Title of lesson: Meiosis Introduction

Your Name: Amber Corwin

Length of lesson: 1 hour 55 minutes

Context of Lesson: Students have just finished the unit on DNA and Protein
Synthesis. We are now moving on to the unit of genetics. Before getting into genetics
and heredity, we first must learn about meiosis. The students will be introduced to
meiosis through a video and then will continue to learn more about meiosis the
following day.

Overview: First, the class will discuss their answers to the anticipation guide from
previous unit as it relates a lot to genetics as well. Students will then be given time to
finish the meiosis reading and questions that was assigned to them after they
finished the test the prior week. After students have had time to finish that, we will
watch a video on meiosis, answer questions about the video, and end the class with
closure through an exit ticket.

Essential question: How are traits passed on and expressed from generation to
generation?

Scaffold questions:

-How are traits passed from parent to offspring?

-How do errors in meiosis affect gene expression?

Learning Goal:

Students will be able to:

● Explain the purpose of and list the steps of meiosis

● Identify similarities between meiosis and mitosis

Materials/Evidence/Sources:

● Protein Synthesis Anticipation Guide (students already completed)

● Meiosis Reading and Worksheet
● Amoeba Sisters Meiosis Video
● Amoeba Sisters Meiosis Video Recap Worksheet
● Exit Ticket
Instructional Sequence:

1. Pull up the protein synthesis anticipation guide on the board. Explain to

the students that we are going to discuss whether we agreed or disagreed
with each statement at the end of the last unit. Also explain that the reason
we are doing this is because these statements greatly relate to genetics and
that is what we are going to be learning about next.

2. While going through anticipation guide, first allow students to volunteer

whether they agree or disagree with the statement. Follow up with asking
them why. If student does not have a response, give them time to think about
it. If they feel put on the spot, let them know you will come back to them and
give them time to think OR talk them through it if possible. After taking
volunteers, use random selection to ask students whether they agreed or
disagreed with the last student and why.

3. At the end of the discussion, explain to the students that we are going to be
moving into learning genetics but before we can dive into genetics we have to
learn about meiosis. Give students time to finish the meiosis reading and
questions. Give students the definition of allele (a form of a gene) since the
reading uses that word but does not define it.

4. Play meiosis video. Stop frequently to re-explain an important concept and

check for student understanding by asking questions and using random
selection. Re-play parts of the video if needed.

5. Give students time to work on the worksheet that accompanies the video. If
time, go over the worksheet as a class. If not, it will be gone over at the
beginning of next class.

6. As closure, give students exit ticket to ensure learning goal achieved.

Assessment: During the video, I will pause several times to ask students questions
to check for understanding. I will call on students using random selection so I am
able to ensure that everyone is understanding what we are learning. If we have time
to go over the worksheet together before the end of class, I will ask students to
volunteer their answers and possibly use random selection here as well. At the end
of the class, I will give an exit ticket to ensure that the students have accomplished
the learning goal and are ready to move on to more information about meiosis.