Memorization Model

Lesson Title: The Cell Cycle

Targeted Grade Level: 9th Grade

Academic Subject: Science

Lesson Goals:

The learner will use mnemonics and hand gestures to aid on the memorization of
the sequence stages of the cell cycle and phases of mitosis. The learners will be
able to identify and predict the stages in the cell cycle by using this to model and
describe each phase of mitosis.

Lesson Objectives:

 Demonstrate the stages of the cell cycle

 Sequence the stages of the cell cycle and describe what is occurring during
each
 Sequence the phases of mitosis
 Identify the importance of the cell cycle to the growth of organism

Materials/Resources Needed:

 Science notebooks for note-taking

 Pencil/something to write with
 Pre-made presentation over the stages of the cell cycle
 Stop-watch (app) for relay challenge

Lesson Components:

Phase 1: Attending to Material

The students previously learned the cell cycle includes Interphase, Mitosis, and
Cytokinesis, but only learned the sequence of the interphases phases (G1, S, and G2) so far.
The students have the cell cycle wheel image in their notebook and have been filling it out
and color coding as the lesson progresses. The students learned a hand gesture to help
them identify what interphase looks like within a cell, but have not moved on in the cell

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cycle until this lesson.
The teacher will begin the lesson by having students recall prior knowledge from the
previous lesson over the cell cycle and interphase by referencing the cell cycle wheel image
in the presentation. Guided questions to assess students prior knowledge will be asked
such as, “What do we remember about the cell cycle?” “what is the importance of the cell
cycle” “what is interphase?” “what did our hand gesture look like for interphase and why?”
The teacher will then identify the cell division part of the cell cycle that is known as
mitosis and points out on the image which area of the cell cycle wheel they are discussing
and focusing on today. Students will follow along in their science notebooks taking short
and efficient notes titled “Mitosis” and making note and underlining the key terms in order
“Prophase”, “Metaphase”, “Anaphase”, and “Telophase” and main occurrences during each.

Phase 2: Developing Connections

After focusing on what the goal of the lesson is and clarifying what should be learned
that day, the teacher will guide the students in making a connection with the information
introduced by adding hand gestures for each newly learned phase of the cell cycle. The
teacher will clarify that mitosis (these phases discussed) occurs after interphase and before
cytokinesis referencing the cell cycle wheel again. The hand gestures begin with interphase
that was previously learned (both hands in fists with knuckles touching), then goes to
prophase (fingers straightened out and palms together), metaphase (fingers interlock and
cross together), anaphase (fingers pull away from each other but the fingertips slightly
touching still), telophase (fingers bent at middle knuckles and hands still slightly apart),
and finally cytokinesis (with hands in fists and completely apart representing two new
cells).
The teacher will help students identify that the main ideas for each are that “prophase
prepares”, “metaphase meets”, “anaphase is apart”, and “telophase tears”. The teacher will
guide students in the repetition of the hand gestures and then give opportunities for them
to do it on their own as well. The teacher will check for understanding, clarify
misunderstandings, and redirect and correct inaccurate motions with correct motions.

Phase 3: Expanding Sensory Images

To help students remember the stages of the cell cycle and the sequence of phases in
Mitosis (Prophase, Metaphase, Anaphase, and Telophase) the teacher will introduce the
acronym “IPMATC”. The teacher will use ridiculous association and images to help expand
the students’ connection and association with the mnemonic and content. To do this the
teacher will introduce the sentence, “I Pee More At the Cinema”. The teacher will introduce
this with a cartoon image gif of someone trying to leave the middle seat at the movie
theater trying to get by all the people to go to the bathroom and joking about the
statement saying “doesn’t it always seem you have to go to the bathroom the most when it
gets to the best or most exciting part of watching a movie or show? It seems to never fail
that when you go to the cinema you have to go to bathroom more than if you could pause
the movie!” (cinema = movie theater– explain if needed for students who do not have

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background knowledge and/or ELL). This silly example helps students remember the
acronym “IPMATC” and better be able to connect the stages of the cell cycle to their hand
gestures and the purpose of each stage due to successfully memorizing the sequence.
Having the foundational knowledge of the sequence will help students better identify and
model what occurs at the stages. After assessing understanding, the teacher can lead
students in a discussion of creating some of their own sentences that could go along with
“IPMATC” that could help them remember the acronym.

Phase 4: Practicing Recall

Once students have the sequence of the cell cycle memorized, the students will then
practice the sequence of the cell cycle and model what occurs at each stage using their
hand gestures. Students will break off into their lab groups and have designated time to
practice with each other and prepare for the “relay challenge” that is to occur (this time is
flexible based on teacher observation of the level of understanding in the class – if few are
grasping the gestures or sequence, the teacher can identify students who can be
helpers/teachers among the groups) giving students the time to practice with each other
and prepare for the “relay challenge” that is to occur.
The relay challenge has two parts and can be broken into individual parts based on
student comprehension. The first part is to see who can complete the hand gestures in
sequence the quickest while still being accurate and identifiable The teacher will explain to
students that while it is a race, being accurate and identifiable that the gesture is accurate
is more important to than speed and will not result in a point for your team if your hand
movements are deemed inaccurate. -the teacher is the final judge.
The second part to the challenge is a cold call of a phases and their hand gestures. The
teacher (or designated student if playing within groups) will call out a random phase name
and the students will quickly complete the hand gesture of that specific phase, the teacher
will then call another random phase and it will continue until someone messes up/times
out (doesn’t make the gesture quick enough -teacher digression). These are meant to be
done out of order for the students to think about the phase and apply what is occurring at
each phase after memorization occurs. This is more of a brain teasing challenge and the
students need a firm understanding and memorization of the sequence and hand gestures
prior to this challenge. The second part of the challenge can be an extension for the whole
class or even specific lab groups if needed.

Evaluation:

To evaluate understanding and mastery of content, the teacher will be constantly

observing students and checking student understanding and comprehension while
students are following along with the lesson and within their groups to practice the hand
gestures. During the lesson the teacher will ask guided questions beginning with prior
knowledge of the content and building upon that as the lesson continues. The teacher will
use a variety of randomly choosing, cold calling, and calling on students who raise their

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hand. The teacher will provide feedback as students progress through the lesson and
correct any inaccuracies. The teacher will use this checking for understanding to help
students identify the sequence, key information, and make connection with the
information. The teacher will also provide clear expectations and feedback during the initial
memorization process.
The teacher will use the “relay challenge” to individually assess each student’s progress
at the end of the day. The next day students will have an entry ticket of completing the
hand signs in sequence for the teacher as they enter. If incorrectly done, the teacher will
model, then the student will mimic to enter. This is a quick check for understanding and
memorization after a day has passed and gives a good indicator of memorization.

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