Grade 10 Science Lesson

Using Explain Everything App

Title of Unit
Subject
Developed By

CSI Mitosis Investigation

Grade Level

10

Science Academic

Time Frame

1-2 Lessons (depending upon level and need)

Leah Raghunath, Danielle Verge, Evan Barr, Marijke Henschel

Stage 1 Desired Results

Prescribed Learning Outcomes: (Taken from the Ontario Ministry of Education Curriculum Guidelines, 2008)
Students will investigate cell division, cell specialization, organs, and systems in animals and plants, using
research and inquiry skills, including various laboratory techniques; describe the cell cycle in plants and animals,
and explain the importance of mitosis for the growth of cells and repair of tissues. Students will hone their investigation and communication
skills while using a microscope to identify the various stages of mitosis but presenting it in a creative way with the use of Explain Everything
app. to chronicle their learning progression of this cellular process.

Unit Theme/Issue of Inquiry/Narrative

What is this unit about?
At the Grade 10 level , students are required to understand the basis of cell division and specialization in both plants and animals. Part of this
exploration is through Mitosis. They will use their investigative skills and knowledge from grade 9 for the proper use and handling of a
microscope. In addition to this, the added component of technology enables students to creatively showcase their learning understanding
through the various choices while using the app.
Students will fulfill the integration of technology and media requirement by demonstrating their creative skills using the Explain Everything
app to either create a song, video, rap, dramatic skit of the CSI scenario and/or audio files or a photography storybook using the app Explain
Everything.

Rationale: Why is this unit of study important?

As part of the Biology unit, students are required to understand the process of mitosis and meiosis in Grade 10. They are required to
examine different plant and animal cells under a microscope or similar equipment while demonstrating their understanding of the different
stages through drawing or other format creatively. The creative aspect of the project is using the app to generate their learning of the
process of cell division, mitosis and meiosis as well as media production.

Understandings: What are the enduring understandings do you Essential Questions: What questions might spark student interest
want students to leave the unit with at a conceptual level?

/ engagement in the topic?

Students will:
-observe slides of plant and animal tissue in which cells are
dividing
-practice microscopy
-identify stages of mitosis
-differentiate between plant and animal cells
-promote scientific literacy
-make persuasive arguments to convince people of the value
of their research
-use knowledge to answer questions about their predictions
and countering arguments
-research and develop the profile of a scientist
-use technological media tool apps to present their findings
creatively

Student are detectives in a CSI drama. They must analyze the evidence and present it
to their supervising Lieutenant and/or Team officer (teacher).

Desired Knowledge: What will students know?

-How to use a Microscope?
-Different phases of Mitosis?
-Analyze and describe (diagrammatically) the phases
-Errors in Mitosis
-Critical Analysis and Investigative Skills
-Technological understanding of media (creation of rap, song,
storybook or video role-play of CSI scenario)

Based on your previous knowledge of cells and tissues,

observations and data analysis questions, you will confer with the
rest of your classmates in order to report to the police your
prediction for the date of the next murder.
Mitosis is how cells make identical copies of themselves. Doing this is
how organisms grow. What other areas do you expect to see more
mitosis happening?
-a babys bones
-the hair follicles of a man
-a tree bud in spring
a tree bud in winter
-a yeast culture with lots of sugar
a yeast culture with no sugar
-an egg in your fridge
an egg with a chick
Can use mind-mapping or brainstorming activities or Placemat activity
Skills: What skills will students be more proficient at as a result of
this unit?
-Group collaboration skills
-Describe and analyze phases of Mitosis
-Be able use media to showcase their understanding of the biology
curriculum for this unit
-Comprehension - Ability to describe to their audience the stages,
errors and significance of cellular division and the roles it plays in both
plant and animal cells
-Synthesis: portraying their knowledge in a creative format using the
audio, visual, writing and movie tools of the "Explain Everything" app

Stage 2 Assessment Evidence

Performance Tasks / Summative Assessment: What will Other Evidence of Student Progress: How else do students
students do to show what they have learned?

demonstrate achievement of their learning?

Students will be assessed twofold. One: on their investigative and analysis skills
of mitosis (different stages). They will also be assessed on their critical and
collaborative skills in using the various tools within the "Explain Everything"
App (i.e. Use of the audio tools to create a storybook scenario with pictures of the
stages in the format of a solved crime scene)

Students will hand-in a draft of their proposed choice of presentation (song, rap,
storybook, movie) pre- and present production of their final product (i.e. Audio files,
thought processes for each stage and photographs or layout) using the Explain
Everything app.

Key Performance Criteria: What does good look like?

Assessment Tool: What performance standard / rubric will you

use to assess the performance task/summative assessment?

-Look at student handouts for draft ideas

Students will be given a simple chart for each of the stages,

outline document for their draft media and a rubric for their
creative presentation.
-See Rubric attached to Student handout

Stage 3 Learning Plan

Should be Differentiated
Processing / Learning Activities Designed to Ensure Understanding and
Promote Critical Thinking:
A mind-mapping or brainstorming tool (such as Placemat activity) or cooperative learning
strategies throughout the lesson (planned group formation: choosing stronger students to
work with weaker students as a teaching opportunity), Group work, and reflections after
conducting their drafts to promote critical thinking throughout.

Possible Ways to Differentiate

Jigsaw format can be done for reading or
separation of the different stages.
Allowing students to choose the creative
format they wish to present.

Potential Barriers to Success / Areas to Differentiate:

Might include: engagement, motivation, organization, language ability, exceptionalities, reading level, etc.
Students whose first language is not English (literacy or writing difficulties with vocabulary), lack of science investigative skills (no prior
knowledge to using microscopes or technology) and/or lack of experience working in groups.
To create an inclusive environment, prior teaching to the formation and proper etiquette for group work would need to be addressed. Preteaching difficult vocabulary and skills using the microscope and Ipad/apps would need to be taught throughout the lesson. This will foster
greater creativity as students collaborate cooperatively.
Learning environment: Where can this learning best occur? How can the physical environment be arranged to enhance learning?
This lesson/unit would need to be carefully planned with appropriate time and use of technology (booking of a computer lab, having Ipad
resources so that students have access to the "Explain Everything" app and setting up Wi-Fi within the classroom. The ability for students to
also work freely from their laboratory station to using media technological tools would need to be planned for this assignment.

Introducing the Unit: How will you engage students at the beginning of the unit?
CSI Investigative clip at the beginning of the class, followed by a brainstorming activity on the differences between plants and animals in cell
division and propagation.

Sequence of Lessons: The basics of what you plan to do in each lesson of the unit.
#

Lesson Title

Mitosis

Mitosis
Creative
Assignment

Lesson Activities (Learning Experiences)

Assessment

Resources

Introductory Activity to get students engaged in becoming CSI

Investigators (prompt interest in investigative properties of
plants/animal cells) through the brainstorming activity or showing
Video Clip
Lecture on Mitosis and understanding of the stages (either through
PP or lecture style with videos)
Chart/Demonstration of cell division steps
Explain the use "Explain Everything" app students will use for their
creative media presentation
Students draft out their creative assignment

Students will
hand in draft
assignment
(depending on
their choice of
presentation)
for formative
assessment

Laptop/Ipads and
Explain Everything
App
Mitosis Project
student handouts
Rubric

Students continue working on their media presentation (rap, song,

storyboard book about Mitosis, Role-play video) with Explain
Everything App
Use Audio (listening), writing, speaking, photography, Video tools
within Explain Everything app to create their media presentation

Summative
Rubric
Assessment of
Creative Media
presentation

Laptops/Ipads and
Explain Everything
app
Blackboard/Chalk
Rubrics
(Previous samples
of student work as
exemplars)
Laptop
Screen
Video/DVD
CD players
Projector
Speakers
Wi-Fi in class

3
If needed students may use another lesson to plan, edit and finalize
their projects prior to presenting

Presentation

MITOSIS MEDIA PRESENTATION - Explain Everything Project

TEACHER HANDOUTS

MINI-UNIT - MITOSIS
GRADE LEVEL: 10
SUBJECT: SCIENCE
TIME FRAME: 2 CLASSES
Explain Everything is an Explain Everything is a very user-friendly interactive tool offered by Apple that lets you annotate, write, record your
voice, animate, narrate, import and export almost anything to and from almost anywhere. You can create slides, draw in any colour, add
shapes, add text, add photos videos, from other Apple programs or power-point and word to create presentations or explanations. This app
is available for MAC and PC users.
ABOUT THE PROJECT
This project will allow you to create your own song, rap, CSI investigative video or storybook media presentation using the Explain
Everything app. It is expected that you will show all phases of Mitosis, explaining the evidence to your superior officer or detective (teacher)
and fellow officers (classmates).

GOAL

Students will:
-observe slides of plant and animal tissue in which cells are dividing
-practice microscopy
-identify stages of mitosis
-differentiate between plant and animal cells
-promote scientific literacy
-make persuasive arguments to convince people of the value of their research
-use knowledge to answer questions about their predictions and countering arguments
-research and develop the profile of a scientist
-create a media presentation either a CSI Role-play video, song, rap or media storybook to present your case

ROLE

You are a scientist trying to solve an especially heinous crime.

AUDIENCE

Your superior officer (your teacher) and fellow officers (classmates).

SCENARIO

The police have received a note taunting them about their inability to solve a series of grisly murders. The
note refers to the percentage of time in metaphase as an indication of the date next month when the

murderer will strike again. It is not known to which kind of cell the murderer is referring. The police have
directed the matter to our laboratory hoping that we will be able to help them solve the case. They have no
suspects under observation, but they believe they know the identity of the next intended victim. If the actual
day of the threatened murder can be pinpointed, they might be able to be especially watchful and prevent
someones death.
Product or
Performance

Based on your previous knowledge of cells and tissues, observations and data analysis questions, you will
confer with the rest of your classmates in order to report to the police your prediction for the date of the next
murder.

Crime Scene Investigation: Identified by Numbers

The Case:
The police have received a note taunting them about their inability
murders. The note refers to the percentage of time in metaphase
month when the murderer will strike again. It is not known to
referring. The police have referred the matter to this laboratory
them solve the riddle. They have no suspects under observation,
identity of the next intended victim. If the actual day of the
pinpointed, they might be able to be especially watchful and prevent someones death.

to solve a series of especially grisly

as an indication of the date next
which kind of cell the murderer is
hoping that we will be able to help
but they believe they know the
threatened murder can be

Purpose:
Students will observe slides of both plant and animal tissue in which cells are dividing. The number of cells in interphase and each
of the phases of mitosis will be counted. Students are looking specifically for the percentage of cells in metaphase. In doing this,
students are practicing microscopy, identifying stages of mitosis and differentiating between plant and animal cells.
This case will have students examining two types of slides under a light microscope. The plant cell is from an onion root tip. The
animal cell is from whitefish. Students will use their skills in manipulating the microscope to examine the cells of both types of
tissue. They will observe the cells in samples of ten at a time, determining how many of the ten cells are in the metaphase of cell
division. Once they have determined the percentage of plant cells and of animal cells that are in metaphase, they will use that data

to predict the date on which a victim will be killed and will be especially watchful on that day in order to protect the potential
victim.
Materials:
Compound microscope
Prepared slides of onion root tip (Allium cepa) and fish mitosis
Ipads/Laptops
Explain Everything App
Procedure:
1) Obtain a prepared slide of onion root tip and locate the region
division are taking place. Find a cluster of ten cells and record the
different field of the same slide and select another cluster of ten
the phase of each cell. Continue this until you have recorded the
cells.

near the tip in which mitosis and cell

phase of mitosis of each cell. Move to a
cells, again observing and recording
mitotic phases of up to one hundred

2) Examine prepared slides of whitefish blastodiscs, repeating the

procedure described above.

3) Average the class data from each investigative group, first for the
the whitefish metaphase percentages.

onion metaphase percentages, then for

Data Analysis:
1) Which of the two types of cells was easier to examine under the microscope? Explain why you think that type was easier to
examine.
2) When examining the slides, how could you tell when a cell was in metaphase?
3) Explain why chromosomes need to replicate before they divide.
4) Is there a difference between the percentage of the cell cycle spent in metaphase in the whitefish and the onion? What is a
possible explanation for this difference?

5) By pooling the data from the class, do you think the final result is more reliable or less reliable than the results you achieved in
your individual investigative group?
6) What will you report to the police as your prediction for the date of the killing?
Answers to Data Analysis:
1) The answers to this question may vary. Some people find the
These cells may tend to be larger, have less background staining,
chromosomes. The nucleus of the onion cells is also much better
visible.

plant cells were much easier to examine.

and/or clearer, large condensed
defined, making metaphase more easily

2) You could see the condensed chromatids lined up in the center of

the cell.

3) If they did not replicate first, each daughter cell would have half
of the chromosome number needed for
that particular organism. By replicating before cell division, the chromosome number is doubled for a brief period of time, then
divided into the two daughter cells, each with the correct number of chromosomes.
4) Students may tend to find 20-25% of cells in metaphase for the whitefish and 10-15% of cells in metaphase for the onion. These
results will vary widely, depending on the slide preparation.
Tissues of the body lose and replace cells at different rates. For example, skin cells reproduce rather quickly since they are often
sloughed off as part of the daily routine. Other cells, such as neurons, divide extremely slowly, if at all. The rate of division of the
cells in the tissue will affect the percentage of time the cell spends in metaphase, and thus the percentage of cells found in
metaphase.
5) The larger the sample size, the more reliable the results. A class average would more accurately help the police find two specific
dates.
6) The police are apparently using the data you collect to determine the 2 days on which the killer may strike again. So, for
example if you found that 23% of your onion cells and 12% of your fish cells were in metaphase, the police would be particularly
watchful on the 12th and 23rd of the following month.

Teacher Tips:
1) Describe how metaphase will appear on the fish slide. It is quite

difficult to identify using the fish slides.

2) Before beginning the counting to determine how many cells are

the students are able to identify each phase accurately.

in each phase of mitosis, make certain

3) Counting the cells is easiest in groups of ten; by moving the slide

ten, finding a percentage of cells in metaphase should be easy.

and counting the cells in ten groups of

4) Examination of the slides under high power will help students distinguish the features common to each of the phases of mitosis.
5) Students should not count cells found in the root cap. Select a view somewhat back from the apex of the root tip. Count
metaphase in a cluster of ten cells in one field of view, then move to another field of view.
Recommended Scheduling:
10 minutes: Explain mitosis and have students take notes.
5 minutes: Give instructions and review student worksheet.
20 minutes: Allow students to work in pairs to examine slides and collect data.
5 minutes: Allow students to work in pairs to answer discussion questions.
5 minutes: Have class share data.
5 minutes: Have class discuss results and answers to questions.

*Reference: Forensics for the Biology Laboratory: Identified by Numbers. Carolina Biological Supply Company, page 41.
http://www.carolina.com/product/forensics+for+the+biology+laboratory+manual%2C+teacher%27s+collection.do?keyword=forensics&sortby=bestMatc
hes

CREATIVE RUBRIC:
In a group, you will prepare a creative presentation which accurately demonstrates the stages of cell division in a creative fashion. Be sure to clearly
represent all the details of cell division. Your creative product can take on any form that you wish. Some ideas include: a story, a song, a rap, a drama
skit, a dance, etc.using the Explain Everything app.
All group members must have a role. All group members must participate in preparing the final product and in presenting it to the class

Marking Scheme
Content
Accuracy & Detail

Concepts Clear

Clear understanding of Mitosis

Creativity

Group Work/Cooperation/Participation

Clarity of Voice

Clarity of Media Production

Effective use of Explain Everything app

Media and Technological skills

Presentation

Details to look for:

Phase
Interphase

- nucleus (memb) present (with chromatin)

Prophase

- chromosomes/chromatin duplicates
- nuclear membrane disappears
- chromosomes thicken

Metaphase
Anaphase
Telophase

- spindles form
- chromosomes line up at equator
- sister chromatids pulled apart
- nuclear membrane reappears
- spindles disappear

Cytokinesis

- chromosomes uncoil
- membrane pinches in (or plat forms)
- 2 identical daughters

Stages of Mitosis

Prophase
nucleolus and nuclear membrane break down
chromatin condenses into chromosomes (two sister chromatids joined by a centromere) and become visible
centrioles separate and spindle fibres form

Metaphase
chromatin are at maximum condensation
chromosomes migrate to the equator of the cell and line up
spindle fibres radiate from the poles to the centromeres of the chromosomes (and from pole to pole)

Anaphase
centromeres split
sister chromatids separate at the centromere and migrate to opposite poles along the spindle fibres

Telophase
chromosomes reach poles
chromosomes unwind to become chromatin
mitotic spindle is disassembled
nuclear envelopes re-form

Next, the division of the cytoplasm occurs ensuring equal distribution of organelles to the daughter cells. This process is called
cytokinesis.