Lesson Plan | Socioemotional Learning | Cell Division

Objective

Duration: (10 - 15 minutes)

This section aims to introduce students to the lesson topic while clearly outlining the learning objectives and the skills they will develop. It prepares them for the content at hand, emphasizing the significance of the topic and how it connects to their own experiences and emotions. Additionally, it encourages students to reflect on their own feelings and those of their peers regarding learning, thereby laying the groundwork for the development of socioemotional skills throughout the lesson.

Objective Utama

1. Gain an understanding of how cell division occurs, including the various phases of the cell cycle.

2. Distinguish between meiosis and mitosis, recognizing their unique characteristics and phases.

Introduction

Duration: (20 - 25 minutes)

Emotional Warmup Activity

Mindfulness Moment

The suggested emotional warm-up activity is Mindfulness Practice. This involves focusing on the present moment to help students enhance their concentration, presence, and focus, all of which are essential for effective learning and socioemotional development.

1. Preparing the Environment: Invite students to sit comfortably in their chairs. Encourage them to either close their eyes or maintain a soft gaze on a point in front of them.

2. Initial Breathing: Guide students to take a few slow, deep breaths. Inhale through the nose counting to four, hold for four seconds, and then exhale through the mouth counting to six.

3. Attention to the Body: Ask students to shift their focus to different parts of their body, starting from their feet and moving up to their heads. They should notice any tightness and consciously relax those areas.

4. Focus on Breathing: Instruct students to pay attention to their natural breathing, feeling and observing the air coming in and out. If they become distracted, gently remind them to return their focus to their breath.

5. Gradual Closing: After a few minutes, guide students to slowly broaden their awareness of the surroundings. Encourage them to open their eyes gently and shift their focus back to the present.

6. Quick Reflection: Invite students to share how they felt during the mindfulness practice and whether they noticed any changes in their emotional state. Encourage sharing if they are comfortable.

Content Contextualization

Cell division is a fundamental process of life, present across all living organisms, from the tiniest bacteria to humans. By grasping the concept of cell division, students learn not only how organisms grow and heal but also appreciate the intricate beauty of life on a microscopic level.

In a socioemotional context, we can liken cell division to personal and emotional growth. Just as cells divide to create new cells, individuals undergo emotional growth through their experiences and relationships. By exploring the phases of mitosis and meiosis, students can reflect on their own growth phases, recognizing that, much like the cell cycle, each stage is vital and contributes to the whole.

Development

Duration: (60 - 75 minutes)

Theory Guide

Duration: (25 - 30 minutes)

1. Introduction to the Cell Cycle

2. The cell cycle refers to the series of events that a cell undergoes to divide and produce new cells. This includes growth phases, DNA replication, and cell division. The primary phases of the cell cycle are interphase (G1, S, and G2) and the mitotic phase (mitosis and cytokinesis).

3. Mitosis

4. Mitosis is a process of cell division resulting in two daughter cells that are genetically identical to the parent cell. This process is key for growth and tissue repair. The phases of mitosis include:

5. Prophase: Chromosomes condense, and the nuclear membrane begins to disintegrate. Centrioles migrate to opposite poles of the cell.

6. Metaphase: Chromosomes align at the cell's center along the metaphase plate and attach to the mitotic spindle fibers.

7. Anaphase: Sister chromatids are separated and pulled toward opposite poles of the cell.

8. Telophase: Chromosomes reach the cell poles, the nuclear membrane reforms around each set of chromosomes, and the cell starts to divide.

9. Cytokinesis: The cytoplasm is divided between the two daughter cells, completing cell division.

10. Meiosis

11. Meiosis results in four daughter cells, each containing half the number of chromosomes as the parent cell. This process is crucial for the formation of gametes (sperm and eggs) in sexual reproduction. Meiosis consists of two consecutive divisions: meiosis I and meiosis II.

12. Meiosis I: It reduces the chromosome number by half, involving prophase I, metaphase I, anaphase I, and telophase I with genetic recombination happening in prophase I, enhancing genetic diversity.

13. Meiosis II: Similar to mitosis, yet results in cells with half the chromosome count. It includes prophase II, metaphase II, anaphase II, and telophase II.

14. Comparison between Mitosis and Meiosis

15. Mitosis: Produces two identical daughter cells, utilized for growth and repair, occurs in somatic cells.

16. Meiosis: Yields four genetically distinct daughter cells, essential for gamete production, occurs in germ cells.

17. Analogies

18. Mitosis can be thought of as photocopying a document, where the content remains unchanged, while meiosis is akin to shuffling and splitting a deck of cards, where the combination of cards (genes) differs in each new cell.

Activity with Socioemotional Feedback

Duration: (30 - 35 minutes)

Cell Division in Action

In this hands-on activity, students will create visual models of the phases of mitosis and meiosis using craft materials such as modeling clay, sticks, and paper. Alongside reinforcing their theoretical knowledge, the activity encourages emotional expression and regulation by allowing them to collaborate in groups and discuss their experiences while building the models.

1. Group Formation: Organize the class into groups of 4 to 5 students.

2. Materials Distribution: Provide each group with craft materials like modeling clay, sticks, paper, and markers.

3. Model Creation: Instruct groups to construct models that represent the phases of mitosis and meiosis using the materials provided. Each phase should be clearly illustrated.

4. Model Presentation: Ask each group to showcase their models to the class, explaining the distinct phases of mitosis and meiosis and how they depicted these processes.

5. Discussion and Feedback: After the presentations, facilitate a group discussion using the RULER method to reflect on the emotions experienced during the activity.

Discussion and Group Feedback

To implement the RULER method in the group discussion, start by prompting students to recognize the feelings they experienced during the activity. Ask: 'What emotions came up while creating the models?'. Next, help them understand the reasons behind these feelings with: 'What do you think contributed to how you felt?'.

Then encourage students to label their emotions accurately, providing vocabulary as necessary. Ask: 'How would you characterize these emotions?'. After that, discuss how to express these emotions appropriately, both verbally and non-verbally, in a group context. Finally, assist them in regulating these emotions by discussing strategies they could use to maintain a positive emotional atmosphere during future group tasks.

Conclusion

Duration: (10 - 15 minutes)

Reflection and Emotional Regulation

To wrap up the lesson, ask students to reflect on the challenges they faced during today’s activities and how they managed their emotions. This reflection can be approached in two ways:

Written Reflection: Request students to write a paragraph about the main challenges encountered while creating the cell division models and their feelings towards those challenges. Encourage them to reflect on how they coped with their emotions and what strategies they employed to maintain focus and teamwork in their groups.

Group Discussion: Facilitate a group discussion where each student briefly shares their experiences. Ask: 'What were the most significant challenges you encountered today? How did you feel during the activities? What strategies helped you cope with these emotions?'. Foster an open and respectful environment for dialogue where everyone can convey their feelings and learn from one another's insights.

Objective: The objective of this section is to encourage self-assessment and emotional regulation among students, aiding them in identifying effective strategies for navigating challenging situations. By reflecting on their own experiences and listening to peers, students can foster a deeper understanding of their emotions and discover positive and productive ways to manage them.

Glimpse into the Future

To conclude the lesson, invite students to set personal and academic goals related to the material covered. Explain that these goals may include enhancing their understanding of cell division, applying their insights in other subjects or contexts, and reflecting on personal and emotional growth throughout the learning process. Encourage them to write these goals down and think about actionable steps towards achieving them.

Penetapan Objective:

1. Deepen knowledge of the phases of mitosis and meiosis.

2. Apply understanding of the cell cycle in other academic contexts.

3. Develop teamwork and communication skills.

4. Reflect on personal and emotional growth during their learning journey.

5. Practice emotional regulation strategies when faced with challenges. Objective: The aim of this section is to bolster students' autonomy and encourage practical application of their learning, fostering continuity in their academic and personal development. By establishing concrete goals, students can visualize their objectives and the necessary steps to achieve them, enhancing their overall learning experience.