The Dance of the Chromosomes

October 9, 2019

Nikita Chauhan, Tianna Kolody, Tsz Ying So

Context
● Ms. Kolody’s Classroom
● University level, Grade 11 Biology
● Tsz Ying and Nikita as the annotators

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Curriculum Expectations CURRICULAR
INTEGRATION
Overall:
D3. demonstrate understanding of concepts, processes, and
technologies related to the transmission of hereditary characteristics.

Specific:
D2.1 use appropriate terminology related to genetic processes
D3.2 explain the concepts of DNA, genes, chromosomes, alleles,
mitosis, and meiosis, and how they account for the transmission of
hereditary characteristics according to Mendelian laws of inheritance

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Agenda EQUITY &
INCLUSION
1. Learning Goals
2. Minds On
3. Dance of the Chromosomes
4. Consolidation

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Learning Goals STUDENT
CENTRED
● I can name the different phases of mitosis
● I can describe the positioning and movements of
chromosomes in each phase of mitosis
● I understand the significance of the mitotic process in tissue
growth and repair

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Minds On DIFFERENTIATION
ENGAGEMENT
Mitosis Card Sequencing

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Dance of the Chromosomes EQUITY &
CONSTRUCTIVISM
EXPLORATION
INCLUSION
We will need 4 volunteers to run a mini-dance.
Pink cards represent one chromosome and blue cards represent another.

1. Starting position: half of the chromosomes at center of room (#1’s1224)

2. DNA Replication: remaining chromosomes join your identical chromosome
by linking arms
3. How might the volunteers demonstrate Prophase? Metaphase? Anaphase?
Telophase?
4. Further questioning: “How would you perform the dance to represent the roles
of centrioles in anaphase?”

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Mitosis Dance Set-Up ELABORATION
EVALUATION
KINESTHETIC
INQUIRY

We will need 8 volunteers** to run a mini-dance.

Pink cards represent one chromosome and blue cards represent another.

1. Starting position: half of the chromosomes at center of room (One of each:

pink A, pink a, blue B, blue b)
2. DNA Replication: remaining chromosomes join your identical chromosome
by linking arms
3. How might the volunteers demonstrate Prophase? Metaphase? Anaphase?
Telophase?
4. Further questioning: “How would you perform the dance to represent the roles
of centrioles in anaphase?”
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Consolidation

EXPLANATION
EVALUATION

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Consolidation METACOGNITION
EXPLANATION
Think, Pair, Share using the following prompt:

1. How did the Dance activity help you to better understand

mitosis?
2. How well do you feel the activity represented mitosis?
3. How did the kinesthetic activity either supported or challenge
your preferred learning style?

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Next Steps/Part II of Lesson ELABORATION

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Main Points
● Different pedagogies used
○ Constructivism, differentiation, direct instruction, kinesthetic,
inquiry
● Resources for teachers
○ Worksheets, teacher instruction guide, Mitosis cards (Minds
On), PowerPoint

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Thank You

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