Mitosis Kinulation Lesson Plan

Science Lesson Plan
Name: M. Zachary Martin

Subject: Science
Grade: 9
Lesson Title: “Mitosis VS. Meiosis: Let’s Kinulate!”
Time required for lesson: 60 minutes
Curricular outcomes:
Illustrate and describe the basic processes of mitosis and meiosis (304-11)
Curricular objectives:
I can: recognize either visual or descriptive differences in between mitosis and meiosis
reproduction processes.
Materials
Name tags for the student roles
Colored jerseys for the roles
Preparation beforehand:
Activity, replication of the mitosis phases: Prepare name tags with the roles
beforehand and place them on a desk for the students to randomly choose their role.
This is designed for a class of 26 students. Prepare the following number of cards per
role, 2 centrosomes, 12 mitotic spindles 12 chromatids and 6 chromosomes. However,
do not put the 6 chromosome name tags on the desk, you must keep them to yourself,
they will come in play later. Also set up the desks into a very big circle.
What the teacher does What the student does Estimated Time
Teacher welcomes class and says Students listen and are 5 minutes
that we will be trying something encourage to ask questions if
new and different today. A they have some
KINULATION!!! Teacher will then
explain what a kinulation is.
“A kinulation is a kinesthetic-
simulation, these can be used to
help students learn or enhance
their understanding on difficult
concepts that are hard to grasp or
visualize. It also allows students to
become a part of the
demonstration, where they can
participate and move
around, which therefore helps
them to learn and remember the
content more effectively.”
Teacher will then say that we will

try a kinulation with the Mitosis and
Meiosis process that we have been
getting familiar with the last few
days.
Teacher then introduces prompt Students listens to the important 10 minutes
questions: intro questions and then share
- What are the common their ideas.
stages that happen in
mitosis and meiosis that we
already talked about?
- What differences exist
between Mitosis and
Meiosis?
- What could students
represent as parts of these
processes?
Teacher can write down the

students ideas and answers on the
board.
Answers looking for:

- For mitosis: prophase,
metaphase, anaphase and
telophase. For meiosis:
prophase, metaphase,
anaphase and telophase
phases 1 and 2 for each)
- Many things, however the
main ones for this is that
mitosis’ end product is 2
identical daughter cells,
while meiosis is 4 different
daughter cells. Also,
meiosis has 2 stages for
both.
- Centrosome, mitotic
spindle, chromatids and
chromosomes.
LET’S KINULATE! 2 minutes
Note: for time constraints and
for the sake that we want to
make sure that the students
really understand and grasp the
theory, it is suggested to just do
the mitosis process (especially if
it’s the class’ first kinulation)
However, if it goes well, the
meiosis process can be
reproduced as well or it can be
done as another class.
Teacher asks students to pick a Students will go pick a name tag

name tag on the desk, this will and then group up with their
define what role they will have classmates who have similar
during the kinulation. They will also roles
take the colored jersey associated
to their role. (centrosomes, mitotic
spindles and chromatids)
Teacher then asks students to

group themselves by their role.
Teacher asks the students to Students will listen to the 8 minutes
organize themselves as they see fit questions, discuss their thoughts
with the layout of the class. Asks and then organize themselves for
the beginning of the kinulation.
for their reasoning and corrects
misconceptions if there are some
- Chromatids should be
inside the circle of desks.
Centrosomes and mitotic
spindles should be on the
outside
Following questions:
If we say that we begin out
kinulation from the prophase
stage from the mitosis process,
how do they think everyone
should arrange themselves?
Then ask them to discuss and
organize themselves as they see
fit, fix misconceptions if there
are some.
Answer: the two centrosomes on
opposite sides of the class, half of
the mitotic spindles go with each
centrosome (in theory should be
touching them). The chromatids
should pair up inside de circle.
Example of what the classroom
layout should look like from the
prophase stage starting point at
Appendix 1.
Note: this is also where the

chromosome name tags come in to
play. When two chromatids are
together, they are known as a
chromosome and that name tag
represents the both of them,
therefore they should hold it for this
part of the kinulation. Later they will
split again and will be known as
chromatids again.
Teacher tells students that for this Students will discuss their 30 minutes
kinulation we will want to go thoughts, ask questions to each
through and simulate all of the other and will act out the
phases of mitosis. kinulation. They might have to
question their methods and
Ask students (allow discussion in actions sometimes, if they are not
between them): correct they will have to modify
- What are the order of the and correct these.
phases? Answer:
prophase, metaphase,
anaphase, telophase
- What main observations
and actions should we do
for each phase?
-
Get them to act out their ideas, try
certain things even though it may
be wrong at first, they will learn
from this.
Chances are that it will not be
exactly accurate or go well the first
time or two. If the students do need
help, you can guide them with the
follow examples bellow of what
should happen in each phase.
However it is important to let the
students go through the kinulation
a few times anyway, it should get
better each time. They will be
getting more familiar with the
concept and how kinulations work
in general.
Example of what the classroom

layout should look like from the
prophase stage starting point at
Appendix 1.
Example of important
scenes that should be
acted out : Prophase:
centromeres and spindles
on each side (spindle
appears at this stage),
chromatids group in pairs
and become chromosomes
Metaphase: chromosomes
line up in the middle,
spindles make their way
towards chromosomes and
start attaching to them
Anaphase: chromosomes
start to split, each
chromatid goes towards
their own centrosome since
the spindles are pulling
them.
Telophase: Spindles begin
to disappear, cell begins to
divide in two daughter cells
(in theory, it is identical)
Teacher will ask if the students 5 minutes

have any questions or need
clarifications about the kinulation
Ask the students if they enjoyed

doing a science related kinulation
and if it helped their
comprehension
Also ask how or what we could do

to do the meiosis process?
Assessment: All in class activities are used for a formative assessment. The kinulation
allows a comprehension assessment because students are not only discussing their
thoughts with each other, but they are acting them out as well. The teacher is able to
listen to all of their ideas and statements about the topic and can hear and correct the
misconceptions if they exist. It is a valuable way to get the students up and moving to
do science, especially for concepts that are hard to grasp and visualize.
Differentiation: For this type of lesson, you are touching all three learning types, audio,
visual and kinesthetic. For example, all explanations and instruction are said orally,
therefore touches the audio learners. The presentation on the screen and the
visualizing of the kinulation touches the visual learners. The acting out of the concept by
a simulation touches the kinesthetic learners. This kinulation is used to help all student
learning types enhance their understanding on difficult concepts hard to grasp or
visualize. It allows students to become part of the demonstration, and therefore helps
them to remember and learn. Other than the learning types, the only other types of
differentiation needed to be done in my classes are by handing out notes to some
students. This doesn’t need to be done for this class. However, some may have a hard
time understanding this new type of learning activity at the beginning, therefore the
teacher could explain to them one on one while explaining a different way, using visuals
or manipulatives, like cubes or tokens.
Appendix 1
Example of what the classroom layout should look like from the prophase stage
starting point

Mitosis Kinulation Lesson Plan

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Science Lesson Plan

Name: M. Zachary Martin

Teacher will then say that we will

Teacher can write down the

Answers looking for:

Teacher asks students to pick a Students will go pick a name tag

Teacher then asks students to

Note: this is also where the

Example of what the classroom

Teacher will ask if the students 5 minutes

Ask the students if they enjoyed

Also ask how or what we could do

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