Cell Division

Topic: Cell Division

Objectives & Outcomes

• Students will understand the process of cell division and how it is regulated.

Materials

• Brightly colored cell models (optional)
• Small-sized markers or colored pencils
• A whiteboard or wall-mounted dry-erase board
• Handouts with images and descriptions of the different stages of the cell division process

Warm-up

• Ask students to share what they already know about cell division.
• Write their answers on the whiteboard or wall-mounted dry-erase board.
• Ask students if they have ever seen cells divide in a microscope at school or at home.
• Ask them to describe what they saw.

Direct Instruction

• Explain that cell division is the process by which a single cell splits into two new cells.
• Explain that this process is essential for growth and reproduction.
• Introduce the terms "mitosis" and "meiosis," and explain that they are the two types of cell division.
• Mitosis is the type of cell division that occurs in most body cells and results in two cells that are identical to the original cell.
• Meiosis is the type of cell division that occurs in sex cells (such as sperm and egg cells) and results in four new cells, which each contain half the number of chromosomes as the original cell.
• Explain that during mitosis, the chromosomes in the cell's nucleus are copied and divided equally between the two new cells.
• Explain that during meiosis, the chromosomes are first copied, and then the chromosomes in each pair swap parts with each other. This results in four new chromosomes, each of which is a unique combination of the original pair of chromosomes.
• Use the handouts and diagrams to illustrate the process of mitosis and meiosis.
• Ask students to participate in a discussion about the differences and similarities between mitosis and meiosis.

Guided Practice

• Have students work in pairs or small groups to complete a worksheet on mitosis and meiosis.
• The worksheet should include multiple choice questions and short answer questions.
• Ask students to identify the types of cell division being discussed, and the differences and similarities between the two.
• Encourage students to use their knowledge of the cell cycle to answer the questions.
• Allow students to use their textbooks as a resource for the questions.

Independent Practice

• Have students work in pairs to create a visual representation of the cell cycle.
• They can use a variety of materials, such as paper, cardboard, and construction paper, to create their visual representation.
• Students should include the stages of the cell cycle, as well as the roles of the cell cycle in maintaining the health of the cell and the organism.
• As students work, give them sporadic feedback and guidance to help them create their visual representations.

Closure

• Review the main points of the lesson, including the stages of the cell cycle and the roles of cell division in maintaining the health of the cell and the organism.
• Ask students to share their visual representations with the class.

Assessment

• Observe students during the guided practice activity and provide feedback on their ability to accurately label and name the stages of cell division.
• Evaluate the independent practice activity to assess students' ability to correctly identify and label the stages of cell division in both plant and animal cells.