ALEX Learning Activity

  

Modeling Meiosis

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  This learning activity provided by:  
Author: Chenein Compton
System:Oxford City
School:Oxford High School
  General Activity Information  
Activity ID: 2380
Title:
Modeling Meiosis
Digital Tool/Resource:
Amoeba Sisters "Meosis (Updated)" YouTube Video
Web Address – URL:
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.
  Associated Standards and Objectives  
Content Standard(s):
Science
SC2015 (2015)
Grade: 9-12
Biology
12 ) Develop and use a model to analyze the structure of chromosomes and how new genetic combinations occur through the process of meiosis.

a. Analyze data to draw conclusions about genetic disorders caused by errors in meiosis (e.g., Down syndrome, Turner syndrome).

NAEP Framework
NAEP Statement::
L12.10: Sorting and recombination of genes in sexual reproduction results in a great variety of possible gene combinations from the offspring of any two parents.

NAEP Statement::
L12.8: Hereditary information is contained in genes, which are located in the chromosomes of each cell. A human cell contains many thousands of different genes. One or many genes can determine an inherited trait of an individual, and a single gene can influence more than one trait.

NAEP Statement::
L12.9: The genetic information encoded in DNA molecules provides instructions for assembling protein molecules. Genes are segments of DNA molecules. Inserting, deleting, or substituting DNA segments can alter genes. An altered gene may be passed on to every cell that develops from it. The resulting features may help, harm, or have little or no effect on the offspring's success in its environment.

Unpacked Content
Scientific And Engineering Practices:
Developing and Using Models; Analyzing and Interpreting Data
Crosscutting Concepts: Patterns; Systems and System Models
Disciplinary Core Idea: Heredity: Inheritance and Variation of Traits
Evidence Of Student Attainment:
Students:
  • Develop a model of a replicated and non-replicated chromosome to compare their structure and use scientific vocabulary to describe chromosome structures.
  • Develop a model of chromosome movement at multiple points during meiosis and use the model to determine when cells are haploid and diploid.
  • Identify when crossing over occurs and explain the significance of crossing over in genetic variation.
  • Use models to demonstrate a variety of chromosomal changes such as deletions, insertions, inversions, translocation, and nondisjunction.
Teacher 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.
AMSTI Resources:
ASIM Module:
Disorder Detectives; HNPCC
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.
  Strategies, Preparations and Variations  
Phase:
During/Explore/Explain
Activity:

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. 

 
Advanced 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).
Variation Tips (optional):

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. 
Notes or Recommendations (optional):
 
  Keywords and Search Tags  
Keywords and Search Tags: chromosomes, crossing over, meiosis, variation