Details
Languages
English
Grade
9th, 10th, 11th, 12th
Resource Type
Activities, Interactives
Product
Digital
Pages
57 Pages
Subject
Science, Biology
Standard
Next Generation Science Standards
Description
These remote learning ready, google slides lessons address one of the most difficult topics to teach in biology in a scaffolded, fun, and interactive way. Teaching meiosis this way has made a major difference in my students' understanding of this tricky concept.
Lesson One
In lesson one, a major misconception of cell division is addressed. This misconception is the fact that the word "chromosome" may refer both to an unreplicated DNA strand and to a replicated DNA strand. After reviewing the origins of the name "chromosome", students practice distinguishing between replicated and unreplicated chromosomes by describing drawings of chromosomes, making drawings of chromosomes themselves. Students then comfortable with the concept of homologous chromosomes. Students practice this concept by stating whether pairs of chromosomes are homologous or not. Sex determination and sex chromosomes are also addressed. Next, students become more familiar with the concepts of haploid and diploid cells by determining the number of chromosomes in haploid and diploid cells of various species. Finally, students are asked to apply their new knowledge by labeling cells undergoing meiosis and then by drawing their own.
Lesson Two
Students begin by contrasting mitosis and meiosis, and then reviewing the concepts of homologous chromosomes, diploid cells, and haploid cells. Students are then asked to rate their comfort with these concepts before they move on. If they are comfortable, they then draw pictures of tetrads to make sure that they understand this new vocabulary word. They watch a short (less than 2 minutes) video and explain independent assortment in their own words.
The main activity of the lesson asks them to make sperm inside of a fruit fly. They decide which trait goes into which sperm cell by flipping a coin. Finally, they practice determining how much variation can be produced by independent assortment alone.
Lesson Three- (Note: this lesson takes my students 2 days.)
Students begin by examining a picture of and video about crossing over, then describing it in their own words. Next, they color code chromosomes based on whether they are maternal or paternal.
As in lesson one, the main activity of the lesson asks them to make sperm inside of a fruit fly. This time, crossing over and independent assortment are BOTH represented in the simulation. Students flip coins to sort chromosomes, then flip them again to determine if the sister chromatids cross over or not, as well as where the crossing over occurs. Once this is determined by chance, they complete meiosis with their own unique cell. Finally, they answer analysis questions related to the activity and perform a concept check in.
Lesson One
In lesson one, a major misconception of cell division is addressed. This misconception is the fact that the word "chromosome" may refer both to an unreplicated DNA strand and to a replicated DNA strand. After reviewing the origins of the name "chromosome", students practice distinguishing between replicated and unreplicated chromosomes by describing drawings of chromosomes, making drawings of chromosomes themselves. Students then comfortable with the concept of homologous chromosomes. Students practice this concept by stating whether pairs of chromosomes are homologous or not. Sex determination and sex chromosomes are also addressed. Next, students become more familiar with the concepts of haploid and diploid cells by determining the number of chromosomes in haploid and diploid cells of various species. Finally, students are asked to apply their new knowledge by labeling cells undergoing meiosis and then by drawing their own.
Lesson Two
Students begin by contrasting mitosis and meiosis, and then reviewing the concepts of homologous chromosomes, diploid cells, and haploid cells. Students are then asked to rate their comfort with these concepts before they move on. If they are comfortable, they then draw pictures of tetrads to make sure that they understand this new vocabulary word. They watch a short (less than 2 minutes) video and explain independent assortment in their own words.
The main activity of the lesson asks them to make sperm inside of a fruit fly. They decide which trait goes into which sperm cell by flipping a coin. Finally, they practice determining how much variation can be produced by independent assortment alone.
Lesson Three- (Note: this lesson takes my students 2 days.)
Students begin by examining a picture of and video about crossing over, then describing it in their own words. Next, they color code chromosomes based on whether they are maternal or paternal.
As in lesson one, the main activity of the lesson asks them to make sperm inside of a fruit fly. This time, crossing over and independent assortment are BOTH represented in the simulation. Students flip coins to sort chromosomes, then flip them again to determine if the sister chromatids cross over or not, as well as where the crossing over occurs. Once this is determined by chance, they complete meiosis with their own unique cell. Finally, they answer analysis questions related to the activity and perform a concept check in.
These remote learning ready, google slides lessons address one of the most difficult topics to teach in biology in a scaffolded, fun, and interactive way. Teaching meiosis this way has made a major difference in my students' understanding of this... more
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