Stage 1—Identify Desired Results

 

Established Goals:

• PA Academic Standards for Science and Technology, Biological Sciences 3.3.10B: Describe how genetic information is inherited and expressed
• Compare and contrast the function of mitosis and meiosis
• Distinguish different reproductive patterns in living things
• Explain the relationship among DNA, genes, and chromosome
• The processes and phases of the cell cycle including cell division

 

What understandings are desired?

Students will understand that…

·        Growth and reproduction depend on cell division

·        Cells divide to make exact copies to make new cells, and to reproduce asexually

·        Cells must reduce genetic information by half to combine it with another cell for sexual reproduction

·        Sexual reproduction results in greater genetic diversity than asexual reproduction

 

What essential question questions will be considered?

·        How do two organisms sexually reproduce without doubling their genetic information?

·        How can an organism make new cells without cells just getting smaller?

·        How does a cell prepare itself for division?

·        How are cell structures used to divide a cell?

·        What happens if cells make mistakes in proportioning chromosomes?

 

What key knowledge and skills will students acquire as a result of this unit?

Students will know….

·        The sequence of phases of the cell cycle

·        What occurs during each phase

·        The names of cell structures involved in cell division

·        The outcomes of mitosis and meiosis

 

Students will be able to…

·        Compare and contrast mitosis and meiosis

·        Explain the phases of the cell cycle in the order in which they occur

·        Explain the function of cell structures involved in the cell cycle

·        Explain and depict the cell cycle visually

·        Analyze models’ abilities to represent living processes

Stage 2—Determine Acceptable Evidence

 

What evidence will show that students understand?

 

Performance Tasks:

• 5E Inquiry Lesson—after viewing the phases of cell cycle, students will put pictures in the order they think they should go in.  They will peer evaluate and have opportunities to revise
• Vocabulary assessment—Students will match key vocabulary terms with definitions using cards
• Alien Abduction—Students will create a visual model of mitosis and meiosis processes to explain to a needy alien population how to transform their asexual reproduction strategy into a more adaptive sexual reproduction strategy.  Models can take the form students choose, poster, movable model, video, flip book, children’s book, etc.  Peers will assess products with a rubric before turning over to the aliens.

What other evidence needs to be collected in light of Stage 1 Desired Results?

 

Other Evidence:

(e.g., tests, quizzes, prompts, work samples, observations)

• Prompt—Complete this Venn Diagram with what you know to be similar and different about Mitosis and Meiosis
• Work Sample—Put these images from mitosis and meiosis in the right order.
• Critical thinking questions—Write out your answers to these questions 

Student Self-Assessment and Reflection:

• Self-assess Venn Diagram
• Revise picture order in 5E lesson
• Reflect on process of creating the model
• Reflect on process of assessing others’ models

Assessment Task Blueprint:  Alien Abduction

 

What understandings or goals will be assessed through this task?

• Mitosis results in 2 identical daughter cells, and is used in asexual reproduction
• Meiosis results in 4 haploid daughter cells, which can combine with another haploid cell in sexual reproduction
• Meiosis is the ultimate source of genetic variation

 

What criteria are implied in the standards and understandings regardless of the task specifics?  What qualities must student work demonstrate to signify that standards were met?

• Includes all phases of mitosis and meiosis in the right sequence
• Includes the necessary cell structures to carry out cell division
• Chromosomes are paired, and proportioned to daughter cells, accurately

 

Through what authentic performance task will students demonstrate understanding?

Task Overview:

Students (pairs or individuals) will create a “how to” model in the form of their choice, intended to instruct an alien species on how to transform their asexual reproduction strategy into a sexual one.  Specifically, students will need to explain the process of mitosis to the aliens, and then show them how meiosis is different, so the aliens can telekinetically direct their cells to adopt the new process.   Student groups will then evaluate each model using a rubric, analyzing the effectiveness of different models.

 

What student products and performances will provide evidence of desired understandings?

• Visual model
• Written reflection
• Verbal discussion while evaluating models

 

By what criteria will student products and performances be evaluated?

• All stages/phases are included
• Consistent representation of key cell structures for entire model
• Checklist of important features
• Demonstrates an understanding of when and why mitosis and meiosis occur
• Able to discuss models’ effectiveness with peers constructively, using scientific language