLabs/Genegames/mitosismoverpage.html
3. Remediation Link: https://www.ck12.org/biology/cell-cycle/lecture/The-Cell-
Cycle/?referrer=concept_details
Module Three:

1. TedEd Video: https://ed.ted.com/on/LdTaHLaD/review_open#question-1

2.
Check
off as
Vocabulary Used
you
label
Meiosis I
Prophase I**
Metaphase I**
Anaphase I**
Telophase I**
Centrioles
Tetrads
Sister Chromatids
Spindle Fibers
Nuclear Membrane
Centromere
Newly formed nuclear membrane
Meiosis II
Prophase II**
Metaphase II**
Anaphase II**
Telophase II**
Newly formed gametes

3. Optional Remediation:
https://quizizz.com/admin/quiz/58803e3c43245ecb7788ff09/meiosis-review
Module Four:

1.

2.

3. Vocabulary List:
https://students.ga.desire2learn.com/d2l/lor/viewer/viewfile.d2lfile/1798/12656/6_Mito
sis_and_Meiosis_Vocabulary_Relationships.pdf
4. Suggested Remediation:
a. Mitosis and Meiosis Overview:
https://gpb.pbslearningmedia.org/asset/tdc02_int_mitosis/
b. Khan Academy Review and Practice:
https://www.khanacademy.org/science/ap-biology/heredity/meiosis-and-
genetic-diversity/e/meiosis-and-genetic-diversity-exercise

References
Hannafin, M. J., Land S.M. & Oliver, K. (2012). Student-centered learning
environments: Foundations, assumptions, and design. In S. M. Land & D.
Jonassen (Eds.) Theoretical foundations of learning environments (3-25). New
York: Taylor & Francis.