Goal:

Students will learn the chronological sequence of events of mitosis and how to identify the stages of mitosis in a tissue. They will relate the significance of mitotic events to the production of two daughter cells. With the knowledge gained, students will be able to:

1. diagram the stages of mitosis.

2. prepare materials for microscopic examination.

3. identify the stages of mitosis observed microscopically.

4. answer questions based on identifying the four phases and events occurring in each phase.

Overview:

The concepts of cell division will be discussed as a class. Students will review the 4 phases of mitosis as well as Interphase. Students will then work in pairs to construct a diagram of the cell cycle including mitosis and interphase. Students will each learn the crucial steps that occur in each phase and design a quiz to test their partner’s skill level. Using the Internet they will access various websites which will assist in their project as well as answer on line questions. Students will complete their quizzes, diagrams and answers to questions for Day 1. Students will complete Day 2 by staining slides and viewing already prepared slides to identify the various stages of mitosis.

Materials:

Poster board, Markers, Colored Pencils, Paper, Pen, Microscope, Prepared Slides, Tissue samples, stain.

INVITATION

The teacher will lead the class by introducing the topic and inquiring if students have ever discussed the concept of mitosis before in a previous course. At this level students usually have been previously introduced to the topic, if not, a short lecture should serve as the lead in for the activity. If the students have been previously introduced, the teacher then leads into the topic by presenting a model of the stages to enhance students’ memory and to evoke student response. The teacher will then write all responses on the board while using the teacher lead-student response method during the discussion of the events of mitosis. The Internet activity is used to reinforce the class discussion and lecture.

EXPLORATION

Students will be paired in groups of two. Each partner must play an equal role in using the Internet to obtain supplemental information on mitosis and the cell cycle to assist in developing their quizzes, making of the diagram and answering the questions given. They will visit the provided websites to assist in these projects. Each student must design a quiz to make sure that their partner has learned each phase. As a team they will construct their poster to present to the class.

Websites:

http://www.life.uiuc.edu/plantbio/100/projects/mitosis/MITOSIS.HTML

http:// www.botany.utexas.edu/facstaff/facpages/ksata/ecpf96/9/m1inter.htm

DAY 2

Laboratory safety rules and procedures for staining slides will be discussed. Students will use knowledge gained from using the Internet, self quizzes, and diagrams to identify stages of mitosis under the microscope.

Students will access BIOS 170 LAB6 Cell Division: Mitosis and Meiosis Virtual Lab for use to assist in the hands on laboratory exercise. This virtual lab exercise shows great microscopic pictures of each stage of mitosis as well as providing written descriptions to facilitate transition to the hands on lab.

http://cscwww.cats.ohiou.edu/~biosdept/introbioslab/labs/170/170_6.htm 

http://www.und.nodak.edu/dept/jcarmich/102lab/102lab.html Take the Quiz!

EXPLANATION

Once students have completed Day 1 exercises, at the conclusion of Day 2 exercises, students should be able to identify unlabeled slides of mitotic division stages for a lab practical.

TAKE ACTION

The knowledge gained from the Internet activities, virtual lab and hands on lab exercise will reinforce the students’ knowledge of learning in sequentialmes lined up at the equator of the spindle?

3. During which phase does the nuclear envelope disappear?

4. What phase of the cell cycle follows telophase?

5. Are the cells shown in the laboratory website those of animals or plants?

Explain your answer.

6. Which aspect of telophase differs between plant and animal cells?

7. What is the adaptive advantage of the mitotic process?