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Card Sort Activity - Mitosis vs Meiosis with Digital Easel Version Online

Rated 4.67 out of 5, based on 13 reviews
4.7 (13 ratings)
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The Skye World Science
615 Followers
Grade Levels
9th - 10th
Standards
Formats Included
  • PDF
  • Internet Activities
Pages
digital Easel version + 6 pages w/ instructions, student chart, cut & paste version, and answer key
$3.00
$3.00
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The Skye World Science
615 Followers
Easel Activity Included
This resource includes a ready-to-use interactive activity students can complete on any device.  Easel by TPT is free to use! Learn more.
Compatible with Digital Devices
The Teacher-Author has indicated that this resource can be used for device-based learning.

What educators are saying

Thanks! My students enjoyed using this resource to enhance their understanding. I enjoyed this resource because it complimented the hands-on learning activities I had done to prepare my students for formative and summative assessments. This resource is flexible for various types of learners.
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Description

This card sort on mitosis and meiosis will prepare your 9th and 10th grade biology students to compare and identify the differences and similarities in haploid and diploid chromosome numbers, cell structures, resulting cells, and the steps of each process. A digital Easel activity, cut & paste version, instructions, and interactive notebook chart are also included.

Important Information

  • includes digital Easel version online that is compatible with Google Classroom
  • detailed instruction and suggestion guide included
  • Answer key and student chart for interactive notebook included
  • Recommended for 9th and 10th grade biology

How it Works

  1. Students will sort a deck of cards into groups.
  2. Students will fill in a chart with the information after you go over the answer.
  3. Walk around and monitor student progress to check for understanding.
  4. Have students keep the chart out so you can record this as a daily grade.

TEKS Covered

B.4B

B.5A

B.6G

NGSS Standards Covered

HS-LS1-4

HS-LS3-2

Materials Needed

Card stock (white or light colors), scissors, rubber bands

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Acknowledgements

Thank you to the following artists for the wonderful clipart used throughout this unit. Just click on their shop name to go directly to their stores: Ron Leishman’s Digital Toonage - Sarah Pecorina Illustration - Clipartino - A Sketchy Guy - Glitter Meets Glue - The Cher Room - Krista Wallden Creative Clips - PGP Graphics

Terms of Use – copyright ©Catherine Skye All rights to this product are reserved by author. This authorizes one teacher to use this product. If you want to share it with other teachers, please purchase a license to share this work. Copying by more than one teacher, classroom, department, school, or school system is prohibited UNLESS you purchase a license. Clipart and elements found in this PDF and others on my site are from the public domain unless otherwise noted. All products on my site are intended for classroom and personal use and may not be digitally copied for reuse in any form. Any misuse is considered copyright infringement and violates the DMCA (Digital Millennium Copyright Act).

Total Pages
digital Easel version + 6 pages w/ instructions, student chart, cut & paste version, and answer key
Answer Key
Included
Teaching Duration
40 minutes
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Standards

to see state-specific standards (only available in the US).
Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.
Synthesize information from a range of sources (e.g., texts, experiments, simulations) into a coherent understanding of a process, phenomenon, or concept, resolving conflicting information when possible.
Reason abstractly and quantitatively. Mathematically proficient students make sense of quantities and their relationships in problem situations. They bring two complementary abilities to bear on problems involving quantitative relationships: the ability to decontextualize-to abstract a given situation and represent it symbolically and manipulate the representing symbols as if they have a life of their own, without necessarily attending to their referents-and the ability to contextualize, to pause as needed during the manipulation process in order to probe into the referents for the symbols involved. Quantitative reasoning entails habits of creating a coherent representation of the problem at hand; considering the units involved; attending to the meaning of quantities, not just how to compute them; and knowing and flexibly using different properties of operations and objects.
NGSSHS-LS1-4
Use a model to illustrate the role of cellular division (mitosis) and differentiation in producing and maintaining complex organisms. Assessment does not include specific gene control mechanisms or rote memorization of the steps of mitosis.
NGSSHS-LS3-2
Make and defend a claim based on evidence that inheritable genetic variations may result from (1) new genetic combinations through meiosis, (2) viable errors occurring during replication, and/or (3) mutations caused by environmental factors. Emphasis is on using data to support arguments for the way variation occurs. Assessment does not include the phases of meiosis or the biochemical mechanism of specific steps in the process.

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