Edgewood High School Nicole Willis Fall 2013

ReflectionLesson Objectives:

Students will define and observe different types of asexual reproduction in order to differentiate between the four modes.

3.2.1. The student will explain processes and the function of related structures found in unicellular and multicellular organisms.

Time:

Warm Up/ Drill:Students will be handed a blank sheet of paper. When they walk into the class- there will be instruction written on the board that ask them to brainstorm what they know about asexual reproduction.

Time: 5

Homework Check:No homework. Time: 0

Motivation and Connection: Students will be connecting what they have already learned about mitosis- to asexual reproduction. Lab stations will already be set up when students walk in- to get them motivated about learning today! I will do a quick whip-around (warm-up strategy to get every student engaged) to see what students already know about asexual reproduction. Whip-around is where we start with one student and they must say only ONE word that comes to their mind when I say the word ‘asexual reproduction’. After the whip-around, I will then draw the connection between mitosis and asexual reproduction by explaining that mitosis is the HOW of asexual reproduction. Therefore, what we know about the product cells of mitosis is the same as the offspring from asexual reproduction. I will then explain that students will learn about

Time: 10

CLASS: 10th Grade CC Biology 1A UNIT: Cells LESSON: Mitosis and Asexual Reproduction TYPE: Developmental

CLASS DESCRIPTION: Is composed of 26 students. The class is an inclusion class and is part of the RAMS academy. Of the 26 students, 15 are male and 11 are female. The majority of students in the class have an IEP or a 504. Additionally, 14 out of the 26 are below average reading level for tenth grade. 16 of the students are African-American or a mix of two races, 2 Hispanic students, and 8 Caucasian students. Academically these students require activities to be chunked and they work best with constructed hands-on activities. Open inquiry labs lead to off task behavior.

Edgewood High School Nicole Willis Fall 2013

different modes of asexual reproduction in lab stations today.

Instructional Activity/Activities:  Students will be placed in lab groups where they will remain in their seats for further instruction- and lab station handout will be given out (every student must complete this worksheet because it will become his/her notes!). Students will be given following directions: “You guys will be filling in your own notes on asexual reproduction by going to different lab stations and seeing the different modes of reproduction- you will spend about 10 minutes at each station. At each station you will have reading/video to watch, questions to answer, and something to observe. Your first station will be answering questions at your seat about asexual reproduction. The following three stations will then be completed at the lab counters. At the end of the ten minutes you will rotate until you have completed all 4 stations. REMEMBER- you must read and answer all questions before touching anything at your lab station.” I will then hand out the first reading about asexual reproduction and allow students 10 minutes to read, discuss, and answer questions. They will then be assigned a lab station and will have the next ten minutes to complete questions and observation at this lab station. This will be done twice more so that every student gets to read and observe each type of asexual reproduction. When all stations have been completed, we will go over the handout as a whole class to make sure everyone has the correct answers- because this will become their notes!

Time: 60

Closure:

Students will be given the post-assessment on mitosis and asexual reproduction. They will have the last ten minutes of class to finish this.

Time: 10

Modifications:

For lower level classes, more direction will be used. Instead of letting them go to the stations and reading and following directions, I will explain the procedures of each station out loud as well as have them at the station. Directions for:

Binary Fission Station: Make sure that you blow a couple of

Edgewood High School Nicole Willis Fall 2013

bubbles in the petri dish (not just one). Then you will use the soapy knife to cut the bubble in half… and you have just demonstrated a type of asexual reproduction- binary fission!

Budding Station: Observe the yeast under the microscope as well as the video of yeast budding in fast forward. Budding is a longer process and so the process needs to be sped up in order for you to see the actual process.

Vegetative Propagation: Observe where the ‘buds’ or new potatoes are growing from. Read the passage and answer the questions

While students are in stations, overall station direction will be on the board: 1. Read the passage 2. Answer the questions 3. Watch video/Utilize lab materials. As well as a timer so students can manage their time (15 minutes at each station).

Assessments:

Post-assessment on mitosis and asexual reproduction