Reflection: Developing a Conceptual Understanding Meiosis Simulation Lab (Day #1 of 3) - Section 3: Instructional Input/Student Activities

 

Quite honestly, I am surprised to confront so much confusion from my students related to this concept and the mechanics of the lab featured in this lesson series. Part of it is about unlearning pre-conceptions or misconceptions about genetics and the process of meiosis. The other part deals with the nuts-and-bolts of the lab itself. To meet this second challenge head on is to provide the scaffold of the lab video and a vis-a-vis overview of the lab with my students.

That being said, some students get it (typically those that read the directions) and others need much more help. This student falls into the former category and his answers to

Students typically progressed from p. 1-6 for today's lab (concluding Meiosis I). This student correctly represented a diploid cell at Step #3 and (despite the chromosomes being black and white they are actually red and blue), the two inner chromosomes show the effect of crossing over; these are hybrid- mostly blue with a bit of red and vice versa. However the outer two did not participate in crossing over therefore they are fully blue or red.

  Developing a Conceptual Understanding: Meiosis: Navigating an abstract and complex process
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Meiosis Simulation Lab (Day #1 of 3)

Unit 4: 3) Genetics ("Identity & Change")
Lesson 2 of 10

Objective: Students will be able to describe how meiosis can create haploid gametes that are different from all other gametes. In other words, with the exception of identical twins, no two siblings are identical. Students will also understand why no child is identical to either or both parents.

Big Idea: Meiosis is the process that produces unique sex cells that eventually leads to the creation of genetically unique offspring.

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