http://www.transformation2013.org/docs/Design%20Challenges/Biology/Genetics%20Cellular%20Reproductio

Transformation 2013 PBL 5E Planning Form Guide PBL Title: In The News “Mitosis/Meiosis – What does it Mean?”

Teacher(s): Shane McKay School: East Central High School Subject: Biology Abstract: Students will be able to compare the process of mitosis and meiosis and their significance to asexual and sexual reproduction.

They will also be able to identify DNA mutations and evaluate the implication of these changes.

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Begin with the End in Mind The theme or “big ideas” for this PBL: Students will develop a basic understanding of mitosis and meiosis in sexual and asexual reproduction. The learner will also be able to identify DNA mutations importance in humans.

TEKS/SEs that students will learn in the PBL: (6) Science concepts. The student knows the structures and functions of nucleic acids in the mechanisms of genetics. The student is expected to: (C) identify and illustrate how changes in DNA cause mutations and evaluate the significance of these changes; (E) compare the processes of mitosis and meiosis and their significance to sexual and asexual reproduction; and (F) identify and analyze karyotypes.

Key performance indicators students will develop in this PBL: Students will be able to identify the various stages of mitosis and meiosis and be able to identify the significance to asexual and sexual reproduction. Students will also be able to explain how DNA mutations may result in diseases in humans.

21st century skills that students will practice in this PBL: www.21stcenturyskills.org Flexibility and adaptability STEM career connections and real world applications of content learned in this PBL:

Careers: Genetic Counselor, Labor and Delivery Nurse, Animal Breeder Connections: The world of genetics is becoming larger and more controversial everyday.

Daily you hear reports about eating cloned meat or whether or not to cloning humans is ethical.

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The Problem You and a group of four students have been asked to film a 2 minute informational video news clip on the importance of understanding mitosis and meiosis and the implications to our society. You will be given a video camera and will have access to a computer to edit your video news bulletin. You may decide as to where, when, and what the setting will be for your video news bulletin (on location, in the studio, in the newsroom, and or an action video with the newscasters’ voiceover). Your only limitation is the video must be no less than 2 minutes in length and must look as professional as possible. Everyone in the group must have one of the following roles: cameraman, producer, anchor, and assistant cameraman. Your video will be shown to the class and each group must demonstrate a thorough knowledge of cellular reproduction.

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Map the PBL Already Learned

Performance Indicators

1. Define the following terms: mitosis, meiosis, cell division, cell cycle, centriole, cytokinesis, 2. Students will be able to identify stages of mitosis and meiosis 3. Understand how to use a microscope

Taught before the project

Taught during the project

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4. Comprehension of cell size with the ratio of surface area to volume

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Team-Building Activity It is important that teachers provide team-building activities for students to help build the 21st Century Skills that are necessary for success in the workforce. Team-building helps establish and develop a greater sense of cooperation and trust among team members, helps students adapt to new group requirements so that they can get along well in a new group, serves to bring out the strengths of the individuals, helps identify roles when working together, and leads to effective collaboration and communication among team members so that they function as an efficient, productive group. Our students are often not taught how to work in groups, yet we assume that they automatically know how. Use team-building activities with your students so that you can see the benefits which include improvement in planning skills, problem solving skills, decision making skills, time management skills, personal confidence, and motivation and morale.

A Piece of Technology I Used Today Purpose: The purpose of this activity is to heighten awareness and frame the discussion of technology and engineering. This activity will also create a sense of the group and the learning environment.

Overview: In this activity, participants will complete the sentence: “A piece of technology I used today was….” Participants will be asked to discuss their conceptions of technology as revealed by their answers.

Materials: None Activity: 1. Ask the participants to get out of their chairs, walk around the room, and find someone with whom they have not spoken to today.

2. Instruct them to introduce themselves to each other.

3. Ask them to pay one complement to each other.

4. Ask them to complete the sentence, “A piece of technology I used today was….”

5. Use this time to both get people talking and to probe what people think technology is. Take note of the discussion: a. Do participants talk about toothbrushes, forks, pots, and pans? b. Do participants tend to mention only electronic or digital equipment?

6. Once the pairs have shared with each other, have them return to their seats and debrief with them. Ask the group to share items that were discussed.

7. You may want to follow up with commentary that pulls out some points about this content area. a. We all use technology, virtually all of the time. It’s safe to assume that we all know a lot about technology. Our task in this session is to clarify what we know and then build on that knowledge. b. Note that people’s perceptions of technology may vary. Some people’s first reaction may be to identify as “technology” only electronics/digital

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equipment. As discussion continues, participants may identify other items as well. On the other hand, people may be aware of technology as including ancient tools and objects.

8. As a facilitator, your role can be to acknowledge this broad range and challenge the group to develop a working or proposed definition of technology. If ideas are somewhat lop-sided, your role may be to ask about or suggest other examples of technology and ask people how to incorporate these examples into their idea of what technology is.

9. Challenge the participants with the question, “If you are alone, naked in an untouched field (no man has ever set foot on this field), what technology is present?” After they have discussed their response, have the participants work as a large group to come up with their own definition of technology.

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5E Lesson Plan PBL Title: In The News “Mitosis/Meiosis – What does it Mean?”

TEKS/TAKS objectives: TAKS Objective: 3; TEKS: 6C,E,F Engage Activity Have the class perform the team building “ice breaker” activity.

Have students reflect on the following question in their learning journals: “Could parents of the same race bear children of another race?”

Then show the following website: http://www.msnbc.msn.com/id/9438648/ Ask the students to reflect in their journals regarding the following question: “Why do you think this could happen? Use scientific reasoning in your explanation.”

Engage Activity Products and Artifacts Journal reflections Engage Activity Materials/Equipment Journals, pencils, computer with internet access, LCD projector, print out of MSNBC article Engage Activity Resources http://www.msnbc.msn.com/id/9438648/ “A Piece of Technology” icebreaker adapted from Boston Museum of Science Explore Activity Have students access the following website: http://www.bishopstopford.com/faculties/science/arthur/mitosis%20drag%20&%20drop. swf. Ask students to draw on computer paper one of the four stages of mitosis seen on the website.

Have each student hold their picture out in front of themselves and ask the class to arrange themselves in the correct order of the stages of mitosis in a repeating fashion (interphase – prophase – metaphase – anaphase – telophase – interphase- etc.).

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Now have each student visit the following website and play the cell division game: http://nobelprize.org/educational_games/medicine/2001/cellcycle.html.

Ask students to reflect on the following question in their journal: “Why do cells need to divide?”

Show the class the following music video: http://www.loci.wisc.edu/outreach/bioclips/CDBio.html Break students up into groups of 4 and introduce the project: You and a group of four students have been asked to film a 2 minute informational video news clip on the importance of understanding mitosis and meiosis and the implications to our society. You will be given a video camera and will have access to a computer to edit your video news bulletin. You may decide as to where, when, and what the setting will be for your video news bulletin (on location, in the studio, in the newsroom, and or an action video with the newscasters’ voiceover). Your only limitation is the video must be no less than 2 minutes in length and must look as professional as possible. Everyone in the group must have one of the following roles: cameraman, producer, anchor, and assistant cameraman. Your video will be shown to the class and each group must demonstrate a thorough knowledge of cellular reproduction.

Explore Activity Products and Artifacts Journal entry, Stages of Mitosis drawing and ordering activity Explore Activity Materials/Equipment Computers, computer paper, map pencils, markers, pens, pencils, journals Explore Activity Resources http://www.bishopstopford.com/faculties/science/arthur/mitosis%20drag%20&%20drop. swf http://nobelprize.org/educational_games/medicine/2001/cellcycle.html Explain Activity Students will visit the following website and take notes in their journals regarding the cell cycle: http://www.wisc-online.com/objects/index_tj.asp?objID=AP13604 Ask students to watch the three videos on the following website and take notes in their journals regarding mitosis and cytokinesis, cell proliferation signaling pathway, and bidirectional replication of DNA. Make sure that they are cluing in on key vocabulary:

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http://highered.mcgrawhill.com/sites/0072437316/student_view0/chapter11/animations.html# Ask students to watch the three videos on the following website and take notes in their journals regarding cancer cells. Make sure that they are noting similarities and differences between normal and abnormal cells: http://www.cancerquest.org/index.cfm?page=3102# Show the PowerPoint about Mitosis and Meiosis and have the students to continue to take notes and ask questions during the presentation.

Ask students to visit the following website and practice mitosis and meiosis. http://biologyinmotion.com/cell_division/ Students will take the online quiz on the following website and have the scores emailed to you. http://highered.mcgrawhill.com/sites/0072437316/student_view0/chapter11/chapter_quiz.html As a follow up, ask each student to visit the following website and have them take notes in their journals and reflect on stem cells: http://learn.genetics.utah.edu/units/stemcells/ Explain Activity Products and Artifacts Journal notes and reflections, quiz Explain Activity Materials/Equipment Computers with internet access, LCD projector, journals, pencils Explain Activity Resources http://www.wisc-online.com/objects/index_tj.asp?objID=AP13604 http://highered.mcgrawhill.com/sites/0072437316/student_view0/chapter11/animations.html# http://www.cancerquest.org/index.cfm?page=3102# http://biologyinmotion.com/cell_division/ http://highered.mcgrawhill.com/sites/0072437316/student_view0/chapter11/chapter_quiz.html http://learn.genetics.utah.edu/units/stemcells/ Additional resource: http://www.infovisual.info/01/video/youtube%20enMitose%20vs%20Meiosis.html

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Elaborate Activity

Have students visit the following website, perform the online lab, and print-off the online quiz that follows each part of the lab. http://www.phschool.com/science/biology_place/labbench/lab3/intro.html Upon completion of the lab, ask students to get into their News Bulletin groups and allow them time to organize and film their assignment.

Elaborate Activity Products and Artifacts Online lab quizzes Elaborate Activity Materials/Equipment Computers with internet access, video cameras, microphones, video editing software Elaborate Activity Resources http://www.phschool.com/science/biology_place/labbench/lab3/intro.html Evaluate Activity

Students will present their project on Mitosis and Meiosis and will be graded using the rubric.

Have students reflect in their journals regarding the teamwork within their groups‌what went well, what they would change, etc.

Evaluate Activity Products and Artifacts Video, journal reflection Evaluate Activity Materials/Equipment Computer, LCD Projector, Television, DVD Player/VCR Evaluate Activity Resources None

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Plan the Assessment Engage Artifact(s)/Product(s): Journal reflections

Explore Artifact(s)/Product(s): Journal entry, Stages of Mitosis drawing and ordering activity

Explain Artifact(s)/Product(s): Online quiz, journal entries

Elaborate Artifact(s)/Product(s): Online lab quizzes

Evaluate Artifact(s)/Product(s): News bulletin video, journal reflection

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Rubrics News Bulletin

Teacher Name:

Student Name:

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CATEGORY Creativity

25 Lots of creative energy used to present a unique news bulletin

20 Some creative energy used to present a unique news bulletin

15 Little creativity used in project

10 No creativity used in project

Construction - Care Taken

Great care taken in construction process so that the structure is neat, attractive and follows plans accurately.

Constuction was careful and accurate for the most part, but 1-2 details could have been refined for a more attractive product.

Construction accurately followed the plans, but 3-4 details could have been refined for a more attractive product.

Construction appears careless or haphazard. Many details need refinement for a strong or attractive product.

Scientific Knowledge

Explanations indicate a clear and accurate understanding of scientific principles underlying the construction and modifications.

Explanations indicate a relatively accurate understanding of scientific principles underlying the construction and modifications.

Explanations indicate a somewhat accurate understanding of scientific principles underlying the construction and modifications.

Explanations do not illustrate much understanding of scientific principles underlying the construction and modifications.

Presentation

Presentation is neat with clear for all components and meets the 2 minute requirement.

Presentation is neat with clear for most components and met the 2 minute requirement.

Presentation is neat with clear for some components and did not meet the 2 minute requirement.

Presentation is lacking in neatness with little clarity for any components and did not meet the 2 minute requirement.

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Story Board 

 Week 1 Activities

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Week 2 Activities

Day 1 Engage – ask for prompt and allow students to read article (15 min) Explore – allow students to visit websites do drawings and line up; answer journal prompt and play games (75 min.)

Day 6 Students will film and edit their videos (90 min)

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Day 2 Introduce project and allow groups to brainstorm (45 min) Explain – allow students to visit websites and watch videos (45 min)

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Day 7 Evaluate Students will present their projects and be graded by the rubrics (90 min)

Day 3 Show PowerPoint (20 min).

Students will do practice and take online quizzes (60 min) Follow up with stem cell website (10 min)

Day 8

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Day 4 Elaborate – online lab (45 min) Allow groups to get together and begin planning and working on their project (45 min)

Day 9

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Day 5 Students will film and edit their videos (90 min)

Day 10

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