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7E Lesson Plan

This document outlines a lesson plan on meiosis for an 8th grade class. The 60-minute lesson uses eliciting, engaging, exploring, explaining, elaborating and evaluating activities to teach students about meiosis and its role in genetic variation. Students will differentiate meiosis from mitosis, simulate the meiosis process, compare the two types of cell division, discuss trait variations in families and write an essay explaining how meiosis contributes to fraternal twin variations.

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Lyka Mae Lusing
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4K views3 pages

7E Lesson Plan

This document outlines a lesson plan on meiosis for an 8th grade class. The 60-minute lesson uses eliciting, engaging, exploring, explaining, elaborating and evaluating activities to teach students about meiosis and its role in genetic variation. Students will differentiate meiosis from mitosis, simulate the meiosis process, compare the two types of cell division, discuss trait variations in families and write an essay explaining how meiosis contributes to fraternal twin variations.

Uploaded by

Lyka Mae Lusing
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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Topic/Title: Meiosis

Grade Level: Grade 8


Time Allotment: 60 minutes
Learning competencies and Objectives:
At the end of the lesson, students should be able to:
1. differentiate meiosis from mitosis.
2. demonstrate understanding on the role of meiosis in producing genetic
variations.

ELICIT (7 min.) Access prior knowledge

To elicit prior knowledge, the teacher will show pictures of identical twins and
flash the following questions:
 Are these twins identical or fraternal?
 Do twins run in families?
 Can identical twins be of different genders?
 What made identical twins possible?

ENGAGE (8 min) “ Get the students’ minds focused on the topic


The teacher will demonstrate cutting a potato into halves.
Key points:
 What happen to the size of the potato after division?
 Are these sliced potatoes similar to the original potato?
 Can this event similar or different from mitosis? In what way they become similar
and in what way they are different?

EXPLORE (20 min)”Provide students with a common experience”


Group the students into 10 groups with 5 members. Let them perform an activity
that would simulate the process of meiosis.

• What to use?
7 translucent jars/beakers
2 pairs of 6-cm drinking straws ( blue)
2 pairs of 4-cm drinking straws ( red)

• What to do?
Using the materials above, students will simulate the second type of cell division
by transferring the straws equally and randomly from jar A to B &C. Detached the
straws from each pair Then, the individual straws from B & C will be again
transferred equally and randomly to D & E and F & G, respectively. Sketch/draw
the number and color of straws present in each jar.

A__

B__ C__

D__ E__ F__ G__


Key Points:

• What happened to the number of straws in jars B and C after the first division? Do
the two jars have similar number and color combination of straws?
• Compare the straws present in jars D,E,F and G in terms of
* number
* color combination
 How will you compare the content of jars D,E,F & G with that of the original jar?
(jar A)
• What assumptions are represented by the following:
*straws
* jars A? jars B &C? jars D,E,F,&G?
*varying sizes and color of straws.
• Finally, what do you think is the simulation all about?
 What might be the significant relation of this simulation to the production of sperm
and egg cells?

EXPLAIN (20 min) “Teach the Concept”

Let the students compare meiosis from mitosis using the idea they gained from
the explore part by filling up the table below.

Meiosis Mitosis
Number of divisions
Number of daughter
cells
Number of
chromosomes present in
daughter cells
Type of cells where it
occur
Purpose

The teacher will further facilitate learning by giving inputs on meiosis.


Key points:
 How many cells have been formed?
 How many chromosomes are in each new cells?
 Do all of the cells have the same combination of chromosomes as each
other?
 Do all of the new cells have the same combination of chromosomes?

Let the class participate in the discussion.

ELABORATE (15 min) “ Students apply the information learned in the explain”

Show a family picture and discuss variations of traits that run in that family. They
can also cite their own family.
Identify the traits
 What is the most common trait in this family? (Ex. Having blue eyes, straight
hair etc..)
 What are the variants of this trait? (Ex. Blue eyes- black eyes, straight hair –
wavy /curly etc.)
 In which sibling(s) does this common trait occur?
 Sketch it using a tree diagram from the grand parent’s generation to
yours.

Let the class participate in the discussion.


EVALUATE (8 min) “ How will you know that the students have learned the concept?”

.”ESSAY” ) Explain the involvement of meiosis in the variation of fraternal twins?


(use rubric in rating this essay)

EXTEND “ Deepen conceptual understanding through use in new context”

Read about random fertilization. Then, explain how random fertilization leads to genetic
variation.

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