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Course Profile (for a locally developed course)

Essential Science, Grade 9

Unit 2: Biology - Cells and Reproduction

Activity 1 | Activity 2 | Activity 3 | Activity 4 | Activity 5

Time: 24hours

Unit Description

This unit reviews the cell model and the difference between plant and animal cells. It establishes the necessity of cell division for the reproduction of an organism. Some microscope work will be used for investigations. Students explore the characteristics of sexual and asexual reproduction with a focus on the commercial use and applications of asexual reproduction. The characteristics of human reproduction are examined in detail with exploration into environmental factors and lifestyle choices that affect fetal development.

Strand(s) and Expectations

Strand: Biology

Overall Expectations: BYV.01, BYV.02, BYV.03.

Specific Expectations: BY1.02 to .07, BY2.01A-E, BY2.02, BY3.01, BY3.02.

Activity Titles (Times and Sequence)

Activity	Title	Time (min)
1	Plant and Animal Cells	330
2	Cell Division	270
3	Sexual and Asexual Reproduction	360
4	Human Reproduction	300
5	Culminating Activity: Environmental Factors Revisited	180

Task Titles (Type, Time and Sequence)

Task	Type	Title	Time (min)
1.1	Diagnostic	Graffiti	30
1.2	Learning	Walk About	30
1.3	Diagnostic	Parts and Functions of a Cell	30
1.4	Learning	Plant vs. Animal Cell Parts	60
1.5	Learning/Assessment	Microscope Use	60
1.6	Assessment	Identify an Unknown Cell	60
1.7	Assessment	End of Activity Task	60
2.1	Learning	Cells Work Together	60
2.2	Assessment	Create an Alien	30
2.3	Learning	Cells Increasing in Number	120
2.4	Assessment	Application of Cell Division	60
3.1	Learning	Introduction to Sexual & Asexual Reproduction	30
3.2	Assessment	A Closer Look at Asexual Reproduction	60
3.3	Assessment	Asexual Reproduction	120
3.4	Learning	Reproductive Technology	60
3.5	Learning	Match the Example to the Type	30
3.6	Learning	Cloning	60
4.1	Learning	Signs of Pregnancy	30
4.2	Learning	Fertilization	30
4.3	Learning	What is Happening in the Mother’s Body?	30
4.4	Learning	Fetal Development	60
4.5	Learning	Environmental Factors	30
4.6	Learning	Research on Environmental Factors	120
5.1	Assessment	Poster	180

Prior Learning Required

Microscope skills from Unit 1 are needed for student Tasks 1.5, 1.6 and 3.2.

Activity 1 reviews many of the concepts the students should have covered in Grade 8. All the assessment tools introduced in Unit 1 are used again in this unit.

General Unit Planning Notes for Unit 2

Specific planning for each activity is described in the Teacher Facilitation sections. However, the following preplanning would be helpful:

1. Pre-plan with teacher/librarian to provide resources to assist in Activities 2.4, 3.6, and 4.6.

2. The rooting of cuttings in Task 3.3 should be started several weeks before beginning the unit.

3. Watch for articles in newspapers and magazines that can be adapted for the student reading assignment on cancer for Task 2.4 and on cloning for Task 3.6.

4. Newspaper and magazine articles, and pamphlets on environmental factors that affect fetal development would be useful for Task 5.1.

5. Co-operative Small Group Learning structures are introduced in Unit 2. Teachers need to review Appendix OV-3 and plan activities so that the five basic elements of CSGL are incorporated into each of these activities.

Teaching/Learning Strategies or Activities

Activity	Strategy	Description
1	modeling, graphic organizer, CSGL, reflection	Hands-on activities lead students from the concrete to the abstract. Co-operative Small Group Learning (CSGL) encourages development of social skills and sharing of information.
2	carousel, reflection, research	Carousel provides several examples which students can readily identify, along with teacher-directed questions, lead students to concept recognition.
3	inquiry/experimental	Students working in groups complete an inquiry activity using root cuttings and yeast.
4	CSGL, reflection, research	Activities encourage social, communication and higher level thinking skills.
5	visual display, presentation	Students explore environmental factors.

Assessment/Evaluation

Activity	Expectations	Tool	Assessing	Who
1	BY1.02, BY2.01D, BY2.01E,	Mind Map Cell Parts Checklist	knowledge diagnostic	student teacher
1	BY1.02, BY2.01E	SLL Rubric	knowledge and communication	teacher
1	BY2.02	Microscope Drawing Checklist	communication	teacher
1	BY1.02	Model Cell Rubric	knowledge, making connections, and communication	teacher student
2	BY1.03, BY2.01E	SLL Rubric	knowledge and communication	teacher
2	BY2.01A, BY2.01C, BY2.01D, BY2.01E	Reading for Understanding Rubric	knowledge and communication	teacher
3	BY1.06, BY2.02	Peer Checklist: Safe Use of Microscope	inquiry	peer
3	BY1.06, BY2.02	Microscope Drawing Checklist	inquiry	teacher
3	BY1.05, BY1.06, BY2.1D, BY2.1E, BY3.02	Quiz/checklist/ rating scale	knowledge	teacher
3	BY2.01E	Worksheet	knowledge	teacher
3	BY2.01	SLL Rubric	knowledge and communication	teacher
3	BY3.02	Reading for Understanding Rubric	knowledge and communication	teacher
4	BY1.07	SLL Rubric	knowledge and communication	teacher
4	BY1.07	Mapping	making connections	students
4	BY1.07, BY2.01E	Rubric for Collaborative Group Work	communication	teacher
4	BY2.01D	Ordering Checklist	knowledge	student
4	BY2.01C, BY3.01, BY3.02	Reading for Understanding Rubric	knowledge and communication	teacher
4	BY2.01E	SLL Rubric	communication	teacher
5	BY2.01E	Poster and Presentation Rubric	communication, making connections	teacher

Unit Resources

See Activities for resources specific to each task.

Bloch, Mars, et al. Science 9. Toronto: ITP Nelson, 1999.

Curtis, Jenifer. "Science at the Dinner Table". Camden, Ontario: Harrowsmith Country Life, (February 1999 issue), pages 28-33. ISBN: 1190-8416

Starting Point for Web Searches - http://db.bbc.co.uk/education-webguides/pkg-main.p_home

Science Workshop Series.

Soft cover texts with a reading level of grades 4-5 and an interest level for grades 6-12. Globe Ferron.

Annotated Teachers' Editions are available for all of the following:

Biology: Survey of Living Things. ISBN: 0-835-90360-5

Biology: Human Biology. ISBN 0-835-90365-6

Biology: Dynamic Processes. ISBN 0-835-90374-5

Wolfe, Elgin, et al. SCIENCEPOWER™ 9. Toronto: McGraw Hill Ryerson, 1999.

Activity 1: Plant and Animal Cells

Time: 330 minutes

Description

Parts and functions of both plant and animal cells are explored. Microscope work and model building provide visual focus in the unit. This activity reviews much of the material covered in Grade 8. This overlap is intentional due to nature of the learner and the need for frequent repetition and review.

Strand(s) and Expectations

Strand: Biology

Expectations: BY1.02, BY2.01D, BY2.01E, and BY2.02.

Planning Notes for Activity 1

Equipment required for Task:

· 1.1, 1.6 – markers, pencils crayons, etc.

· 1.1, 1.6 – chart paper or butcher paper

· 1.3 – plastic cell models (plant and animal) or large diagrams

· 1.5 – wet mount material (onion, celery, algae)

· 1.5, 1.6 – microscopes

· 1.5, 1.6 – slides and cover slips

· 1.6 – prepared slides (amoeba proteus, protozoa, stentor, allium bulb epidermis, allium leaf epidermis)

· 1.7 – materials to build cell model (e.g., candy, Styrofoam, seeds, plasticine)

Prior Learning Required

It assumed that students in this course might remember little of the knowledge and skills from Grades 1-8. Unit 1 assists in identifying areas that are weak and continue to need reinforcement or remediation in this unit. The care and handling of the microscope is reinforced, as is the completion of microscope drawings from the previous unit.

Learning/ Teaching Strategies

1.1 Diagnostic Task: Graffiti

Students complete a Co-operative Small Group Learning (CSGL) "Graffiti" structure (described in Appendix OV-3) in which they are given the word ‘cell’ and asked to write words, phrases, or graphics associated with the term. At completion of task, students do a "Gallery Walk" (see also Appendix OV-3) around room and view other groups’ work.

Teacher Facilitation:

6. Have students quickly write down some ideas on 'cells'. "Brain write" before you "brainstorm".

7. Provide markers and large paper.

8. Explain Graffiti and the social skill of this task. Divide students into groups of three or four and carry out the CSGL activity. Carousel Graffiti is a fun, low risk, and effective method of brainstorming.

9. When rotations in Graffiti are complete, have products posted and assist students in organizing themselves to view the work of other groups ("Gallery Walk").

Assessment: This task is a diagnostic assessment to assess students’ prior learning, to allow students to re-establish concepts and vocabulary, and to set up ideas for the guided tour in the next task. It may also be used to reinforce prior learning for Task 2. Students need to "group process" their performance (See elements of CSGL in Appendix OV-3).

Accommodation: Choose heterogeneous student groups.

1.2 Learning Task: Walk About

Students walk around the school on a "guided tour” identifying the main rooms and their functions (e.g., office - control centre, boiler room - energy source, outside walls - exit and entrance from school and boundary of school). Students complete a worksheet, during or after the tour, which resembles a floor plan of the school (labeled map). Students participate in a teacher-led discussion to share the tour information on room functions.

Teacher Facilitation:

Prepare a labeled floor-plan worksheet leaving space beside each main room for students to enter their notes. Lead a short discussion on parts/functions of the building, focusing on the structures of the school that are necessary for it to function (this will set up Task 1.3).

If a school tour is not feasible, show a picture or video of a factory and use this for discussion.

Assessment: Assess using a worksheet answer key.

Accommodation: Ensure tour around school is accessible to students with physical disabilities.

1.3 Diagnostic Task: Parts and Function of a Cell

Students identify the parts of a generalized cell (e.g., cell membrane, nucleus, cytoplasm, and mitochondria) and record the parts on a cell parts worksheet. Students work in pairs, using the Cells Parts Checklist (Appendix 2.1), to review the parts and functions. Students use a Think-Pair-Share structure (Appendix OV-3) to compare how structures in the school relate to structures in a cell. Students complete a worksheet in which they compare the school to the cell. Students complete an SLL entry worksheet

Teacher Facilitation:

10. Prepare a cell-parts worksheet, which has a line diagram of the cell and a chart for the names and functions of cell parts.

11. Use a large plastic cell model or diagram to illustrate the parts to students;

12. Prepare worksheet for school/cell comparison.

13. Outline the CSGL activity and assign the students to pairs for the task.

14. Prepare an SLL entry worksheet with vocabulary (e.g., cell membrane = school walls, nucleus = office, mitochondria = boiler room) and focus task (e.g., “Choose one room in the school and compare it to a cell part. How do they function the same?”). Assign a ‘connections’ question (e.g., “Name a job where it would be important to understand cells and explain why.”).

Assessment: Hand out Cell Parts Checklist (Appendix 2.1), and explain how it will be used for self-assessment in pairs and later for teacher assessment. Assess the SLL entry using the SLL Rubric (Appendix OV-2). Teachers need to discuss Rubric for Collaborative Group Work (Appendix OV-4) with students so they become familiar with these expectations.

Accommodation: Co-operative Small Group Learning strategies may still be new to these students and hence may have to be simple and structured. A T-chart assists students to visualize what behaviour (social skill) is expected of them. Review the description of Think-Pair-Share in Appendix OV-3 when developing this task. Assign a peer helper to aid in completion of Cells Part Worksheet. May want to have pictures instead of words on worksheet. Choose appropriate pairs of students for CSGL so they assist one another.

1.4 Learning Task: Plant vs. Animal Cell Parts

Students label diagrams of plant and animal cells and prepare a Venn diagram to show the parts of plant and animal cells that are common (overlap) and those that are not.

Teacher Facilitation:

15. Prepare worksheets with general plant and animal cell diagrams.

16. Large cell models or prepared diagrams of the animal and plant cells are needed for this task.

17. Demonstrate a simple Venn diagram (e.g., bed and chesterfield, pick-up truck and a wagon) to guide students in preparing their Venn diagrams which compare and contrast the parts of the two cell types (See Wolfe, 1999).

Assessment: Assess using worksheet answer key.

Accommodation: Assign a peer helper to aid in completion of the worksheet.

1.5 Assessment Task: Microscope Use

Students examine both plant and animal cells using the microscope. Students prepare a wet mount slide for their own use or may use some prepared slides. Students draw appropriate scientific cell diagrams of both a plant and animal cell seen under high power.

Teacher Facilitation:

18. Review the use of the microscope and the preparation of stained wet mount slides. Suggestions for wet mounts are onion, celery and cheek. These may need to be augmented by prepared slides. (Science supply companies have generalized plant and animal prepared slides that would work well for this task). Caution should be used if students are preparing cheek slides as forceful scraping may produce blood. Teachers may want to use prepared slides instead or closely monitor the scraping of cheeks.

19. Review preparing a line drawing of what is seen on the microscope slide. Proper use of the microscope should be reviewed from Unit 1.

Assessment: Assessment should be done using Microscope Drawing Checklist (Appendix 1.7).

Accommodation: Provide a wheelchair desk for lab work. Microscope activities may need to be altered for students with visual difficulties. Television and video may be used to project the images instead. Use prepared slides instead of having students prepare slides on their own.

1.6 Assessment Task: Identify an Unknown Cell

Students, in groups of two or three, view one of four different slides and draw a large-scale diagram (e.g., chart paper size). Each student group will present their diagram to the class and explain why they identified it as a plant or animal cell based on the parts observed. Students complete SLL worksheet.

Teacher Facilitation:

20. Prepare four different slides (e.g., cheek, onion, and algae filamentous). Teachers may want to order prepared slides from a science supply house instead of preparing them. Slides that might be useful include amoeba proteus, protozoa, stentor, allium bulb epidermis, and allium leaf epidermis.

21. Set up four stations and assign students in appropriate groupings to one of the stations. Students are to prepare a large drawing of the cell they view.

22. Assist students in identifying cells as plant or animal, preparing their drawing, and organizing their presentation.

23. Prepare an SLL entry worksheet with vocabulary (e.g., cell wall, chloroplast, cell membrane, nucleus) and focus question (e.g., "My group's cell was a __________ cell because..."). Also include a connections question (e.g., “Scientists often identify unknown objects using clues/characteristics on the object. Another job where this skill would be required is…").

Assessment: The practice of microscope preparation is not being assessed in this task because it is a group activity. Assess how the students work in groups using Rubric for Collaborative Group Work (Appendix OV-4). Assess the SLL entry using the SLL Rubric (Appendix OV-2).

Accommodation: If available, use a microscope video camera to display the slide and help focus attention. Group students so they can assist one another. Define vocabulary words on the chalkboard.

1.7 Assessment Task: End of Activity Task

Students build a three-dimensional model of a plant or animal cell working in groups of two or three. Each student is assigned a role in the group (e.g., materials person, timer/organizer, and builder). Each member of the group must be prepared to explain one part of the cell and the reasons for choosing the material that represents it. Each member individually records the explanation(s) in an SLL entry worksheet.

Teacher Facilitation:

24. Collect and encourage students to collect a variety of materials from which students can choose to build their models (e.g., candy, Styrofoam, coloured paper, cellophane, plasticine, seeds, gelatin, markers, boxes).

25. Assign students to groups and structure the model building and reporting activity.

26. Prepare an SLL entry worksheet with vocabulary (e.g., cell, structure, function) and focus questions (e.g., “I chose ___________ (type of material) to represent ____________ (part of the cell) because ______________”). Assign a connection question (“What was a strength you had when you did this activity?” “How could you use this strength outside of school?”).

Assessment: Assess the presentation using the Model Cell Rubric (Appendix 2.2). Assess SLL entry using the Rubric for SLL (Appendix OV-2).

Accommodation: Assign a peer helper or assistant when building the model. Group students heterogeneously and be prepared to regroup if there are problems.

Assessment/Evaluation Techniques for Activity 1

· Assessment tools are listed for each task;

· Diagnostic assessment of prior learning from observations of Graffiti task;

· Teacher assessment of style and format of microscope drawings using the Microscope Drawings Checklist (Appendix 1.7);

· Assessment of knowledge and communication from the student's Science Learning Log using the SLL rubric (Appendix OV-2);

· Assessment of ability to work together using the Rubric for Collaborative Group Work (Appendix OV-4) to be used as data for evaluation of Communications and for the Learning Skills section of the provincial report card;

· Knowledge, making connections, and communication are assessed using Model Cell Rubric (Appendix 2.2.).

Accommodations for Activity 1

See Course Overview for general accommodations. In addition some specific accommodations are suggested for each task and are listed after teacher facilitation sections.

Resources for Activity 1

Bloch, Mars, et al. Science 9. Toronto: ITP Nelson, 1999.

Appendices on graphics, using the microscope, making drawings, and preparing wet mounts.

Bosak, Susan. Science Is…, 2nd Edition. Richmond Hill, Ontario: Scholastic Canada Ltd., 1991.

ISBN 0-590-74070-9

Ritter/Hirsh/Plumb/Worrall/Gibb. Nelson Science 9. Toronto: Nelson Canada, 1996.

ISBN 0-17-604725-5

Rosen, Seymour. Biology Workshop 1: Understanding Living Things (1988). Englewood Cliffs, New Jersey: Globe Book Company, Inc. ISBN 1-55675-700-X

Wolfe, Elgin, et al. SCIENCEPOWER™ 9. Toronto: McGraw Hill Ryerson, 1999.

Appendices on microscope, preparing a wet mount slide, and Graphic Organizers to Improve Your Learning (sample Venn diagram) pages 569-570.

Diagrams of Animal and Plant Cells - http://www.cellsalive.com/students.htm

Image Gallery - http://www/uq.oz.au/nanoworld.images_1.html

Activity 2: Cell Division

Time: 270 minutes

Description

Students examine the need for cell division in growth and reproduction and investigate cancer as an application of cell division. The process of cell division is not emphasized in this activity.

Strand(s) and Expectations

Strand: Biology

Expectations: BY1.03, BY1.04, BY1.05, BY2.01A/C/D/E.

Planning Notes for Activity 2

Equipment required for Task:

· 2.1 – pictures of cells, organs, organ systems, tissues

· 2.3 – pictures such as a seedling and tree, frog and tadpole, person donating blood, wound and healed wound

· 2.4 – selected and/or adapted short articles on cancer, with prepared worksheets similar to Appendix 1.11 "What are Solar Cells Good For?" and Appendix 1.12 "The Heart Pacemakers From Space Technology".

Prior Learning Required

In multi-cellar organisms such as trees and fish, cells need to reproduce to form new tissue and repair tissues. Some familiarity with this concept from Grade 8 science is needed.

Teaching/Learning Strategies

2.1 Learning Task: Cells Work Together

Students classify the content of a variety of the pictures as cells, tissues, organs, or organ systems. Smaller pictures may be attached to or pasted into notebook along with definition of each term. Students complete an SLL entry.

Teacher Facilitation:

27. Using student-prepared models from the previous task, teacher stacks or joins models together to form a tissue. Continue discussion to include the relationship between cells, tissues, organs, and organ systems. Several sets of examples are needed as the "seed crystal" for this concept;

28. Provide a variety of pictures and diagrams of cells, tissues, organs, and organ systems for students to classify;

29. Prepare a worksheet which has small pictures/diagrams, or leave space for pictures to be inserted and provide definitions;

30. Prepare an SLL entry worksheet with vocabulary (e.g., cell, organ, tissue, organ system) and focus questions (e.g., "An example of an organ system in my body is _________. It is made up of ________ organs, ________tissues, and ___________ cells."). Include connection questions (e.g., “Would you sign an organ donor card? If so, what organs would you donate and why?”).

Assessment: Assess using a worksheet answer sheet. The SLL entry can be assessed using the SSL Rubric (Appendix OV-2)

Accommodation: Assign a peer helper for completing worksheet.

2.2 Assessment Task: Create an Alien

Students complete a task involving the creation of cells, tissues, organs, and organ systems in an alien for a movie production.

Teacher Facilitation:

Prepare a worksheet that leads students through the creation of an alien and the relationships between cells, tissues, organs, and organ systems. (See Create an Alien, Appendix 2.3).

Assessment: Create an assessment tool that can be used to assess the Create an Alien worksheet.

Accommodation: Provide aid in reading through Create an Alien worksheet and/or an outline that will lead the students through the task.

2.3 Learning Task: Cells Increasing In Number

Using a carousel format, students observe representative examples of cells increasing in number (i.e. cell multiplication) and record answers to questions posed at each workstation on a prepared worksheet.

Teacher Facilitation:

31. Prepare questions for each station and explain the set up of the room. This task is intended to introduce the concept of cells making new cells and examples of cell multiplication in biological activities such as growth, differentiation, tissue/organ repair/replacement, and sexual and asexual reproduction;

Sample Questions for Carousel

Station	Sample Questions
picture of seedling & tree (concept of growth)	Is the seedling made up of cells? Is the tree made up of cells? Which has more cells, the seedling or the tree? Where did the extra cells in the tree come from? What do the cells in the seedling need to do in order for the seedling to grow into a tree? (a) get bigger (b) get smaller (c) increase in number (d) decrease in number
picture or live specimens of tadpole and frog (concept of differentiation)	What organ does the frog use in order to move? Are frog legs made up of cells? Where did the legs in the frog come from? Where did the cells in the frog legs come from? When a tadpole changes into a frog what do the cells in its body need to do in order to for the tadpole to grow legs? (a) get bigger (b) get smaller (c) increase in number (d) decrease in number
picture of wound followed by picture of wound almost healed (concept of tissue replacement)	What is missing in the open wound? What filled up the healed wound? When a wound heals what do the cells on the inside of the wound need to do in order for a wound to heal? (a) get bigger (b) get smaller (c) increase in number (d) decrease in number
picture of a young adult donating blood (concept of cell replacement)	After donating blood, why do we have to wait three months in order to donate blood again? Where do blood cells come from? What do blood cells in your body need to do in order to replace the blood you lose when you donate blood? (a) get bigger (b) get smaller (c) increase in number (d) decrease in number

Teachers may choose to spend some time on the process of cell division at this point. This is an optional task that may not be suitable or needed for all classes. Teachers may want to use Student Activity 2.1 from the Grade 9 Science Applied Course Profile (page 2 - 7) for this purpose.

Assessment: Assess using an answer sheet specific to this worksheet.

Accommodation: Provide aid in reading questions at each station and writing out answers. Choose the grouping of students so their skills compliment one another.

2.4 Assessment Task: Application of Cell Division

Students choose a short article on cancer, an application of cell division, (e.g., effects of smoking, X-rays, drugs, effects of sun on skin). Students answer the questions at the end of the article. Students prepare an information poster to place in the classroom answering the questions: (a) What is cancer? (b) What do cancer cells do? (c) How does cancer affect the body? (d) In the article that you chose, what was the cause of cancer? (e) What can be done to prevent cancer? Students complete an SLL entry worksheet.

Teacher Facilitation:

32. Select/adapt short articles on cancer and prepare student response sheets with focus questions to these articles such as those in Appendices 1.11 and 1.12.

33. Prepare an SLL entry worksheet with vocabulary (e.g., cancer, research, cell division, environmental factor) and focus question (e.g., “Two new things I learned about cancer are….”). Include a connection question (e.g., “A question I still have about cancer is…”).

Assessment: Assessment of student reading may be done using the Reading for Understanding Rubric (Appendix 1.13). SLL entry worksheet will be assessed using SLL Rubric (Appendix OV-2). The poster could be assessed using an abridged version of the Poster and Presentation Rubric (Appendix 2.5).

Accommodation: Provide video clips or Internet access instead of a text article. Students may choose to prepare a video presentation/comic strip, etc. instead of a poster.

Assessment/Evaluation Techniques for Activity 2

· Assessment tools are listed in each task.

· Teacher assessment of knowledge and communication using rubrics to evaluate Science Learning Log (Appendix OV-2), and Reading for Understanding (Appendix 1.13).

· Knowledge, based on the students answers on the Create an Alien worksheet, (Appendix 2.3), can be assessed using a teacher-prepared answer sheet, checklist, or rubric.

· Inquiry and Communication skills demonstrated in the Cancer Poster can be assessed using the rubric in Appendix 2.5.

Accommodations for Activity 2

See Course Overview for general accommodations. In addition some specific accommodations are suggested for each task and are listed after teacher facilitation sections.

Resources for Activity 2

Bloch, Mars, et al. Science 9. Toronto: ITP Nelson, 1999.

Chapter on cell division

Rosen, Seymour. Biology Workshop 3: Understanding Reproduction. Englewood Cliffs, New Jersey: Globe Book Company, Inc., 1983. ISBN 0-87065-958-8

Activity 2. Cell Division

Cancer – http://www.cancerbacup.org.uk/index.shtml/

Activity 3: Sexual vs. Asexual Reproduction

Time: 360 minutes

Description

Sexual and asexual reproduction are described in terms of number of parents and characteristics of offspring. Societal applications of asexual reproduction form the basis for hands-on activities. Cloning is discussed.

Strand(s) and Expectations

Strand: Biology

Expectations: BY1.05, BY1.06, BY2.1D/E, BY2.02, BY3.02.

Planning Notes for Activity 3

34. Specific planning for each assessment task is found in the Teacher Facilitation section. Consider arranging with a greenhouse or bakery for a visit or for a guest speaker to come to school.

35. Task 3.3 is a long-term task. The root cuttings should be started several weeks before the beginning of the unit. The cuttings need to be monitored every two or three days.

36. Equipment required for Task:

· 3.1 – pictures and visual examples of sexual and asexual reproduction are needed (e.g., baby animals, plant cuttings)

· 3.2 – prepared slides of asexual reproduction (e.g., hydra and yeast budding, paramecium dividing)

· 3.3 – plants (e.g., geranium, coleus, tradescantia), rooting hormone, and test tubes

· 3.4 – yeast, solutions for fermentation (e.g., sucrose solution, fruit juice), flasks, cotton batten

· 3.5 – pictures of sexual and asexual reproduction

· 3.6 – a video e.g., “Multiplicity” or “Jurassic Park

Select/adapt short articles on cloning for Task 3.6.

Prior Learning Required

Group skills for CSGL activities, laboratory skills, and assessment tools that have all been introduced earlier in the course.

Teaching/Learning Strategies

3.1 Learning Task: Introduction to Sexual & Asexual Reproduction

Students brainstorm differences between sexual and asexual reproduction using pictures provided, pose questions, and express an idea on how offspring are made. Students complete supplementary worksheet providing definitions and giving examples of asexual and sexual reproduction.

Teacher Facilitation:

37. Provide visual examples of types of sexual and asexual reproduction (e.g., dog and puppies, woman and baby, flowers with seeds, baby animals, plant cuttings, grafted roses and cherry trees, budding hydra).

38. Lead a discussion on sexual and asexual reproduction.

39. Prepare a worksheet, with pictures and examples of sexual and asexual reproduction which students classify.

40. After the classification activity, lead students through a chalkboard note outlining comparisons between sexual and asexual reproduction (requirement for a partner, similarity between parent and offspring).

Assessment: Assess using a worksheet answer key.

Accommodation: Provide a copy of teacher notes to aid students in note taking activity.

3.2 Assessment Task: A Closer Look at Asexual Reproduction

Students view prepared slides under a microscope and make two scientific drawings.

Teacher Facilitation:

41. Assemble various slides of asexual reproduction (e.g., yeast budding, hydra budding, and paramecium dividing);

42. Outline microscope task and student product.

Assessment: Students peer assess microscope skill using the Peer Checklist: Safe Use of the Microscope (Appendix 1.6). Diagrams can be assessed using a Microscope Drawing Checklist (Appendix 1.7).

Accommodation: Provide a wheelchair desk for lab work. Pair students for lab work. Substitute television and video clips for lab work for students with poor gross and fine motor skills.

3.3 Assessment Task: Asexual Reproduction

Students reproduce a plant from a cutting. They do two cuttings, one as a control and one with an added variable (e.g., with and without rooting hormone, two different rooting media). Students record observations in chart form and after the stems have rooted, students complete SLL entry worksheet.

Teacher Facilitation:

43. Lead a discussion that reviews the concepts of cell division, tissues, organs and asexual reproduction.

44. Students encourage root tissue development from cuttings under the following conditions:

· Take two cuttings from plants such as coleus, tradescantia, or geranium. Cuttings can be either from leaf or stem. Remind students to choose leaves, cut leaving the petiole, or stems of similar size, shape, length, etc.

· Dip one cutting into rooting hormone. Do nothing to the second cutting. (Rooting hormone can be obtained at local garden centers.) Place the cuttings into separate test tubes filled three quarters full with water.

Have students record observations at the start of experiment, then each day for the following two weeks (time allotted may depend on the rate of root growth). Assist students to design their chart for plant growth data.

It may be possible to alter the conditions for growth; for example, root one cutting in normal soil medium and a second cutting in a different medium. Using test tubes allows students to see the development of roots. After the stems have rooted have students describe the best way to root a stem cutting.

Prepare an SLL entry sheet with vocabulary (e.g., root, hormone, cutting, variable/change, control/same) and focus task (e.g., "The method for cuttings that produced the healthiest roots was ____________ because…). Include a connection question (e.g., “How could someone working in a greenhouse use the technique of plant cuttings?”).

Assessment: The chart of growth results can be assessed using a teacher-prepared weighted checklist. (Appendix OV-5 is an example of a weighted checklist)

The SLL entry worksheet can be assessed using the SLL Rubric (Appendix OV-2).

Lab procedures can be assessed using Lab Procedures Rubric (Appendix 1.3). In each case, again review the tool you are using for assessment.

Accommodation: Provide peer helper to aid students through lab activity and/or extra time for lab activity.

3.4 Learning Task: Reproductive Technology

Students carry out an experiment in small groups to ferment different liquids using yeast and compare the final product on a qualitative basis.

Teacher Facilitation:

45. Prepare student worksheet.

46. Lead a discussion on applications of asexual reproduction in commercial use (e.g., yogurt making, bread baking, and fermentation).

47. For fermentation activity, choose different liquids to ferment such as sucrose solution, fruit juice, and plain water. Provide or help students to decide variables (e.g., amount of reactant, reaction temperature, light) they might change in their experiment and the effect (e.g., characteristics could include odour, colour, amount, cloudiness) it would have on the product. Flasks should be the same size and contain the same volume of liquid. Plug the flasks with cotton batten to allow the release of carbon dioxide. Allow about 5 days for fermentation to occur;

48. Arrange a trip or have a guest speaker come and speak to the class about how reproductive technology is used in the workplace (e.g., a trip to a bakery or greenhouse, a speaker from a bakery or horticultural club). If possible, arrange job shadowing or community service opportunities for the students at the bakery or greenhouse.

Assessment: Create a tool, such as a checklist or answer sheet, to assess student worksheets.

Accommodation: Provide a peer helper to aid students through lab activity. Allow extra time for lab activity.

3.5 Learning Task: Match the Example to the Type

Students identify specimens/examples as sexual or asexual reproduction and provide reasons for their choice. Students complete an SLL entry worksheet.

Teacher Facilitation:

49. Provide students with pictures, slides, or diagrams of sexual or asexual reproduction.

Prepare an SLL entry worksheet with vocabulary (e.g., sexual, asexual, parents) and focus task (e.g., "The picture of ______ showed _______ reproduction. For the following reasons: ___________"). Include a connection question (e.g.," An advantage of asexual over sexual reproduction is _______________”).

Assessment: Create a tool to assess student worksheet. Teacher assesses SLL entry using SLL Rubric (Appendix OV-2).

Accommodation: Assign a peer helper to assist with completing worksheet.

3.6 Learning Task: Cloning

Students view a video clip on cloning (such as a short clip from "Jurassic Park" or Multiplicity") and participate in a teacher-led discussion on cloning. Students read a short article on cloning (e.g., Dolly, Canadian triplet goats) and answer questions on the articles.

Teacher Facilitation:

50. Select and show a video or portion of a video that shows one or more examples of cloning.

51. Select/adapt short articles on cloning which include, where possible, focus questions on knowledge, inquiry/application, and making connections (e.g., "What is cloning?" "Do you think cloning should be done?"). See Appendices 1.11 and 1.12 for examples of adapted articles.

Assessment: Assessment can be done using the Reading for Understanding Rubric (Appendix 1.13).

Accommodation: Allow for alternatives to reading (i.e., peer reader, web sites, video clips or segments from the news).

Assessment/Evaluation Techniques for Activity 3

· Individual assessment tools are listed in each task;

· Peer assessment of the skill in using a microscope using the Peer Checklist: Safe Use of Microscope (Appendix 1.6);

· Teacher assessment of style and format of microscope drawings using the Microscope Drawing Checklist (Appendix 1.7);

· Teacher assessment knowledge and communication in student products using SLL Rubric (Appendix OV-2) and Reading for Understanding Rubric (Appendix 1.13);

· Lab procedures assessed in Task 3.3 using Lab Procedures Rubric (Appendix 1.3);

· Teacher developed assessment tool to evaluate student fermentation lab.

Accommodations for Activity 3

See Course Overview for general accommodations. In addition some specific accommodations are suggested for each task and are listed after teacher facilitation sections.

Resources for Activity 3

Bloch, Mars, et al. Science 9. Toronto: ITP Nelson, 1999.

Information on cloning for plant cuttings

Graces, E.S. Biotechnology Unzipped: Promises and Realities. Toronto: Trifolium Books, 1997.

Wolfe, Elgin, et al. SCIENCEPOWER™ 9. Toronto: McGraw Hill Ryerson, 1999.

Unit 1, Power of Reproduction

Activity 4: Human Reproduction

Time: 300 minutes

Description

Stages of fetal development are identified in very simple terms. Environmental factors and their effects on fetal development are explored in terms of lifestyle choices.

Strand(s) and Expectations

Strand: Biology

Expectations: BY1.07, BY2.01C/D/E, BY3.01.

Planning Notes for Activity 4

52. Co-ordinate with teacher/librarian and provide access to a variety of information sources for Task 4.6. Outline for the student that they are preparing for the culminating activity of presenting their learning in a poster and oral presentation in Activity 5.

53. Equipment required for Tasks:

· 4.1, 4.2 – video: “Look Who’s Talking”

· 4.3 – video: "Miracle of Life" (National Geographic)

· 4.6 – articles/resources on environmental factors

Prior Learning Required

Students have been exposed to research through articles that the teacher has selected and/or adapted to their reading ability. Students’ skills should be further developed through the independent research conducted in this activity.

Teaching/Learning Strategies

4.1 Learning Task: Signs of Pregnancy

Students view short clip of movie "Look Who's Talking" (While the credits of the movie are playing, there are 'talking sperm' racing towards an egg and penetrating it. We then see Kirsty Alley vomiting in the toilet). Students then brainstorm a list of signs of pregnancy.

Teacher Facilitation:

54. Provide short clip of movie "Look Who's Talking".

55. Lead students through brainstorm activity.

Assessment: none

Accommodation: If possible, provide close caption for video clip.

4.2 Learning Task: Fertilization

Students revisit "Look Who's Talking" video. Focus is on joining of sperm and egg. Complete an SLL entry worksheet.

Teacher Facilitation:

56. Provide video clip.

Prepare an SLL entry worksheet with vocabulary (e.g., fertilization, sperm, egg) and focus question (e.g., "If one egg joins with one sperm to make a baby, how are twins made?"). Include a connection question (e.g., “A job related to helping a couple through their pregnancy is…”).

Assessment: Assess using SLL Rubric (Appendix OV-2).

Accommodation: If possible, provide close caption for video clip.

4. 3 Learning Task: What is Happening in the Mother's Body?

Students view first portion of National Geographic video "Miracle of Life" in which the fertilized egg implants into the uterus. Students complete mapping activity on how the woman's body adjusts and prepares for the implantation of the fetus into the uterus.

Teacher Facilitation:

57. Show video clip “Miracle of Life”.

58. Lead students through mapping activity (See SCIENCEPOWER™ 9, Wolfe, 1999). The point of this task is to outline the requirements for a successful pregnancy/implantation. These will be used later in Tasks 4.5 and 4.6 when we look at environmental factors.

Assessment: Create a checklist to assess the map.

Accommodation: If possible, provide closed-captioning for video clip.

4.4 Learning Task: Fetal Development

Use a CSGL structure such as Think-Pair-Square. Pairs of students sequence the order of fetal development using lists provided by teacher. Each group joins with another group (square) and reaches a consensus. The class develops a general sequence of development. Students use this sequence to complete a note on the order of fetal development. Students then classify stages of fetal development into appropriate trimesters. Students complete an SLL entry worksheet.

Teacher Facilitation:

59. Lead students through Stages of Fetal Development Task (see Appendix 2.4).

Lead students through classification of organ development into trimesters.

Prepare an SLL entry worksheet with vocabulary (e.g., trimester, embryo, fetus) and focus questions (e.g., "In which trimester do you think the most damage can be done to a developing baby and explain why?"). Also assign a ‘connections’ question (e.g., “Do you think the government should pass a law that will make it illegal for a pregnant women to stop smoking and drinking?”).

Assessment: Assess group work for communication using the Rubric for Collaborative Group Work (Appendix OV-4). The SLL entry can be assessed with SLL Rubric (Appendix OV-2)

Accommodation: Provide a peer helper or assistant for group facilitation.

4.5 Learning Task: Environmental Factors

Students participate in teacher-led discussion on environmental factors that could affect the development of a fetus. Based on discussion, class generates a list of environmental factors and record the list in their notebooks.

Teacher Facilitation:

60. Lead students through a discussion on environmental factors that affect the development of a fetus (e.g., second-hand smoke, alcohol, x-ray radiation from dental exam). Use pictures and/or video clips to aid in the discussion, if desired.

Aid students in organizing the chalkboard list and recording it in their notebooks.

Assessment: none

Accommodation: Prepare an outline to assist students with note taking. Provide a copy of teacher notes for students unable to write or provide a scribe.

4.6 Learning Task: Research on Environmental Factors

Students choose one environment factor from the list generated in class discussion in Task 4.5. Student research the environmental factor they choose in preparation for a poster and oral presentation. The focus of the research is how the environmental factor affects the development of the fetus.

Teacher Facilitation:

61. Provide students with research material and access to the library and the Internet. If possible, try to provide less material for students than in previous activities and thus encourage students to do more of the research on their own.

Discuss timelines and the sequencing of oral reports, and the assessment of the poster and presentation so students can focus their research.

Assessment: Assessment will be done in Activity 5, the culminating activity in this unit, based on Poster and Presentation Rubric (Appendix 2.5).

Accommodation: Assign a peer helper to assist with research and reading.

Assessment/Evaluation Techniques for Activity 4

· Each task identifies tools that can be used for assessment.

· Teacher assesses student worksheets for knowledge and communication using SLL Rubric (Appendix OV-2).

· Communication skills are teacher assessed using Rubric for Collaborative Group Work (Appendix OV-4)

· Research and communication skills are assessed in Task 4.6 using Poster and Presentation Rubric (Appendix 2.5).

Accommodations for Unit 4

See course overview for general accommodations. In addition some specific accommodations are suggested for each task and are listed after teacher facilitation sections.

Resources for Activity 4

Allison, D. Blood and Guts: A Working Guide to Your Own Insides. Boston: Little, Brown, and Company, 1976. ISBN 0-316-03442-8

Bloch, Mars, et al. Science 9. Toronto: ITP Nelson, 1999.

Bisacre, M. (Ed). Illustrated Encyclopedia of Human Development. London: Marshall Cavendish Books Limited, 1984. ISBN 0-86307-195-3

Brunn, R. The Human Body: Your Body and How it Works. New York: Random House, 1982. ISBN 0-394-84424-6

Kitzinger, S. Being Born. Markham: Penguin Books, 1986. ISBN 0-670-81449-0

Nevitt, A. Fetal Alcohol Syndrome. New York: The Rosen Publishing Group, INC, 1998. ISBN 0-8239-2829-2

Shniderman, N. Drugs and Birth Defects. New York: The Rosen Publishing Group, INC, 1995. ISBN 0-8239-2122-0

Suzuki, David. Looking at the Body. Toronto: Stoddart Young Readers, 1987. ISBN 0-7737-5116-5

Wolfe, Elgin, et al. SCIENCEPOWER™ 9. Toronto: McGraw Hill Ryerson, 1999.

Appendix on graphic organizers to improve communications

The Visible Embryo – http://www.visembryo.com/

Activity 5: Culminating Activity

Time: 180 minutes

Description

The focus of the activity is the presentation of research and information on a specific example of reproduction and how an environmental factor can affect that reproduction. The findings are presented both orally and in poster form.

Strand(s) and Expectations

Strand: Biology

Expectations: BY1.05, BY2.01A/C/D/E, BY3.01.

Planning Notes for Activity 5

62. The reporting of this activity should be sequenced over several periods so student attention is not lost. Research recommends about five oral presentations per classroom period.

Equipment needed:

· poster making materials (crayons, markers, bristle board);

· information on environmental factors (pamphlets, videos, etc.).

Prior Learning Required

Information generally from the entire unit, but specifically from Task 4.6 is used as a basis for a visual and oral presentation.

Teaching/Learning Strategies

5.1 Assessment Task: Poster

Students develop a poster on an environmental factor (e.g., smoking, alcohol, antibiotics, aspirin, folic acid, and cocaine) that addresses several questions (e.g., "How is the fetus exposed to the factor?" "What can either parent do to prevent or reduce exposure?"). Students do a self-evaluation using a rating scale that uses the same criteria as the teacher’s rubric. Students also prepare presentation.

Teacher Facilitation:

63. Gather poster-making materials and information (e.g., pamphlets, videos, books, web sites at an appropriate level, paper, markers).

Introduce students to Poster and Presentation Rubric (Appendix 2.5) so they become familiar with criteria for evaluation and are able to judge the quality of the poster they are producing.

Assist students in time management and researching materials.

Organize poster and oral presentations.

Assessment: Assess poster and presentation using Poster and Presentation Rubric (Appendix 2.5).

Accommodation: Allow students to present information in a form other than a poster (e.g., video, slide presentation, drama, comic strip, or any other suitable form of communication). Allow students rehearsal time.

Assessment/Evaluation Techniques for Activity 5

Teacher assesses student’s procedural and declarative knowledge and communication skills using Poster and Presentation Rubric (Appendix 2.5).

Appendices Unit 2

Appendix 2.1: Cell Parts Checklist

Reference for Unit 2, Task 1.3

Date: ______________________ Name: _____________________________

Assessing by: ______________________________________________________________________

Put a check mark (√) in the box beside each part or function that is correctly identified or described.

Cell Part		Job or Function
	nucleus		control centre of the cell
	cell membrane		controls what enters and leaves the cell
	mitochondria		makes energy needed by the cell
	vacuole		stores food, water, and waste
	cytoplasm		material inside the cell

Appendix 2.2: Model Cell Rubric

Reference to Unit 2, Task 1.7

This rubric describes the categories used to assess your cell model and explanation.

Category	Level 1	Level 2	Level 3	Level 4
Transfer of concepts to new contexts	- no connection between material chosen to represent a cell part and the cell part itself	- some connection between material chosen to represent a cell part and the cell part itself	- good connection between material chosen to represent a cell part and the cell part itself	- complete connection between material chosen to represent a cell part and the cell part itself - model extended beyond ideas discussed in class
Communication (in oral communication from the presentation)	- communicates some main ideas associated with project with limited clarity and precision	- communicates most main ideas associated with project with moderate clarity and precision	- communicates main ideas associated with project with considerable clarity and precision	- communicates main ideas associated with project with a high degree of clarity and precision
Creativity (in written work and/or in model)	- little imagination shown - project design is simple - little evidence of problem solving skills	- some creativity shown in a project of fair to good design - standard approach using common resources - some evidence of problem solving skills	- imaginative project; well thought out, above the ordinary approach; creative design and/or materials - good use of available resources - good evidence of problem solving skills	- a highly original project or a novel approach - shows resourcefulness, creativity in design, use of equipment and /or construction of project - problem solved in a creative and appropriate manner

[Parts of this rubric have been developed using the assistance of the Public District School Board Writing Partnership Course Profiles. Science, Grade 9, Academic and Applied, and the Achievement Chart from The Ontario Curriculum: Grades 9 and 10, Science, (1999)]

Appendix 2.3: Create an Alien

Reference for Unit 2, Task 2.2

Date: ______________________ Name: _____________________________

Read the following paragraph and answer the questions that follow. Draw diagrams on a separate sheet of paper.

You have been chosen as the technical director for a new movie involving the invasion of an alien creature aboard a spaceship traveling in deep space. Your task is to make drawings of this creature from which the models for the movie are to be made. The alien is to have the following characteristics:

· it has no mouth, yet expels a deadly liquid from its surface

· it has no legs, but seems to flow from one spot to the next

· when cut in half during one scene of the movie, it is evident that the creature has an organ system which seems to be the source of the deadly liquid

· both cut halves rapidly develop into separate alien creatures

Activity

64. What is the function of the organ system?

Make up a name for this system.

Describe how this organ system works.

Make a drawing of the inside of the alien that will make the movie audience scream.

Label the organs that make up the system.

(Remember to do your drawing on a separate sheet of paper.)

Pick one organ and make a detailed drawing.

Identify at least two tissues that can be found in it.

What is the job of these tissues?

Make up three characteristics of the alien's skin.

Draw and label what an alien skin might possibly look like under the microscope.

Suggest a way by which the alien moves. What sound effects would you include?

How does it eat?

Appendix 2.4: Stages of Fetal Development

Reference for Unit 2, Task 4.4

Teacher Notes:

65. Put students into appropriately sized groups.

Type up the stages of fetal development on large sheets of paper. Have only one stage listed on each sheet of paper. Have a set of these sheets of paper for each group.

Give each group a set of these stages ensuring they are mixed up, not in proper order.

As a group, the students try to place the stages of development in the proper order.

Have one member from each group present their group’s ordering to the class.

Compare each groups ordering, and as a class, come up with a consensus as to the sequence of the stages of development.

Students should then record the proper sequence of fetal development into their notes.

Fetal Development:

(proper order)

66. sperm and egg join to make one cell

one cell splits into two cells

two cells split into four cells

four cells split into eight cells

eight cells continue to divide until there is a ball of cells

ball of cells travels down into the uterus

ball of cells digs into lining of uterus and roots there; now the mother and the fetus’s blood are connected; anything the mother takes into her own body will also get into the fetus’s body.

ball of cells takes food from the lining of the uterus

ball of cells gets a top and bottom end; top end will become baby’s head

spinal cord starts to grow, heart starts to beat

5 weeks, arms start to grow

8 weeks, all human features are present, though not in proper proportions

9 or 10 weeks, fetus can open and close mouth

11 weeks, arms and legs can move

12 weeks, fetus can make faces, still weighs only as much as a hen’s egg

fetus starts to swallow fluid surrounding it; this is practice so when it is born, it will know how to latch onto its mother’s breast to feed

5 months, mother can feel fetus kick, fetus can curl up fingers, close hand and punch

7 month, fat develops

8 month, organs develop to final stage (lungs often the last to develop)

baby is born; the baby stops getting oxygen from the mother and starts breathing on its own

Teacher should then divide the list into trimesters and lead a discussion of when, in which trimester, the fetus is most susceptible to damage due to what the mother takes into her body.

Appendix 2.5: Poster and Presentation Rubric

Reference for Unit 2, Task 2.4 and Task 5.1.

This rubric outlines the important components that should be considered when completing the poster and presentation.

Category	Level 1	Level 2	Level 3	Level 4
Knowledge (content of presentation - questions answered accurately and completely)	- shows a lack of understanding in significant misconceptions about the content, concepts, and/or generalizations in the task	- has some misconceptions and lacks a complete understanding about the content, concepts, and/or generalizations in the task	- shows a largely complete and accurate understanding of the content, concepts, and/or generalizations in the task	- thoroughly understands all content, concepts, and/or generalizations in the tasks and demonstrates insightful extensions to some aspects of the information
Procedural Knowledge or Research Skills	- only selects appropriate skills and strategies required by the task with much assistance and makes critical errors in applying them	- selects with assistance and applies skills and strategies required by the task but makes a number of non-critical errors in doing so	- selects and applies the appropriate strategies and/or skills specific to the task without significant errors	- selects and applies appropriate strategies and/or skills specific to the task without conscious effort or error, and applies some in innovative ways
Communication of Information and Ideas (how ideas are presented - either orally or in the poster)	- communicates information with limited clarity and precision	- communicates information with moderate clarity and precision	- communicates information with considerable clarity and precision	- communicates information with a high degree of clarity and precision
Use of scientific terminology	- limited use of proper terminology	- moderate use of proper terminology	- considerable use of proper terminology	- high degree of use of proper terminology
Creativity	- little imagination shown - story design is simple	- some creativity shown in a story of fair to good design - standard approach using common resources	- imaginative story; well thought out, above the ordinary approach - creative design and/or materials - good use of available resources	- a highly original story or a novel approach. - shows resourcefulness, creativity in design, of story

[Parts of this rubric have been developed using the assistance of the Public District School Board Writing Partnership Course Profiles. Science, Grade 9, Academic and Applied, and the Achievement Chart, from The Ontario Curriculum: Science Grades 9 and 10 (1999)]

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