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Meiosis vs. Mitosis

Understanding sexual reproduction and how it differs from mitosis

Zac Nelson

on 21 March 2017

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Transcript of Meiosis vs. Mitosis

Mitosis vs. Meiosis





Using the chart showing the stages of mitosis and meiosis, explain how meiosis differs from mitosis at each stage.
Prophase I:
Homologous chromosomes pair up
Crossing over occurs
Metaphase I:
Homologous pairs line up at the equator
Spindle fibers attach to homologous chromosomes
Anaphase I:
Spindle fibers shorten and pull homologous chromosomes apart
Telophase I:
Nuclear envelopes develops around one set of chromosomes
Cytokinesis I:
The newly formed cells are different than the parent cell
The new cells are haploid
Prophase II:
Just like prophase in mitosis
No crossing over
Metaphase II:
Like mitosis
Chromosomes line up @ equator
Spindle fibers attach to chromosomes
Anaphase II:
Like mitosis
Spindle fibers shorten and sister chromatids are pulled apart
Telophase II:
Like mitosis
Two new nuclear membranes form
In female--one cell recieves the majority of the cytoplasm
Cytokinesis II:
Results in formation of four daughter cells
Each cell is genetically different than the parent cell
For each example given in meiosis compare and contrast how they differ with the corresponding stages in mitosis.
Homologous Chromosomes
Crossing Over
Diploid Cells Produced
Haploid Cells Produced
Identical Offspring
Genetically Different Offspring
Occurs in somatic cells
Occurs in germ cells
Independent Assortment
Skin Cells
Sperm & egg
Initiaed by cell size
Environmental signals
Uncontrolled may lead to cancer
Label as Yes or No
Examine the words and statements under the titles yes and no.
Words in the yes column are all pieces of a larger idea.
Words in the no column are examples of things not part of that idea.
Write down what you believe the words have in common.
Review the two columns under the headings mitosis and meiosis.
One by one compare the columns and determine how each is similar and different.
Nerve cells
Blood Cells

Prophase I

Metaphase I

Anaphase I

Telophase I

Cytokinesis I

Prophase II

Metaphase II

Anaphase II

Telophase II

Cytokinesis II
Background Information
The lesson requires students to determine how a group of terms and statements are related to one another based upon attributes placed into yes and no categories.
The students identify what they believe to be the main idea and are then asked to place a new set of vocabulary into the appropriate groups.
The class discusses why each term fits into its category.
The students are then shown the stages of mitosis and meiosis and must determine how they are similar and different at each stage.
The students are given three minutes with each comparison before the class proceeds to the next stage.
The students attend Neosho High School in Neosho, MO.
The school is grade 9-12 with approximately 1350 students.
The class is comprised of 17 students with 10 males and 7 females.
Comprised of 12 juniors and five sophomores of which 14 are caucasion, two pacific islanders, and one hispanic.
Most of the students are higher level thinkers who I felt could handle the advanced processing necessary to understand the lesson.
The students tend to be on task and attentive.
Values and Claims
The initial reaction by the students was "this is hard" and "let's just take notes" but as they began to understand the activity several seemed to relish in the challenge. Two students had a hard time following the actvity but were assisted by students in their groups who picked up on the ideas immediately and eventually they started to show demonstrate an understanding of the concept.
I am going to change my no column to contain a wider range of examples. I focused on attributes from mitosis and asexual reproduction in my inital examples and feel like it would be beneficial to broaden these negative exemplars to allow for built in review of previous concepts.
Values and Claims
I have been told many times that it should be the students working in the classroom and not the teacher. This lesson enabled me to put the responsibility of learning back on the students. I was able to introduce the ideas then move around the room assisting struggling students. Yet it still allowed me the ability to guide the students and ensure they were all receiving the correct information by supplying them with appropriate answers after allowing them the opportunity to draw their own conclusions.
There was a good deal of time spent explaining the procedures but I believe they will have a much better understanding in the future when exposed to these types of activities.
Values and Claims
In the future, I am going to decrease the overall length of the activity while increasing the initial phase of determining relationships between examples. I want to add more examples for the students to categorize on their own. I will also give them an opportunity to explain in writing why they are categorizing each example. I want to use it as an introduction to new concepts but also as a way to review previously covered content. I am always looking for ways to review without boring students. I think this opens the door to review.
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