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Yvonne Norman
Professor Barbara Shaw
G 410: Unit write-up
February 19, 2009
Why are we all different?
(AKA: Mitosis and Meiosis)
Before beginning the mitosis/meiosis 4 day - 3 lab unit, be sure to have already covered basic cell structure
and functions. It is important that the kids understand what a chromosome is. Do not begin this unit until
these background concepts have been covered – the kids will be lost. Kids will be studying mitosis and
meiosis over three labs. This is a tough concept for kids to grasp, so it needs to be taken slow. Hands on
activities that involve critical thinking will occur each day. Concepts will be introduced via power point and
videos. All handouts are attached in this document; the power point can be found at:
http://www.sciencea2z.com/z_etomite/index.php?id=93 Look for the lesson titled “Meiosis and Mitosis”.
Explanation of Lab one - Begin with the kids taking 10 minutes to put the Lego models together. Talk
about the Legos being like us, all different and made up of individual building blocks that have to go
together in a certain way. We are like Legos, but what is building us are cell divisions called mitosis and
meiosis. Do the power point that begins with a video from youtube. Go through the slides. When you get to
the last slide for day one realize that you will have to spend some time explaining the basics of cell division.
No phases or crossing over are mentioned here. It is important for the kids to just get the concepts of how the
cells divide in either mitosis or meiosis. Explain the randomness that occurs in meiosis. You should now
have 20 minutes left in class for the kids to sort out their specie’s chromosomes for both mitosis and meiosis.
No more than two kids should share a specie. Leave the last slide up on the screen for the kids to refer to.
Mitosis is strait forward. For meiosis have the kids flip a coin at each division. If the penny is tails have the
male go the left and the female go to the right, and visa versa for flipping a head.
The main points for the students to grasp the first day:
o Meiosis is why we are all different – most species have their own number of chromosomes
o Mitosis builds us
o All cells have parts of both parents in them
o Mitosis divisions result in identical twin cells that are just like the parent cell
o Meiosis divisions result in 4 randomly created haploid cells
Explanation of Lab two - Begin with the videos referred to in the power point. Go through the power point
– discuss vocabulary with kids. After about 20 minutes you should be able to start the activity. Give each
child a set of mitosis – meiosis guide sheets. Have the kids look through them for a couple minutes. Have the
kids each tell their table partner the differences between animal and plant cells. Ensure that all understand
this. Have the kids get out their colored pencils while the mitosis flip books are being passed out. The kids
will be drawing the phases of mitosis onto the templates. They can refer to the guide sheets. Be sure they
organize the pages from last to first when they cut them out and staple them. The kids will then do the
worksheet. I know it is just copying, but the process of writing down the words will help them remember the
vocabulary. These mitosis worksheets and flip book templates are found at:
http://sciencespot.net/Pages/classbio.html
The main points for the students to grasp the second day:
o Vocabulary and an introductory understanding of the phases of mitosis
o Animal and plant cells are different
Explanation of Lab three Begin the power point with the video. After the power point the kids will be
sorting specie’s chromosomes again, but this time with crossing over. The kids will be using the specie’s
chromosomes again, but this time the chromosomes will each have a bead on the end of them. Have the kids
trade beads to represent crossing over. They will go through the stages of meiosis three times and record
their random results onto the data sheets.
The main points for the students to grasp the third day:
o A deeper understanding of the phases of mitosis and an introductory understanding of
meiosis.
o A deeper understanding of the randomness of meiosis introduced on day one. An introductory
understanding of crossing over.
Explanation of day four Begin the class by replaying the three videos that were watched the first three
days. Have a group discussion about concepts learned from the three labs. You can have the kids act out
mitosis (meiosis is harder but possible, they can switch socks for crossing over – most won’t want to do
this). Pick kids with light and dark colored shirts or whatever seems like a way to divide some kids. Let
everyone have a turn who wants one. Leave 5 minutes at the end of class for the quiz.
This unit will bolster the student’s ability to:
1. Discuss cellular division with an understanding that there are two types, and that each type results in
cells that still have DNA from both parents.
2. Discuss randomness.
3. Discuss why we are different.
4. Record data into a table.
5. Work with a partner.
Materials and Costs:
List the equipment and non-consumable materials, and estimated cost of each:
5 or more sets of Legos (Lego brand has the clearest directions with their models). $4.00 each on sale
at Target.
One big bag of assorted pipe cleaners, or one package each of pink and blue if they have them. $5.00
at JoAnn’s.
One package of 100 blue beads, one package of 100 pink beads. $2.00 at JoAnn’s.
One set of species cards printed on card stock (should be able to use school paper and printer)
Estimated total, one-time, start-up cost:
$27.00 if buying 5 sets of Legos
$47.00 if buying 10 sets of Legos
$67.00 if buying 15 sets of Legos
List the consumable supplies and estimated cost for presenting to a class of 30 students:
Each student should have their own colored pencils
Should be able to use school paper and printing for items below:
Each child will get:
o One set of mitosis – meiosis guide sheets
o One mitosis work sheet (double sided)
o One set of mitosis flip book templates printed on card stock
o One data sheet for meiosis crossing over trials
o One quiz
Time for Lab one:
Initial prep time: 5 hours to go shopping and make the species kits. You need to cut pipe cleaners into the
appropriate number for each specie. Ex: a mosquito has 6 chromosomes, but it has 12 after interphase. Cut 2
short, 2 medium, and two long out of blue – do the same with pink. This can also be done with varied shades
of blue or pink. Be sure that for every blue set of the same length you have a pink set of matching length.
Preparation time: 10 minutes
Instruction/Activity time: 50 minutes
Clean-up time: 5 minutes
Time for Lab two:
Initial prep time: none
Preparation time: makes copies of the mitosis – meiosis guide sheets, the mitosis work sheets, & the mitosis
flip book templates
Instruction/Activity time: 50 minutes
Clean-up time: 5 minutes
Time for Lab three:
Initial prep time: Put one bead on the end of each species chromosomes - pink beads on the pink pipe
cleaners and blue beads on the blue pipe cleaners. Make copies of the meiosis crossing over data sheets.
Preparation time: 1 hour
Instruction/Activity time: 50 minutes
Clean-up time: 5 minutes
Time for day four:
Preparation time: 10 minutes to make copies of the quiz
Review/discussion time: 50 minutes
Clean-up time: none
Resources: These are the videos being shown to the kids. At the end of this packet is an extensive list of
resources on the web.
Mitosis animations: http://www.youtube.com/watch?v=2WwIKdyBN_s&feature=related
http://www.youtube.com/watch?v=VlN7K1-9QB0
Meiosis animation: http://www.youtube.com/watch?v=D1_-mQS_FZ0&NR=1
Assessment - How will I evaluate the kid’s understanding, as well as my teaching?:
I will evaluate the kid’s mitosis flip books and worksheets. On the fourth day, I will lead the class in
a discussion reviewing all that we have learned. We will watch the videos one more time. We will conclude
the class with a quiz.
Grade level (s) & benchmark(s) addressed:
DRAFT Benchmarks (as of 1/1/09)
Grade 6
6.1 Structure and Function: Living and non-living systems are organized groups of related
parts that function together and have characteristic properties.
o 6.1.LS.1 (in part) Describe the function and relative complexity of cells, tissues, organs, and
organ systems in organisms and explain that different body tissues and organs are made up of
different kinds of cells. Explain that the way in which cells function is similar in all living
organisms and compare and contrast the types and components of cells.
6.2 Interaction and Change: The related parts within a system interact and change.
o 6.2.LS.1 (in part) Describe the interactions between and among cells, tissues, organs and
organ systems.
6.3 Scientific Inquiry: Scientific Inquiry is the investigation of the natural world based on observation
and prior science knowledge. The investigation includes proposing hypotheses, developing the procedures
for questioning, collecting, analyzing, and interpreting accurate and relevant data to produce justifiable
evidence-based explanations.
o 66.3.2 Organize and display relevant data, construct and evidence-based explanation of the
results of an investigation, and communicate the conclusions.
6.4 Engineering Design: (this can relate to the problem meiosis solved) Engineering design is a
process of identifying needs, defining problems, and evaluation proposed solutions.
o 6.4.1 Define a problem that addresses a particular need and identify scientific principles that
may be related to possible solutions.
Grade 7
7.3 Scientific Inquiry: Scientific inquiry is the investigation of the natural world based on observation
and prior science knowledge. The investigation includes proposing hypotheses, designing the procedures for
questioning, collecting, analyzing, and interpreting multiple forms of accurate and relevant data to produce
justifiable evidence-based explanations.
o 7.3.2 Organize, display, and analyze relevant data, construct and evidence-based explanation
of the results of an investigation, and communicate the conclusions including possible
sources of error.
Grade 8
8.1 Structure and Function: Systems function through interaction of component parts via mechanisms
with various levels of complexity.
o 8.1.LS.1 (introduction) Explain how organisms from both the past and the present are
classified based on their genetics and their internal and external structures. Describe how
scientists use classification systems to show relationships among organisms.
8.2 Interaction and Change: Systems interact with other systems.
o 8.2.LS.2 (in part) Explain how natural selection is a mechanism for biological evolution and
describe evidence for evolution in living things.
o 8.2.LS.3 (in part) Explain how organelles within a cell perform cellular processes and how
cells obtain the raw materials for those processes.
8.3 Scientific Inquiry: Scientific inquiry is the investigation of the natural world through observation
and prior science knowledge. The investigation includes proposing hypotheses, designing procedures for
questioning, collecting, analyzing, and interpreting multiple forms of accurate and relevant data to produce
justifiable evidence-based explanations and new explorations.
o 8.3.2 Organize, display, and analyze relevant data, construct an evidence-based explanation
of the results of a scientific investigation, and communicate the conclusions including
possible sources of error. Suggest new investigations based on an analysis of results.
Species photos with table of chromosome numbers at the end
Orange Hawkweed (Hieracium aurantiacum) Variegated Maize ears
Cabbage, cultivar unknown Mourning Dove
Pea
Mosquito
Fruit Fly (Drosophila melanogaster) Female Eastern Grey Kangaroo with joey
Land snail Alfalfa (Medicago sativa)
Bush Bean plant Radish plants
Virginia Opossum American long-grain rice
Organism # of
Chromosomes
Kangaroo 12
Fruit fly 8
Pea 14
Mosquito 6
Dove 16
Cabbage 18
Hawk weed 8
Maize 20
Rice 24
Virginia Opossum 22
Radish 18
Bean 22
Alfalfa 16
Snail 24
Yvonne Norman – G410, PSU, Winter 2009
Name________________________________________
Using your specie’s chromosomes, demonstrate 3 trials of meiosis crossing over and randomness using the
beads and penny. Record/draw your results in the table below. Heads: male goes to the left & female goes to
the right. Tails: male to right & female to left. You choose if they are going to crossover in prophase I.
Prophase I:
Metaphase I: Metaphase I:
Telophase II: Telophase II: Telophase II: Telophase II:
Prophase I:
Metaphase I: Metaphase I:
Telophase II: Telophase II: Telophase II: Telophase II:
Prophase I:
Metaphase I: Metaphase I:
Telophase II: Telophase II: Telophase II: Telophase II:
Yvonne Norman – G410, PSU, Winter 2009
Mitosis & Meiosis Quiz
Name: __________________________________ Date: ___________________
1. What results at the end of mitosis? ________________________________
_______________________________________________________________
2. What results at the end of meiosis? ________________________________
_______________________________________________________________
3. What is the term that describes two chromosomes exchanging DNA during
prophase one? ________________________________________________
Mitosis & Meiosis Quiz
Name: __________________________________ Date: ___________________
1. What results at the end of mitosis? ________________________________
_______________________________________________________________
2. What results at the end of meiosis? ________________________________
_______________________________________________________________
3. What is the term that describes two chromosomes exchanging DNA during
prophase one? ________________________________________________
Mitosis – Meiosis Guide Sheets (9 pages)
Mitosis in an animal cell:
Before Mitosis: 1st step in Mitosis:
interphase
2nd step in Mitosis: 3rd step in Mitosis:
4th step in Mitosis: After Mitosis:
Cytokinesis
Mitosis in a plant cell:
Plant Cell Mitosis
(Courtesy of Professor Barbara Shaw)
The Players:
Chromatin (how DNA looks during most of the plant cell’s life. It is “loose” and allows for normal cell
functioning – genes are read to produce messenger RNA
If the cell receives a signal to divide, the DNA is replicated. You cannot tell if it has replicated, but in this
model, the replicated chromatin is represented like this:
When the cell begins to divide, you can now see the chromosomes, because they condense into the familiar
X shapes. Notice that you have a pair of replicated chromosomes – one from the mother and one from the
father.
Mom’s Dad’s
Original Copy Original Copy
To divide in mitosis, each cell gets a chromosome from both mom and dad, but the chromosome is either the
original or the copy.
Mom’s Dad’s
Interphase G1 – Normal Cell function (cannot see distinct chromosomes – not condensed – genes expressed
as needed – DNA called chromatin). Cell spends most of its life in G1
Cell Wall
Cell Membrane
Nucleus Nuclear Membrane
Plant Cell – only nucleus, cell wall
and cell membrane are shown
Interphase S – Cell signaled to divide - chromosomes replicate – still cannot see chromosomes, but now each
chromosome has an exact copy
Nucleus
Interphase G2 – Making sure everything in the cell is ready to divide into two cells – final genes expressed –
like a major house cleaning
Nucleus
Prophase – All gene production stops. The nuclear membrane disappears. The chromosomes condense, and
we now see the familiar X shapes of DNA. Centrioles are located on the “poles” of the cell (pictured on the
sides). This is following a single pair of (replicated) chromosomes.
Nuclear Membrane disappears
Chromosomes condense
Centrioles organize with spindle fibers
Metaphase - All the chromosomes line up along the “equator
Anaphase – the original and copy DNA separate, each cell keeping 1 mom and 1 dad chromosome.
Telophase – the chromosomes separate completely to the two poles by the centrioles.
Cytokinesis – Nuclear membrane reappears, cellular membrane builds between the two nuclei, as does the
cell wall
Nucleus Nucleus
Nuclear membrane reappears
Cellular membrane and
Cell wall between 2 nuclei develop
Interphase G1
Nucleus Nucleus
Meiosis on next page…
Comparisons:
Resources – mitosis and meiosis
Interactive animation about the differences between meiosis and mitosis:
http://www.pbs.org/wgbh/nova/miracle/divide.html
Video: Inside the Cell – stages of mitosis
http://www.youtube.com/watch?v=2WwIKdyBN_s&feature=related
Mitosis in real time: http://www.youtube.com/watch?v=m73i1Zk8EA0&feature=related
(color) http://www.youtube.com/watch?v=s1ylUTbXyWU&feature=related (black & white, details)
Interactive model of meiosis and mitosis
http://biologyinmotion.com/cell_division/index.html
Video animation that highlights each phase of meiosis and then mitosis
http://www.johnkyrk.com/meiosis.html
Notes from a professor that talk about having the kids see the main points
http://www.sciencecases.org/mitosis_meiosis/mitosis_meiosis_notes.asp
Video showing phases on the side…http://www.johnkyrk.com/meiosis.html
Lesson plans, power points, videos, worksheets, etc.(flip books)
http://sciencespot.net/Pages/classbio.html
phases
http://www.bioweb.uncc.edu/1110Lab/notes/notes1/lab6.htm
Lesson plan using pipe-cleaners http://www.indiana.edu/~ensiweb/lessons/gen.mm.html
http://www.biology.arizona.edu/ (variety of lessons, etc)
http://forums.atozteacherstuff.com/showthread.php?t=72833 teacher assistance
Click the buttons at the left to view the stages of mitosis and interphase. Click the buttons at the
bottom to switch between generalized diagrams and ...
trc.ucdavis.edu/biosci10v/bis10v/media/ch07/mitosis_stages.html - 2k -
Julie Camp’s mitosis power point
http://sciencespot.net/Pages/classbio.html#Anchor-mitosis
Chart that compares the stages of mitosis and meiosis I & II
www.hillstrath.on.ca/moffatt/bio3a/genetics/mitmeios.html
(# of chromosomes in some species)
http://en.wikipedia.org/wiki/List_of_number_of_chromosomes_of_various_organisms
http://www.youtube.com/watch?v=teV62zrm2P0&feature=PlayList&p=25C86A5CDD413C4F&pla
ynext=1&index=1 (DNA replication – also has a play-list that goes into Mitosis and Meiosis videos
as well)
Look up Hybrid Medical on youtube to get lots of realistic animations on a variety of topics related to
the human body.
Demonstration showing meiosis vs mitosis
http://www.youtube.com/watch?v=QgZHmX2UVL0&feature=related
http://www.youtube.com/watch?v=CmNPz6JvMzc&feature=related
Prophase synapsis demonstration
http://www.youtube.com/watch?v=1WzkmoDGQXI&feature=related
Recombination and crossing over – demonstration using toilet paper and socks
http://www.youtube.com/watch?v=Uxg3JSzM4eI&feature=related
http://nhscience.lonestar.edu/biol//bio1int.htm everything biological
http://ect.downstate.edu/courseware/histomanual/cell_division.html (cell division)
http://www.youtube.com/watch?v=yNeWm3sNL90&feature=related crossing over with human
demonstration
http://teachertech.rice.edu/Participants/dawsonm/cells/meiosis.htm beginning charts that show cell
divisions in meiosis and mitosis without using the phases.
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