GENERAL BIOLOGY 1

Cell Cycle and Cell Division

Everlita E. Canalita (MSU-Iligan Institute of Technology)
Michael T. Ruelo (Capitol University)

Time Frame: 3 meetings

I. Content Standard: The learners demonstrate understanding on cell cycle and cell division.
II.Performance Standard: The learners should differentiate mitosis from meiosis.
III. Learning Competencies:
1) Describe the stages of mitosis and meiosis given 2n = 6
2) Illustrate the stages of mitosis.
3) Discuss the significance of crossing over and recombination in meiosis in terms of diversity.
4) Explain the significance or application of mitosis and meiosis.
IV. Learning Resources:
 Mitosis: Student Activity Lesson Plan
http://faculty.uoit.ca/kay/res/lo/S9_Mitosis.pdf
 Cell Learning Activity
http://www.brighthubeducation.com/middle-school-science-lessons/94267-three-activities-for-
teaching-cell-cycles/

V. Procedure
Mitosis Student Activity
Engage (Get the students’ minds focused on the topic)
The teacher will direct the students to make a collage of a Collage making activity of a certain
small and a big organism using the provided materials organism.
(small circles and big circles)

Expected Answer:
cells
Key Points:
Expected Answer: These cells will increase
 What do these animals made of? in number
 What will happen to these cells when an animal Expected Answer: the bigger one
grow? Expected Answer: Cells accumulate fats.
 Which of the two animals/plants has more cells? Cells are able to multiply
 Why do you think this bigger animal has more Or cells are able to divide.
cells? Possible skills:
The teacher will connect the word(s) cell division to cell cycle Creativity/designing
by telling the students that cell division is only 10% of a cell’s Predicting
life. Discuss briefly the cycle. Critical thinking
 Explore (Provide students with a common experience) Student
In providing students with a common experience, the teacher
will give the students set of straws (3 pairs of different colors 2n = 6
and size)
Instructions: Divide the set of straws into two (2) equal parts.
(Open inquiry)
Key Points:
 How did you separate the straws?
 What is your basis of dividing the straws in that way?
 What does the paper box represent?
 What do the straws represent?

Possible skills:
Classifying
Inferring
Predicting
Critical thinking

2n = 6

Explain (Teach the concept. Should include interaction Student

between teacher and students
The teacher will first group the students (same group as in the Interphase – nucleus is present
explore) and give them picture of each stage of mitosis and Chromosomes appear as thread,dispersed
interphase (1 picture per group). Centrioles are present
Instructions: Describe the cell model according to the Nuclear envelop is present and intact
following criteria: Prophase: The chromosomes condense
 Chromatin/chromosomes The nuclear envelop starts to
 Nuclear envelop disintegrate
 Pair of centrioles The centrioles start to separate
 Cell membrane (P – Prominent)
The discussion will focus on the 4 phases of the Mitosis Metaphase: The chromosomes are aligned
which are the Prophase, Metaphase, Anaphase and Telophase at the middle
or simply the PMAT and the interphase. Spindle fibers are attached to the
Let each group present and describe their cell model and the chromosomes
teacher will only enhance their discussion. P.S. allow the ( M – Middle)
audience classmates to add on if necessary. Anaphase: The chromosomes move away
Mnemonic device: from each other going to the opposite poles.
I – Interval (interval between in the cell cycle between two (A – Away)
cell divisions Telophase: The chromosomes are now at the
opposite sides. The cell starts to divide
P – Prominent (chromosomes) (cleavage furrow in animals and cell plate in
M – Middle (chromosomes) plants) (T – Two)
A – Away (chromosomes)
T – Two (chromosomes) Cytokinesis

Cytokinesis – Cleave/Cut (Cell)

Possible skills:
Communicative Skills/Describing
Inferring
Critical thinking
Collaborative

Elaborate (Students apply the information learned in the Student

Explain).
The teacher will show a figure showing the union of sperm Students output are evaluated through
and egg. Let the students illustrate the stages of mitosis rubric.
(PMAT) using the given pairs of homologous
chromosomes. This time not by group but can be done
individually on the board.

Possible skills:
Inferring
Predicting
 Critical thinking
What will happen next?

Key points:
 What will happen to the zygote after fertilization?
 Illustrate the stages of mitosis that this zygote may
undergo?
 What do you think will happen if the cell will stop
dividing? CONTEXTUALIZATION
 What do you think will happen if the cell will
continue to divide beyond its normal division
cycle? ( cell will divide 50 times only)
CONTEXTUALIZATION
Meiosis
Engage (Get the students’ minds focused on the topic)
The teacher will throw a question on how are sperm cells and
egg cells produced.
The teacher will give them the idea of spermatogenesis
and oogenesis
Possible skills:
Communicative skills/ Inferring
Predicting
Critical thinking

Explore (Provide students with a common experience) Student

In this phase the teacher will group the students and give
them one set of drinking straws inside a paper box.
Instruct them to divide the set of straws equally into four.
Key Points:
What happen to the number of straws after the
division?
Do you have similar combinations of straws per
container?
What are the combinations do you have?

Possible skills:
Classifying
Inferring
Predicting
Critical thinking

Explain (Teach the concept)

The teacher will first group the students (8 groups: for PMAT 1
and PMAT 2) and give them picture of each stage of meiosis I
and meiosis II (1 picture per group). Do not forget to include
the cytokinesis stage.
Instructions: Describe the cell model according to the
following criteria:
 chromosomes
 Nuclear envelop
 Pair of centrioles
 Cell membrane
The discussion will focus on the PMAT 1 and PMAT 2 of
meiosis.
Let each group present and describe their cell model and the
teacher will only enhance their discussion. P.S. allow the
audience classmates to add on if necessary.
Possible skills:
Communicative Skills/Describing
Inferring
Critical thinking

Elaborate (Students apply the information learned in the Student

Explain).
In this phase the students will identify the possible
combinations of the chromosomes given.

Answer:
1)Prophase 1 (because I see chromosomes
in crossing over)

Possible skills:
Predicting
Communicative Skills/Describing
Inferring
Key Questions: Critical thinking
What stage of meiosis is shown in the drawing? Why
do you say so?
What if this prophase will undergo first meiotic division,
what are the possible color combinations in each cell?
Can you think of other combination aside from this
two?
What will happen if chromosomes in anaphase 1 and
anaphase 2 will not separate?
(deepening the concept)
The teacher can discuss a little about chromosomal
disorders like monosomy (turners syndrome) and trisomy
(down syndrome)cases CONTEXTUALIZATION

Evaluate both for Mitosis and Meiosis

1) Arrange the following stages of mitosis and Possible skills:

meiosis in order. Predicting
2) Compare mitosis and meiosis using the gien Communicative Skills/Describing
table. Inferring
Critical thinking
Mitosis Meiosis

Type of cell where it

occur

No. of daughter
cells

No. of division(s)

No. of
chromosomes per
daughter cell

Purpose/function

3) Why are identical twins look similar?

4) Why are fraternal twins look different?