KCapone

Kathryn Capone Diverse Text Set 3/10/11 EDC 448

This class is an AP Biology class consisting of 11th and 12th graders. It’s a diverse class because they are different ages, sex, and grades, so therefore have different levels of prior education and knowledge. Since this class is preparing to take the AP test in May, it is the teacher’s job to cover all the content objectives before then. This month the class is learning all about cells and this week the class will be focusing on cell division and the stages of mitosis and meiosis.

A. Print Resources Text # 1: Klug, W. (2009). //Concepts of genetics.// Boston, MA: Pearson Education. Summary: This text will be the basis of the lesson because it covers everything the students will be responsible for knowing about the cell cycle. It describes the cell cycle, mitosis and all the steps involved, and meiosis and all the steps involved. It also includes small diagrams to go along with the text. Rationale: This text is straightforward and packed with information. It provides valid scientific definitions and reasoning needed by students to have a solid resource they can always check facts with. Use of text: The students will be assigned to read the 16 pages for homework. They will be required to fill out a worksheet as they read that makes them name the steps of the processes they are learning. This will ensure they are critically reading the text and not just skimming. Attachment: This was a lengthy textbook, so I did not include it here. Text can be viewed in class.

Text #2: Kapit, W. & Elson, L. (2002). //The anatomy coloring book//. Boston, MA: Benjamin Cummings. Summary: This text goes through the stages of mitosis and depicts what the cell organelles are doing in each stage. It breaks down mitosis really well and next to each picture, provides a scientific explanation of what is occurring in the corresponding picture. Another page from this book provides examples of different types of cells found in the epidermis (skin). It also provides pictures showing the different shapes, and functions of these cells. Rationale: This text does a great job of appealing to different learner types. It combines pictures and text to tie major ideas together and allow the student to learn in whichever way is easier for them. By showing the students the types of cells on their skin they can draw connections between the processed of mitosis and how it directly affects their lives. Use of text: The students will read these pages in class as an activity and color the different organelles through each step. This will help them follow certain parts of the cell and watch what its job is in each stage of mitosis. Attachment: Photocopied pages from the text to be viewed in class. No attachment here.

Text # 3: Axen, K. & Axen, K.V. (1997). //Physiology coloring book//. New York, NY: Princeton Review Publishing. Summary: This text defines important terms involved in the cell cycle and shows how cell division is important for sexual reproduction. It brings students through the steps of ovulation, which is only possible through meiosis. Rationale: Not only does this book provide extended explanation of the process of meiosis, it shows the students a real life situation of how meiosis works. Use of text: Students will be assigned to read/ annotate this text for homework. They will also be asked to answer some questions for homework after reading it such as: Give one example of how meiosis works in the human body, why is this important? Why is this different than mitosis? This will help them begin to draw connections and differentiate the two processes. Attachment: This is a 100 page coloring book, so I did not include it here. Text provided in class.

Text # 4: Cregan, E. (2008). //Life science readers: All about mitosis and meiosis.// Huntington Beach, CA: Teacher Created Materials Publishing. Summary: This book provides some background knowledge on cells, then goes on to explain mitosis and meiosis, and then reviews the two in “the whole picture” chapter. Throughout the text there are little sentences in the margin to spark critical thinking as well as ideas for lab experiments at the end. Rationale: This book takes difficult scientific processes and rewords them in an easier, student friendly way. Although the class is an upper level high school class, it will still help for students to see it in lamest terms in order to get the big picture and clarify any misconceptions. Use of text: This text will be an option for students who aren’t quite grasping the entire concept. It could also be used as a basis for a laboratory experiment at the end of the chapter. Attachment: []

Text # 5: Mitchison, T.J., & Salmon, E.D. (2001, January). Mitosis: A history of division. //Nature Cell Biology//, pp. E17-E20. Summary: This magazine article explains how Walther Flemming discovered the process of mitosis in the 1880s. It provides photographs of the actual cells Flemming was viewing when he came up with the stages, and explanations of what he was thinking as he viewed them. Rationale: This puts a historical twist on science, which may help students who are better at history, or help students tie in this process with a time period they might be learning about in another class. It goes beyond just teaching students facts and actually investigates how science has gotten to be what they are learning it as. Use of text: Students will read this article after they learned about mitosis in order to see how the scientist discovered what they just learned about. It will provide the students with some background knowledge about this topic. Attachment: []

B. Media Resources

Text # 6: Crisp, E.L. (n.d) //Comparison of meiosis and mitosis diagram//. Retrieved March 9th, 2011 from West Virginia University website at [] Summary: Within this website there is a good picture comparing and contrasting the stages of mitosis and meiosis. Rationale: The way the stages are drawn out next to each other give visual learners a chance to SEE the difference between the two processes and at which steps they differ. Use of text: To provide the students with a handout of this diagram so they can view the differences and similarities between mitosis and meiosis. A similar picture could be used on a test and the students can label the names of each step. Attachment: []

Text # 7: Debosquared. (2010, February 25). //Mitosis vs. meiosis// [videofile]. Retrieved March 3, 2011 from [] Summary: This video is a song that the lyrics explain stages of mitosis and meiosis to the popular tune of the song “bedrock”. Rationale: This provides the students with a fun way to memorize, through song, the stages of mitosis and meiosis. This applies to the auditorial learners. Use of text: To play the song during class as the students review their notes. It can be played at the end of every class during this section, so the students have a chance to memorize some of the lyrics to help them remember mitosis and meiosis. Attachment: []

Text # 8: Hybridmedical (2008, April 15). The stages of mitosis [videofile]. Retrieved March 3, 2011 from [] Summary: This is a animated video that shows a functioning cell as if you were inside the cell. Through bright colors and realistic animations it takes the viewer through the stages of mitosis. Rationale: Until now, the students have learned mitosis and meiosis all on paper, looking at solid 2-D diagrams and words. This brings the entire process to life as students are able to watch mitosis as it would occur inside a cell. Use: To show this video to the class after a lesson, to tie together everything they have learned thus far. Attachment: []

C. Online Interactive Resources Text # 9: Sullivan, J. (2010). //Animal cell meiosis.// Retrieved March 3, 2011 from Cells Alive Website at http://cellsalive.com/meiosis.htm Summary: This is an interactive source that allows viewers to see what happens in each stage of meiosis by clicking on the name of the stage. It shows where the chromosomes are moving in each stage. Rationale: Students can view the stages of meiosis at their own speed and at a click of a button. Use: Students can go on the website for homework or in class and try to imagine what would happen in each step and then check if they’re right by clicking on that step. It’s a good study guide before a test. Attachment: []

Text # 10: Sullivan, J. (2010). //Animal cell mitosis.// Retrieved March 3, 2011 from Cells Alive website at [] Summary: This is the same website that shows the stages of mitosis through clicking and playing the slide show. It also provides an explanation of each step under the animation if there is any confusion. Rationale: Students can view the stages of mitosis at their own pace and at the click of a button. Use: Students can go on the website for homework or to study for a test. Attachment: []

Text # 11: WGBH Education Foundation. (2001). [Interactive data set] //How cells divide.// Retrieved March 3, 2011 from NOVA online website at [] Summary: This is an interactive view of two cells dividing, one going through meiosis, and one going through mitosis. As you click on the next step, animations of cell divisions take place before your eyes. Rationale: This compared mitosis and meiosis right before the students eyes, and provides descriptions of each step. Use: To help students who are having difficulty comparing mitosis and meiosis. Students can use this to study along with their notes. Attachment: []

D. Instructional Resource: Text # 12: Flammer, L. (2006). //Mitosis and meiosis: Doing it on the table//. Retrieved March 3, 2011 from ENSI website at [] Summary: This is a lesson plan for a laboratory experiment on mitosis and meiosis. It not only provides information that the students will need to learn, but also information on how, as a teacher, to facilitate learning for this lesson. Rationale: This provides information that will be useful for the teacher to know how to get across the main points to their students. Use: To have the students perform this laboratory experiment, and facilitate learning by using the tips provided. Attachment: []

Using these texts together in the classroom: As described in the “Use” sections, not ALL of these resources will be assigned to the students, but are more there as a great resource to help them learn this material. Through the use of these texts, diagrams, videos, songs, and articles, the students will hopefully find a way that they can learn the material. Using the text as a basis for facts, and then the diagrams to visualize it and the songs to memorize it, students will be able to experience differential instruction to learn about the process of cell division.

Objectives:

**RI GSE: LS3-7aa** “Students demonstrate an understanding of Natural Selection/ evolution by… 7aa. Distinguishing the stages of mitosis and meiosis and how each contributes to the production of offspring with varying traits.”

11. Synthesize data, diagrams, maps, and other visual elements with words in the text to further comprehension.

Peer Review: I really do like the use of coloring books as part of the diverse text set. Its a fun way for students to retain and apply information learned in class and gives the students a bit of a break from straight readings from the text book. I wish my science teachers had thought of this! I do like the multiple interactive websites but they all seem very similar, almost the same, to me. Then again I am not sure if there are any interactive websites for this subject that would be set up differently. All in all, great job! Nicole Dubois