Meiosis Simulation Lab (Day #2 of 3)

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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. Furthermore, 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.

Learner Goals

Note: I recommend that you first check out this resource in order to get the most out of this lesson!

In high school I took several drafting classes and, for a while, I had hoped to become an architect. With respect to planning instruction and teaching, I feel that I can still live out the detailed approach to building something intricate and complex even though the product is a lesson rather than a certain "built environment".

The lesson-planning document that I uploaded to this section is a comprehensive overview of how I approach lesson planning. This template includes the "Big Three" aspects of the NGSS standards: Disciplinary Core Ideas, Crosscutting Concepts, and Science Practices. Of course, there are many other worthy learning goals, skills, instructional strategies, and assessments that can be integrated into a class session. I don't feel compelled to check every box but, rather, use it as a guide to consider various options and tailor the lesson in light of these.

With regard to this particular lesson...

I hope you get some value from my work! Please find the more intricate details of this lesson plan there.

1. Describe, in detail, the steps involved in meiosis (see: “3D” process/PMATMAT).

2. Understand that meiosis uses 1 diploid (2n) cell (found in ovaries and testes) to make 4 gametes (sex cells) that are each haploid (n).

3. 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). Furthermore, no child is identical to either or both parents. Consider the following: independent assortment, crossing over, mutation.

I hope you get some value from my work! Please find the more intricate details of this lesson plan there.

Teaching Challenges:

1. How do I develop routines and procedures to support students to work independently in the science classroom?

2. How can I develop a classroom culture that encourages student engagement, curiosity, and a desire to understand the world through scientific exploration?

3. How do I support my students in posing testable questions and designing effective investigations to answer them?

Anticipatory Set ("Hook")

5 minutes

To return to Lesson #1, please follow this link.

Meiosis Motto (“Meiosis Makes Unique Haploid Gametes”)

Having been exposed to the principle of meiosis and a little bit of the mechanics from yesterday, students ought to be familiar with the tagline or motto that is the enduring understanding form meiosis.

I pose the task for students at random (Random Draw strategy) to determine a synonym for the five terms of the motto.

It can go like this:

Teacher says "Meiosis" and student replies "a form of cell division".

Teacher says "Makes" and student replies "creates or produces".

Teacher says "Unique" and student replies "special".

Teacher says "Haploid" and student replies "a single set of chromosomes".

Teacher says "Gametes" and student replies "sex cells like egg or sperm".

I do this in order to develop a mantra that is the condensed concept of Meiosis. This mantra reappears during class discussion, lecture, and on an assessment. I think that songs and chants (and the like) help to cement knowledge and concepts. I am not musically gifted whatsoever so this is my attempt to bridge the gap!

Instructional Input/Student Activities

45 minutes

1. Meiosis Lab video: Students will have access to this video once again. I encourage my students to scrub through the video as they use the materials in the kit (i.e. pop-beads) and simulate the events of crossing-over, independent assortment, and random fertilization (at the end). These form three key events that lead to the uniqueness of each gamete and, in turn, each new offspring.

2. Meiosis Simulation Lab (Part #2 of 2)

Students should be able to finish the remainder of the lab activity during this second day.

Closure: What did we learn? Where do we go from here?

5 minutes

"The Sticky Point": The condensed takeaway from, not only today's lab, but for the duration of the three day process, is for students to recall and restate, in their words, the mantra Meiosis Makes Unique Haploid Gametes”.

Using the teacher-student verbal exchange explained in the Anticipatory Set, I close out the day by way of reinforcing this "sticky point".

(Click here for Day #3 of this lesson series.)