Genes in Motion: Mitosis

![](media/image1.png){width="2.0in" height="2.0in"}Lesson Guide

Table of Contents

1.  Background of Genes in Motion

2.  Teachers Guide: Mitosis

    a.  Background Information

        i.  Standards

        ii. Learning Objectives

        iii. Purpose

        iv. Materials

        v.  Time

        vi. Student Background

        vii. Procedure

             1.  Activity One

                 a.  Day One: Brainstorm Mitosis Activity

                 b.  Day Two: Brainstorm Mitosis & Mitosis Practice

                 c.  Day Three: Dancing Mitosis Performance

             2.  Activity Two

3.  Student Guide: Mitosis

    a.  Activity One

        i.  Brainstorm Mitosis Worksheet

        ii. Brainstorm Mitosis Chart

    b.  Activity Two

        i.  Mitosis Background Sheet

4.  Resources

    a.  Genes In Motion: Mitosis Performance Rubric

    b.  Assessment Answer Key

    c.  Student Assessment

    d.  Introduction to Dance

    e.  Definitions of Dance Terminology

    f.  Mitosis PowerPoint

    g.  

    h.  

    i.  Human Body Outline

    j.  Interdisciplinary Lessons of Biology & Fine Arts

    k.  BSCS 5E Instructional Model, National Science Teacher
        Association

Background of Genes in Motion

The National Human Genome Research Institute's Education and Community
Involvement Branch (ECIB) collaborated with the Liz Lerman Dance
Exchange, a world renowned modern dance company located in Takoma Park,
MD. This program was jointly funded by the National Human Genome
Research Institute (NHGRI) and the NIH's Office of Science Education. At
the time of the collaboration, the Dance Exchange was touring a
performance entitled, *Ferocious Beauty: Genome*\--a multi-media work
about what\'s going on in the genomic science and its impact on our
lives. The project fostered partnerships among a national group of
scientists, bio-ethicists, researchers, clergy and artists who
contributed their expertise.

In conjunction with *Ferocious Beauty: Genome*, the ECIB and Liz Lerman
created a program for high school students entitled *Genes in Motion*.
The program uses the methods established by the Liz Lerman Dance
Exchange to teach genetics through movement, spoken word, and creative
applications of technology. During a one day workshop students had the
opportunity to work both with NHGRI researchers and Liz Lerman dancers
and choreographers to explore genetic concepts.

The topics covered in this program are supported by national and state
science standards outlined in Maryland, Virginia, and Washington D.C.
Students attended one of four breakout sessions during the workshop:

-   Mitosis

-   Bioinformatics

-   Induced Mutation

-   Natural Mutation

These topics support materials currently taught in a high school biology
classroom. In the following session descriptions, the standards covered
in each session are outlined. Throughout the day, students learned
specific science concepts in creative ways, such as through movement and
spoken word. By the end of the day, the students created their own
interpretations of the topics they had worked with throughout the
workshop.

A short documentary video was created to give an overview of the *Genes
in Motion* program. The video is available at
[www.genome.gov/26525978](http://www.genome.gov/26525978) where you can
see how the students depicted mitosis through dance. The video is
approximately 7 minutes long.

Genes in Motion: Mitosis

Teacher Guide

![](media/image1.png){width="2.0in" height="2.0in"}

Background Information

**Standards:**

This lesson will address the following science content standards:

-   The reproduction of cells and organisms accounts for the continuity
    of life.

-   The work of a cell is carried out by many structures made up of a
    variety of molecules.

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-   Differentiation between the functions of mitosis and meiosis.

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-   Understanding the processes and functions of related structures
    found in unicellular and multicellular organisms.

-   Illustration and explanation of how traits are passed from parent to
    offspring.

**Learning objectives:**

1.  Students will have a better understanding of mitosis and they should
    be able to identify key elements in the process where things can be
    altered.

2.  Students will be able to understand and investigate the verbs
    associated with the mitosis process and gain skills to embody the
    process in a group movement composition.

3.  Students will be able to gain a sense of how the cell must sequence
    the many steps involved in mitosis to ensure division in order to
    understand the timing of the mitosis is extremely important.

**Purpose:**

The purpose of this activity is to teach genetics through movement,
spoken word, and creative applications of technology.

**Materials:**

The following materials are needed:

-   Brainstorm Mitosis Worksheet

-   Brainstorm Mitosis Chart

-   Mitosis PowerPoint (available at http://www.genome.gov/26525978)

-   Dry Erase or Chalk Board

-   Large Area to perform Mitosis

**Time:**

Estimated time to complete Activity One is 3-4 days based on 45 minute
class periods.

**Student Background:**

Students should have knowledge of mitosis, this activity is meant to
supplement the knowledge the students have and help them come to a
better understanding of the process of mitosis.

**Procedure:**

This lesson is outlined using the 5E Instructional Model developed by
the Biological Sciences Curriculum Study

**Activity One:**

**Day One: Brainstorm Mitosis**

Engage:

-   The purpose of engagement is to capture student interest in the
    topic.

-   The following introduction can be used:

    -   Display an outline of the human body with lines draw separating
        different parts of the body.

    -   Pose a theoretical question to the students, e.g. suppose that
        your hand or your arm or your foot was made of only one cell,
        what would happen if that cell stopped working or died?

        -   Students should come up with answers such as: you would not
            have a hand or your arm would fall off.

    -   Ask the students: How many cells are really in our bodies? There
        are approximately 100 trillion (100,000,000,000,000) cells in a
        human, now this is only an estimate because it would take a very
        long time to count every single cell.

    -   Ask: What happens if just one cell dies in my hand, arm or foot?
        Do all the cells in my hand or foot die? Does my foot fall off?
        The obvious answer is no.

    -   Ask: What does the body do to replace cells that die, whether
        they are in our hand or foot or elsewhere in out bodies? Other
        cells divide to fill in the space left by the cell that died.

    -   Ask: What is this process called? Mitosis

> Explore:

-   The purpose of exploration is to provide students with cooperative
    activities that allow them to begin constructing concepts and
    developing skills.

-   The following activity can be used: Brainstorm Mitosis (see
    Worksheet)

    -   This activity reviews key points of each phase of mitosis and
        asks students to brainstorm ways in which they could perform or
        act out the steps of mitosis.

    -   Each phase has a description of what takes place in a cell and
        clues to help students come up with ways to depict each step.

    -   Students should work individually or in pairs to complete this
        activity. Challenge the student to come up with creative ways to
        act out the phases of mitosis.

**Day Two: Brainstorm Mitosis & Mitosis Practice**

> Explain:

-   The purpose of Explanation is for learners to articulate their ideas
    in their own words and listen critically to the ideas of others
    while the instructor clarifies concepts, corrects misconceptions and
    introduces scientific terminology.

-   The following activity can be used: Brainstorm Mitosis (see Chart)

    -   This activity allows students to take their individual ideas for
        acting out mitosis and present them to the members of their
        group. After sharing their ideas in a group, the students will
        collaborate on how they will present all the phases of mitosis
        to their fellow classmates.

    -   Through this activity the students will create their own version
        to mitosis to perform for their classmates..

    -   After students have created there version of mitosis they should
        be given at least one class period (45 minutes) to practice
        their performance.

**Day Three: Dancing Mitosis Performance**

> Elaborate:

-   The purpose of elaboration is to help student correct any remaining
    misconceptions and generalize the concepts in a broader context.

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-   The following activity can be used: Dancing Mitosis

    -   This class period will be devoted to each group performing their
        version of mitosis for their fellow classmates. Each performance
        should take no longer that 5-7 minutes and can be accompanied by
        music.

    -   While watching each group's performance, students should see
        several different ways in which mitosis can be depicted with
        each carrying the same steps through out.

    -   The performances should help clarify misconceptions that
        students may have and help bring their understanding of mitosis
        to a higher level.

    -   Mitosis Gone Awry can also be performed at this step in the 5E
        Instructional Model if the students have a solid understanding
        of mitosis. Or Mitosis Gone Awry can be performed after the
        evaluation step once student understanding has been assessed.

> Evaluate:

-   The purpose of evaluation is for teachers and students to evaluate
    their understanding of concepts. Evaluation gives the students an
    opportunity to test their own understanding and skills.

-   The following activity can be used:

    -   Student can be given a formal assessment in the form of a quiz
        or test to assess their understanding of mitosis.

    -   Students can be informally assessed through a class discussion
        after all the performances have taken place to assess their
        understanding of the material and to see if misconceptions have
        been corrected.

    -   The teacher can also evaluate during the elaboration phase but
        using a rubric to assess their performance of mitosis.

-   

-   After complete of the evaluation Mitosis Gone Awry can before
    performed to further extend student understanding of mitosis and
    what happens when mistakes happen during the process.

**Activity Two:**

Use the slide set or Brief Description to facilitate a classroom
discussion of the different and crucial steps of mitosis.

[Question Ideas for Slide Set:]{.underline}

Slide 2: Discuss rhythmic movement with students. What does rhythmic
movement mean?

Slide 4: Review of cell cycle. Ask students to visualize the cell cycle
taking place.

Slide 7: Prophase is described as coil to shape. Ask students to
brainstorm how this could be shown. How could we depict what is
happening during prophase of mitosis using people?

Slide 9: Metaphase is described as align and attach. Ask student to
brainstorm how this could be shown. How could we show the chromosomes
lining up in a cell using people?

Slide 11: Anaphase is described as divide and drag. Ask students to
brainstorm how this could be shown. How could we show how anaphase takes
place using people?

Slide 13: Telophase is described as contract and expand. Ask students
how this can be shown. Discuss terminology dual independence to check
for understanding of terms.

Slide 15: Cytokinesis is described as separate and go your own way. Ask
student how this could be shown. Discuss terminology independent twin
cells, to review the result of cell division.

**Brief Description of Mitosis:**

Mitosis is a complicated process that often times confuses and baffles
those that have to learn its steps. Although the process can be
confusing, it is essential that students of biology understand the
process in order to better comprehend how cells are able to regenerate
and how the hereditary material is duplicated and passed on to daughter
cells.

[Overview:]{.underline}

The cell cycle encompasses the stages of cell division when one cell
becomes two cells, each one identical to the original cell. The cell
cycle can be divided into three major phases:

• Interphase -- The cell is getting ready to divide. It grows in size
and all DNA is replicated. When the environment is favorable, a cell can
proceed into mitosis.

• Mitosis -- Duplicate chromosomes (sister chromatids) are aligned at
the center of the cell, and then separated to opposite ends of the cell
in preparation for division of the cytoplasm (the watery or fluid part
of the cell).

• Cytokinesis -- The cytoplasm of the cell is separated when the cell
membrane is pinched inward at the center. Two daughter cells are formed
and each is identical to the original cell.

[Mitosis:]{.underline}

Mitosis is the process in which identical chromosomes are aligned and
pulled apart by fibers (microtubules), just before the cytoplasm
divides. The phases of mitosis ensure each new cell will have
equal/identical DNA after division. The phases of mitosis are:

• Prophase -- DNA condenses into chromosomes, nuclear envelope
disappears

• Metaphase -- Identical chromosomes (sister chromatids) align at the
center of the cell (equatorial plate). Sister chromatids are held
together by a centromere.

• Anaphase - Centromeres divide (one for each chromatid). Sister
chromatids separate. Microtubules form spindle fibers that attach to the
centromere of each sister chromatid pulling them to opposite ends of the
cell. The cell becomes elongated.

• Telophase -- Chromatids arrive at opposite poles. Nuclear envelopes
form around them and the DNA loosens and expands.

• Cytokinesis - cell membrane pinches inward to divide the cytoplasm
forming two daughter cells that are genetically identical to the
original cell.

[Cell Cycle Control:]{.underline}

The cell cycle is controlled by "Stop" and "Go" proteins that signal the
cell to stop or proceed through cell division. These proteins work at
checkpoints in the cell cycle.

There are two major checkpoints:

1\) G1 checkpoint (in interphase) -- Cells make sure that the DNA is not
damaged, and that there is enough energy and other proteins required to
complete the cell cycle. If the cell is not ready, "Stop" proteins
signal the cell to enter a resting phase called G0 (G zero). If
conditions are favorable, "Go" proteins signal the cell to proceed
through the cell cycle.

2\) G2 checkpoint (in interphase) -- Cells make sure that all the DNA is
replicated without errors, and that the environment is favorable for
mitosis. If conditions are favorable, "Go" proteins signal the cell to
proceed into mitosis. "Stop" proteins function here when needed.

Sometimes things are altered in cell division. If conditions are not
good at the checkpoints, such as damaged DNA, the cell can try to repair
the damage. If it cannot repair the DNA, the cell will undergo
programmed cell death (Apoptosis). If it does not undergo apoptosis,
then the uncontrolled cell growth can result in cancer. If a "Go" or
"Stop" protein gets damaged (such as by a genetic mutation), the result
could be uncontrolled cell division. Uncontrolled cell growth can result
in cancer or tumor formation.

**Estimated time to complete Mitosis Review:** 1 class period (45
minutes)

**Suggested Activity to Perform Mitosis:**

After reviewing mitosis and having the students brainstorm about what
they believe each part of mitosis would look like it is time for the
students to "perform" mitosis. The students should be split into two
groups, one group to perform mitosis successfully and one group to
perform mitosis unsuccessfully. The students should use the information
reviewed and the ideas that had been brainstormed to create their
performance. Review with the students what should be seen in each phase
using the *Description of Choreography/Movement*. The Dance terminology
has been defined below.

Example: Prophase is described as Coil to shape, therefore students
should be able to show us this happening by shaping their bodies and
using different heights (levels) to sculpt or move each other into
chromosomes.

**Description of Choreography/Movement:**

Students learn and practice key choreographic concepts of shape, level,
and space through a series of improvisational structures. Through the
use of physical partnering and theme and variation, participants explore
and understand the essential verbs from the phases of mitosis.

-   Prophase: Coil to shape

    -   *Students explore the choreographic concept of* ***shape and
        level**, and then apply partnering skills to sculpt each other
        into condensed forms representing chromosomes*

-   Metaphase: Align and attach

    -   *Line up, pass through: Students explore the choreographic
        concept of* ***space*** *through an improvisational structure of
        creating and moving through lines in space*

    -   *Attach: Students further* ***partnering skills*** *by
        discovering aesthetic ways to connect*

-   Anaphase:

    -   *Divide and Drag: Students further explore* ***weight sharing
        skills**, finding safe ways to embody these verbs*

-   Telophase:

    -   *Contract and Expand: Students investigate these verbs and
        practice* ***theme and variation*** *in solo and group forms*

Students should collaboratively create 2 two minute compositions (a
successful mitosis process and, an unsuccessful mitosis process) that
physically represent the process using skills taught. Students must
thoroughly understand the process and its phases to complete the dance.

**Estimated time to complete Mitosis Performance:** 2-3 class period
(90-135 minutes)

Genes in Motion: Mitosis

Student Guide

![](media/image1.png){width="2.0in" height="2.0in"}

![](media/image2.wmf){width="2.75in" height="1.8090277777777777in"}

Brainstorm: Mitosis!!

![](media/image2.wmf){width="0.49722222222222223in" height="0.33125in"}
Mitosis is a complicated process that often times confuses and baffles
those that have to learn its steps. Although the process can be
confusing, it is essential that students in biology understand the
process in order to better comprehend how cells are able to regenerate
and how the hereditary material is duplicated and passed on to daughter
cells.

![](media/image2.wmf){width="0.49722222222222223in"
height="0.33125in"}Through this activity you will be able to review
mitosis and perform each phase of mitosis with your classmates! So put
on those thinking caps and get ready!

[Part One:]{.underline}

![](media/image2.wmf){width="0.49722222222222223in" height="0.33125in"}
[Overview:]{.underline}

The cell cycle encompasses the stages of cell division when one cell
becomes two cells, each one identical to the original cell. The cell
cycle can be divided into three major phases:

> • Interphase -- The cell is getting ready to divide. It grows in size
> and all DNA is replicated. When the environment is favorable, a cell
> can proceed into mitosis.
>
> • Mitosis -- Duplicate chromosomes (sister chromatids) are aligned at
> the center of the cell, and then separated to opposite ends of the
> cell in preparation for division of the cytoplasm (the watery or fluid
> part of the cell).
>
> • Cytokinesis -- The cytoplasm of the cell is separated when the cell
> membrane is pinched inward at the center. Two daughter cells are
> formed and each is identical to the original cell.

![](media/image2.wmf){width="1.25in" height="0.8222222222222222in"}Get
Ready To...

Brainstorm!!

![](media/image3.wmf){width="0.6743055555555556in" height="0.65625in"}

![](media/image2.wmf){width="0.49722222222222223in"
height="0.33125in"}[Mitosis:]{.underline} Mitosis is the process in
which identical chromosomes are aligned and pulled apart by fibers
(microtubules), just before the cytoplasm divides. The phases of mitosis
ensure each new cell will have equal/identical DNA after division. The
phases of mitosis are:

> • **Prophase** -- DNA condenses into chromosomes, nuclear envelope
> disappears
>
> ![](media/image2.wmf){width="0.49722222222222223in"
> height="0.33125in"} Brainstorm: Prophase can be described as coil to
> shape, using your knowledge of mitosis, how could we perform prophase?
>
> • **Metaphase** -- Identical chromosomes (sister chromatids) align at
> the center of the cell (equatorial plate). Sister chromatids are held
> together by a centromere.
>
> ![](media/image2.wmf){width="0.49722222222222223in"
> height="0.33125in"} Brainstorm: Metaphase can be described as align
> and attach, how can we use these words and what we know about
> metaphase, to perform this phase?
>
> • **Anaphase** - Centromeres divide (one for each chromatid). Sister
> chromatids separate. Microtubules form spindle fibers that attach to
> the centromere of each sister chromatid pulling them to opposite ends
> of the cell. The cell becomes elongated.
>
> ![](media/image2.wmf){width="0.49722222222222223in"
> height="0.33125in"} Brainstorm: Anaphase is described as divide and
> drag, how could we use these words to perform this phase?
>
> • **Telophase** -- Chromatids arrive at opposite poles. Nuclear
> envelopes form around them and the DNA loosens and expands.
>
> ![](media/image2.wmf){width="0.49722222222222223in"
> height="0.33125in"} Brainstorm: Telophase is described as contract
> (nuclear envelope) and expand (DNA). Using your knowledge of this
> phase how could we perform this phase?
>
> • **Cytokinesis** - cell membrane pinches inward to divide the
> cytoplasm forming two daughter cells that are genetically identical to
> the original cell.
>
> ![](media/image2.wmf){width="0.49722222222222223in"
> height="0.33125in"} Brainstorm: Cytokinesis is described as separate
> and go your own way, using your knowledge of mitosis, how could we
> perform prophase?

[Part Two:]{.underline}

![](media/image2.wmf){width="0.49722222222222223in"
height="0.33125in"}[Cell Cycle Control:]{.underline}

The cell cycle is controlled by "Stop" and "Go" proteins that signal the
cell to stop or proceed through cell division. These proteins work at
checkpoints in the cell cycle.

There are two major checkpoints:

> 1\) G1 checkpoint (in interphase) -- Cells make sure that the DNA is
> not damaged, and that there is enough energy and other proteins
> required to complete the cell cycle. If the cell is not ready, "Stop"
> proteins signal the cell to enter a resting phase called G0 (G zero).
> If conditions are favorable, "Go" proteins signal the cell to proceed
> through the cell cycle.
>
> 2\) G2 checkpoint (in interphase) -- Cells make sure that all the DNA
> is replicated without errors, and that the environment is favorable
> for mitosis. If conditions are favorable, "Go" proteins signal the
> cell to proceed into mitosis. "Stop" proteins function here when
> needed.
>
> ![](media/image2.wmf){width="0.49722222222222223in"
> height="0.33125in"} Brainstorm: Why are these "checkpoints" important
> for the cell? What would happen if something went wrong?

![](media/image2.wmf){width="0.49722222222222223in"
height="0.33125in"}Mitosis Gone Awry: Sometimes things are altered in
cell division. If conditions are not good at the checkpoints, such as
damaged DNA, the cell can try to repair the damage. If it cannot repair
the DNA, the cell will undergo programmed cell death (Apoptosis). If it
does not undergo apoptosis, then the uncontrolled cell growth can result
in cancer. If a "Go" or "Stop" protein gets damaged (such as by a
genetic mutation), the result could also be uncontrolled cell division
which can result in cancer or tumor formation.

> ![](media/image2.wmf){width="0.49722222222222223in"
> height="0.33125in"} Brainstorm: Using the information gathered about
> mitosis and the cell cycle how could we act out Mitosis gone wrong?

Brainstorm: Mitosis!!

Directions: Now that we have put together all of the pieces of mitosis
and worked our brains to come up with ways to perform mitosis, its time
to put everything together! You will be assigned to a group; your group
will either be responsible for performing Mitosis (without errors) or
Mitosis Gone Awry. With your assigned group you are going to collect
everyone's ideas and place them in the appropriate columns in the
Brainstorm: Mitosis Chart. Once the ideas have been collected your group
needs to work together to come up with a way to perform mitosis for your
fellow classmates.

  ----------------------------------------------------- ----------------------------------------------------- -----------------------------------------------------
  ![](media/image2.wmf){width="0.49722222222222223in"   ![](media/image2.wmf){width="0.49722222222222223in"   ![](media/image2.wmf){width="0.49722222222222223in"
  height="0.33125in"} Prophase: Brainstorm              height="0.33125in"} Metaphase: Brainstorm             height="0.33125in"} Anaphase: Brainstorm

                                                                                                              
  ----------------------------------------------------- ----------------------------------------------------- -----------------------------------------------------

  ----------------------------------------------------- -----------------------------------------------------
  ![](media/image2.wmf){width="0.49722222222222223in"   ![](media/image2.wmf){width="0.49722222222222223in"
  height="0.33125in"} Telophase: Brainstorm             height="0.33125in"} Cytokinesis: Brainstorm

                                                        
  ----------------------------------------------------- -----------------------------------------------------

Brainstorm: Mitosis Gone Awry!!

  -----------------------------------------------------------------------
  ![](media/image2.wmf){width="0.49722222222222223in" height="0.33125in"}
  Mitosis Gone Awry: Brainstorm

  -----------------------------------------------------------------------

**[Mitosis Background Information]{.underline}**

Mitosis is a complicated process that often times confuses and baffles
those that have to learn its steps. Although the process can be
confusing, it is essential that students of biology understand the
process in order to better comprehend how cells are able to regenerate
and how the hereditary material is duplicated and passed on to daughter
cells.

**[Overview:]{.underline}**

The cell cycle encompasses the stages of cell division when one cell
becomes two cells, each one identical to the original cell. The cell
cycle can be divided into three major phases:

> • Interphase -- The cell is getting ready to divide. It grows in size
> and all DNA is replicated. When the environment is favorable, a cell
> can proceed into mitosis.
>
> • Mitosis -- Duplicate chromosomes (sister chromatids) are aligned at
> the center of the cell, and then separated to opposite ends of the
> cell in preparation for division of the cytoplasm (the watery or fluid
> part of the cell).
>
> • Cytokinesis -- The cytoplasm of the cell is separated when the cell
> membrane is pinched inward at the center. Two daughter cells are
> formed and each is identical to the original cell.

[**Mitosis**:]{.underline}

Mitosis is the process in which identical chromosomes are aligned and
pulled apart by fibers (microtubules), just before the cytoplasm
divides. The phases of mitosis ensure each new cell will have
equal/identical DNA after division. The phases of mitosis are:

• [Prophase]{.underline} -- DNA condenses into chromosomes, nuclear
envelope disappears

> • [Metaphase]{.underline} -- Identical chromosomes (sister chromatids)
> align at the center of the cell (equatorial plate). Sister chromatids
> are held together by a centromere.
>
> • [Anaphase]{.underline} - Centromeres divide (one for each
> chromatid). Sister chromatids separate. Microtubules form spindle
> fibers that attach to the centromere of each sister chromatid pulling
> them to opposite ends of the cell. The cell becomes elongated.
>
> • [Telophase]{.underline} -- Chromatids arrive at opposite poles.
> Nuclear envelopes form around them and the DNA loosens and expands.
>
> • [Cytokinesis]{.underline} - cell membrane pinches inward to divide
> the cytoplasm forming two daughter cells that are genetically
> identical to the original cell.

**[Cell Cycle Control:]{.underline}**

The cell cycle is controlled by "Stop" and "Go" proteins that signal the
cell to stop or proceed through cell division. These proteins work at
checkpoints in the cell cycle.

There are two major checkpoints:

> 1\) [G1 checkpoint]{.underline} (in interphase) -- Cells make sure
> that the DNA is not damaged, and that there is enough energy and other
> proteins required to complete the cell cycle. If the cell is not
> ready, "Stop" proteins signal the cell to enter a resting phase called
> G0 (G zero). If conditions are favorable, "Go" proteins signal the
> cell to proceed through the cell cycle.
>
> 2\) [G2 checkpoint]{.underline} (in interphase) -- Cells make sure
> that all the DNA is replicated without errors, and that the
> environment is favorable for mitosis. If conditions are favorable,
> "Go" proteins signal the cell to proceed into mitosis. "Stop" proteins
> function here when needed.

Sometimes things are altered in cell division. If conditions are not
good at the checkpoints, such as damaged DNA, the cell can try to repair
the damage. If it cannot repair the DNA, the cell will undergo
programmed cell death (Apoptosis). If it does not undergo apoptosis,
then the uncontrolled cell growth can result in cancer. If a "Go" or
"Stop" protein gets damaged (such as by a genetic mutation), the result
could be uncontrolled cell division. Uncontrolled cell growth can result
in cancer or tumor formation.

Genes in Motion: Mitosis

Resources

![](media/image1.png){width="2.0in" height="2.0in"}

Resources

a.  
b.  
c.  
d.  
e.  
f.  
g.  
h.  

```{=html}
<!-- -->
```
a.  Genes In Motion: Mitosis Performance Rubric

b.  Assessment Answer Key

c.  Student Assessment

d.  Introduction to Dance

e.  Definitions of Dance Terminology

f.  Mitosis PowerPoint

g.  Human Body Outline

h.  Interdisciplinary Lessons of Biology & Fine Arts

i.  BSCS 5E Instructional Model, National Science Teacher Association

    **Genes In Motion: Mitosis**

Student Name:    
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

  --------------- -------------- -------------- -------------- --------------
  CATEGORY        **4**          **3**          **2**          **1**

  **Sequence of   Performs       Performs       Performs       Performs
  Mitosis**       Mitosis in     Mitosis in     Mitosis with   Mitosis out of
                  correct        sequence with  several        sequence.
                  sequence       1-2 omissions. omissions, but 
                  leaving out no                maintains      
                  important                     sequence of    
                  parts of the                  the phases of  
                  process.                      mitosis.       

  **Phase         Shifts phases  Shifts phases  Tried to do    Did not
  Shifting**      smoothly       pretty well.   phase          attempt phase
                  almost all the It is usually  shifting, but  shifting. It
                  time. It is    easy for the   it wasn\'t     was very
                  very easy for  audience to    very           difficult for
                  the audience   tell which     successful. It the audience
                  to tell which  phase of       often was hard to tell which
                  phase of       mitosis is     for the        phase of
                  mitosis is     taking place.  audience to    mitosis is
                  taking place.                 tell which     taking place.
                                                phase of       
                                                mitosis is     
                                                taking place.  

  **Movements**   Connections    Connections    Connections    The phases and
                  between phases between phase  between phases concepts of
                  and concepts   and concepts   and concepts   mitosis seem
                  of mitosis are of mitosis are of mitosis are very
                  creative,      clearly        sometimes hard disconnected
                  clearly        expressed and  to figure out. and it is very
                  expressed and  appropriate.   More detail or difficult to
                  appropriate.                  better         figure out the
                                                transitions    process.
                                                are needed.    

  **Duration of   The            The            The            The
  Performance**   performance    storytelling   storytelling   storytelling
                  lasts 4-7      lasts 3-4      lasts 2-3      lasts less
                  minutes.       minutes.       minutes        than 2 minutes
                                                               or more than 7
                                                               minutes.

  **Comments**                                                  
  --------------- -------------- -------------- -------------- --------------

Rubric Made Using: **RubiStar (http://rubistar.4teachers.org)**

**[Mitosis Assessment: Answer Key]{.underline}**

**[Answers are]{.underline}** **[italicized, underlined]{.underline}**
**[and in bold.]{.underline}**

**Directions #1-8:** Select the answer that best suits the question or
statement.

1\. The process of mitosis ensures that:

a.  each new cell is genetically different from its parent

b.  ***[each new cell receives the proper number of
    chromosomes]{.underline}***

c.  cells will divide at the appropriate time

d.  DNA is replicated without errors

2\. The image illustrates what phase of mitosis

a.  ***[Anaphase]{.underline}***

b.  Telophase

c.  Metaphase

d.  prophase

3\. Which of the following is NOT part of mitosis?

a.  prophase

b.  metaphase

c.  Telophase

d.  ***[interphase]{.underline}***

5\. A cell that has 20 chromosomes undergoes mitosis. Which of the
following is true?

a.  ***[two daughter cells will be created, each have 20
    chromosomes]{.underline}***

b.  two daughter cells will be created, each have 40 chromosomes

c.  4 daughter cells will be created, each having 10 chromosomes

d.  2 daughter cells will be created, each having 10 chromosomes

6\. A spindle forms during which phase?

a.  G2

b.  Interphase

c.  ***[Prophase]{.underline}***

d.  metaphase

7\. Most cells spend their lives in:

a.  prophase

b.  metaphase

c.  ***[interphase]{.underline}***

d.  telophase

8\. Cytokinesis begins during which phase?

a.  ***[Telophase]{.underline}***

b.  synthesis phase

c.  anaphase

d.  metaphase

**Directions \# 9-13:** Identify each phase described in each statement.
Some phases may be used more than once.

9\. Some 90 percent of a cell\'s time in the normal cellular cycle may
be spent in this phase

***[Interphase]{.underline}***

10\. In this phase of mitosis, the chromatin condenses into discrete
chromosomes. The nuclear envelope breaks down and spindles form at
opposite poles of the cell

***[Prophase]{.underline}***

11\. Cytokinesis occurs during this stage of mitosis

***[Telophase]{.underline}***

12\. In this phase, chromosomes align at the metaphase plate at right
angles to the spindle poles.

***[Metaphase]{.underline}***

13\. In this phase, the paired chromosomes separate and begin moving to
opposite ends (poles) of the cell.

***[Anaphase]{.underline}***

**Directions #14-16:** Identify the phases shown in the following
Images.

14\. Identify the phase of mitosis:

![](media/image7.png){width="1.4895833333333333in" height="2.25in"}

a.  prophase

b.  Telophase

c.  ***[anaphase]{.underline}***

![](media/image8.png){width="1.4583333333333333in" height="2.0625in"}15.
Identify the stage of mitosis:

a.  metaphase

b.  anaphase

c.  ***[Telophase]{.underline}***

![](media/image9.png){width="1.5534722222222221in" height="2.125in"}16.
Identify the stage of mitosis:

a.  Prophase

b.  ***[Metaphase]{.underline}***

c.  interphase

> Images courtesy of The Entangled Bank
>
> Ch = chromosome, S = spindle

**Directions #17-20:** Match the terms on the left with the definitions
on the right.

17\. Prophase ***[(D)]{.underline}*** A. Phase where chromosomes split
apart

18\. Metaphase ***[(C)]{.underline}*** B. Phase where cell plate or
furrowing occurs

19\. Anaphase ***[(A)]{.underline}*** C. Phase where chromosomes line up
on the equator

20\. Telophase ***[(B)]{.underline}*** D. Phase where nuclear membrane
disappears

Name: \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

Date: \_\_\_\_\_\_\_\_\_\_\_

Period: \_\_\_\_\_

**[Mitosis Assessment]{.underline}**

**Directions #1-8:** Select the answer that best suits the question or
statement.

1\. The process of mitosis ensures that:

a.  each new cell is genetically different from its parent

b.  each new cell receives the proper number of chromosomes

c.  cells will divide at the appropriate time

d.  DNA is replicated without errors

![](media/image10.png){width="0.9576388888888889in"
height="1.0416666666666667in"}

2\. The image illustrates what phase of mitosis:

a.  Anaphase

b.  Telophase

c.  Metaphase

d.  prophase

3\. Which of the following is NOT part of mitosis?

a.  prophase

b.  metaphase

c.  Telophase

d.  interphase

5\. A cell that has 20 chromosomes undergoes mitosis. Which of the
following is true?

a.  two daughter cells will be created, each have 20 chromosomes

b.  two daughter cells will be created, each have 40 chromosomes

c.  4 daughter cells will be created, each having 10 chromosomes

d.  2 daughter cells will be created, each having 10 chromosomes

6\. A spindle forms during which phase?

a.  G2

b.  Interphase

c.  Prophase

d.  metaphase

7\. Most cells spend their lives in:

a.  prophase

b.  metaphase

c.  interphase

d.  telophase

8\. Cytokinesis begins during which phase?

a.  Telophase

b.  synthesis phase

c.  anaphase

d.  metaphase

**Directions \# 9-13:** Identify each phase described in each statement.
Some phases may be used more than once.

9\. Some 90 percent of a cell\'s time in the normal cellular cycle may
be spent in this phase

\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

10\. In this phase of mitosis, the chromatin condenses into discrete
chromosomes. The nuclear envelope breaks down and spindles form at
opposite poles of the cell

\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

11\. Cytokinesis occurs during this stage of mitosis

\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

12\. In this phase, chromosomes align at the metaphase plate at right
angles to the spindle poles.

\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

13\. In this phase, the paired chromosomes separate and begin moving to
opposite ends (poles) of the cell.

\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

**Directions #14-16:** Identify the phases shown in the following
Images.

14\. Identify the phase of mitosis:

![](media/image7.png){width="1.4895833333333333in" height="2.25in"}

a.  prophase

b.  Telophase

c.  anaphase

![](media/image8.png){width="1.4583333333333333in" height="2.0625in"}15.
Identify the stage of mitosis:

a.  metaphase

b.  anaphase

c.  Telophase

![](media/image9.png){width="1.5534722222222221in" height="2.125in"}16.
Identify the stage of mitosis:

a.  Prophase

b.  Metaphase

c.  interphase

> Images courtesy of The Entangled Bank
>
> Ch = chromosome, S = spindle

**Directions #17-20:** Match the terms on the left with the definitions
on the right.

17\. Prophase A. Phase where chromosomes split apart

18\. Metaphase B. Phase where cell plate or furrowing occurs

19\. Anaphase C. Phase where chromosomes line up on the equator

20\. Telophase D. Phase where nuclear membrane disappears

Introduction to Dance

Dance can be defined as many different things, even in the dictionary
dance does not have just one definition. Dance can be defined as to move
rhythmically usually to music, using prescribed or improvised steps and
gestures, to bob up and down, a series of motions and steps, usually
performed to music by the American Heritage Dictionary. This is only 3
of the 12 definitions listed in that dictionary. No one definition is
all encompassing for dance. Everyone can have their own idea of what
dance is.

For this activity, movements will be used to "dance" mitosis for your
fellow classmates. Each person will have to discover ways to portray
each step of mitosis when it works and when it does not work. The
students will do this by learning about basic dance concepts.

Definitions of Dance Terminology

**Improvise**: to create extemporaneously (without practice or
preparation), usually done with a structure, intent, or outcome in mind.

**Level:** The height at which a person is dancing or moving.

**Partnering skills:** The act of participating as a partner. The
particular skills and techniques used for dancing with a partner or
choreographing for partners, such as lifting, balancing, and sharing
weight.

**Shape:** The form that your body takes while dancing or moving.

**Space:** A defined extent in three dimensions, particularly as
employed as an element in dance or movement, the distances between other
people or things.

**Theme:** a repeated idea, the message, the significant idea; a
movement or musical phrase, often straightforward in style and
structure, on which a series of variations is based.

**Variation**: a repetition of a movement or a tool which changes one or
more aspects of the original.

**[Human Body Outline]{.underline}**

![](media/image11.png){width="4.698611111111111in"
height="8.605555555555556in"}

**Interdisciplinary Lessons of Biology & Fine Arts**

1.  [Daily Lesson Plan from The New York Times Learning
    Network]{.underline}

    a.  Scientific Scenes: *Creating Plays That Allow Scientists to
        Observe the Consequences of Their Work*

> <http://www.nytimes.com/learning/teachers/lessons/20031111tuesday.html?searchpv=learning_lessons>

b.  The ABC\'s of DNA: *Learning the Basics of Genetics*

> <http://www.nytimes.com/learning/teachers/lessons/20010213tuesday.html?searchpv=learning_lessons>

2.  [Access Excellence: Activities Exchange]{.underline}

    a.  Transcription Translation Tango
        <http://www.accessexcellence.org/AE/AEC/AEF/1994/morris_transcription.php>

    b.  Turkeys in the Cell -- The meiosis Square Dance
        <http://www.accessexcellence.org/AE/AEPC/WWC/1991/meiosis_dance.php>