SHS3 Biology · Semester 1 Week 16: Cell Structure and Functions

Lesson notes

Learning Objectives

Indicator: 3.2.1.LI.1 - Describe the cell cycle and relate it to how mitosis and meiosis occur in a living cell.

By the end of the lesson, learners can:

List and describe the four phases of the cell cycle (G1, S, G2, and M) in the correct sequence, stating what happens in each phase.
Draw and label the main stages of mitosis (prophase, metaphase, anaphase, telophase) and meiosis (meiosis I and meiosis II), using the correct terminology.
Compare mitosis and meiosis by constructing a table that shows at least five differences between the two processes, including the number of divisions and the chromosome number of daughter cells.
Explain the significance of mitosis (growth, repair, asexual reproduction) and meiosis (gamete formation, genetic variation) in living organisms, using examples from familiar organisms.
Relate the cell cycle to the practical context of preparing and observing onion root tip squashes under the microscope, identifying cells in different mitotic stages.

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Curriculum details

Strand: Life in the Fundamental Unit (Strand 2)
Sub-strand: Cell Structure and Functions (2.1)
Content standard: 3.2.1.CS.5 - Demonstrate knowledge and understanding of the process of the cell cycle and cell division in eukaryotic cells. 3.2.2.LO.1 Explain key terms in Genetics and their applications. 3.2.1.LO.2 Relate Mendel's laws and concepts of inheritance to human blood groups and their importance. 3.2.1.LO.3 Explain the concept of variation, its causes, processes, and consequences in life. 3.2.1.LO.4 Explain evolution and the factors leading to its occurrence in nature. 3.2.1.LO.5 Explain the cell cycle, cell division, and their relevance in living things.
Indicator: 3.2.1.LI.1 - Describe the cell cycle and relate it to how mitosis and meiosis occur in a living cell.
Suggested placement: Semester 1, Week 16 (Week 16 of the year)
Our suggestion, laid out in curriculum order across three terms of twelve weeks. NaCCA does not fix the week, so follow your school's scheme of learning.
Curriculum reference: NaCCA curriculum document, p. 101

Exemplars (from the NaCCA curriculum)

Individual/Independent-Based Learning: each learner collects and study charts, maps and diagrams on mitosis and meiosis, and analyse them to understand the basic concepts of cell division; learner builds self-confidence and the ability to perform tasks independently. Learner becomes inquisitive and learns from others.
Group Based-Talk for Learning: in mixed ability, all-inclusive groups, discuss the events that occur in the cell during division (i.e. the interphase and five stages of the cell cycle (gap 1/G1 stage, synthesis/S stage, gap 2/G2 stage and mitosis/M stage)). Groups compare mitosis and meiosis in living things. Learners become inquiry-based and learn from one another. Learners improve on their speaking skills. Learners are emotionally and psychologically connected during group work.
Project-Based Learning: design charts on the stages of meiosis and mitosis.
Teaching and Learning Materials:
- * The following should be made available for learners use in practical work: * Onion root * Razor blade
- * Iodine stain * Microscope * * Water Petri dish
- * Microscope slide and cover slip
- Simulations
- Photos and posters on
- Cell cycle and cell division.
Assessment (3.2.1.AS.1). The document marks these depth-of-knowledge levels for this indicator: Level 2 Skills of conceptual understanding; Level 3 Strategic reasoning.