Lesson Plan Title: Meiosis

Date: N/A
Subject: Science
Grade: 9
Topic: Reproduction & Development
Essential Question: What are the stages in meiosis, and what happens within each stage?

Materials:
- Power Point Notes
- Videos https://www.youtube.com/watch?v=qCLmR9-YY7o
https://www.youtube.com/watch?v=BVO-Ram1L2M&t=4s
- Kahoot

Stage 1- Desired Results – you may use student friendly language

What do they need to understand, know, and/or able to do?
- Understand what meiosis is, its stages, and what occurs in each stage
- Define each stage of meiosis and answer the multiple choice questions correctly about meiosis
- Participate in the Kahoot games to test their knowledge and understanding of the content

Broad Areas of Learning:

This lesson will provide students with the opportunity to be life long learners. Learning about meiosis,
the stages and what occurs in each stage and what the final product is. As defined in lifelong learners
“students are curious, observant, and reflective as they imagine, explore, and construct knowledge”.
(Broad Areas of Learning, 2010) My hope is that students are engaged in the lecture, video and
activities. Providing the students, a variety of differentiation learning will hopefully deepen their
understanding of meiosis, its stages, and its product.

Cross-Curricular Competencies:
In this lesson students will learn how to make connections to different areas of study such as
developing thinking and developing literacies. Students will develop their knowledge about scientific
literacy through the presentations, questions, and activities. Students will expand on information they
already know about meiosis, and apply the knowledge they have gained.

Outcome(s):
RE9.1
Examine the process of and influences on the transfer of genetic information and the impact of
that understanding on society past and present.
(c) Recognize that the nucleus of a cell contains genetic information and identify the relationship
among chromosomes, genes, and DNA in transmitting genetic information.
 RE9.2 Observe and describe the significance of cellular reproductive processes, including
mitosis and meiosis. (CP, SI)

(a) Observe and describe cell division (e.g., binary fission, mitosis, and meiosis) using
microscopes, prepared slides, and/or videos.

(d) Identify major shifts in scientific understanding of cell growth and division, including the
role of microscopes and related technologies.

(e) Explain how the cell theory accounts for cell division.

(f) Compare binary fission, mitosis, and meiosis, and distinguish between cell division
processes during meiosis and mitosis including the creation of diploid and haploid cells.

PGP Goals:
1.2 Ethical behavior and the ability to work in a collaborative manner for the good of all learners;
2.2 Proficiency in the Language of Instruction
3.2 the ability to use a wide variety of responsive instructional strategies and methodologies to
accommodate learning styles of individual learners and support their growth as social, intellectual,
physical and spiritual beings.

Stage 2- Assessment

Assessment FOR Learning (formative) Assess the students during the learning to help determine next steps.
- Are students able to answer the self assessment questions?
- Are students able to participate in Kahoot and get the questions right?
- Did the students understand the information presented in class? Multiple choice questions will help
determine this
- Did the students understand the material? – This will be established at the end of class when you ask
students if they have any questions, and allow them to self reflect on what they have learned providing
them with questions (below in closure)

Assessment OF Learning (summative) Assess the students after learning to evaluate what they have
learned.
- There is no summative assessment during this lesson, next class is a lab on meiosis which will be used for
assessment on this topic.
Stage 3- Learning Plan

Motivational/Anticipatory Set (introducing topic while engaging the students) (~13 minutes):
- Introduce to the students that we will be learning about meiosis
- Ask the students to recall what they already know about the topic
- 1. Show video 1 Meiosis https://www.youtube.com/watch?v=qCLmR9-YY7o
- Tell students to pay attention when the video starts talking about meiosis vs. mitosis and discusses
the stages.

Main Procedures/Strategies (~40 minutes):

- While going over the notes, have them displayed over the projector for students to follow along as I read off
of them to the class.
- The purpose of this lesson is to introduce the students and review meiosis. Having lecture notes provided,
drawings of stages, and an incorporation of technology (videos, and Kahoot), it will strengthen students
understanding of the material, included differentiated learning and instruction, and an engaging class for the
students.
1. Go over power point notes with class (~7 minutes)
2. Explain by writing the math and drawing pictures that if we used diploid cells at 46 + 46 it
wouldn’t work, so we have to have a way to get to a 46 TOTAL. That’s by replicating once and
dividing twice, or like double mitosis. That way 23 + 23 = 46. So half from biological mother
(gamete is egg), half from biological father (gamete is sperm) = 46 total (1st zygote cell). (~3 minutes)
3. Write the notes on the board and draw out each stage with 2 color-coded tetrads to trace their
movement all the way through. (~12-15 minutes)
4. Show the 2 Meiosis detail video and have students track each of their diagrams through the stages
of the video. https://www.youtube.com/watch?v=BVO-Ram1L2M&t=4s (~3 minutes)
5. At the end of the lesson have students look at their diagrams and the definitions and ask where they
think mutations could happen that are passed from parents to offspring (then emphasize crossing over
in Prophase I, ploidy happening during Anaphase I). This will link it to the mutations class later on.
(~5 minutes)
6. Finish the class with playing Kahoot: Meiosis games, and mitosis vs. Meiosis (Rest of Class)

Adaptations/Differentiation:
- EAL students will be placed near the front of the class by my desk so that I can provide extra
guidance to those who’s struggle with the English language and need further explanation.
- Students with learning disabilities will also be placed near the front of the class along with the
students with behaviours issues. This will make it easier for these students to concentrate during class
lecture, videos, and discussions. It will also be easier to attend to these students since they will be
closer to my desk, making it easier to provide help, answer questions and provide a clearer
explanation.
- Students who are visual learners can learn through the videos provided that cover each section, as
well with the diagram handouts
- Students will hearing impairments can engage through the class visually. Some of the videos have
subtitles, but the ones that do not they will not be able to understand.
- Discussions are encouraged during this class, allowing the students to work together to help each
other understand the material. Often times when sitting and listening to the teacher lecture, students
do not fully listen and their questions go unheard and they are reprimanded for talking to their
 neighbors. Group discussions promote interaction of peers while allowing myself and the E.A’s to
circle the classroom answering questions that cannot be answered by their peers.
- For students with anxiety, also have them sit at the front of the class. Using videos instead of notes
might help reduce student’s anxiety levels when they see a lot of writing on a document. Allow them
more time to work on the handout to reduce anxiety.
- There usually will be a E.A with students with learning disabilities who will sit at the table with
them at the front of the class to offer guidance and extra help for the students when needed.
- During Kahoot, allow students to work alone or in partners if they are struggling encourage them to
work with students
- Allows students to discuss multiple choice answers to allow for peer instruction/teaching

Closing of lesson (~3-5 minutes):

- Ask the students if they have any questions about the material they have just learned: Do you understand
the stages of meiosis? Are you able to explain what happens in each stage? Draw a diagram?
- Allows students to self assess: Ask them to discuss in partners or at their tables two things they learned
today. What is meiosis? What are the stages and what happens in each stage? What is the importance of
meiosis?

Personal Reflection:

This lesson topic is on meiosis that includes PowerPoint notes, diagrams, videos, multiple choice
questions, and kahoot games to test students understanding of the material. Within this class, there is
individual/group work as well as discussion to provide a variety of ways for students to learn and understand the
material. This lesson in planned based on the provincial curriculum focusing on outcomes and indications from
the life science section (indicated above in the lesson plan).
My goal for my students is to be able to understand the information presented in class, be able to
explain things in their own words if possible, but be able to understand the information presented about
meiosis. What my students should be able to do, I believe are achievable and attainable. These are goals
I have designed related to the class and are focused on the main ideas/outcomes. I have chosen a couple
instructional strategies to see how my students learn best from PowerPoint notes, videos, multiple choice
questions, and a game (Kahoot). Incorporating Kahoot into this lesson plan, incorporates technology by
students using their phones to participate. Kahoot is a game online that has several games already
created about several topics, or you can create your own. On the projector the game will show to the
students and on their devices (phones, iPad, laptop) they log into the device to participate in the game.
Students get points based on answering questions right and the fastest.
My formative assessment, having several questions to reflect upon after this lesson, if things go
well or not so well I can change my teaching styles as I plan down the road. I have provided information
about adaptation/differentiation in this lesson, for students who have learning disabilities, and for gifted
or struggling students. Having struggling students, behavioural students and learning disability students
sitting at a table near the front to allow me to help the students much easier and more often, and having
gifted students sit together as well. This lesson has no summative assessment, but the following lesson is
a lab about meiosis which includes a lab report with questions for summative assessment.
My goals that I have set for myself for my professional development I fell should be achievable
for myself, but I will have evidence/areas where I will need improvement. Since I have not taught this
lesson yet, I cannot reflect on what I should change in my instructional strategies or where I need to
focus my attention to and improve my teaching. Incorporating technology into this lesson will broaden
students understanding of science not only through textbook learnings but through other ways of
instruction, technology. This is a way to incorporate differentiated instruction and learning into the
classroom, as well as engaging activities for the students to help them learn material to be successful in
science.
My planned activities would improve the discipline specific literacy skills of my students.
Students will strengthen their scientific literacy with the information they are learning using written,
reading, oral competencies. Introducing the topic, and what I expect from my students will help them
improve their literacy strategies. Having group/partner discussion during the closing of the lesson (self
assessment), this is where I think students can own their learning. They can share with their peers the
information that they understand, as well as teach their peers too. I think these activities will help
increase connections between students and student ownership and learning. Since I have not taught this
lesson yet, I am unsure of the areas I need to improve on or fix.

M. Wilkinson ’16 *Adapted from Understanding by Design (McTighe and Wiggins, 1998)