Flickr in my Cell Division Lesson

This is an example of pictures drawn showing the various stages of mitosis as well as other pictoral elements. I would use this as an example of how slideshows can be used for their presentation.

This can be used as alternative to a powerpoint or google docs presentation comparing and contrasting the cell cycle, mitosis and meiosis. Students could draw their diagrams, take pictures with a camera/ cell phone/ Ipod/etc, and upload the photos to Flickr. They could also use common licensed material (as long as they annotate the material within the presentation or at the end).  The photos could then be annotated with important information or descriptions and put together as a slide show to present to the class. This would require practice and timing on the part of the presenters to keep up with the slideshow and meet the time requirements for the group presentations.

Flickr and Picnik Slideshow

Re-Post: Cell Reproduction lesson plan

Biology, grade 9: Cellular reproduction

Texas: BIOLOGY TEKS

5) (A) describe the stages of the cell cycle, including deoxyribonucleic acid (DNA) replication and mitosis, and the importance of the cell cycle to the growth of organisms;

(6) (G) recognize the significance of meiosis to sexual reproduction;

The topic the students will be exploring is cell division. This covers the workings of the cell cycle, mitosis, and meiosis. Students are responsible for knowing the stages involved in each process, the results of each process, and the overall purpose of each process in organisms. In addition, they must also be able to discuss condition that can arise if the processes do not proceed correctly. Students are expected to know and be able to use correct terminology and be able to identify and describe the details of what occurs during each stage.  Modeling is a large part of being able to understand the inner working of the processes involved in cell division. As a result, a class generated wikis will be used to build class notes and resources for student learning. Blogs will be used for group discussions. Software and media will be used to create 2D pictures and power points and record 3D modeling of the processes.  Students will be assessed using rubric with categories such as correctness of information, frequency of group and group member contribution, and clarity and detail in explanations and activities. Below is a more detailed list of the technology integration.

Preparation: Create class Cell Reproduction Wiki (using http://www.wikispaces.com/) and Cell Reproduction Blog (using http://www.blogger.com/home )

·         Day1: Placement into groups of 3-4 students; Student groups decide to complete either a PowerPoint or I-pod Video models of cell reproduction processes; have students sign up for access to class Cell reproduction wiki and Cell Reproduction Blog

·         Day2: Cell reproduction flow charts; students begin answering discussion questions

·         Day3-5: Student groups work on PowerPoint and I-pod Video models; students continue to work on answering discussion questions (due by the end of day 4) and should begin commenting on group members answers

·         Day 6: Presentation of PowerPoint and I-pod Video models

·         Day 7: blog comments due; vote for the best flow chart, video and PowerPoint presentations, and discussion answers (per group) to post on class wiki

Individual Activities:

1.       Cell Reproduction Flow charts using concept mapping software: students will create flow charts showing the stages a cell they were investigating was in (cell cycle, mitosis, or meiosis) given the following parent cell. These will be presented in class; the class will vote on the best flow charts to be posted on wikis as class notes.

a.       http://www.edrawsoft.com/freemind.php

b.       students can download the software are use it to create flow chart.

2.       Blog comments: A class cell division blog on Blogger.com will be used to provide the guided questions below for students to respond to. All students will post their answers to questions and provides comments on group member’s postings.

a.       How does mitosis result in genetically identical daughter cells?

b.       What is the significance of preserving chromosome number in mitosis?

c.        How does meiosis result in genetically unique daughter cells?

d.       What is the significance of reducing chromosome number in meiosis?

e.        Compare and contrast the processes of mitosis and meiosis

f.        Describe the advantages and disadvantages of mitosis and meiosis in asexual and sexual reproduction in terms of the individuals produced by each process

g.        What are some conditions that can result from mistakes during cellular reproduction?

Group Activities: students groups of 3-4 students (project duration 5 days)

3.       Options for class presentations of cell reproduction processes:

a.       PowerPoint or Google Docs presentation: Students will create a presentation comparing and contrasting the cell cycle, mitosis and meiosis, including the cell types each occurs in addition to number of cells involved and produced, chromosome numbers, and genetic composition of the resulting daughter cells. 15 slide/ 5 minute presentation limit.

b.       Ipod video models: Students will record group generated model demonstrations of stages of mitosis and meiosis to post on class created genetics wiki. They would use manipulative such as beads, pipe cleaners, string, or other household items to show the cell division processes.  5minute limit.

Class created Genetics Wiki: student groups will work together to help create class generated notes, videos and pictures covering the topics of the cell cycle, mitosis, and meiosis, including but not limited to drawing and description of stages, video demonstrations, and importance of each type of cell division.  In addition, students will create a list and description of different conditions that occur as a result of mistakes in the cell cycle, mitosis, or meiosis. 

Rubric for Flow chart

	4	3	2	1
Accuracy	All terminology is correctly used and all statements are true	Most terminology is used correctly and most statements are true	Terminology not used correctly and most statements are not true	All statements are false and terminology is not used correctly
Content	Contains all required parts and uses appropriate vocabulary	Contains most required parts and some vocabulary	Missing some of the required parts or uses little vocabulary	Missing most of the required parts and uses little vocabulary

Blog Discussion Rubric

Category	4	3	2	1
Quality of Information	Information clearly relates to the main topic and adds new concepts,  information. It includes several supporting details and/or examples	Information clearly relates to the main topic. It provides at least 1 supporting detail or example	Information clearly relates to the main topic. No details and/or examples are given	Information has little or nothing to do with the main topic or simply restates the main concept
Resources	Consistently provides resources even it not required.	Occasionally provides resources even if not required	Provides resources when requested	Does not provide resources even when requested
Critical Thinking	Enhances the critical thinking process consistently through premise reflection and difference questioning of self and others.	Critical thinking and premise reflection is demonstrated in discussion by the individual only.	Responds to questions but does not engage in premise reflection.	Does not respond to questions posed by the facilitator.
Participation	Encourages and facilitates interaction among members of the online community	Responds to other members of the online community.	Rarely interacts or responds to other members of the online community.	Responds to the discussion facilitator only.
Professional Language	Both professional vocabulary and writing style are used consistently throughout the discussion.	Both professional vocabulary and writing style are used frequently throughout the discussion.	Both professional vocabulary and writing style are used occasionally throughout the discussion.	Professional vocabulary and writing style are not used.
Total

Rubric for PowerPoint / IPod video models

	4	3	2	1
Cell Cycle Definition	Definition is accurate and complete. Elaboration on definition is evident.	Definition is accurate and complete.	Definition is accurate. Some information or details are missing.	Definition is inaccurate.
Phases of Cell Cycle	Changes in cell are accurate.	Changes in cell are mostly accurate. 1 or 2 errors. All phases are shown	Changes in cell are partially accurate. 3 or 4 errors. All phases are shown.	Missing parts of phases. More than 3 errors. All phases are shown.
Mitosis Definition	Definition is accurate and complete. Elaboration on definition is evident.	Definition is accurate and complete.	Definition is accurate. Some information or details are missing.	Definition is inaccurate.
Phases of Mitosis	Changes in cell are accurate.	Changes in cell are mostly accurate. 1 or 2 errors. All phases are shown.	Changes in cell are partially accurate. 3 or 4 errors. All phases are shown.	Missing parts of phases. More than 3 errors. All phases are shown.
Meiosis Definition	Definition is accurate and complete. Elaboration on definition is evident.	Definition is accurate and complete.	Definition is accurate. Some information or details are missing.	Definition is inaccurate.
Meiosis I Phases	Changes in cell are accurate.	Changes in cell are mostly accurate. 1 or 2 errors. All phases are shown.	Changes in cell are partially accurate. 3 or 4 errors. All phases are shown.	Missing parts of phases. More than 3 errors. All phases are shown.
Meiosis II Phases	Changes in cell are accurate.	Changes in cell are mostly accurate. 1 or 2 errors. All phases are shown.	Changes in cell are partially accurate. 3 or 4 errors. All phases are shown.	Missing parts of phases. More than 3 errors. All phases are shown.
Total Points