It is expected that students will explain the process of cell
division.
Students who have fully met the prescribed learning outcome are able to:
- Explain the significance of cell division, with reference to the
basic relationship between genes and proteins (i.e., genes code
for proteins) (Dance of the Chromosomes -mitosis video)
- Describe factors that may lead to changes in a cell's genetic information
- Describe, in sequence, the stages and features of the cell cycle,
including mitosis and cytokinesis ( audio/video)
- Describe cancer as abnormal cell division
- Distinguish meiosis from mitosis in terms of outcomes (i.e.,
number of chromosomes and number of daughter cells) (poster) (animation)
RESOURCES
CancerQuest, the biology of cancer
Virtual lab: what's the difference between a healthy cell and a cancer cell? - click chapter 3 The Experiment
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PLANNING FOR ASSESSMENT / ASSESSMENT STRATEGIES
Use direct instruction to identify and explain
the role of the chromosomes,cell membranes
cytoplasm, and nucleus in the process of cell
division. Review (from Grade 8) cell organelle
structures, their functions, and the differences
between the single plant and animal cell.
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Use diagrams to illustrate the fundamental
relationships among the nucleus,
chromosomes, genes, ribosomes, and
proteins. Extend the discussion by focussing
on the effect of mutations on genetic
information.
Challenge students to create a presentation (e.g.,
written analogy, drama) to illustrate the
relationships among the nucleus, chromosomes,
genes, ribosomes, and proteins during normal
cellular function and after a mutation has
occurred. Assess students’ work, looking for
evidence that they
- represent each component
- show the relationships among each
component
- depict a valid analogy or representation
- depict a valid result of a mutationRESOURCES:
Video clips of normal and mutant cell divisions
Lesson plan - Giant Plant Cell Construction
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Provide students with readings and other
resource information about how cancer is
related to cell division. Include a focus on
concepts such as rapid and disorganized
growth, invades other tissues, abnormal
nucleus, and agents causing changes to genes.
Have students write a “What Is Cancer?” booklet
for an elementary student audience. Assess
students’ booklets for the extent to which they
- identify potential contributing factors (e.g.,
lifestyle and environmental factors)
- include information about how cancer relates
to cell division
- incorporate terminology such as benign,
malignant, and metastasis
- present the information in an age-appropriate
manner
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Using microscopic slides (or if not available
models, diagrams or videos), show students
the sequence of stages and features in a cell
cycle (mitotic cell division). Students could
observe under the microscope structures that
are included in the stages and describe the
differences among the structures.
Provide students with a series of diagrams
illustrating the stages of mitosis and cytokinesis.
Have students put the diagrams in the correct
order and label and describe the changes that
occur at each stage. Assess students’ diagrams for
accuracy and completeness.
• Have students create a visual display using either
charts, overheads, or electronic slide shows to
illustrate mitotic cell division. Students’ displays
should outline the events of cell division, and
describe the similarities and difference between
plant and animal cells.
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Use direct instruction to identify and explain
meiotic cell division—duplication of genetic
material, division, second division. Continue
the discussion by focussing on similarities
and differences between meiotic and mitotic
cell division, including number of cells,
number of chromosomes in each daughter
cell
Ask students to create a cartoon that displays the
differences between mitosis and meiosis. Look for
evidence that students are able to relate each to its
biological significance (i.e., meiosis produces
gametes for sexual reproduction, mitosis
produces body cells)..
