Supplement - An SFL-inspired Curricular Unit by ‘Kelly Ward’ (pre-service science teacher) 

UNIT OVERVIEW

TOPIC: CELL CYCLE

Subject/Grade:

10th grade College Preparatory Biology with a few students in grades 9 and 11.

Description of students:A relatively small class of 19 students living in an urban environment.  Some current and former ELLs. Many students struggle to write in science.

Focus Reading:Textbook chapters about mitosis and meiosis. Laboratory reports and other sources will be used as needed.

Final Unit Project: Students will be asked to write a lab report. Students should focus on the conclusion in which they describe key differences between mitosis and meiosis and explain how to identify these stages of the cell cycle on microscope slides.

Number of days/weeks: 5 days a week for 3 weeks

Week 1: Work to build content knowledge through lectures, online laboratory simulations, and hands-on activities. Through homework, start to introduce students to sample laboratory conclusions.

Week 2: Students will begin to write small group conclusions using writing frames to become familiar with how science reports use explanations.

Week 3: Students will conduct an experiment and write an individual laboratory report.  All parts except for the conclusion will be provided in a writing frame. Students will evaluate the conclusions of their peers by using a rubric.

OVERARCHING UNIT GOALS

● Students will be able to describe the processes of mitosis and meiosis.● Students will be able to independently write a conclusion to a lab report.● Students will be able to evaluate a lab report written by a peer using a rubric and providing constructive

feedback.

Enduring Understandings (EUs) Essential Questions (EQs)

CONTENT EUs● Students will investigate the significance of

mitosis and meiosis.

● Students will be able to explain the role of asexual mitosis in forming new cells.

● Students will identify the importance of meiosis in creating genetic variation.

CONTENT EQs● Why do humans need both mitosis and meiosis

to survive as a population?

● What happens to organisms if they cannot undergo mitosis or meiosis?

● Why do cells divide rather than grow indefinitely?

LANGUAGE/LITERACY EUs Students will learn to describe and explain

scientific processes in the context or genre of lab reports

LANGUAGE/DISCIPLINARY LITERACY EQs1. What is a scientific laboratory report (lab

report)?2. How is a lab report organized?

a. What is the purpose of each part?

Students will learn how to use “stronger/more scientifically concise and technical” verbs in their writing. For example, instead of saying “the cells split,” they will learn to use more specific/technical verbs such as “the cells divide.”

Students will learn how to use genre-based rubrics to assess their own work and provide feedback to others.

b. With regard to the conclusion, how is the conclusion organized to explain cell division to an audience that wasn’t present for the lab?

3. How do science writers communicate in statements?

4. How do science writers connect their ideas to create a flow and not “jump around” on the reader?

5. What is a rubric?6. How can we use a rubric to improve our own

writing and proving constructive feedback to others?

Content, Language, and Literacy Standards

Target Area #1: Content StandardsMA HS Biology 2.6 Describe the cell cycle and the process of mitosis. Explain the role of mitosis in the formation of new cells, and its importance in maintaining chromosome number during asexual reproduction. 2.7 Describe how the process of meiosis results in the formation of haploid cells. Explain the importance of this process in sexual reproduction, and how gametes form diploid zygotes in the process of fertilization.

Target Area #2: Literacy StandardsMA SS S1S4 Communicate and apply the results of scientific investigations.ELA CCSS Writing 9-10 1.e Provide a concluding statement or section that follows from and supports the argument presented.

WIDA English Language Development Standard 4: English language learners communicate information, ideas and concepts necessary for academic success in the content area of Science.

FINAL UNIT ASSESSMENT

PROMPT:BiologyX, a company that provides materials to high school Biology classrooms, was packaging slides in various stages of mitosis to mail out to classrooms across the country. The only problem is that they forgot to write down which slides were in which stage of mitosis. Due to this error, they have asked for your help.They have requested that you identify the stage of mitosis represented in each slide and write it up in a one-page report that can be sent out to all of the science teachers who ordered the slides. The report should:

● Identify what stage of mitosis the cells in “slide A”, “slide B”, “slide C”, and “slide D” are in.

● Explain how you know what stage the slides are in.● Explain the key differences between meiosis and mitosis and explain why these

differences are important.

This will be about one page long, typed, and single-spaced.

RUBRIC FOR WRITING A LAB REPORT CONCLUSION (Standards: MA HS BIO 2.6 & 2.7; ELA CCSS 9-10.1e; MA SS S1S4; WIDA ELD 4)

CONTENT and LANGUAGE 4: Exceeds StandardsWord choices and structure work to effectively explain HOW the stages of cell division work and WHY certain slides represent particular stages.

3: Meets StandardsBasic information is provided through language choices effective for a scientific community.

2: DevelopingLanguage choices are minimally effective for communicating the process of cell division or how the conclusion came to be.

1: BeginningAttempted, but the content is not accurate and/or language choices are not effective.

FIELDIntroduces the topic of cell division and defines the purpose of mitosis. (2+ sentences)

Uses specific and technical vocabulary related to the topic in an appropriate manner.

Uses timeless present tense to make general statements of fact.

Explains the stages of mitosis and how you knew which slide was in which stage of mitosis (1 paragraph)

Uses action verbs to explain processes that are occurring.

Uses relational verbs (e.g. is) to create statements of fact.

Introduces and defines meiosis. Describes the differences between meiosis and mitosis. (2+ sentences)TENOR

Uses declarative statements in an authoritative voice to communicate facts to the science community.

Avoids first person to limit personal stance.MODE

Creates flow within the conclusion by using cohesive devices to sequence stages and link sentences (e.g., first, next, however, as a result)

Uses zig-zag pattern to build up information about mitosis and meiosis in an orderly, logical way.

Evidence of editing and proofreading (e.g., spelling, grammar, punctuation)

0 or 1 X X X

Formatted appropriately (e.g. uses heading with name, full sentences/paragraphs)

0 or 1 X X X

TOTAL (out of 22 points)

TYPES OF FEEDBACK TO GIVE STUDENT1. Organization of the explanation genre in the scientific conclusion2. Building the content/knowledge of material (Field)3. Voice used (Tenor)4. Flow of writing (Mode)5. Mechanical feedback

MODEL TEXT:Genre Stages Model Text

Introduction to the topic, purpose of the lab activity, “road map” of remaining paragraphs

General statement that identifies and defines what will be explained (mitosis)Explanatory sequence (stages of mitosis)

General statement that identifies and defines a new phenomenon (meiosis)Comparison/contrast of phenomenon (mitosis and meiosis)

According to Hsu (2010), when a cell is carrying out its normal functions, it is in interphase. When the cell needs to create more cells, it undergoes mitosis. In this laboratory activity, unlabeled slides of cells in various stages of mitosis were observed under a microscope. The point of this activity was to identify different stages of these processes to better understand how human cells divide and reproduce. The following paragraphs describe each stage of mitosis and explain how this knowledge was used to label the laboratory slides. Further, because the process of meiosis is similar to mitosis, its major differences will be discussed to confirm that the lab slides were in fact representative of mitosis. Mitosis is the way that human cells replicate to create two exact copies of the cell. In this process, there are five stages. When the cell is in interphase, it prepares for mitosis. The first stage of mitosis is prophase, which is slide B. Cells are in this stage if the chromatin is visible under a microscope. The second stage is called metaphase and is occurring in slide C. This stage is identified when the chromosomes are lined up in the middle of the cell. The third stage is called anaphase and is in slide A. In this stage, the chromosomes are pulled to the opposite sides of the cell. The fourth stage, telophase, occurs in slide D. This stage is when there are two cells attached, but the chromosomes are in their original location. Finally, cytokinesis occurs to finish separating the cytoplasm within the two cells to create 2 individual cells that are exact copies of each other.Meiosis is similar to the process of mitosis. Both processes are preceded by interphase. This stage is when the DNA is replicated. Additionally, both processes have the same major stages. The four major stages are prophase, metaphase, anaphase, and telophase.

While there are similarities between mitosis and meiosis, meiosis is also different. The biggest difference between these two processes is that in meiosis, the two resulting cells are haploid. This means that the cells at the end do not have the same amount of genetic material in it. These ending cells also look different from the original cell because they only carry half of the original genetic material. Ultimately, this difference in meiosis allows for genetic variation.

REGISTER CHOICES IN MODEL TEXT:Field Tenor Mode

Combines the use of everyday language (copies, middle, original) and more technical scientific words (prophase, haploid, chromatin) to communicate effectively to a wide population of readers.

All declarative statements used, which helps to make the text sound more authoritative by stating the facts. The reader is not allowed to input their own ideas or interpretations as the facts are stated. (e.g., Both processes are preceded by interphase.)

Uses cohesive devices to connect sentences logically (e.g., for example, because, but, while). Different cohesive devices are used to show time and structure the order in which the stages occur (e.g., first, second, finally, when)

Uses material verbs to explain the processes that occur (e.g., divides, reproduce, replicate, completes)

No modality. This also makes the text sound more authoritative, as it is written in statements (e.g., not writing as should, would, or maybe)

Uses a zig-zag pattern to build information. (e.g., Both processes are preceded by interphase. This stage…)

Use of relational verbs (e.g., is) to make general, factual statements about the subject.

Low appraisal since this text is stating the facts to a scientific community.

Topics of mitosis and meiosis are kept constant throughout the text by using words related to these concepts (e.g. prophase, interphase, cytokinesis, telophase)

Lesson Ideas

1. Lessons to build the field

-Videos on YouTube showing the processes of mitosis and meiosis occurring. There is one produced by “amoeba sisters” that will be used in an EDPuzzle.-Readings in the textbook and other supplemental readings.-Constructing a cell in each phase of mitosis and meiosis using pipe cleaners and model magic.-Lecture with guided notes.-Inquiry by “Building a Cell” out of craft materials and finding problems that the cell will face when creating another cell.

2. Lessons to learn about the text type and audience in a new context-As a class, the key genre moves will be identified. The audience and purpose of the writing will also be identified.-To supplement the readings, students will be given a graphic organizer with the key genre moves on one side and examples of the genre moves from the reading on the other side.-Students will focus on reading from the textbook and simpler laboratory reports related to mitosis and/or meiosis.-Discuss that for the most part, personal opinion is kept out of writing in science.-Discuss how the “zig zag” pattern is used to build information by using examples from the readings.- Discuss why specific choices writers make allow them to communicate their findings to a scientific community or to a

3. Lessons to provide guided practice in producing text type-A model text will be jointly deconstructed with students.- Introduce the rubric so student can see how many of their “discoveries” from deconstruction are now criteria for their own writing.-A model text on interphase will be jointly created with students.-Students will work with a partner to fill out a writing frame in the same format as the model text to work on different register elements.

-As students become more comfortable with the text type, I will provide less and less of a template. -Students will work in groups of 3 to construct an explanation of why cells undergo mitosis. Once complete, they will switch with another group. Each group will give peer feedback by using the provided rubric.

4. Independent construction

-Students will be asked to produce their own explanation text.-Each student will assess his/her own writing by using the rubric provided by the teacher.-Student will make any needed changes to improve their writing.

5. Teacher assessment and reflection

-Teacher will use the same rubric as the student used to assess the writing sample.-Students will reflect on what went well and what they need to continue to work on. Students will also reflect on how this writing was different from the other types of writing they complete in both science and other subjects.-Teacher will reflect on what went well and what can be done differently to help students understand both the content and language next time.-Teacher will decide what the instructional goals are for the next unit.-Teacher will incorporate a re-teach of the missed literacy components into the next unit.

generally educated audience.

This unit is looking at the cell cycle, which encompasses topics such as interphase, mitosis, meiosis, and cytokinesis. The first teaching step in genre-based curriculum is to build the field, or give students’ experiences with the content. In order for students to understand these topics, teachers should present the material in various ways, such as through videos showing cells going through the stages of mitosis and/or meiosis, readings about the cell cycle, short lectures with guided notes, and hands-on activities. Once students have a basic understanding of the material they are learning, they can begin to learn how to present their knowledge in a particular type of text. Teachers should guide students in learning about the new text type, guide them in writing that type of text, have them independently construct a text, and reflect on their writing. The chart above shows some of the ways that students can build both content and literacy learning in one unit. However, since each step builds off the prior step, it is important to not rush so that the students can develop.

In science, it is important to write strong scientific conclusions by explaining how and why a phenomenon occurs. Many of the students I work with struggle to write about the processes happening. Due to this, the final project for the unit asks students to write a lab report conclusion that explains a scientific process.

Before taking on this final writing project, students would have been building up their knowledge of the field (mitosis/meiosis) through the various activities mentioned in the first column. The full sample lesson provided below could be considered a guided writing lesson and would fit into the middle of the unit. This is when I would first have students writing explanations in class with writing frames and support. Students would be learning about the new text type by deconstructing a model text during a whole class discussion, with a particular focus on how the author builds up information. Then, students would practice writing their own explanation using the “zig-zag” pattern to present information of their own. After this lesson, students will continue to build both their content knowledge and writing skills (genre knowledge) by crafting their own explanations of the cell cycle.

Sample Genre-Based Lesson PlanUNIT GOALS:

Content: Students will be able to describe the processes of mitosis and meiosis.Language/Literacy: Students will be able to write an independent scientific conclusion using the genre of explanation.

Goals for this lesson:● Students will be able to explain why mitosis is important to humans.

● Students will be able to notice and use the “zig-zag” pattern technique in scientific writing.

Agenda for students (activities and timing):Time (in minutes) Student activity

0-5 Activator: Complete the activator and compare/discuss with a partner.

5-15 Mini-lecture: Take notes from the mini-lecture provided by the teacher and the PowerPoint on mitosis.

15-35 Activity 1: Participate in the review class discussion about genre features of a science explanation. Mini-lesson on mode to teach the “zig-zag” pattern of writing to help build information.

35-55 Activity 2: Students will practice using this “zig-zag” with a partner.

Activator: A 5-minute timer will be on-screen for students to keep the agenda and students on track.

Mini-lecture (10 mins):● Looks into what would happen if humans could not undergo mitosis. For example,

humans would not be able to grow nor heal because their cells would not be creating exact replicates.

● Also will discuss what happens if mitosis is not carried out correctly. This will be related to the possibility of cancer. Basic methods that the cells regulate themselves will also be discussed.

Activity 1 – Reinforcing content knowledge and learning about the language of science (20 mins; whole-class):

- Each student will have a laptop and will open the Activity 1 text. Teacher projects the text onto the board.

- Choral reading of the text

- Turn and talk: With a partner, answer the question, “What is the purpose of the sentences in blue? What do they do for readers?”

- Whole class discussion of these questions using “cold call” cards. Teacher summarizes the purpose of selected sentences on the board.

o For example, the sentences in blue introduce the topic (write this on the board next to the projected text)

- Repeat turn-and-talk/whole-class discussion for other colored sentences/phrases.

o Possible points to capture:

Purple sentences set up the structure for the rest of the writing and how these paragraphs set up an explanatory sequence of the topic.

Paragraphs set up how and why each stage of mitosis is occurring. Could be labeled as “explanatory sequences” because they explain how and why each stage is occurring.

Section headings make the material clear and easy to find.

Notice what parts of speech the words in orange are (verbs nouns) and how the author turns verbs into nouns as a way of connecting sentences and building up info a little at a time. This allows the writer to go into more depth while creating a nice flow because the writer stays on topic.

- Speaking of flow, notice how the author uses a zig-zag pattern where the end of one sentence gets picked up as the beginning of the next.

- In pairs, students will be asked to find other examples of this “zig-zag” pattern within the Activity 1 text.

Activity 1 TextFrom http://www.wisegeek.org/what-is-mitosis.htm http://www.wisegeek.org/what-is-

mitosis.htmMitosis is the process of cell division. During division, the nucleus of the cell divides, resulting in two sets of identical chromosomes, or organized DNA proteins. This process is almost always accompanied by a process called cytokinesis, in which the rest of the cell divides, leading to two completely separate cells, called daughter cells. There are four phases in the process: prophase, metaphase, anaphase and telophase.

StagesProphaseThe DNA in the nucleus has already been duplicated in the previous stage of cell division, so by the time prophase starts, the nucleus contains two complete identical sets of DNA. As prophase begins, the chromatin, which are normally spread throughout the nucleus, begin to condense into an X shape, held together in the middle with a specific sequence of DNA called a centromere. Each half of the X is one replicated half of DNA. Once they coil together into the X, they're called mitotic chromosomes. Towards the end of prophase, the material enclosing the nucleus disappears. The loss of this material allows the next stages to occur.

MetaphaseAs prophase finishes and metaphase begins the chromosomes align themselves. When this alignment is complete, each chromosome is lined up in a straight line along the equator of the cell.

AnaphaseOnce the chromosomes get lined up properly, the spindle apparatus immediately pulls the two identical DNA halves apart from one another and moves them to opposite sides of the cell. These two sets of chromosomes will develop into the nuclei of two daughter cells which are perfectly identical to each other and the parent cell.

TelophaseAfter the chromosomes arrive at the ends of the cell, they start to uncoil and spread out again, as they were before they formed into Xs. This is basically the opposite of the beginning of prophase. While this happens, the spindle apparatus is broken down. After this breakage, the nuclear membrane, which encases the nucleus, forms again around the chromosomes. Although this is the last phase, cell division is not complete until cytokinesis happens.

CytokinesisCytokinesis is the next stage of cellular development, and is similar to mitosis, except it involves the other parts of the cell instead of the nucleus. During this phase, the cell pinches together, separating the cell into two new cells. Once this is completed, there are two functioning, identical cells.

Activity 2 – Partner practice (20 mins):- Pass out Activity 2 handout (below), a zig-zag practice worksheet that will be handed in

at the end of the period.

Name: _______________________Follow the directions to complete the three parts below. If you need help, please first ask your partner for help. If you still need help, please raise your hand and I will be over to help you as soon as I can.

Part 1: Draw an arrow from the noun/verb at the end of one sentence to the same noun/verb at the beginning of the next sentence as we have practiced in class. The first one has been done for you.All living organisms are made of cells.

These cells are normally in a phase called interphase.Interphase is when the cell is preparing to divide.Once the cell is ready to divide, it enters into the first stage of mitosis, which is called prophase.In prophase, the chromosomes condense, mitotic spindles form, and the nuclear membrane disappears.

Part 2: Use the “zig-zag” pattern to fill in the blanks. The first one has been done for you.The _nuclear membrane ___ disappears so that the chromosomes can be accessed. Metaphase is the second stage of mitosis.In this ___________ of mitosis, chromosomes are lined up in the middle of the cell.At the __________ of the cell, the chromosomes have spindle fibers attached to their centromere.The chromosomes must have the spindle fibers attached to their centromere so that the next stage of mitosis, which is known as anaphase.

Part 3: Continue to use the “zig-zag” pattern to fill in the blanks and explain what happens in anaphase, telophase, and cytokinesis. Make sure to explain why it happens.

In ______________, the chromosomes are __________________________________________.

The pulling apart of chromosomes needs to happen so that ______________________________________________________________________________

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Lesson AssessmentThrough informal observations and conversations with students, the teacher should have a good feel as to if students are able to understand the genre stages they identified during Activity 1. In subsequent classes, the teacher can ask students to identify the function of different parts of written explanation texts. If the students are able to show that they know that they have to identify a phenomenon and explain how and why a phenomenon occurs, they are ready to begin short individual constructions.Similarly, in-class observations and conversations will allow the teacher to assess students’ understanding of how the “zig-zag” pattern allows them to build information in a logical sequence. At the end of the class period, students will be asked on a scale of “thumbs up” to “thumbs down” how comfortable they felt using this technique. This will help the teacher to decide how much more time needs to be spent practicing this technique. Additionally, the teacher will read through the Activity 2 worksheets to identify to what extent students were able to use “zig-zag” effectively in their writing. Students’ performance on part 3 of the worksheet will indicate if the concept needs to be reviewed with more scaffolded practice. The teacher will also provide feedback to students on their work both in class and on their work turned in. This will help students to further understand how they are doing. In doing so, the teacher should refer to the rubric for the final project (which students will already have) so that they can see that how certain genre stages and “zig-zag” patterns can help them ultimately accomplish their purpose in the unit project.