Journal Entry #3 (C&I 426-01): The 5 E's

The purpose of this entry is to write down an original class activity that utilizes the 5 E's: Engagement, Exploration, Explanation, Elaboration, and Evaluation.

Lesson subject: Mitosis
Required Student Knowledge:

• Basic cell anatomy (rudimentary organelle structure and function)
• 
  

Big Ideas:

• Cell Theory (life forms are made up of cells, all cells come from other cells)
• Phases of Cell Division

Engagement:
The first step is to create interest and curiosity in students, start the class off with a question to challenge them and incite discussion. This also gives the teacher a picture of the studens' prior knowledge of the subject. For mitosis, specifically, it it may be good to ask, "Do you think you have the same amount of cells now as you did when you were born?" and "Where do cells come from?"

Exploration:
Have the students swab the inside of their mouths, fix a slide, and stain the sample. In an active class, students should already have experience with these things, but if that is not the case, this activity doubles as a great introduction to basic microscopy. Have students draw what they see cells doing. Since oral epithelial cells divide often, there should be good examples of cells in all phases of mitosis.

Explaination:
Tell student about the phases of mitosis, and have them group their pictures according to which phase that particular cell is in.

Elaboration:
Have students look at cells on prepared slides in specific phases of mitosis so that they can get a clearer picture with ideal specimens. Have them also look at a cross section of an onion root tip to show that mitosis also occurs in plants. Introduce terms (Mitosis, Anaphase, Telophase, etc.) Now is when students can get into the big ideas of Cell Theory, that all cells come from other cells, and such. Ask them what they think it means that all cells come from other cells. This exercise can lead well into meiosis, genetics, and evolution.

Evaluation:
Students should be able to identify all of the phases of mitosis and put them in order. An evaluation where they have to alternately draw a cell in a specific phase OR identify the phase a shown cell is in. Ask students why cells cells divide in the first place, and ask them what they think the purpose of a chromosome is. Using this picture of prior knowledge, the teacher can more easily construct an effective lesson on genetics or a continuation of cell theory.