Instructional Software

Lesson Idea Name: Reproduction: Mitosis/Binary fission

Content Area: Biology
Grade Level(s): 9-12

Content Standard Addressed: SB1.b Develop and use models to explain the role of cellular reproduction
(including binary fission, mitosis, and meiosis) in maintaining genetic continuity.

Technology Standard Addressed: 3. Knowledge Constructor- Students critically curate a variety of resources
using digital tools to construct knowledge, produce creative artifacts and make meaningful learning
experiences for themselves and others.

Selected Technology Tool: Khan Academy

URL(s) to support the lesson (if applicable): https://www.khanacademy.org/science/biology/cellular-

molecular-biology#mitosis

Type of Instructional Software:

☒ Drill and Practice ☒ Tutorial ☐ Simulation ☐ Instructional Game ☒ e-books/e-references

Features of this software (check all that apply):

☐ Assessment Monitoring/Reporting
☐ Allows teacher to create customized lessons for students
☐ Multi-user or collaborative functions with others in the class
☐ Multi-user or collaborative with others outside the class
☒ Accessible to students beyond the school day
☒ Accessible via mobile devices
☒ Multiple languages
☒ Safety, security and/or privacy features

Bloom’s Taxonomy Level(s):

☒ Remembering ☒ Understanding ☒ Applying ☐ Analyzing ☐ Evaluating ☐ Creating

Levels of Technology Integration (LoTi Level):

☐ Level 1: Awareness ☐ Level 2: Exploration ☒ Level 3: Infusion ☐ Level 4: Integration
☐ Level 5: Expansion ☐ Level 6: Refinement

Universal Design for Learning (UDL):

In order to provide multiple means of engagement for students, the teacher should provide rubrics for the
final product and checklists to help students have a clear understanding of what is expected of them. To
provide multiple means of representation the teacher should show the students how to use their
iPads/computers to zoom in on the text and change the language on the website. Illustration of the material
through multiple media is addressed in this lesson through the use of Khan Academy, which has text, audio,
and visual representation. Action and expression can be addressed by allowing students choice between
touchscreens and traditional computers.
Lesson idea implementation:

Spring 2018_SJB
 Instructional Software
This lesson is part one of a 3 part learning segment on mitosis, binary fission, and meiosis. At the end of the
learning segment students will be placed in three groups and expected to create a final presentation on
either, mitosis, binary fission, or meiosis. The lesson is mainly student led, with the teacher acting as a guide
to their learning.
This lesson will focus on students understanding of mitosis through collaboration with their peers and
teacher. At the beginning of class the teacher will provide a brief overview of mitosis, binary fission, and
meiosis, making clear the distinctions between each concept and answering any questions the students have.
This review will be done with the aid of a PowerPoint presentation including animations and other visual aids
to promote understanding of the basic concepts. The students will be placed into groups of 3. Teacher will
hand out iPads or direct students to computers. Khan Academy will then be introduced, with the teacher
showing the students the many features and additional help found on the website, and the students will be
shown how to find the section on the cell cycle and mitosis. Teacher will explain that within their groups they
will study each section and work together to understand the concepts, asking each other and the teacher
questions to clarify concepts. A handout with a skeleton outline of mitosis and binary fission will be given to
them to direct their study and make clear what they are expected to learn. Student learning is extended in
this lesson as the students collaborate with their peers and present their understandings of a concept they
found difficult near the end of class. Differentiation occurs in this final product as the students choose which
concept they would like to present on.
The last 5 minutes of class students will be given an exit ticket of 3 questions in order to assess student
learning- What was the most difficult concept for you? What was the easiest? Do you have any questions
about Mitosis/Binary Fission that you would like me to address for next class? Any issues in understanding
that appeared to affect the class as a whole will be addressed directly by the teacher during instruction the
following class period.

Reflective Practice:

Allowing the students to work in collaborative groups as they learn the material and create the final
product creates a constructivist environment where students can clarify and learn from their peers as well as
from the teacher, promoting greater student engagement in the lesson. The final product requires the
students to explore a difficult concept for them and use their gained knowledge to plan a verbal presentation
which encourages the students to truly understand the material as well. The option provided to the students
to pick their own topic for the final product in this lesson makes the assignment more personal and relevant
to each student’s understanding.
Providing the students with more instruction on different instructional software, and perhaps access to at
least one other instructional software program could greatly enhance the lesson. Giving them more options in
how the material is learned gives all students a greater chance to succeed in understanding the scientific
concepts.
The extensions of this lesson occur in part 2 and 3 of the learning segment. With part 2 focusing on
meiosis, and part 3 focusing on using a productivity tool to create a final presentation on one of the three
processes of reproduction.

Spring 2018_SJB