Modeling Meiosis

Learning Resource Type

Learning Activity

Subject Area

Science

Grade(s)

9, 10, 11, 12

Overview

After viewing the Amoeba sisters video, students will use the diagrams included for each stage of meiosis in the video (or textbook if teacher prefers) to create flashcards of the stages of Meiosis. Students will include names of stages, descriptions and a drawing in color. Students will peer check by putting another student's cards in order.

This activity results from the ALEX Resource Development Summit.

Phase

During/Explore/Explain

Science (2015) Grade(s): 09-12 - Biology

SC15.BIO.12
Develop and use a model to analyze the structure of chromosomes and how new genetic combinations occur through the process of meiosis.

Vocabulary

Chromosome
Replicated chromosome
Sister chromatids
Telomeres
Centromere
Homologous chromosome pairs
Haploid (n)
Diploid (2n)
Gene
Gamete
Fertilization
Meiosis
Crossing over
Meiosis I
Interphase
Prophase I
Metaphase I
Anaphase I
Telophase I
Meiosis II
Prophase II
Metaphase II
Anaphase II
Telophase II
Cytokinesis
Karyotype
Nondisjunction

Knowledge

Students know:

Chromosomes appearing as an "X" shape are replicated chromosomes consisting of two sister chromatids.
The difference between mitosis and meiosis in terms of chromosome number and number of daughter cells produced.
Crossing over is where chromosomal segments are exchanged when homologous chromosomes are lined up during Prophase I.
Crossing over leads to more genetic variation within the population.
Types of errors that can occur during meiosis that can lead to genetic disorders such as nondisjunction where chromosomes fail to separate properly during Meiosis I or II and result in gametes not having the proper number of chromosomes or in disorders caused by breakage and improper rejoining of chromosome broken ends such as in deletions, insertions, inversions and translocations.

Skills

Students are able to:

Develop models of replicated and non-replicated chromosomes and identify important parts of their structure.
Compare diagrams of mitosis and meiosis and list the differences between the two.
Develop a model of chromosome movement at each stage of meiosis.
Determine whether a cell is haploid or diploid.
Evaluate meiosis models, comparing them to the biological process, and identify strengths and weaknesses of the model.
Interpret human karyotypes to identify typical chromosome patterns as well as various large-scale chromosome errors.

Understanding

Students understand that:

In sexual reproduction, chromosomes can sometimes swap sections during the process of meiosis, thereby creating new genetic combinations and thus more genetic variation.
Errors can occur during meiosis which can lead to genetic disorders.

Scientific and Engineering Practices

Developing and Using Models; Analyzing and Interpreting Data

Crosscutting Concepts

Patterns; Systems and System Models

Learning Objectives

The student develop a model of chromosomes and new combinations made during meiosis.

The student will explain and sequence the stages of meiosis.

The student will explain how chromosomes use crossing over to create variation.

Activity Details

1. Students will view the video Amoeba Sisters Meiosis (updated).

2. Students will use the video (or textbook resource as teacher decides) to create flashcards of the stages of meiosis. On one side, students will include the name of the stage (ex. Prophase I) and a detailed description of what is happening during that stage, including correct vocabulary. On the other side, students will draw a detailed diagram of the cell/cells in color, which will allow for the representation of crossing over and different cells produced. Teacher may decide how many chromosomes to use or encourage students to use the same number of chromosomes and color as the video or text.

3. Students will peer check by exchanging cards and attempting to place a peer's cards in the correct sequence. Teacher may circulate and look for misconceptions and help the students practice explaining what is happening at each stage.

4. Teacher will provide an exit ticket prompt.

Assessment Strategies

Formative assessment-

1. Teacher will view the sequences the students have made on their own cards for correct information and use of vocabulary.

2. Teacher will view the sequences as students assemble them in order from a peer's cards.

3. Exit ticket: (increasing in difficulty and specificity)

Option A: Students will CHOOSE a stage to explain and diagram.

Option B: Teacher will name a specific stage (ex. Anaphase I) and ask the students to write description and a sketch on a sticky note or index card before leaving.

Option C: Students will describe and draw crossing over during Meiosis I and explain why it is necessary.

Variation Tips

Students can use the cards to quiz each other by holding up the card so that their peer can see the diagram and must name/describe it.

Teacher can vary the difficulty of the exit ticket/formative assessment based on student need and learning progress.

Background / Preparation

Teacher will need to provide crayons/colored pencils, scissors, and stock card/index cards which will hold up better for students to shuffle and use repeatedly.

Teacher will need to decide on format (overhead, verbal, printed on paper) and which exit ticket slip to use (whole class or differentiated).

Amoeba Sisters "Meosis (Updated)" YouTube Video

https://youtu.be/VzDMG7ke69g

Approved Date

2019-06-10

Owner (Author)

ccompton

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