Course Profile
Science, Grade 9 applied, Public
Unit 2: Applied Biology - Reproduction - Processes and Applications
Activity 1 | Activity
2 | Activity 3 | Activity 4 | Activity 5 | Activity 6
Time: 22 hours or 1320 minutes
Unit Description
The reproduction unit is
introduced by examining a wide variety of careers associated with Reproductive
Biology and related biotechnologies. The primary focus will involve learning
and using the inquiry skills necessary to investigate and understand an issue.
Students will be able to propose and evaluate ideas, think critically, and make
decisions based on information from a wide variety of sources including electronic
and print resources. The end-of-unit task will involve students researching and
reporting on a specific occupation related to Biotechnology.
Strand(s) and Expectations
Strand: Biology
Overall Expectations: BYV.01, BYV.02, BYV.03
Specific Expectations: BY1.01 to .07; BY2.01 to .09; BY3.01 to .05
Activity Titles (Time and Sequence)
|
Activity |
Title |
Time (Minutes) |
|
1 |
Careers In Biotechnology |
200 |
|
2 |
Cell Division and Mitosis |
300 |
|
3 |
Asexual and Sexual
Reproduction |
250 |
|
4 |
Investigation into Asexual
Reproduction |
200 |
|
5 |
Issues in Human
Reproduction |
200 |
|
6 |
End-of-Unit Task |
170 |
Prior Learning Required
Students should have some
background knowledge of the general structure and some organelles of the cell, such
as the cell membrane and cytoplasm; the nucleus is of particular importance, so
students can further understand the process of sexual and asexual reproduction
in plant and animal cells. The ability to safely handle equipment such as
microscopes, balances, glassware, etc. is essential. Also, the skills related
to the inquiry process are required.
Unit Planning Notes
Specific planning for each
activity is described in the subsequent pages. However, the following should be
noted:
a list of possible careers related to
reproductive biology is needed for Activity 1, the Guidance/Career Centre may
facilitate making the list and finding suitable resources
access to the Resources/Centre/Library is
required for Activity 5, coordinate with the teacher- librarian beforehand
Learning / Teaching Strategies or Activities
|
Activity |
Strategy |
Description |
|
1 |
Reflection, Inquiry -
Experimental and Critical Reading |
Diagnostic in nature, this
activity allows students and teachers to think about careers in
Biotechnology. Working in groups, students investigate the production of
yogurt. Individually, students examine an issue related to Reproductive
Biology and biotechnology. |
|
2 |
Equipment Use and
Communication |
This is a hands-on
activity on observing slides of plant and animal cells in mitosis, drawing
diagrams and making relevant calculations. Working in groups, students
interpret information and present the ideas in a skit/drama. |
|
3 |
Teacher-directed note
taking and Carousel activity |
There will be discussions
on sexual and asexual reproduction followed by an activity where students are
introduced to a wide variety of examples of the concepts discussed. |
|
4 |
Inquiry - Experimental |
Working in groups,
students will complete an inquiry activity on the growth of yeast. |
|
5 |
Case studies |
Student will research an
issue in human reproduction and use the information to generate a
hypothetical case study. |
|
6 |
End-of-Task Activity |
Students will participate
in a model Reproductive Biology and Biotechnology Career Conference. |
Assessment / Evaluation
|
Activity |
Assessing and Evaluating |
Instrument |
|
1 |
Skills in inquiry - experimental
and critical reading |
rubrics |
|
2 |
Recording data and
communicating ideas. |
checklist for scientific
diagrams science Journal quiz |
|
3 |
Recording data (notes) and
in comparing concepts |
science Journal comparison chart/ graphic organizer |
|
4 |
Skills in inquiry -
experimental |
rubrics quiz |
|
5 |
Communication |
Achievement Level Chart
for Science |
|
6 |
Understanding of
connections to S.T.S.E. |
writing rubric for
newspaper report checklist for project
display board peer assessment for role
playing (student-designed checklist or rubric) |
Resources
Galbraith, D. et. al Analyzing Issues, Science, Technology and Society. Trifolium Books, Toronto, Ontario, 1997. ISBN 1-895579-33-3
Grace, E.S. Biotechnology Unzipped; Promises & Realities. Trifolium Books, Inc. 1997.
Harkness, J., & Helgren, D.,
consultants. Impacts of Technology: Teachers Resource Manual. Globe
Book Company, New Jersey, 1993. ISBN 835-90459-8.
Ontario Agri-Food Education. From Both Sides: An Investigation of an Environmental Issue Using Creative Controversy, 1997.
Peel District School Board. Scales of Scientific Inquiry and Technological Design. 1998.
Activity 1: Careers In Reproductive Biology and Biotechnology
Time: 250 minutes
Description:
The first activity
introduces the focus for this unit - careers which apply a knowledge of
reproductive biology. Many occupations which presently exist (and many that
will exist in the future) are found in a wide range of biotechnology industries.
Students are introduced to possible careers, one of which they will focus on
during their end-of-unit task (Activity 6).
Strands and Expectations
Strand: Biology
Expectations: BY3.01, BY3.02, BY3.04, BY3.05
Planning Notes
When planning this unit,
work closely with the counseling, career education and/or co-operative
education departments in your school. This is an excellent opportunity for
guest speakers (perhaps parents of students in the class), field trips or even
job shadowing for part of a day. Later activities involve library research.
These times should be planned with the teacher-librarian early in the unit.
Prior Learning Required
No specific knowledge of
reproductive biology is required. Students will have had some exposure to
applications through various media sources.
Teaching/Learning Strategies
1.1 Student Activity:
Students will listen to or read a short passage, or watch a video describing
work in reproductive technology. This could be fictional, describing work in
reproductive technology. Students will write a short reflective piece in their
Science Journals, and share their reflections with the class. For homework,
students will collect three newspaper articles which describe or discuss
reproductive technology issues. These are needed for Activity 1.5.
Teacher Facilitation: The teacher will read the passage or show a video
sequence dealing with reproductive technology (e.g., cloning of dinosaurs from
fossil insect blood in a clip from Jurassic
Park) to the class. The teacher needs to provide a focus for student
reflection (e.g., understanding basic concepts, implications for future,
ethics) and then ensure that all students have an opportunity to share their
thoughts with the class.
The teacher should have
several articles in case students have difficulty coming up with appropriate
articles for homework. Topics may include the cloning of Dolly, human cloning,
gene therapy or genetically altered food. Throughout the unit, students will
add questions to the Wonder Wall. Students must be encouraged to begin their
newspaper article search early, since articles on this topic are not daily news
and the collection will take some time.
1.2 Student Activity:
Students will have to determine the identity of the reproduction technology
related job title that has been taped or pinned to their backs by asking
questions of the other students in the class. [Refer to alternative activity
designs in the Accommodations below.] Once students have successfully completed
this activity, they will attempt to write a job description in their Science
Journals and suggest methods of discovering more information about the career.
This could be finished as a homework assignment.
Teacher Facilitation: The teacher will develop a large list of
reproductive technology related occupations, record each
one on a separate file card, and also display the complete list on the
blackboard, overhead or bulletin board. The teacher will lead a reporting
session in which students share their ideas about the occupation, some possible
ways of coming up with more information and the knowledge or concepts required
in order to more fully understand what biotechnology is all about. This will
allow the teacher to assess prior knowledge. Occupation titles may include:
genetic engineer, doctor, nurse, veterinarian, plant breeder, animal breeder,
pharmacist, florist, ultrasound technologist, amniocentesis technologist,
medical laboratory technologist, DNA fingerprinting technologist,
bacteriologist, zoo employee, apple grower, vineyard owner, wheat farmer, dairy
farmer, beef farmer, environmental worker, forestry worker, dog breeder,
genetic counselor, artificial insemination technician, nursery owners and
technician for seed companies, technician for agricultural chemical companies,
embryologist. The list might reflect local industries and community resources.
1.3 Student Activity:
Students will be introduced to the end-of-unit task in which each person is to
select a particular occupation related to biotechnology and research it fully.
Each student is to complete a display board as well as participate in a
Reproductive Biology and Biotechnology Career Conference where they will be in
role, representing their profession. A two to three page newspaper article is
to be produced by each student, describing the conference and including one
in-depth interview. This may also take the form of a video or audio report.
Students will select their topic by the end of activity 1.5.
Teacher Facilitation: The teacher will explain to students how the
concepts learned in this unit as well as the skills practised will help them
successfully complete the end-of-unit task. Teachers will encourage students to
go beyond print and electronic resources to contact people working in the
biotechnology field.
1.4 Student Activity:
Students are introduced to biotechnology through a lab activity where they make
yogurt. Students work in small groups to produce the initial sample of yogurt
and then redesign the procedure to test one of the variables. Students should
examine their yogurt samples the following day and compare the yogurt to the
original milk (e.g., colour, odour, texture, general appearance). Students will
write a report that indicates the planning that went into the design of the
fair test, displays data in an organized, easy to follow way and analyzes the
data to come up with an appropriate conclusion.
Teacher Facilitation: The basic recipe for yogurt involves heating 15 ml
of milk in a hot water bath to a temperature of 85ΊC and allowing it to cool to
40ΊC before adding approximately 1 ml of yogurt containing live culture (seed).
The tubes should be covered with foil and incubated overnight at 35ΊC. All
glassware and thermometers should be free of contamination. Teachers should
remind students that the yogurt should not be eaten. Possible variables which
could be examined by the students include incubation temperature, type of milk,
type of seed yogurt, quantity of yogurt and of milk. The teacher should
describe the use of bacteria in the production of other dairy food products.
1.5 Student Activity:
Students will critically read one of their articles from homework Activity 1.1,
examining the evidence that supports the argument presented and the biases of
the author. Students will also examine the writing style of these articles
since they are required to write one article as part of their end-of-unit task.
Teacher Facilitation: The teacher will have to ensure that each student
has one article that is suitable for this exercise. This can be accomplished by
checking the three articles from each student on the day before the class when
they are to be used. Students should not be penalized for selecting articles
that cant be analyzed. The teacher could develop a worksheet which directs the
students analysis. (TSM.- Bias Assessment.)
Assessment/Evaluation Techniques
Activities 1.1, 1.2 and 1.3
are diagnostic in nature or designed to set the stage for further studies and
no formal assessment is necessary. The report on the yogurt experiment can be
evaluated using the rubric for experimental inquiry. The worksheet from
Activity 1.5 can be evaluated using a part of the research rubric (TSM -
Rubrics).
Accommodations
Alternatives for activity
1.2 could include using head-bands, cards on strings worn backwards, or
matching job titles with job descriptions.
Refer to TSM -
Accommodations for Students with Special Needs
References
Czerneda, J.E. No Limits: Developing Scientific Literacy Using Science Fiction. Trifolium Books Inc., Toronto, Canada, 1999.
CareerWare. Choices. Ottawa.
Activity 2: Cell Division and Mitosis
Time: 300 minutes
Description
This activity introduces
students to the importance of cell division, both as it relates to asexual
reproduction and to growth and repair processes which occur in all
multi-cellular organisms. Skill with the use of the microscope and the
production of scientific diagrams is further developed.
Strand(s) and Expectations
Strand: Biology
Expectations: BY1.01, BY1.02, BY1.03, BY2.09
Planning Notes
The intent of this activity
is for students to recognize that mitosis is a complex process and that it is
essential to the survival of living things. The process of cell division occurs
perfectly almost all of the time but the consequences of error can be serious.
To facilitate the students' understanding of the phases of mitosis, terminology
will be minimized and students will focus on the changes in appearance of DNA
in the process. Microscopes and prepared slides of mitosis (either plant or
animal cells) are required. If available, teachers should utilize micro viewers
and a video-camera microscope attachment to optimize student recognition of representative
cells.
A number of manipulatives
and handouts must be prepared, (e.g. sets of large laminated cut-outs - one set
per group - of the stages of mitosis; sheets with unlabeled diagrams showing
the stages of mitosis in random order for individual students to cut and paste
on their recording sheet).
Prior Learning Required
Students should recognize
the nucleus as the control centre of the cell and DNA as a chemical involved in
genetic traits. It should not be necessary to re-teach the cell theory. Students
should know how to use microscopes properly and be able to complete scientific
diagrams from Unit 1.
Teaching/Learning Strategies
2.1 Student Activity:
Working in groups, students will be given a set of laminated cut-outs of
diagrams showing the individual stages of mitosis. The cut-outs are unlabelled.
Students will be asked to put them order from first to last, state their
reasons for placing them in that order and what they believe the process
represents. Smaller cut-outs should then be attached on a recording sheet in a
circle to show that the process is a cycle.
Teacher Facilitation: The teacher will provide students with no
additional information other than the cut-outs. Restrict the terminology to key
terms based on student questions as they complete the activity. [This activity
has been tried with success with students in elementary school.]
2.2 Student Activity:
Students will discuss and make notes on DNA, the importance of accuracy in
copying the DNA during cell division and the final outcome of two genetically
identical daughter cells.
Teacher Facilitation: The teacher will direct the brief discussion and
note making activity.
2.3 Student Activity:
Students will use manipulatives such as yarn or pipe cleaners to demonstrate
the changes to DNA while cells undergo mitosis. They will complete their
recording sheet from Activity 2.1 to outline the major changes to the DNA
during mitosis. The appearance and disappearance of the relevant structures
inside the cell during this process should also be noted.
Teacher Facilitation: The teacher will monitor the completion of the
recording sheet and help students use yarn to demonstrate the extended DNA in
interphase and the condensed DNA in prophase.
2.4 Student Activity:
Students will complete a hands-on but directed activity in which they learn and
practise microscope calculations including total magnification, field of view,
specimen size and diagram magnification.
Teacher Facilitation: The teacher will design an appropriate activity.
Emphasis should be placed on calculating specimen size and diagram
magnification. It may be necessary to provide the size of the field of view for
the magnifications where students cannot use a ruler.
2.5 Student Activity:
Students will locate representative cells undergoing mitosis, and draw
detailed, labeled scientific diagrams with calculations of specimen size and
diagram magnification.
Teacher Facilitation: The teacher will help students locate dividing
cells and monitor student progress. A review of drawing scientific diagrams may
be necessary.
2.6 Student Activity:
In groups of 6, students will dramatize the process of mitosis using any of the
equipment provided to enhance their skit. Following the skits, students will
view a moving sequence of mitosis using websites, CD-ROM or videos. In their
Science Journal, students will then complete a self- or peer- assessment of the
activity to assess how well their skit mirrors the events of mitosis shown in
the video.
Teacher Facilitation: The teacher could arrange to borrow equipment from
the Physical Education department such as plastic hoops, orange pylons, balls
and skipping ropes.
Assessment / Evaluation Techniques
Teacher evaluation of the recording sheet (Activity 2.3)
Peer evaluation of scientific diagrams using a checklist followed
by teacher evaluatio (Activity 2.5)
Teacher evaluation of self or peer assessment from Science Journal
(Activity 2.6)
Short test which includes both recall and higher order questions.
Accommodations
Refer to: TSM -
Accommodations for Students with Special Needs
References
CD ROM, websites, videos for viewing mitosis
Videodiscovery, Inc. BioScience II Videodisk. Wm. C. Brown Publishers.
Activity 3: Asexual and Sexual Reproduction
Time: 250 minutes
Description
Students will examine
various forms of asexual and sexual reproduction found throughout many
different kingdoms (plant, animal and protista) and make comparisons between
the two types, focusing on advantages and disadvantages.
Strand(s) and Expectations
Strand: Biology
Expectations: BY1.04, BY1.05, BY1.06, BY3.05
Planning Notes
The teacher should prepare
appropriate examples of mitosis and asexual reproduction (e.g., budding,
production of spores, fission in amoeba and planaria, plant bulbs, strawberry
runners, grafting, cuttings, pictures of damaged tissues, pictures of babies
and teenagers, pictures showing tadpole to frog, maple keys to maple tree,
crayfish limb regeneration) and appropriate examples of sexual reproduction
(e.g., hermaphrodites such as earthworms, puppy and seed comparison, external
and internal fertilization, comparison of plant pollination and animal
fertilization, microscopic slides of pollen, chicken egg, lily flower, pine
cones with seeds, cob of corn, split beans showing embryonic plant). These will
be arranged in the carousel activities where students will be answering
questions and recording notes. The diagram below shows the different types of
cell division in a representative life cycle.
Prior Learning Required
Students require a knowledge
of mitosis.
Teaching/Learning Strategies
3.1 Student Activity:
Students will make notes based on a class discussion of the importance of
mitosis.
Teacher Facilitation: The teacher will lead a discussion to link the
concepts of cell division to growth and repair, differentiation, regeneration
and asexual reproduction. The teacher should also explain that offspring
resulting from asexual reproduction are genetically identical to the parent.
3.2 Student Activity:
Students will observe representative examples of mitosis and asexual
reproduction in a carousel format and record information in their Science
Notebooks.
Teacher Facilitation: The teacher should prepare questions for each
example and explain the set up of the room. This activity is intended to expand
student understanding of the role and importance of mitosis to organisms,
rather than learning the specific details.
|
Station |
Examples |
Description |
Questions |
|
|
1 |
budding |
slide or picture of yeast |
What would happen to the
buds? |
|
|
2 |
|
slide or picture of hydra showing small hydra budding from it visual of poplar tree with caption describing the budding
process |
How did budding from these
organisms differ from those in station 1? |
|
|
3 |
asexual reproduction |
picture of frog
metamorphosis, flip chart |
What is metamorphosis?
What other organisms undergo this process? How would cells need to
change (differentiate) for metamorphosis to occur? |
|
|
4 |
growth and differentiation |
picture of baby and
teenager |
Is this an example of
metamorphosis? What had to happen for the
baby to change to the teenager? Growth? Divide? Or differentiate? Explain. |
|
|
5 |
fission |
picture of amoeba or
paramecium |
How are the cells
different from the original? How are the cells similar to the original? How do they compare to
each other? |
|
|
6 |
regeneration |
preserved specimen or picture
of crayfish regeneration (one large pincer and one small pincer) |
Why are the two claws
different in size? What other examples of
regeneration can you come up with? |
|
|
7 |
repair |
picture of open wound /injury picture of closed wound |
How did the wound close? |
|
|
8 |
cutting |
geranium stem in water |
Do you think this will
work with leaves? How can you test your
hypothesis? |
|
|
Some of the above
questions are designed to be open-ended to prompt students for further
research, to record on the Wonder Wall, or to come up with a topic for the
final assessment task for the course (Unit 6 - Making Connections). |
||||
3.3 Student Activity:
Students will make notes based on class discussion regarding the necessity for
sex cells in plants and animals to have half the number of chromosomes of body
cells.
Teacher Facilitation: The teacher should stress the fact that mitosis is
not the only process which generates new cells, but sexual reproduction
requires sperm and egg cells to have half the chromosomes of other body cells.
The details of this process i.e., meiosis will be explained in grade 11 Biology
and it is not necessary to elaborate on them at this time. The teacher should
explain that fertilization is the union of male and female sex cells and that
this results in variation in the offspring.
3.4 Student Activity:
Using a carousel format, students will observe representative examples of
sexual reproduction and record information in their Science Notebooks.
Teacher Facilitation: The teacher should prepare questions for each
example and explain the set up of the room. This activity is intended to expand
student understanding of the role and importance of sexual reproduction to
organisms, rather than learning the specific details.
|
Station |
Examples |
Description of Station |
Questions |
|
|
1 |
hermaphrodites |
preserved
worms or live worms and text describing earthworm reproduction |
What is a hermaphrodite? Can hermaphrodites
fertilize themselves? What advantages do
hermaphrodites have over organisms that have only one sex? |
|
|
2 |
external and internal
fertilization |
pictures of fish and cow |
Which organism releases
more eggs? Why is it necessary for this to happen? |
|
|
3 |
sexual reproduction |
model of a flower |
What are the male parts
and female parts of the flower? What is a perfect flower? |
|
|
4 |
pollination |
assorted flowers |
How do these flowers
attract pollinators? What do fruit growers rent
bees in the summer? |
|
|
5 |
plant and animal
fertilization |
picture of the flower showing pollen tube formation picture of the reproductive system in a female mammal |
Compare pollen travel and
fertilization in the plant to sperm travel and fertilization in the mammal. |
|
|
6 |
babies |
picture of the puppy seed of a plant |
What are these similar? |
|
|
7 |
embryonic plant |
container of soaked lima beans diagram showing embryonic plant in the bean |
Instructions to students:
Remove the seed coat from one bean, split the seed and make a labeled sketch
of the embryonic plant. |
|
|
8 |
pollination |
- diagram showing cross
and self pollination |
How might each occur? What are the advantages of
each type of pollination? How might flower growers use these processes? |
|
|
Some of the above
questions are designed to be open-ended to prompt students for further
research, to record on the Wonder Wall, or to come up with a topic for the
final assessment task for the course (Unit 6 - Making Connections). It might
be necessary to summarize concepts, correct misconceptions and take up
questions. |
|
|||
3.5 Student Activity:
Students will compare asexual and sexual reproduction using a format of their
choice. Possibilities include comparison tables, Venn diagrams, mind or concept
maps.
Teacher Facilitation: The teacher should review explanations and any
questions arising from the carousel activities. The teacher should provide, or
work with the class to determine, the headings for comparing asexual and sexual
reproduction. The teacher should also suggest different possible formats and
encourage students to choose one that is suitable for them. This can be
completed for homework.
Assessment/Evaluation Techniques
teacher evaluation of Science Journal
(Activity 3.2 and 3.4)
teacher evaluation of asexual and sexual
reproduction comparison (Activity 3.5)
Accommodations
Refer to: TSM -
Accommodations for Students with Special Needs
References
Morholt, E., Brandwein, P.,
& Joseph, A.. A Sourcebook for the Biological Sciences, 2nd
Edition. New York: Harcourt Brace & World, Inc.
Activity 4: Investigation Into Asexual Reproduction
Time: 150 minutes
Description
Working in small groups,
students will complete an experimental inquiry activity into yeast growth where
they will formulate a question, propose an hypothesis, develop a fair test,
perform their experiment, record observations, graph, interpret and analyze
their observations and communicate their findings.
Strand(s) and Expectations
Strand: Biology
Expectations: BY2.02, BY2.03, BY2.04, BY2.05, BY2.06, BY2.07
Planning Notes
Students should be
introduced to the concepts of interpolation and extrapolation, and dependent
and independent variable through a worksheet where their graphing skills are
reviewed. Choose a topic for this exercise which is related to this unit (e.g.,
growth rate of bean seedlings, growth rate of yeast). A large number of clean
test tubes are required for this activity as well as sugar, yeast, distilled
water, beakers and hot plates.
Prior Learning Required
Students should have prior
experience completing an experimental inquiry activity in which they identify
variables on their own and design a fair test to discover the effect of
altering one of the variables. Students should also know how to display data
using a line graph. (See Unit 1, Activity 3.4)
Teaching/Learning Strategies
4.1 Student Activity:
Students will complete a graphing exercise to introduce the concepts of
dependent and independent variables and interpolation and extrapolation.
Teacher Facilitation: The teacher will prepare the worksheet. It may be
necessary to provide students with a variety of examples for practice.
4.2 Student Activity:
Each group of students will decide on a variable to be tested and design a fair
test. The report produced at the end of this activity should include an
hypothesis, a description of the fair test, all relevant observations
(qualitative and quantitative), a graph, analysis of the data, a discussion of
error, a conclusion and some industrial uses of yeast
Teacher Facilitation: The procedure for growing yeast requires 1.0 g of
yeast and 0.2 g of sucrose mixed thoroughly in 5.0 ml of distilled water in a
small test tube. The test tubes are placed in a warm water bath (40ΊC) for 10
minutes. The height of the foam is measured as an indication of how much yeast
growth has occurred. The appearance of the foam should also be described (e.g.
thickness or density of bubbles).
Students should determine
the variables that could be tested. These include temperature of incubation,
quantity of yeast, quantity of sugar, length of incubation, or the addition of
different amounts of contaminant (e.g., salt, acid, base, detergent, food
colouring). Other variables are possible.
Assessment/Evaluation Techniques
The rubric for experimental
inquiry (TSM - Rubrics) can be used to evaluate the report. A quiz can be used
to evaluate students' grasp of the concepts of interpolation and extrapolation,
dependent and independent variable.
Accommodations
Refer to TSM -
Accommodations for Students with Special Needs
Activity 5: Issues In Human Reproduction
Time: 200 minutes
Description
Students will generate
hypothetical case studies concerning human reproduction. The subjects could be
such topics as fetal alcohol syndrome, effect of X-rays on fetal development,
effect of cigarette smoking on fetal development, effect of prescription or
non-prescription drugs on the fetus, nutrition during pregnancy, role of
parents lifestyle on health of sperm and eggs, chemicals released from some
plastic utensils when microwaved, the incidence of Down's syndrome related to
maternal age, temperature and sperm production, use of steroids, use of
fertility drugs. Each topic will require research by the students followed by a
short oral report presented to the class.
Strand(s) and Expectations
Strand: Biology
Expectations: BY1.07, BY2.07, BY2.08, BY3.03
Planning Notes
Some discussion and
description of human development is required prior to beginning the case
studies. This is best accomplished through a video and follow-up worksheet.
Students should work in pairs or small groups to complete the case study. The
teacher will develop a set of questions to guide students through the process.
Some time in the library will be required for the completion of this activity.
Much of this information is available on the Internet. Refer to the Course
Notes for alternative strategies in the event that the school resource centre
or Internet access is difficult. Resources in the Course Overview include sites
to search for topics in science.
Prior Learning Required
Students need to know how to
access information in the library. Individual experience and background
knowledge may influence the selection of the topic for a case study.
Teaching/Learning Strategies
5.1 Student Activity:
Students will view a video related to human reproduction and development and
complete a worksheet.
Teacher Facilitation:
The teacher will prepare the worksheet.
5.2 Student Activity:
Students will research background information to their case studies, prepare an
oral or written presentation. The case study involves a history and a look into
the future of fictional characters experiencing a dilemma, consequence or
problem. Although the characters are fictional, they are presented in a
realistic setting. Characters may include an affected child, parents, siblings,
experts, etc. The information that is presented must be accurate.
Teacher Facilitation: The teacher will generate the set of questions to
guide the development of the case studies. Some questions might be:
What are the names and roles of the characters?
What are their ages? (If important)
What is the problem, dilemma or consequence?
What are the causes of the problem, dilemma or consequence?
What will happen to the individual(s) in the future?
What are some solutions?
What are some strategies that would have prevented the problem in the first
place?
Assessment/Evaluation Techniques
Teacher evaluation of report
using the communication section of the Achievement Level Chart for Science.
Accommodations
Refer to TSM -
Accommodations for Students with Special Needs
References
Fetal Alcohol Syndrome -
www.arbi.org
In the Womb (videorecording). (1994) Series: Body Atlas - Episode 1. Ambrose Video
Publishing Inc., Video Education Centre.
Reproductive Systems (videorecording). (1994) Series: Your Body.
National Geographic Society.
Activity 6: End-of-unit task
Time: 170 minutes
Description
The end-of-unit task
completes the focus for this unit -- careers which apply a knowledge of
reproductive biology. Each student in the class was assigned or chose an
occupation to investigate during the first activity. The end-of-unit task
involves the students producing a display board and then, in their various
roles, discussing their work, careers, and thoughts about reproductive
technology at a Biotechnology Career Conference. Afterwards, each student will
produce a newspaper report describing the conference and focusing on an
interview with one participant. This could also be an audio or video report.
Strand(s) and Expectations
Strand: Biology
Expectations: BY2.01, BY2.02, BY2.04, BY2.05, BY2.07, BY2.08, BY3.01, BY3.02, BY3.04, BY3.05
Planning Notes
Reporters should be assigned
to specific presenters so that each student is interviewed on the day of the
conference. The room should be arranged to enhance the feeling of a conference.
It might be possible to use another area of the school for the conference.
Prior Learning Required
Students will have practised
the necessary research and communication skills throughout the unit.
Teaching/Learning Strategies
6.1 Student Activity: Students
will set up their display boards and participate in the Biotechnology Career
Conference. At the end of the conference, each student will produce a newspaper
report. While the students are interviewing each other for the report, they are
also completing a peer evaluation of the role playing.
Teacher Facilitation: The teacher should organize the setting of the
conference and produce checklists for evaluating the display boards and role
playing. Students should participate in the creation of the checklists or
rubrics for assessing the activity. Help may be available on the role playing
component from the school drama teacher/department.
Assessment/Evaluation Techniques
teacher
evaluation of newspaper report using rubric for writing (TSM - Rubrics)
teacher
evaluation of display board using a checklist.
peer
assessment of role playing using checklist.
Accommodations
Refer to: TSM -
Accommodations for Students with Special Needs
Continue to Unit 3
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