Grade9LifeScience:

ReproductionandHumanDevelopment

NicoleMarquis

HarshinaBrijlall

ECUR326.3
ProfessorHossain
November172015

Page 1

TableofContents
TableofContents...02
Rationale03
FoundationalObjectivesandGoals...03
CurricularOutcomes......................................................................................................................04
Lesson1.05
Lesson2.09
Lesson3.14
Lesson4.17
Lesson5.21
Lesson6.30
TableofSpecifications.35
UnitTest....37
Reflections....42
References..43

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Rationale:
Thepurposeofthisunitplanisdesignedtoteachgrade9sciencestudentsthatcellular
divisionisthebasisofallreproduction.Studentswillalsounderstandthatgeneticinformationis
passedfromparentstotheiroffspringforallorganisms.Theywillalsogainanintroductory
understandingofthebiologicalprocessesrelatedtohumanreproduction,andaswith
reproductionwithotherorganisms,thisprocesscanbealteredandmodifiedthroughtheuseof
varioustechnologies.FirstNations,Metis,andotherculturesTraditionalKnowledgewillalso
bediscussedinrelationtotopicsincludedinthisunit.
FoundationalObjectivesandGoals:
ThisunitwillencompassalltheinformationnecessaryforGradeninestudentsto
understandreproduction.Itallowsstudentstobroadentheirknowledge,skills,andattitudes
towardsscience.Theactivitiesinthisunitplanwillalsoallowstudentstousevariousmeansof
technologyandliteracies.Studentswillbeabletousetheseliteraciestointerprettheworld.
Studentswilldevelopanunderstandingofnatureandhowtherearemultitudesofwaysweas
humansareinterconnectedtothenaturalworld.Thestudentswillstartwilllookingatthecell
andhowitdividesandthenmoveontohowplantsandanimalsreproduce.Theunitincorporates
lessonsthatwillbuildtheirknowledgeandengagestudentstounderstandhowcelldivisioncan
leadtotheproductionofoffspring.
Thegoalofthisunitisthatstudentsareawareofthedifferentreproductionprocessesin
natureandcanusethisknowledgeintheirdaytodaylives.Wehopethatduringthisunit
studentswillhaveagoodunderstandingofthereproductiveprocessandhowitappliestoour
naturalandconstructedworld.Thislessonintegratesknowledgethataidsstudentstounderstand
agriculture,animals,andtheirownbodies.Wehopethislessonmotivatesstudentstobecome
engagedcitizensandthattheybecomeawareoftheproblemsandissuesrevolvingaround
reproduction(human,animalandplanthealth)insociety.Thisunitwillalsocoverknowledge
abouttheFirstNations,Mtis,andInuitwaysofknowinginrelationtoreproduction.This
alternateperspectivewillallowstudentstounderstandhowhumansfitintothenaturalworldand
howwehaveimpactedtheecosystem.

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CurricularOutcomes:
RE9.1Examinetheprocessofandinfluencesonthetransferofgeneticinformationandthe
impactofthatunderstandingonsocietypastandpresent.[CP,DM]
RE9.2Observeanddescribethesignificanceofcellularreproductiveprocesses,including
mitosisandmeiosis.[CP,SI]
RE9.3Describetheprocessesandimplicationsofsexualandasexualreproductioninplantsand
animals.[SI]
RE9.4Analysetheprocessofhumanreproduction,includingtheinfluenceofreproductiveand
contraceptivetechnologies.[SI,DM]

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Lesson 1

Subject/Course:Science9
GradeLevel:Grade9
Topic:CellularReproductiveProcesses
CooperatingTeacherName:

TCName:HarshinaBrijlall
Date:November172015
TimeofClass:TBD
Room#/Location:TBD

1. BroadAreasofLearningandCrossCurricularCompetencies
a) Outcomes:
RE9.2Observeanddescribethesignificanceofcellularreproductiveprocesses,includingmitosisandmeiosis.[CP,
SI]
b) Indicators:
a) Observeanddescribecelldivision(e.g.,binaryfission,mitosis,andmeiosis)usingmicroscopes,prepared
slides,and/orvideos.
b) Constructavisual,dramatic,orotherrepresentationofthebasicprocessofcelldivisionaspartofthecell
cycle,includingwhathappenstothecellmembraneandthecontentsofthenucleus.
c) Recognizethatthenucleusofacelldeterminescellularprocesses.
d) Identifymajorshiftsinscientificunderstandingofcellgrowthanddivision,includingtheroleofmicroscopes
andrelatedtechnologies.
e) Explainhowthecelltheoryaccountsforcelldivision.
f) Comparebinaryfission,mitosis,andmeiosis,anddistinguishbetweencelldivisionprocessesduringmeiosis
andmitosisincludingthecreationofdiploidandhaploidcells.
g) Relatecancertocellularprocesses.
c)

CrossCurricularCompetencies:
Allpartsofthislessonwillallowstudentstoengageandexpandtheirabilitytothinkcritically,creativelyand
reflectivelyoncellularprocesses.StudentsinthislessonespeciallyinPart3(CancerandCellDivision)willlearn
tobesociallyawareandresponsiblefortheiractions.Throughoutthelessonstudentswillbeexposedtodifferent
literaciesinwhichtheycaninterprettheworld.Theywilllearnhowtousemicroscopeswhichisaveryimportant
skillforscienceeducation.Studentswillalsolearnhowtodrawproperscientificdiagrams.Studentswillalso
havetheopportunitytodiscussandworkwiththeirpeersduringclasswhichwillengagetheirreflectivethinking.

d) ProfessionalGrowthPortfolioGoal(s):
1.1Ensurestheparticipationandsuccessofallstudents.
1.4Analysestheclassroomenvironmentandmakesadjustmentstoenhancesocialrelationshipsandstudent
motivation/engagement.
2.3Developsknowledgeandunderstandingofstudents'distinctcultural,ethnicandlanguagebackgroundand
appliesthisknowledgeandunderstandingtoantioppressiveteachingpractices.
4.1Identifiesandunderstandshoweducationisaffectedbypresentdayandhistoricalglobal,local,political
andculturalissues(i.e.war,peace,poverty,racism).
6.1DemonstratesknowledgeandconfidenceinsubjectmatterandknowledgeofSaskatchewancurriculum
documentsandappliestheseunderstandingtoplanlessons,unitsofstudyandyearplansusingtheBroad
AreasofLearningandCrosscurricularCompetencies.

2. AssessmentandEvaluation:
Inthislessonstudentswillbeevaluatedonthefollowing:

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TwizzlerSimulationdrawingsoftheMitosis

OnionRoottiplabreportandQuestions
Theseassignmentswillteststudentsknowledgeandallowstudentstounderstandtheconcepts.Itisvitalthestudentsunderstand
theseconcepts,asitwillbeexpandedonthroughoutthisunit.
Studentswillbemarkedontheirneatnessofthecelldrawings(labelslinedupanddrawnwitharuler,legiblehandwritingetc.)
Studentwillbemarkedontheirabilitytousetheterminologyadequatelywhenansweringthequestionsaftertheonionroottiplab.

3. PreassessmentandAccommodations/Modifications
a) Students
Preassessment:

EALstudentswhomaystrugglewithcolloquial
words
Visuallearnsthatwillnotbenefitfromreadingtext
orlisteningtome(teacher)lecture

Accommodation/Modification:

UsecorrectanddirectvocabularyforEALstudents,
analogiestoconceptsthattheywillunderstand.

Usevariousmethodsofteachingthestagesof
mitosisandmeiosis

Ensuretherearesimulationsandlabs

Putsomevideosanddiagramsforvisuallearns

Simulationsaidkinaestheticlearners

b) LearningEnvironment:
Parts1,2,3,4willallbetaughtatthedesksinfrontofaprojector/chalkboard.Studentsmustbeabletosee
thescreen.
Part5requiresstudentstouseamicroscopeandthereforestudentsmustbeabletousethetechnologysafely.

4. RequiredResources

Studentsshouldhavepencilsandnotebooksfordirectinstruction.
Mitosisfillintheblankhandout
Mitosiscelldrawing
Twizzlers
Mitosisvideo:https://www.youtube.com/watch?v=HYKesI9jL8c
MeiosisAnimation:http://www.cellsalive.com/meiosis_js.htm
Microscopes
LabReportQuestions
PreparedOnionrootslides

5. ContentandTeachingStrategiesofLesson
a) Overview/Agenda/Review
Thislessonwillbecomprisedof4parts.
Part1:Introducingbasicconceptsofcelltheory.
Part2:StudyMitosissimulation
Part3:CancerandCellDivision
Part4:Introducingmeiosisandhaploidvs.diploid
Part5:ConsolidationOnionroottiplabandquestions
.
b) Introduction(motivationalstart,mindson,hook,etc.)
Part1:Introducingbasicconcepts
Introduction:Thiswilltaughtviadirectinstruction.TheteacherwillreviewandteachusingeitheraPowerPointor
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whiteboardthefollowingconcepts:
Howdoessciencelookatorganismsonacellularlevel?
Whoinventedthemicroscope?
HowdoesthisdifferfromtheFNIMperspectiveandotherculturalperspectives?
The3basicprinciplesinCellTheory
BasicOrganellesofthecell
DefineCelldivision
Studentsshouldbeextremelyfamiliarwiththeseconcepts,astheywillbeexpandingtheirknowledgeofthisconcept
throughouttheunit.Thisshouldtakearound12classes.
c) SubjectContentandTeachingStrategies
Part2:StudyingMitosis
o Playavideo(Mitosissong)tointroduceconceptstoclass
o TeachthePowerPointMitosisasthestudentsfillintheblanksintheirhandout.Iwillbe
responsibleforteachingthefollowingslides:
Definingmitosis
StagesofMitosis:goovertheacronyms
Interphase
Prophase
Metaphase
Anaphase
Telophase
Howmitosislookslikeunderthemicroscope
o Twizzlerspullandpeelsimulation
Studentsinthissectionwillusetwizzzlersassymbolicofchromosomes.
Theywillgothrougheachstageofmitosisanddraweachstageout
SimulationinvolvingTwizzlerstopracticetheconceptstheyhavelearned.
Thisshouldtakearound1class
Part3:CancerandCellDivision
InthisclasstheteacherwillgooverthefollowingtermsusingeitheraPowerPointorthechalkboard.
Thefollowingtopicswillbediscussed:
Cancer
Tumour
Benignandmalignanttumours
Carcinogens
Cancertreatments
o HolisticmethodsofcancertreatmentsMedicinewheelconnection
o Canceriscalledthegreatsickness
o Patientsfamilyandcommunityandprayer
Thisshouldtakearound12classes.
Part4:Introducingmeiosisanddifferentiatingbetweenhaploidanddiploid
Studentswilllearnaboutthefollowingconceptsviadirectinstruction.
Differentiatebetweenhaploidanddiploid
Thestagesofmeiosis
Howmeiosisrelatestomitosis
Differencesinmeiosisandmitosis
Theteacherwillalsoshowananimationofhowmeiosisoccurs.
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Thisshouldtakearound1class.
d) Consolidation
Part5:OnionRootTipLab

Inthissectionsstudentswilllookatpreparedslideononionroottips.

Theywilldistinguishbetweenprophase,metaphase,anaphase,telophase.

Theywilldrawouteachstage.

Thislabwillconsolidateinformationonmitosisandthepartsofthecell.

Thelabreportwillconsistofdrawingsofeachstageofmitosisoftheonionroottipandothercellular
reproductivequestions.

Thefollowingquestionsmustbeanswered:
Whatarethedifferencesbetweenmitosisandmeiosis?
Howdoesmitosisplayaroleincancer?
Thislabreportandquestionswillbehandedin.Itwillbelikeareviewoftheconceptsbeforetheunittestandsothat
studentscanunderstandtherestoftheunit.
Thisshouldtakearound12classes.
KeyQuestionstoaskduringthislesson
1. Howdoyouseecelldivisioninyourdailylife?
2. Doyouthinkplantsandanimalsdifferinthemethodsofcelldivision?
3. Whyisitnecessaryforthenuclearmembranetodisintegrateduringprophase?
4. Whatistherelationshipbetweenmeiosisandmitosis?
5. Inwhichstagedoyoucytokinesisoccurring?
6. Howdoescytokinesisdifferwithplantcellsvs.animalcells(cleavagefurrowvscellplate)?
7. Canyourelatemitosistocancer?
8. Whataresomefactorsthatcancausecancer?
9. Whichcelldivisionprocessisinvolvedinreproduction?

6. Reflections
a) EffectivenessofLesson

Whatwaseffective/ineffectiveinyourlesson?includeatleast3lessonelementsthatwereineffective/effective?orWhat
wentwellinyourlesson?OrWhatdidnotgosowell?OrWhatdidthestudentsenjoy?Howdidyourplanningordelivery
turnout?Didyourteaching/learningstrategiesworkeffectivelyornotforsubjectcontentandclass?Considertheentire
lessonandthereactionofstudents.
Howdoyouknow?Provideevidencefromstudentwork,studentquestionsaskedandinformalassessment.Thinkabout
examplesofhowthelessonprogressed,engagementofstudents,flowofdelivery,timemanagement.
Nextsteps?Indicatewhatstepsyouaregoingtotaketocontinuetoworkonyourthreeelementsidentified.

b) EffectivenessasaTeacher

Whatwaseffective/ineffectiveaboutyouasateacher?includeatleast3teacherelementsthatyoudidthatwereeffective
orineffective.Didyouaskgoodquestions?Didyoumotivatestudents?WhatdidYOUdowell?Thiswouldbeasection
describingyourstrengthsandareasforimprovementvolume,eyecontact,bodylanguage,questioningskills,respondingto
questions,comfortwithmaterial,confidence,delivery,useoftechnology,vocabulary.

Howdoyouknow?Whatevidencedoyouhavethatyou,asateacher,wereorwerenoteffective?Thinkaboutexamplesof
whatyousaid,did,reactedto,feltasexamplesofyourthreeelements.

Nextsteps?Indicatewhatstepsyouaregoingtotaketocontinuetoworkonyourthreeelementsidentified.

ThislessonplanisahypotheticallessonplanandthereforeIamunabletocompletethissection.However,Iwill
completeanswerthefollowingquestionsduringmyreflection.Iwillaskmyselfhowthelessonwaseffective.Did
studentsengageinthetopic?IwillaskmyselfhowcanIimprovethislesson.Wheredidstudentsdisengage?Was
thereanyconfusion?Couldthislessonbeorganizedbetter?Howwasthetimingforthelesson?

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References:
Hounjet,C.,Phillipchuk,K.,Kvamme,B.,View,T.,&Mohr,P.(2013).PearsonScience9:SaskatchewanEdition.
Toronto,ONT:PearsonCanadaInc.,p.4075.
MitosisMusicVideobyPeterWeatherallRetrievedfromhttps://www.youtube.com/watch?v=HYKesI9jL8c
MeiosisRetrievedfromhttp://www.cellsalive.com/meiosis_js.htm

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Lesson2
NameofLessonPlan:AnIntrotoReproductioninPlantsandAnimals
Gradelevel:GradeNine
Subject:Science9
Author:HarshinaBrijlall
Date:17November2015
Overview&Purpose:

BroadAreasofLearning

Thislessonaimstoteachstudentsaboutsexualandasexual
reproductioninplantsandanimals.Studentsattheendofthis
lessonshouldbeabletocompareandcontrastthereproduction
processes.Thelessonwillbecomprisedof5parts.Thepartsof
lessonarethefollowing:
1. IntroductionofDefinitions
2. AsexualReproduction
3. SexualReproductioninanimals
4. Sexualreproductioningymnosperms
5. Sexualreproductioninangiosperm

LifelongLearner

Teacher
Outcomes/Indicator
s

RE9.3Describetheprocessesand
implicationsofsexualandasexual
reproductioninplantsandanimals.[SI]
RE9.2Observeanddescribethe
significanceofcellularreproductive
processes,includingmitosisandmeiosis.
[CP,SI]

CrossCurricularCompetencies

Studentswillbeabletothinkandlearn
contextually,creativelyandcriticalasthey
Studentsarecurious,observant,and
willhavetheopportunitytoworkingroups
reflectiveastheyimagine,explore,and
anddiscussthescientificconcepts.
constructknowledge.Thiscanbeseen,
asstudentswillbeexploringthevarious Studentswillbeusingvariousliteraciesin
theformofcomputers,encyclopedias,and
methodsofasexualandsexual
bookstoresearchinformation.Thiswill
reproduction.
Studentsareabletoengageininquiryas allowthemtoconstructknowledgeusing
theydiscoverthevariousorganismsthat theabovetechnologies.
Studentswillalsobedoingdissectionsand
useacertainreproductivemethod.
usingdissectingmicroscopes.Thiswill
SenseofSelf,Community,andPlace
Studentswillunderstandhowhumansand allowthemtointerprettheworldusinga
differentliteraciesandtechnology.
thevariouspartsoftheecosystemplaya
Studentswillbedrawingconceptmaps,
partinasexualandsexualreproduction.
labelingdiagrams,andpresentingpostersto
Theywillunderstandtheinteractionsof
theirclassmates..Alloftheaboveare
thenaturalworld.
examplesofhowstudentswillbeableto
communicateusingvariousliteracies.
Students
Materials
Identifyquestionstoinvestigate
aboutsexualandasexual
reproductioninplants.
Compareadvantagesand
disadvantagesofsexualandasexual
reproduction
Describevariousmethods
ofasexualreproductionin
plantspecies
Describevariousmethodsofasexual
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PearsonScience9
Informationpackagesforasexualreproduction
Posterpaper

Assessment

reproductioninanimalspecies
Investigateanddescribeapplications
ofasexualreproductionknowledge
andtechniquesintheSaskatchewan
agriculturaland/orforestrysector.
Describetheprocessofsexual
reproductioninseedplantspecies.
Describeexamplesof
sexualreproductionin
animalspecies,
including
hermaphroditic
species
Studentswillhandinthefollowingassignmentsforassessment.

PosterandClassHandoutSummary(Projects)

ConceptMapofSexualReproductioninAnimals(Portfolio
Assignment)

AngiospermDiagramandObservations(LaboratoryReports)
ThegradesontheseassignmentswillgotowardstheBiologyUnitMark.
Accommodations
andModifications

TeacherModifications:

Procedures

Ensureeachstudenthasthefollowingbeforehandingin
theassignment:

PosterandHandoutRubric

ConceptMapExample

LaboratoryInstructionsandQuestions

StudentModifications:

Ensureeachstudentcanseethe
whiteboard
Ensureeachstudenthasthe
materialsforthelabs

Part1:Introduction
Basicterminologywillbetaughtviadirect
instructionusingthePowerPoint,whiteboard,
markers,anddiagrams.Thefollowingtermswill
bedefined:

AsexualReproduction

Mitosis(review)

SexualReproduction

Meiosis(review)

CellComponents:cellmembrane,
nucleus(review)

Eukaryotes

Prokaryotes

Duetothesmallerclasssize,thisclasshastimefordiscussionsandhandonactivities
EnsureEALstudentshaveextraresourcesforhelpinEnglishduringlabs

Studentswillwritedownnotesintheirnotebooks.
Studentsmusthaveageneralideaoftheconcepts
asinthenextpartofthelessontheirknowledge
willbeexpanded.

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MaterialsNeeded:
PearsonScience9textbook
TeachingStrategies:
DirectInstruction
Lecture
Structuredoverview

Thispartwilltake1classperiod.

Part2:AsexualReproduction
Thispartwillincludeagroupproject.Studentswill
besplitintoninegroups.Eachgroupwillbe
assignedanasexualreproductionprocess.The
followingisthelistoftypesofasexual
reproduction.

BinaryFission

Budding

Parthenogenesis

Spores

VegetativeReproduction

Fragmentation

Grafting

PlantTissueCulture

Eachgroupwillbegivenaninformationpackage
onaspecifictypeofasexualreproduction.
Theinformationpackagewillinclude:

Informationonthespecifictypeof
asexualreproduction
Examplesofspecieswhousethetype
ofasexualreproduction

Avideo/animationoftheasexual
reproduction
Studentswillthenusethisinformationtocreatea
posterandhalfapagesummaryoftheirtopic.Each
groupwillthenpresenttheirposterstotheclass
andthesummarieswillbehandedouttoeach
studentfortheirnotes.

AsexualReproductionand
Agriculture
Thispartshouldtakearound45classperiods.

MaterialsNeeded:
PosterPaper
Printedstudentsummaries/handouts
InformationPackage
Informationforpackagesarefrom
PearsonScience9
Examplescanbefoundinthetext
andalsoonthefollowingwebsite:
http://learn.genetics.utah.edu/content/variation/reproduction/

Videos:
BinaryFissionAnimation
http://www.classzone.com/books/hs/ca/sc/bio_07/animated_
biology/bio_ch05_0149_ab_fission.html

Budding:
https://www.youtube.com/watch?v=wfbhwq95Duc

Parthenogenesis:
https://www.youtube.com/watch?v=G41EANkcMvg

Spores:
https://www.youtube.com/watch?v=Mrphn1zOWaE

VegetativeReproduction:(First4
mins)
https://www.youtube.com/watch?v=TdiibRXXJ6g

Fragmentation:
https://www.youtube.com/watch?v=AaN6uRvfPLY

TeachingStrategiesused:
InteractiveStudy
IndependentStudy
IndirectStudyInquiry

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Part3:SexualReproductioninAnimals
Thisclasswillsbetaughtindirectinstruction.
Studentswillwatchvideos,seediagrams,andwrite
notesastheteacherexplainshowsexual
reproductionoccursinanimals.Thefollowing
termswillbedefinedintheirnotes:

Gametes

Eggs

Sperm

Meiosis

Zygote

Embryo

Cleavage

Studentsareexpectedtoparticipateindiscussion
andwritedownnotes.

MaterialsNeeded:
PearsonScience9
Video:
TeachingStrategies:
DirectInstruction
Lecture
Structuredoverview

Hermaphroditeexamples
Studentsbytheendofthisshouldbeabletodraw
conceptmapoftheprocessofsexualreproduction
inanimals.Theconceptmapwillbehandedinasa
portfolioassignment.Thisshouldtake23class
periods.
MaterialsNeeded:
Part4:SexualReproductioninPlants
(Gymnosperms)

Studentsareexpectedtoparticipatein
discussionandwritedownnotes.

Thispartwillreviewhowgymnospermsreproduce
viadirectinstruction.Therewillalsobespecimens
ofcones,andseedstoshowstudentsthe
reproductiveorgansoftheplant.Iftimeavideo
canbeshownattheendofclassThisshouldtake
12classperiods.

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PearsonScience9
Specimens:conesfemaleand
male
Dissectionmicroscopes
Diagramofthegymnosperm
cycleHandout

MaterialsNeeded:
Part5:SexualReproductioninPlants
(Angiosperms)
Thispartwillbeadissectionofalily.Studentsin
thislabwillreceivelabinstructionsforhowo
proceedwiththedissection.Theinstructionswill
askstudentstoidentifythereproductivestructures
ofthelily,andwillexplainhoweachpartsrolein
reproduction.Studentsattheendofthisdissection
labwillhandinadiagramandansweredquestions
aboutthesexualreproductioninangiosperms.
Thisshouldtake12classperiods

Studentsareexpectedtoparticipateinthelab.
Theywillhandinthediagramandanswered
questionsattheendofthelesson.

TeachingStrategiesused:
InteractiveStudy
ExperientialLearning
IndirectStudyInquiry

MaterialsNeeded:

Closure
Introducetheclasswithavideo.
Studentswillbegivenareviewworksheetthatwillconnecteverythinginthislessontogether.
Studentswillanswerfollowingquestionsinthisreview.

References

PearsonScience9
OxfordEncyclopedia
Video:
https://www.youtube.com/wat
ch?v=gRpEt61XM4M

Whataretheadvantagesanddisadvantagesofbothasexualreproductionandsexual
reproduction?

Compareandcontrasttheasexualreproductionmethods(table)

Whatisthedifferenceinreproductioninplantsandanimals?

TeachingStrategiesused:

Howpollinationoccursandhowitisbeingimpactedbyclimatechangeandendangeredspecies?

InteractiveStudy
IndependentStudy
IndirectStudyInquiry

Nameorganismswhodobothasexualandsexualreproduction
Studentswillanswerthequestionsusingtheirtextbooks(PearsonScience9),otheravailabletextbooksin
class,discussionwiththeirpeersandtheirnotes.Thiswilltake12classperiods.
Reflection

Labinstructions
Dissectionkits
Lilies
DissectingMicroscopes

Duetothisbeingahypotheticallesson,Icannotfillthissection.HoweverforareflectionIwillbe
askingthefollowingquestions:
Whatwentwrongwithlessons?
WhichstudentswerenotengagedandwhatstrategycanIusetoengagethestudents?
Whatwentwellinthelesson?
Whatdidstudentsrespondpositivelytoo?
WhatmodificationscanImaketothislessontoimproveit?
Hounjet,C.,Phillipchuk,K.,Kvamme,B.,View,T.,&Mohr,P.(2013).PearsonScience
9:SaskatchewanEdition.Toronto,ONT:PearsonCanadaInc.,p.4075.
Page 14

AdditionalNotes

References:
BinaryFissionRetreivedfrom:http://www.classzone.com/books/hs/ca/sc/bio_07/animated_biology/bio_ch05_0149_ab_fission.html
BuddinginHydraRetrievedfrom:https://www.youtube.com/watch?v=wfbhwq95Duc
Sexualvs.AsexualReproductionRetreivedfrom:http://learn.genetics.utah.edu/content/variation/reproduction/

Page 15

LessonPlan:IntroducingGenetics
Subject/Course:Science
GradeLevel:Grade9
TimeDuration:45Classes

Lesson3

OverviewofLesson:
Thisclassisaimstointroducestudentstothescienceofgenetics.Studentswillunderstandthe
componentsofthecell.
Thelessonwillinvolvedefiningtermsrelatedtogenetics
Collectingdatarelatedtodominantandrecessivecharacteristicsasaclass.
TeachingStrategiesused:
Personal/DiscussionQuestions:StudentInquiryandIndirectInstruction
ExperientialLearningviathecasestudy
Directinstructionforintroducingtheterminologyandknowledge
Directinstruction:Watchingthevideostoexplainsometerminology
ProfessionalGrowthGuideGoal(s):1.1,1.4,1.5,2.1,3.4,4.1,4.3
Outcomes:RE9.1.Examinetheprocessofandinfluencesofgeneticinformationandtheimpactofthat
understandingonsocietypastandpresent.
Indicators:
a. Identifyquestionstoinvestigaterelatedtogenetics.
c. Recognizethatthenucleusofacellcontainsgeneticinformationandidentifytherelationship
amongchromosomes,genes,andDNAintransmittinggeneticinformation.
d. Identifyexamplesofdominantandrecessivetraitsinhumansandotherlivingthings
e. Observe,collect,andanalyzeclassandorfamilydataofhumantraitsthatmaybeinheritedfrom
parents(e.g.eyecolour,chinshape.Earlobes,andtonguerolling)
CrossCurricularCompetencies:Theactivitiesinclasswillalsoallowstudentstoengageingroupwork
andworktostrengthentheirpersonalawarenessandresponsibility.Thecasestudyandworksheetwillhelp
studentswithcrucial,creativeandreflectivethinking.Thislessonwillhopefullybuildstudentscompetency
tointerprettheworldusingvariousliteracies.
Materials:
Chalkboard/chalk/PowerPoint
SurveyofCharacteristics
Casestudyandworksheet
Videos
ExamplesfromPearsonScience9
ActivitiesandProcedures:
Introduction:
TheinstructorwillteachstudentsvarioustermstothestudentviadirectinstructionusingthePowerPoint/
chalkboardandchalk.Studentswillwritenotes.
Componentsofthecell
o Nucleus
DNA

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 Geneticcode
Chromosome
o Cellmembrane
Genetics
GregorMendel
Heredity
o HeritableCharacteristic
o Nonheritablecharacteristic
Genesvs.Alleles
Genotype
Phenotype
Physicalcharacteristic
Dominant
o Trait
o Allele
Recessive
o Trait
o Allele
Hybrid
SimplePunnetSquare
DiscreteVariation
ContinuousVariation
Theendofthisintroductionwillbesupplementedwithtwovideossostudentscanenhancetheirknowledge
ofthesubject.UseexamplesfromPearsonScience9toexplainthedefinitions.Thisvideowillalsoaid
visuallearnersenhancetheirknowledge.Thevideosare:
:https://www.youtube.com/watch?v=ubq4eu_TDFc
https://www.youtube.com/watch?v=35fAkERwdjU
Stopandreiteratepartsofthevideothatstudentsseemconfusedby.Ensuretoaskinquiryquestions
regardingstudentsknowledgethroughoutthelesson.
Development
Theinstructorthengivesstudentsasurvey.Studentswillthencollectdataofcertaincharacteristicsfrom
theirclassmates.Theywilldetermineifthecharacteristicsareadominantorrecessive.Theclasswillthen
cometogetherandsharetheirresults.Studentswillgohomeanddothesurveywiththeirparentstoo.Make
surestudentsunderstandthattheircharacteristicsdonotfollowMendelsgenetics,asitisinfluencedby
otherfactors(epigenetics).Thefollowingistheanswerkeytothesurvey.
PhysicalCharacteristics

#Ofstudentswiththetraits

Dominant

Recessive

Browneyes

Grey,Green,Hazel,blueeyes

Colourblindness

Darkhair

Red,blonde,lighthair

Curlhair

Straighthair

Widowspeak

Normalhairline

Dimples

Unattachedearlobes

Attachedearlobes

Page 17

Freckles

Doublejointedness

Haemophilia

Phenylketonuria

Canyourollyourtongue?

Summary/Conclusion:
Attheendofthislessonstudentsafterthisclassshouldhaveanunderstandingofwhatgeneticsis.Students
willbegivenacasestudyandaworksheetthatwillaskquestionsregardingthedefinitionsinthe
introduction.Thisactivitywillallowstudentstoconsolidatetheinformationandpreparethemforthenext
lessonongeneticsandtechnology.
Assessment:
Evaluatestudentsbasedontheirparticipationinthegroupactivities(survey).Thenoteswillbestudiedfor
theunittest.Thecasestudyandworksheetwillbehandedinfortheirportfolio.
Reflection:
Thisisahypotheticallessonplanandthereforethissectioncannotbecompleted.
However,Ishallaskthefollowingquestionsduringmyreflection:
Whatworkedwellinthelesson?
Werestudentsengaged?
Whatcouldhavebeenimproved?
Whatdidnotworkwellinthelesson?
WorksReferenced:
DominantandRecessiveCharacteristics.BlinnCollege.Retrievedfrom:
http://www.blinn.edu/socialscience/ldthomas/feldman/handouts/0203hand.htm
Hounjet,C.,Phillipchuk,K.,Kvamme,B.,View,T.,&Mohr,P.(2013).PearsonScience
9:Saskatchewan
Edition.Toronto,ONT:PearsonCanadaInc.,p.4075.
MendelianGenetics.UniversityofNorthernIowa.Retrievedfrom
http://www.uni.edu/walsh/genetics.html

Page 18

Lesson4
LessonPlan:Genetics,Technology,Society,andtheEnvironment
Subject:Science
GradeLevel:Grade9
Author:NickiMarquis
Date:Nov.17th,2015
TimeDuration:130minutes
OverviewofLesson:
Review:heritabletraits,DNAandgeneticinformation,dominantandrecessivetraits(jeopardy
game)
DiscusshowscientiststrytoimprovetheDNAofplantsandanimals
Activity:DesignaSpecies&discussionquestions
Examineselectivebreeding,artificialreproductivetechnology,&geneticengineering,andthe
associatedriskstoanimalsandplants
Youtubevideo:Dollythesheep(13:40)
Nextday:
Discusstwoeyedseeing(analyticalandholisticeyes)Aboriginalperspectives
ChangestoDNAenvironmentalfactors&personalchoices
DiscusscareersinCanadaandourprovincerelatedtoreproductionandgenetics
Independentanalysisofgeneticconditions&genetictechnologiescollaborativenotes
ProfessionalGrowthGuideGoal(s):
4.2theabilitytoincorporateFirstNations,Metis,andInuitknowledge,content,andperspective
intoallteachingareas
2.4abilitytousetechnologiesreadily,strategicallyandappropriately.
Outcomes:
RE9.1Examinetheprocessofandinfluencesonthetransferofgeneticinformation
andtheimpactofthatunderstandingonsocietypastandpresent.
Indicators:
b.Provideexamplesofgeneticconditionswhosecausesandcuresarenotunderstoodaccording
tocurrentscientificandtechnologicalknowledge(e.g.,somecausesofmaleinfertility,cysticfibrosis,
Downssyndrome,andmusculardystrophy).
f.Discussenvironmentalfactorsandpersonalchoicesthatmayleadtochangesinacells
geneticinformation(e.g.,toxins,carcinogens,pesticides,smoking,overexposuretosunlight,andalcohol
abuse).
g.ProvideexamplesofSaskatchewanandCanadiancontributionstothescienceandtechnology
ofgeneticsandreproductivebiologyinplantsandanimals.
h.Selectandsynthesizeinformationfromvarioussourcestoillustratehowdevelopmentsin
genetics,includinggenetherapyandgeneticengineering,havehadanimpactonglobalandlocalfood
production,populations,thespreadofdisease,andtheenvironment.

Page 19

i.DescribecareersinSaskatchewanorCanadathatrequireanunderstandingofgeneticsor
reproductivebiology.

CrossCurricularCompetencies:
Studentswillthinkcontextuallybyexploringsomegeneticsituationsandtechnologiesfromvarious
perspectivesandworldviews,includingAboriginalperspectivesrelatedtocreationandscience.They
willutilizecreativethinkingwhilediscussingthesurprisingeventofDollytheSheepandtheywill
exploreandassesstheethicalissuessurroundingcloning.Further,studentswilllearncreativelythrough
redesigningananimalspeciestoreflectthemostdesirabletraitsandcharacteristicsthenwillberequired
tocriticallythinkaboutthepositiveandnegativeimpactsoroutcomesonsocietyandtheenvironmentas
aresultofthosegeneticmodifications.Studentswilldevelopidentityandinterdependencebydeveloping
understandingsabouthowourconsciouschoicescontributetoouroverallwellbeingandhealth.Further,
studentswillanalyzehowonesthinking,behaviours,andchoicescanhavearippleeffectonlivingand
nonlivingthings,andthatasscientistswemustunderstandandrespecttheethicalconsiderationsrelated
totechnologicaladvancement.Assuch,theywilldevelopsocialresponsibility,particularlythrough
moralreasoningprocessesbyassessingtheconsequencesofscientificdiscoveriesonsocietyandthe
environmentandapplyingarespectforall.
Materials:
Hounjet,C.,Phillipchuk,K.,Kvamme,B.,View,T.,&Mohr,P.(2013).PearsonScience9:
SaskatchewanEdition.Toronto,ONT:PearsonCanadaInc.,p.4075.
Youtube:TheStoryofDollytheClonedSheep|RetroReport|NewYorkTimes
https://youtu.be/tELZEPcgKkE
MicrosoftPowerPointandcomputer
ActivitiesandProcedures:
Overview/Agenda/Review/Introduction:
provideclassoutlineforupcominglesson
10minutesofJeopardyasreviewdivideclassinhalf
SubjectContentandTeachingStrategies:
Studentswillbetaughthowgeneticsinplants,animals,andhumans,canbealteredthroughvariousforms
oftechnology,environmentalfactors,andgeneticconditions.Theywillexplorewhatcharacteristics
makeupanidealspecies(oftheirchoice),andwillexaminewhythosecharacteristicsareimportant,as
wellastheimpactonsocietyandtheenvironmentbyalteringthem.Wewilldiscussvariousholistic
Aboriginalperspectivespertainingtocreationandscience.Further,studentswillinvestigatediverse
geneticconditionsandtechnologicalcontributionsinthisfield.
Theymainteachingmethodswillbedirectandindependentinstruction,andinteractive,inquiry,indirect,
andexperientialmethods.Interactivelearningwilltakeplaceduringtheclasswidejeopardygame,and
videoofDollytheSheep.Directinstructionwillbeusedtodisseminatefoundationalcontentinformation
aboutscientificwaystoalterDNAofplantsandanimals;tolearnaboutAboriginalperspectivesrelatedto
creationandscience;andtodiscussenvironmentalfactorsandpersonalchoicesthatcanalterDNA.
Independentinstructionwillbeusedasstudentscreateanddesigntheirownspecies,andexperiential

Page 20

learningwilltakeplaceduringthediscussionquestionsthatfollowthisactivity,aswellasthroughclass
discussionaboutethicalconsiderationspertainingtoDollytheSheep.
Keyquestions:
1)WhataresomepositiveoutcomesfromchangingtheDNAofplants&animals?
2)WhatcouldbesomenegativeimpactsonsocietyasaresultofchangingDNA?
3)Whatethicalconcernsshouldwehaveaboutcloning?
4)Howdoourbeefcattlecomparewithdairycowswithrespecttoartificial
reproductivetechnology?
5)WhatcanwedoasasocietyorasindividualstoprotecttheintegrityofourDNA?
Iwillintroducethelessonfirstbyprovidinganoutlineforthecurrentclass.Thenstudentswill
participateinajeopardygamereviewingpreviouscontent:heritabletraits,DNAandgeneticinformation,
dominantandrecessivetraits(10mins).NextIwillprovidesomedirectinstructionlookingathow
scientistsareconstantlytryingtofindwaysofimprovingtheDNAofplantandanimalspecies(3mins).
Studentswillthenparticipateinanindividualstructuredactivitydesigninganidealspeciesofanimal
(A18,pg.59,PearsonScience9).Asaclass,wewilldiscussthefollowupquestions:whatwereyour
reasonsformakingchangestoyourorganism?Whatarethepositiveandnegativeimpactsofaltering
DNA?(20mins).Afterwards,Iwillprovidesomedirectinstructiononselectivebreeding,artificial
reproductivetechnology,&geneticengineering,andtheassociatedriskstoanimalsandplants(7mins).
Next,wewillwatchaYoutubevideoonDollytheSheep(13:40).Lastly,wewillhaveaclassdiscussion
concerningethicalconsiderationsrelatedtocloning,andhowgovernmentsgetinvolvedbycreatinglaws
topreventadvancementsintechnologicalresearch(11mins).
Nextday:
Iwillintroducethelessonwithabriefrecapfromthepreviousday,andthenprovidestudentswithan
outlineoftodaysagenda(5mins).NextIwillprovidestudentswithsomedirectinstructionlookingat
variousAboriginalperspectiveswhenitcomestocreationandscience,andhowitisgoodtrainingtolook
throughananalyticalandaholisticeye(twoeyedseeing)whenweconsiderthingslikescience.We
willalsohavesomedirectinstructionandinteractivediscussionaboutenvironmentalfactors&personal
choicesthatcanultimatelyalterourDNA.Further,wewilllookatcareerpossibilitiesinCanadaand
Saskatchewanrelatedtoreproductionandgenetics(20mins).NextIwillintroducetodayscollaborative
researchactivity.Studentswillbeassignedeitherageneticdisorderoragenetictechnologybyrandom
draw,whichwillbetheirindividualminiresearchtopic.Theywillbeprovidedaformatofquestions
theyshouldfindanswerstofortheirtopicoutlinedinA20PearsonScience9,p.73:
GeneticDisordersDescribethedisorder.Howisthisdisordertreatedtoday?Howmight
emergingtechnologiestreatthisdisorderinthefuture?Whatquestionsorissuesmightarisefrom
thisnewtreatment?
GeneticTechnologiesHowdoesthistechnologywork?Whatarethepossibleapplicationsfor
it?Whatquestionsorissuesmayarisefromtheuseofthistechnology?
Studentswillspendtheremainingclasstimeinthelibrarytoresearchtheirtopic.Eachwillberequired
tocreatetwoPowerPointslidessummarizingtheirfindings,andemailthemtotheteacher(40mins).
Consolidation:
Toconcludetheteacherwillcombinethecollaborativenotesinvestigatedbythestudentsintoonefull
PowerPointpresentationtobereviewedthefollowingdayinclass.Studentswillcompleteandhandin
exitslipsduringthelast5minsofclass.

Page 21

Assessment:
Evaluatestudentsbasedontheirparticipationinthejeopardygame,opendiscussiononreasoningbehind
changesmadetotheirdesigningaspeciesactivity,DollytheSheepvideo.
Evaluatecollaborativenotesresearchactivityforaccuracyanddepthinunderstanding.
Reflectionsonthelesson:
Thisisahypotheticallessonplanandthereforethissectioncannotbecompleted.

References
Hounjet,C.,Phillipchuk,K.,Kvamme,B.,View,T.,&Mohr,P.(2013).PearsonScience9:
SaskatchewanEdition.Toronto,ONT:PearsonCanadaInc.,p.4075.
TheStoryofDollytheClonedSheep|RetroReport|NewYorkTimes.Youtube.Retrieved
fromhttps://youtu.be/tELZEPcgKkE

Page 22

23

Lesson Plan 5- Reproduction and Puberty

Subject/Course:Science
GradeLevel:9
Topic:ReproductionandPuberty
CooperatingTeacherName:

TCName:NicoleMarquis
Date:Nov.17th,2015
TimeofClass:10:0511:10a.m.
Room#/Location:

7. BroadAreasofLearningandCrossCurricularCompetencies
e) Outcomes:
RE9.4Analyzetheprocessofhumanreproduction,includingtheinfluenceofreproductiveand
contraceptivetechnologies.
f)

Indicators:

a. Posequestionsabouttheprocessofhumanreproduction.
b. Comparethestructureandfunctionofthemaleandfemalehumanreproductivesystems,including
theroleofhormones.
c. Describethemajorstagesofhumandevelopmentfromconceptiontobirth,includingreferenceto
signsofpregnancy,XandYchromosomes,zygote,embryo,andfetus.
d. Acknowledgedifferingculturalperspectives,includingFirstNationsandMetisperspectives,
regardingthesacredness,interconnectedness,andbeginningofhumanlife.

g) CrossCurricularCompetencies:(approx.2+otherlearningexpectationsnotassessed,eg.learningthathappensasa
resultofthelesson,organization,groupwork,listening,cooperation,reading,writingskillsetc.)

Studentswilldemonstratesocialresponsibilitythroughtheuseofmoralreasoningbyexamininghow
valuesandprinciplesofvariousculturesguidetheirconductandbehaviourinrelationtoritesof
passage,ceremonies,andritualssurroundingpuberty,pregnancy,andbirth.Theywillalsoengagein
communitarianthinkinganddialoguebybeingsensitiveandrespectfultodiversitywithinthe
classroomanddifferentwaysofparticipatingduetothesensitivenatureofthischapter.Studentswill
demonstratedevelopmentinliteraciesbyexploringandinterpretingtheworld,inquiringandmaking
senseofideasandexperiencesofdifferentculturesbyusingavarietyofstrategies,perspectives,
resources,andtechnologiessuchastheinternet,groupdiscussion,readingliterature.Theywillthink
andlearncreatively,critically,andcontextually,byanalysingrelationshipsbetweenhumanandchicken
eggs,byexperimentingwithideas,hypotheses,andpredictionsinlabwork,andbydistinguishing
betweenfacts,opinions,beliefs,andpreferencesamongscienceandotherperspectives.
h) ProfessionalGrowthPortfolioGoal(s):

3.2Theabilitytouseawidevarietyofresponsiveinstructionalstrategiesandmethodologiesto
accommodatelearningstylesofindividuallearnersandsupporttheirgrowthassocial,intellectual,
physical,andspiritualbeings.
4.1knowledgeofSaskatchewancurriculumandpolicydocumentsandappliesthisunderstandingto
planlessons,unitsofstudyandyearplansusingcurriculumoutcomesasoutlinedbytheSaskatchewan
MinistryofEducation.
4.2abilitytoincorporateFirstNations,Metis,andInuitknowledge,content,andperspectiveintoall
teachingareas.

24

8. AssessmentandEvaluation:
(Whatassessmentand/orevaluationstrategiesdoyouneedtohavetoensureyouareaccountableforstudentslearningand
addressingcurriculumoutcomes?Whatformativeandsummativeassessmentshouldyouinclude?e.g.,samplequestions,
activitiesorattachtests,homework,rubrics,evaluationschemes,answerkeysetc.)

Thislessonlendsitselftodiagnosticassessment.TheteachercanreadthroughtheQuestionBox
submissions,andwillbeabletoassesshowmuchinformation,andmisinformation,ispossessedby
students.Thiswillalsoassistteachersindevelopingrelevantcurriculumcertainclassesmayexpressan
interestinaparticularsexualityrelatedissue.Thenatureofthediscussionmaybedifficultforsome
students,therefore,teachersmayrefrainfromgivingamarkforparticipatinginclassdiscussions.
Studentswillparticipateincreatinggraphicorganizerchartstocomparemaleandfemalereproductive
anatomystructuresandfunctions.Theywillalsoparticipateinvariouslabs,handingindatacharts,
hypotheses,predictions,andanswerstoCheck&Reflectquestions.Ratherthanassessstudentsbasedon
groupparticipationduetothesensitivenatureofthischapter,theywillcompleteavariousmini
assignmentsandsmallgrouptasks
InadditiontoafewlabassignmentsandindividualorgroupCheck&Reflectquestions,studentswill
completetwoindependentinquirybasedassignments:Posterformuseumwalkofadifferentcultures
perspectivesonpuberty;PromotingHealthyPregnanciesposterorbrochure.

9. PreassessmentandAccommodations/Modifications
c)

Students

(considerthestudentsyouwillbeteachingandanythingthatwillaffecttheirlearningoryourteachingstrategies(e.g.,include
cognitive,social/emotional,physicalanddiversityneeds,+provideaccommodations/modificationshowyouwilldifferentiate
learningforeachstudentand/ortypeofneedN.B.useinitialsofstudentsratherthanfullnames)
Preassessment:

Accommodation/Modification:

Thereisaculturallyandreligiouslydiversestudent
populationinthisclass.

Besensitivetothefactthatnotallstudentswillparticipatein
groupdiscussionaboutpubertyandthesexualreproduction
processinhumans.

therewillbealotofcomparing,contrasting,definitions,and
materialonstructureandfunctionofpartsthatmakeupthe
humananatomy

Usevariousorganizer,compare/contrastcharts,sostudents
cangainaclearunderstanding.

Somestudentsplayontheircellphonesifcontentis
uninterestingorteacherlacksclassmanagementskills.

Advisestudentstheywillbeallowedtousetheirphonein
grouptaskforresearch,butduringinstruction;create
interactiveopportunitiestoengagestudents

d) LearningEnvironment:
(describethelearningenvironmentsuchasthesetup/locationofdesks,whereaudiovisualequipmentwillbe,wherethe
teacherstands,wherethestudentsareworkingetc.youmaywishtoincludeamap/layoutoftheclassroomona
separatesheetandreferenceitwithmodificationsiflessonchanges)

Thislessonwilltakeplaceinaregularclassroom,withdesksinpairsfacingthefrontinrows.A

25

projectorisavailableformultimediauseandpowerpointpresentationsforlessoncontent.The
teacherwilladdressstudentsfromthefrontoftheroomduringinstruction,butwillcoverthewhole
roomingroupworktasks.Forindividualworkandclassdiscussionstudentswillremainintheir
desks;andforsmallgroupworktasksstudentswillclusteringroupsaroundtheroom.

10. RequiredResources
(listALLresourcesrequiredtoconductthislessonwithdetailedspecificssuchastextbooktitles,chapters,pagenumbers,
author/publishers,websiteURLs,resourceslikepaper,pencils,protractors,chalk,rulers,paint,specimens,books,maps,videos,
posters,labmaterials,handoutsincludenameofhandoutandnumberofcopies,etc.)

Studentswillneedpens/pencils,erasers,andpapertotakeadditionalnotes.
Hounjet,C.,Phillipchuk,K.,Kvamme,B.,View,T.,&Mohr,P.(2013).PearsonScience9:
SaskatchewanEdition.Toronto,ONT:PearsonCanadaInc.,p.4075.
Powerpointlecturenoteswillbeprovidedinprintformcontainingchaptercontentanddefinitions.
25Icebreakerexercisesheet:Findsomeonewho
25Divergent&ConvergentThinkingWebsGraphicOrganizers
PrivateblogforQuestionBoxquestionsforthisclass
MaleandFemaleanatomydiagrams(4each)
25keywordlistsprinted
Youtube:NationalGeographicGirlsRitetoPassagehttps://youtu.be/5B3Abpv0ysM
severalpackagesofrecipecards,markers,scissors,elasticbands
graphpaper,rulers
9rawchickeneggs
9bowls
9dissectingprobes
water
Youtube:FromSpermtoFetusin3Dhttps://youtu.be/RlrEBevJ60
templatesforbrochureproject

11. ContentandTeachingStrategiesofLesson
e)

Overview/Agenda/Review

(consideraquickoverviewofthelessonand/orlistkeyelementsinlessonwhichmaybewrittenonwhite/blackboardasanagenda
forstudentsandyoutofollow,youmayalsochoosetoconsiderareviewofpreviousdayswork)

Day1:
Establishingclassroomrules
Icebreakerexercise
Discussion:Confrontingapprehensionabouttopic
Introductiontopubertydirectinstruction
Introduceindependentresearchassignment
Day2:
ReviewrelevantmajorQuestionBoxquestions
Keytermsgivenforchapter
LearnaboutAboriginalperspectivesonpuberty
Check&Reflectquestions

26

Youtube:NationalGeographicGirlsRitetoPassagehttps://youtu.be/5B3Abpv0ysMaboutaMexican
Apachegirl(4:40)
LearnaboutMalepubertyandreproductiveanatomy
Matching/Memorygame:structure&function
Check&Reflectquestionstakehome(includesgraphicorganizer)
Day3:
ReviewrelevantmajorQuestionBoxquestions
ReviewCheck&Reflecthomeworkquestionsandgraphicorganizers
Whyisitimportanttounderstandthebiologyoftheoppositesex?
Learnaboutfemalepubertyandreproductiveanatomy
Matching/Memorygame:structure&function
Day4:
Relayanatomyactivity
Learnaboutthemenstrualcycle,hormones,andfeedbackcycles
Labactivitybegin
Day5:
Continuelabactivity;handindatatableassignment
Reviewlabquestionsasaclass
Learnaboutconnectionsbetweenhormones,menstrualcycle,andovariancycle
Otherculturesperspectivesonmenstruation
QuestionBoxanswers
Smallgroupdiscussionquestions
Day6:
Jeopardygamereview
Questionsopenforumtoprobeforpriorknowledgeonpregnancyandbabies
IntrotoHumanDevelopment,fertilization,developmentalstagesoftheembryo
Otherculturesperspectivesonwhenhumanlifebegins
labactivity:EggStructure
Day7:
ReviewrelevantmajorQuestionBoxquestions
Learnaboutstagesofembryodevelopment
Youtube:FromSpermtoFetusin3Dhttps://youtu.be/RlrEBevJ60(14:16mins)
Brainstormgroupssignsofpregnancy
Learnaboutdevelopmentalstagesofthefetus,thestagesofbirth
FirstNations&Metisperspectives
Inquirybasedindependentassignment:PromotingHealthyPregnancies
f)

Introduction(motivationalstart,mindson,hook,etc.)

(describehowyouwillmotivatestudents,gettheirattention,relatethelessontotheirlives,suchasamindsonactivity,ahookor
somethingthatwillpulllearnersintolesson)

Day1
Discussclassroomrulesandexpectationsforappropriatebehaviour,conduct,language,andrespect.

27

Studentsmayalsosuggestrulestheywouldlikeinplace.Ruleswillbepostedforalltoseesothereisa
clearsenseofacceptablebehaviourduringthisunit.
Icebreakerexercise:Findsomeonewhostudentswillwalkaroundtheroomcollectingsignaturesof
peoplewhopossessthecharacteristicsoutlinedontheactivitysheet.
Day2
DiscussrelevantmajorQuestionBoxquestions
Day3
DiscussrelevantmajorQuestionBoxquestions
ReviewCheck&Reflectquestionsfrompriorday;reviewgraphicorganizertask
talkaboutwhyitisimportantforindividualstounderstandtheoppositesexsbiologytoo
Day4
Relayanatomyactivity
Day5
Startsecondhalfoflabactivity
Day6
Jeopardygamereview
Day7
AnswerstoQuestionBoxquestions&recap
g) SubjectContentandTeachingStrategies

(includethesubjectcontentwhatyouareteaching;detailtheinstructionalstrategies/teachingstrategiesforteachingthesubject
contenthowyouareteachingit;writesomeguidingquestionsactualquestions(varietyofthinkinglevels)andsuggestedand
anticipatedanswers;possiblyincludetimeapproximations/timelinessuchas10:0010:30a.m.or25minutes;andinclude
applicationactivities/componentshowthecontentwillbeappliedsuchasanactivity,problemstosolve,worksheetsetc.).

Studentswillbetaughtaboutpubertaldevelopmentinbothmalesandfemales,andhowpubertyistreated
invariousculturesandreligions,includingFirstNations&Metisperspectives.Studentswillexaminethe
maleandfemalereproductiveanatomyandthestructuresandfunctionsofthemajorcomponents.Students
shouldgainanunderstandingoftheroleofhormones,aswellastheprocessofhumandevelopmentfrom
conceptiontobirth.Theywillexaminehowthemenstrualcycleislinkedtoconception,andwillknowthe
majorphasesoffetaldevelopment.Themainteachingmethodsutilizedwillbedirectandindependent
instruction,interactive,indirect,inquiry,andexperientialmethods.
Directinstructionwillbeusedtodisseminatefoundationalcontentinformationaboutpuberty,anatomy,
stagesofdevelopment,andvariousculturalperspectives.Independentinstructionandinquirywillbeused
asstudentsexploreCheck&Reflectquestions,andresearchtopicsrelevanttothecourse.Interactive
learningwilltakeplaceduringgroupmatchinggames,diagramlabellingactivitiesandVideos.Indirect
strategieswillbeutilizedthroughtheuseofcharts,thinkingweb,andgraphicorganizerexercises.
Experientialmethodswilltakeplacethroughclassdiscussionandreflection,oralpresentations,aswellas
throughlabactivities.
Keyquestions:

28

1)Howdoesthemoleculewelearnedaboutrelatetohumanreproduction?
2)Whathastohappeninorderforhumanbeingstobesexuallymatureenoughtoreproduce?
3)Howdoviewsaboutpuberty,menstruation,life,andbirthdifferacrosscultures?
4)Whathormonesareinvolvedinpuberty,menstruation,andpregnancy,andhowdotheyinteract?
5)Whatarethedifferencesandsimilaritiesinmaleandfemalereproductiveanatomy?
Day1
IwillintroducethelessonbyputtinganoverviewuponthePowerPointprojector.Iwillthenexplainthe
rulesandexpectationsforstudentbehaviour,conduct,language,andrespectrequiredforthisunit.Students
mayalsoaddtheirinput(10mins).Next,studentswillparticipateinanicebreakerexercise,toeaseany
feelingsoftensionordiscomforttheymayhaverelatingtothistopicofpuberty(10mins).Thenextpartof
thelessonwillconfrontstudentandteacherapprehensionintalkingaboutpuberty,sexuality,reproduction,
etc.Iwillexplainthatitisperfectlynormaltofeelembarrassedwhenitcomestotalkingaboutthese
topics,thenwewillcausallyexploresomeopenquestions:Whatispuberty?Whattopicsdoyouthinkwe
willstudyinaunitaboutpubertyandreproduction?Whydostudentslaughwhentheyareaskedtotalk
aboutpuberty?Studentswillbeinvitedtoparticipateinlargegroupdiscussion.Iwillexplainthatpuberty
isalong,slowprocess(notaspecificevent),anditstartsaroundages68,ashormoneproductionstarts,
untilapproximately1317,whensexualmaturityisusuallycomplete.Wewillalsodiscusshow
embarrassmentisnaturalbecausethisisnotatopicoftendiscussedinfamiliesortheclassroom,andsome
cultural,religiousorfamilytraditionsdiscouragesuchdiscussions,soweneedtobesensitivetoourpeers
situations.Explainthatitiscommonforstudentstohavemanyquestionsduringthecourseofthisunit.As
such,eachclasstheywillbeencouragedtowrite12anonymousquestionsanddeposittheminaQuestion
Box,towhichIwillprepareanswersforandpostonaprivateclassblog.Afewmajorquestionswillbe
reviewednextclass(19mins).NextIwilldeliversomeintroductorycontentonpubertyviadirect
instruction(6mins).Lastly,Iwillexplainanindependentinquirybasedresearchassignmentthatstudents
willcomplete.Studentswillresearchacultureorreligiousgroup(theirchoice)whohastraditionsrelated
topuberty(e.g.,Africans,Brazilians,AustralianAboriginals,SouthAmericans,Muslims,andMalaysians.
Studentswillbeaskedtocompareandcontrastmaleandfemaleritualsinthisculturewiththehelpofa
Divergent&ConvergentThinkingWeb(GraphicOrganizer).Theywilllookatvariousceremonies,
physicalprocedures,traditions,orritualsperformed.Oncetheirresearchiscomplete,studentswillprepare
apostertosummarizetheirfindings,whichwillthenbesharedinaMuseumWalkduringalaterclassroom
period.Anysparetimeleftforthisclasswillbespentstartingresearchandwritingquestionsforthe
QuestionBox(20mins).
Day2:
Forthenextfewclasses,studentswillbepairedwithamemberofthesamesexattheirpartneredtables,
simplytoprovidecomfortandfocus.QuestionBoxcards&ExitSlipswillbeplacedontheirdeskatthe
beginningofclass,sotheycanwritedowntheirquestionorcommentassoonastheyhaveone,versus
waitinguntiltheendofclass.Thisprocedurewillbeinplacefortheremainderofthechapter.Iwillbegin
thislessonbyaddressingsomemajorrelevantQuestionBoxquestionsfromthepriorday.Therestwillbe
postedontheblogforstudentstoread(6mins).Iwillthenprovidestudentswithalistofkeytermslisted
onasheetofpaper,thattheyshouldbelookingforduringthischapter.Iwillprovidesomedirect
instructionpertainingtoFirstNations&Metisperspectivesonpuberty.Studentsmayaddanyinformation
theywishtoshareabouttheircultureatthistime.Thenasaclass,wewillgooversomeCheck&Reflect
questionspertainingtothissection.Thiswillgivestudentsanideaastohowtoanswersimilarupcoming
questionsinthenextsections(15mins).Next,wewillwatchashortNationalGeographicvideoona
MexicanApachegirlsRiteofpassageceremony(4:40mins).Thiswillgivestudentssomeinsightinto
theirindividualresearchassignments/posterpresentation.Iwillthendeliversomemoredirectinstruction

29

onMalepubertyandreproductivesystem.Thiswillincludeadiagramofthemaleanatomy(15mins).
Studentswillthenpartnerwiththesamesexclassmatebesidethemforamatching/memorygameactivity.
Eachstudentwillbegiven8recipecards,markers,andscissors.Theywillcutthecardsinhalfmakingtwo
stacksof8each.Ononestackstudentswillwritethenameof8differentstructuresbelongingtothemale
anatomy,andontheother8,thefunctionofthestructures.Partnerswillthenplayamatching/memory
game,flippingover2cardsatatime,withapairbeingthematchofastructureanditsfunction.Students
willkeeptheirindividualsetofcardstouseagainlater(10mins).Lastly,studentswillbeassignedthe
respectiveCheck&Reflectquestionsforthissectiontocompleteathome.Iwillprovidethemwitha
graphicorganizerchartthatisneededforoneofthequestionswhichasksthemtoidentifythedefinition,
location,structure,andfunctionofvariouskeywordsrelatedtothissection.InadditiontotheirQuestions
Boxquestions,studentswillcompleteanexitslipsharingtheirmostandleastfavouritecomponentsof
class.

Day3:
IwillbeginthislessonbyaddressingsomemajorrelevantQuestionBoxquestionsfromthepriorday.We
willalsoreviewtheCheck&Reflectquestionsstudentsweretocompleteathome,aswellastheirgraphic
organizerforstudypurposes.Wewillalsotalkaboutwhyitisimportanttolearnaboutthebiologyofthe
oppositesextoo(15mins).IwillthenprovidesomedirectinstructionthroughPowerPointonpubertyand
reproductiveanatomyinfemales.Wewillrecaponcelldivisionandmeiosis,primaryandsecondarysex
characteristics,andtheroleofhormones(20mins).InpartnersstudentswillrepeattheMatching/memory
gameaslastday,using7majorfemalestructuresandfunctions(10mins).Fortheremainderofclass,
studentswillcompletetheirQuestionBoxquestions,andmayworkontheirPubertyinOtherCultures
researchandposter(20mins).StudentsshoulddosomeprereadingfornextdaystopicontheMenstrual
Cycle.
Day4:
Thislessonwillbeginwithaminirelayactivitywherestudentswillbegroupedinsamesexgroupsof
approximately4or5.Eachgroupwillbegiventwodiagramsofthemaleandfemalereproductiveanatomy
asareviewtask,whichwillbetapedtothewall.Allgroupswillhavetheirseparatespacetoworkin.
Eachgroupwillpassonepenastheirrelaytorchtothenextperson,whowillthenruntothediagrams,label
onepart,thenrunbacktotheirgrouptoexchangethetorch.Assoonasagroupfinishesandissatisfied
withtheirdiagramlabelling,theycancallfortheteachertocheck.Thewinningteamwillearncandy.This
exercisewillrefreshstudentsonthelasttwodaysofmaterial,andshowthemwhatpartstheyshouldstudy
betterfortheunittest(10mins).Directinstructionwillprovidestudentswithrealworldknowledgeand
examplesaboutnegativeandpositivefeedback.Wewilldiscusshowthisisrelatedtohormoneproduction
thatregulatesthemenstrualcycle.WewillexplorehowFSH,LH,estrogen,andprogesteroneareinvolved
andthebiologicalresponsethehumanfemalebodyhasinresponse(20mins).Next,studentsbeginalab
activity.Theywillpairuptocompleteaninquiryactivitywheretheywillhavetomakeahypothesisand
explaintheirpredictionswhilereferringtoadatatableshowingvariouslevelsofthehormonesjustcovered.
Theywillpredictatwhichpointovulationandmenstruationwouldoccurbasedonthehormonelevels.
Studentswillconstructtheirowndatatabletoreflecthowthehormonesvaryonedayatatime,usinggraph
paper.Thelabwillbecontinuednextday(20mins).
Day5:
StudentswillstartbycontinuingtoworkontheirFemaleReproductiveHormoneCyclelabactivity.As
soonastheirdatagraphsarecomplete,studentswillworkwiththeirpartnertoanswersomeanalysingand
interpretingquestions.Asaclass,wewillreviewthesequestions,thenstudentswillsubmittheirindividual
datatablesbasedontheexercise(25).Nextwewillanalysehowhormonesinthebloodstream,the

30

menstrualcycle,andovariancyclesareinterlinkedbytakinganindepthlookatsomegraphs.Wewill
thentakealookathowothercultures,includingFirstNationsandMetisculturesconsidermenstruationto
beconnectedtothelunarcycle,andatimeofsacredceremony(15mins).Toclose,relevantQuestionBox
questionswillbeaddressed(3mins).Fortheremainderofclass,studentswillformintosmallpodsof34
totalkaboutCheck&Reflectquestionsthatconcludethissection,andcompletetheirQuestionBox
questions,andExitSlipsaskingwhethertheybenefitedfromgroupworkinthelabandduringCheck&
Reflectquestions.Studentswillbegivenanothergraphicorganizertohelpstudentsmapthe14keyterms
forthissection,alongwiththeirdefinition,location,structure,andfunction(similartothemale
reproductivechapterorganizer).Answerstothissetofquestionsshouldbeeitherwrittenortyped,and
handedinnextclass(22mins).
Day6:
Thisclasswillbeginwithaquickjeopardyreviewgame,tappingintostudentsknowledgefromearlier
partsofthischapter(10mins).Iwillthenprobetheclasswithquestionsthattesttheircriticalthinking
aboutwhatwehavelearnedsofar,andwhatinformationtheyalreadyknowrelatingtobabiesand
pregnancy(7mins).WenowmoveintoasectiononHumanDevelopment.Iwillprovidestudentswith
somenotesonfertilizationoftheeggstartstodivideinstages,whichwillultimatelydevelopintoababy.
Wewillalsodiscusshowdifferentgroupsofpeoplehavedifferingperspectivesonwhenahumanlife
begins,namelyFirstNationsandMetispeople(20mins).Studentswillthenformintotheirlabgroupsof
34classmates.Inthislabtheywillexaminethestructureofaneggtocompareitwiththestructureofa
humanegg.Eachgroupwillreceiveanegg,ashallowbowlhalffilledwithwater,anddissectingprobes.
Theywillexaminetheegg,recordtheirobservations,andthencracktheegginthewater,andrecord
observationsoftheshellandthestructuresoftheegg.Intheirgroups,studentswillpredictwhatthe
functionsofeachstructuremaybe,thenresearchthecorrectanswersusingtheinternet.Togethertheywill
compareandcontrasthowthiseggisrelatedtoahumaneggcell(28mins).StudentswillsubmitQuestion
Boxquestionsattheendofclass.
Day7:
IwillbeginthislessonwithanswerstoQuestionBoxquestions,andrecaponhowfertilizationbegins(5
mins).Iwillthenprovidedirectinstruction,continuingwiththestagesofembryodevelopmentto
implantation(10mins).TheclasswillthenwatchaYoutubevideocalledFromspermtofetusin3D
(14:16mins).NextIwillaskstudentstoformintotheirpodgroupstobrainstormvarioussignsof
pregnancy;eachgroupwillwritewhattheyconsidertobethe3mostaccuratesignsonarecipecard,and
handitin.Iwillthenreadthesubmissionsoutinaclassdiscussion,thenwewillseehowstudent
predictionslineupwithmyinstructionalnotes(6mins).NextIwillprovidesomeinstructiononthe
developmentalstagesofthefetus,thestagesofbirth,andsomeFirstNationsandMetisperspectives
surroundingbirth,andtheceremoniesperformed(15mins).Fortheremainingpartofclass,Iwillexplaina
PromotingHealthyPregnanciesassignment.Studentswillcreateaposterorbrochure(templatesare
providedonthelibrarycomputers,aswellassuggestedwebsitesforaccurateinformation)thatprovides
informationabouthealthypregnancies.Thiswillbetheirfinalindependentandinquirybasedassignment
forthischapter(14mins).
d)Consolidation
(indicatehowyouwillreviewconceptstaught,wrapuplesson,confirmstudentsknowwhatnexttasksaree.g.,havingclassto
giveyoufeedbackonwhatwastaught,reviewkeyapplicationofconceptsthisisimportantintermsofassessingthe
effectivenessofthelesson)

Day1:QuestionBoxquestionsanswerstobeprovidednextday.

31

Day2:QuestionBoxquestionsanswerstobeprovidednextday;ExitSlipsharingmostandleast
favouritecomponentsofclass.
Day3:QuestionBoxquestionsanswerstobeprovidednextday.
Day4:Studentswillapplyknowledgelearnedandthescientificprocessinalabactivity.
Day5:QuestionBoxquestionsanswerstobeprovidednextday;ExitSlipaskingtheirstudents
opinionsongroupwork;smallgroupdiscussionoverquestionassignment.
Day6:QuestionBoxquestionsanswerstobeprovidednextday;applicationofknowledgeinEgg
Structurelabactivity.
Day7:QuestionBoxquestionsanswerstobeprovidednextday

12. Reflections
c)

EffectivenessofLesson

Whatwaseffective/ineffectiveinyourlesson?includeatleast3lessonelementsthatwereineffective/effective?orWhat
wentwellinyourlesson?OrWhatdidnotgosowell?OrWhatdidthestudentsenjoy?Howdidyourplanningordelivery
turnout?Didyourteaching/learningstrategiesworkeffectivelyornotforsubjectcontentandclass?Considertheentire
lessonandthereactionofstudents.
Howdoyouknow?Provideevidencefromstudentwork,studentquestionsaskedandinformalassessment.Thinkabout
examplesofhowthelessonprogressed,engagementofstudents,flowofdelivery,timemanagement.
Nextsteps?Indicatewhatstepsyouaregoingtotaketocontinuetoworkonyourthreeelementsidentified.

d) EffectivenessasaTeacher

Whatwaseffective/ineffectiveaboutyouasateacher?includeatleast3teacherelementsthatyoudidthatwereeffective
orineffective.Didyouaskgoodquestions?Didyoumotivatestudents?WhatdidYOUdowell?Thiswouldbeasection
describingyourstrengthsandareasforimprovementvolume,eyecontact,bodylanguage,questioningskills,respondingto
questions,comfortwithmaterial,confidence,delivery,useoftechnology,vocabulary.

Howdoyouknow?Whatevidencedoyouhavethatyou,asateacher,wereorwerenoteffective?Thinkaboutexamplesof
whatyousaid,did,reactedto,feltasexamplesofyourthreeelements.

Nextsteps?Indicatewhatstepsyouaregoingtotaketocontinuetoworkonyourthreeelementsidentified.

Thiswasahypotheticallesson,andassuch,Icannotadequatelycompletethissection.However,asI
teacher,IwouldexaminethequestionsIwasreceivingintheQuestionBoxtoassessstudentinterest,
understanding,andengagementwiththematerialandtechniquesusedinthelesson.Throughtheuseof
exitslipsIcouldaskstudentstosharetheiropinionaboutquestionsofmychoice:Whatnewthingdidyou
learntoday?Whatwasonethingyoualreadyknewfromtodayslesson?Whatpartofthelessondidyou
findmostinteresting/leastinteresting?Mostengaging/leastengaging?Etc.Iwouldalsolookatthe
studentsworkbeinghandedin,projectstheycreated,andthedepthandqualityoftheirworktoguidemy
teaching.

References
Hounjet,C.,Phillipchuk,K.,Kvamme,B.,View,T.,&Mohr,P.(2013).PearsonScience9:

32

SaskatchewanEdition.Toronto,ONT:PearsonCanadaInc.,p.4075.
FromSpermtoFetusin3D,Youtube.Retrievedfromhttps://youtu.be/RlrEBevJ60
GirlsRitetoPassage,NationalGeographic,Youtube.Retrievedfromhttps://youtu.be/5B3Abpv0y

33

Lesson Plan 6: Reproduction and Puberty

Grade Level: Grade 9

Subject: Science

Prepared By: Nicki Marquis

Date: Nov.17, 2015

34

Overview & Purpose:

Students will learn about various types of technology created for reproductive or
contraceptive purposes. They will gain an understanding as to how these
procedures and processes link to the biological processes of human development
and the human anatomy system. Students will gain an understanding to differing
social and cultural perspectives related to this topic by researching different
cultures and religions.
PGG goal(s) addressed:
1.2 ethical behavior and the ability to work in a collaborative manner for the
good of all learners;
2.3 knowledge of First Nations, Metis and Inuit Culture and History (e.g.,
Treaties, Residential School, Scrip, and Worldview)
3.1 the ability to utilize meaningful, equitable and holistic approaches to
assessment and evaluation
4.3 the capacity to engage in program planning to shape lived curriculum that
brings learner needs, subject matter, and contextual variables together in
developmentally appropriate, culturally responsive and meaningful ways.

Broad Areas of Learning:

Lifelong Learners (Related to Basic Skills,
Lifelong Learning, Positive Lifestyle) Students will
pose questions they are curious about, observe
and reflect on what they learn from the teacher
and from other classmates, as they explore and
construct an understanding of technology used for
reproductive and contraceptive purposes. They
will demonstrate understandings of various
cultural experiences and worldviews, and gain an
appreciation for Indigenous perspectives.
Students will collaborate with and learn from each
other in small group activities; and they will
conduct independent inquiry as well.
Cross Curricular Competencies:
Students will think and learn contextually by
recognizing that the knowledge that they have
learned pertaining to contraception and
reproductive technologies are only part of the
whole, and relate directly to the biological
reproductive system and human development.
Students will also explore this topic from several
cultural perspectives and worldviews. Students
will learn creatively and critically through inquiry
tasks by assessing various ideas, evidence,
arguments, beliefs and opinions from diverse
cultures and scientific perspectives. As such they
will develop identity and interdependence by
understanding and valuing others by
demonstrating an open mind toward other peoples
and cultures. Through this knowledge, students
will develop skills to make confident and conscious
choices for their own health and positive selfidentity. Students will develop literacies, by
communicating through a variety of materials:
paragraph summaries, brochure assignment, small
and large group discussion, oral presentation.
They will demonstrate social responsibility by

35

Teacher

Students

36

Outcomes/Indicato
rs
(Learning tasks;
Specifies strategies,
processes, and
knowledge that will
be learned. Approx.
1-3 outcomes from
the Saskatchewan
Curriculum that could
be assessed)

Outcomes:
RE9.4 Analyze the process of
human reproduction, including
the influence of reproductive
and contraceptive technologies

Indicators:
d. Acknowledge differing cultural perspectives, including
First Nations & Metis perspectives, regarding the
sacredness, interconnectedness, & beginning of human
life.
e. Provide examples of scientific knowledge that has
resulted in the development of reproductive
technologies (e.g., in vitro fertilization, artificial
insemination, etc.) & contraceptive technologies (e.g.,
condoms, oral contraceptive pill, etc).
f. Examine social & cultural issues related to the use of
reproductive and/or contraceptive technologies in
humans & defend a given position on an issue related to
the use of reproductive and/or contraceptive
technologies in humans.

Assessment
(Steps to check for
student
understanding
must assess
outcomes.)

-Written research summary &

mini-oral presentation

-Students will complete an independent inquiry-based

assignment investigating a culture or religions
perceptions & beliefs surrounding contraception &
reproductive technology. A short written description will
be handed in & they will share their findings small
groups.
-Students will complete a jigsaw & peer teaching activity
by researching 1 of 3 types of reproductive technologies
covered in class. After collaborative researching their
topic, they will break off into smaller peer-teaching
groups to share their knowledge with their peers
-students will create a brochure identifying the pros and
cons, and other questions given by the teacher
pertaining to their technology
-Will be assessed to ensure understanding

-Inquiry Jigsaw

-Independent Reproductive
Technology Brochure
-Exit slips

Accommodations/
Modifications

-there is a culturally diverse

student population in this class
-A few students struggle to
understand the curriculum
content
-Some students play on their cell
phones if the content is
uninteresting or too difficult

-Foster acceptance & relational understanding by

creating diversity in group work
-use visual interactive material; allow for questions
-students will be allowed to use their phone for research,
but not during instruction; create interactive
opportunities to engage students

Materials
Needed
Pearson
Science 9
text book
PowerPoint
Computer
Worksheet
Questions
for
independent
inquiry
(culture/religi
on)

Library
computers &
Internet
Take-home
assignment
Reproductive
Technologies
questions &
template

37

Procedures

Day 1
Introduction:
Interactive Discussion (10 mins)
Direct Instruction (15 mins)

Inquiry (Independent) (40 mins)

-students will explore and discuss how various types of

technology have changed our lives (e.g., solving
problems, achieving goals communication, travel,
health problems, etc.)
-Students will learn that science and technology have
also found ways to assist the reproduction process also.
-Students should understand that many First Nations
and Metis people view human reproduction from a
holistic perspective balancing spiritual, physical,
mental, and emotional dimensions.
-An analytical perspective only focuses on certain parts
of the physical dimension searches for ways to
manipulate the reproductive process.
-all cultures and religions have moral and ethical beliefs
surrounding reproduction and contraception.
-Students will complete an independent inquiry-based
project. They will be asked to research a culture or
religion of their choice, and investigate their beliefs
surrounding contraceptive and reproductive technology.
Students will be asked to create a short description
exploring: At what point does human life begin? What
forms of contraception are considered acceptable? Are
there any exceptions based on certain situations? In
what situations is the use of reproductive technology
acceptable?
-In a final paragraph, students will be asked to explain
which of the cultural rules or guidelines they agree with,
and which ones they disagree with and why.
-Paper copies will be handed in and findings will be
presented orally in small pods of 3-4 students at the end
of next class.

Other
Resources
Youtube:
Lets
Actually Talk
About Birth
Control
https://youtu.
be/SDQwDEbQV
k
Health Nurse
&
contraceptive
kit
Exit Slipsrecipe cards

38

Procedures

Day 2
Introduction:
Interactive (Video 4:50 mins)

Direct Instruction & Experiential

(Co-teach with school or regional
health nurse) (30 mins)

Interactive/Independent (20
mins)

Day 3
Introduction:
Interactive Discussion Recap
Qs (5 mins)
Direct Instruction (10 mins)
Interactive Inquiry jigsaw (30
mins)

Independent

-students will watch Youtube video Lets Actually Talk

About Birth Control. OBYNs answer various types of
questions pertaining to birth control.
-Teacher will provide information via PowerPoint slides to
students about various forms of contraceptives, and
abstinence to avoid pregnancy.
-students will receive hands-on experience as the Health
Nurse shows them examples of contraceptives, and
various charts/diagrams of relevant statistics per each
type.
-students will share their culture/religion inquiry
assignment from last day in pods of 3-4 classmates.
They should take about 3-5 mins to share their findings
with their group, answering the outlined questions.
-Will discuss the difference between barrier forms and
hormonal forms of birth control
-Students will learn about reproductive technologies:
fertility drugs, artificial insemination, and in vitro
fertilization
-students will be divided into three groups representing
the technologies we just outlined, and will be given their
jigsaw number for their peer-teaching group. They will
collaboratively research their topic using library
computers, then reconvene with their large pods to
share findings. Students will then split off into their
smaller jigsaw number groups to peer-teach their
reproductive topic to other students from different
groups. Students will be asked to take notes to what
they are being taught to report to the class.
-take home assignment: students will create a brochure
on pros & cons, and other questions identified by the

39

Closure
(Reinforce the
lesson)

Day 1 (3 mins)

-Exit slips asking: What was one thing you learned today
that you did not know? What is one question you have
about contraceptives that you would like to know?

Day 2 (10 mins)

-Check & Reflect Questions: open discussion

(e.g., What is contraception? What are some reasons a
person would chose to use it? What are some hormonal
forms of birth control? How does it prevent pregnancy?
What are some cultural concerns about using this
technology?)

Day 3 (15 mins)

-Open discussion: Students will quickly reflect &

evaluate the summary given by a classmate who
researched a different technology. They will be asked in
class re-cap period: What was the most important
information you heard? What was nice to know but not
necessary?
Reflections
(What went well;
what could be
improved)

-I would ask myself and students to rate what went well/ not so well with the lessons.
-I would observe the level of engagement the students portrayed with the activities and
material and reconsider strategies and methods to keep them interested.
-Through exit slips I could inquire as to what part was really interesting and useful, and
which part was boring or too difficult to understand.

Additional
Notes

40

Science9
TableofSpecificationforLifeScienceUnit
Curriculum

Unit

Outcomes

CognitiveLevel

Knowledge

RE9.1Examinethe
processofandinfluences
onthetransferofgenetic
informationandthe
impactofthat
understandingonsociety
pastandpresent.[CP,
DM]

Life
Science

Total

Comprehension

Applicatio
n

Analysi
s

1(1)

2(2)

2(2)

1(4)

6(6)

1(3)

8(8)

1(1)

1(6)

10(15)

13(14)

1(1)

1(6)

22(37)

RE9.2Observeand
describethesignificance
ofcellularreproductive
processes,including
mitosisandmeiosis.[CP,
SI]
RE9.3Describethe
processesandimplications
ofsexualandasexual
reproductioninplantsand
animals.[SI]

1(1)

RE9.4Analyzethe
processofhuman
reproduction,including
theinfluenceof
reproductiveand
contraceptive
technologies.[SI,DM]

3(7)

Total

3(8)

1(1)

Synthesis

Evaluation
5(5)

8(13)

41

4(8)

4(9)

4(8)

29(30)

3(5)

2(12)

46(73)

42

Thefollowingarequestionsaresortedineachcategory:
Ex.Questionnumber(#marks)
Knowledge:14(1),15(1),16(1),41(5)
Comprehension:12(1),17(1),42(4),43(3),
Application:13(1),18(1),20(1),44(4),
Analysis:1(1),2(1),3(1),4(1),5(1),6(1),(7(1),8(1),9(1),10(1),2130(10),3138
(8),39(2)
Synthesis:11(1),19(1),45(3),
Evaluation:40(6),46(6)

43

UnitATest:
LifeScience:ReproductionProcesses
/71 marks
Name:____________________________
Section A. True/False Questions (10 marks)
Directions: Indicate whether each statement is True (T) or False (F), by circling the correct letter.
1.

Males show sex-linked conditions because all sex-linked conditions in humans are
transmitted through the Y chromosome.

2.

In Cree culture, girls are given their adult names earlier in life than boys are.

3.

In males, sperm and urine can travel through the urethra at the same time.

4.

Mitosis is the replication of sex cells.

5.

Cancer cells replicate via mitosis.

6.

Cancer is called the great illness in Cree culture.

7.

Benign tumours are noncancerous growths.

8.

Metaphase is the stage during cell division where the chromosomes line up in the
middle.

9.

Cytokinesis is the movement of the cell cycle.

10.

Eye colour is only influenced by one gene.

Section B. Multiple-Choice Questions (10 marks)

Directions: Circle the letter of the correct answers for the following questions.
11.

Which of the following contraceptive techniques does NOT act as a barrier to the meeting of the
gametes?
a) tuballigation
b) maleandfemalecondoms
c) intrauterinedevices
d) oralcontraceptivepill

12.

Whichorganellecontainsthegeneticinformationinthecell?
a) Nucleus
b) Mitochondrion
c) Vacuole
d) Cellmembrane

13.

Which of the following are heritable traits?

a) Petal colour
b) Ability to speak more than one language
c) Ability to use a computer
d) Natural Hair colour
e) A & D only
f) B&C only

44

14.

The placenta in humans is formed from _____________.

a) theamnionandchorion
b) theamnionandendometrium
c) thechorionandendometrium
d) thetissuesofthemother

15.

Buddingis:
a) Aformofasexualreproductionwhenaneworganismdevelopsfromabud
b) Aformofsexualreproductionwhenaneworganismdevelopsfromabud
c) Aformofasexualreproductionwhereanorganismformviathereleasingofspores
d) Aformofsexualreproductionusingfertilizationoftheeggandsporophyte

16.

Asexualreproductionrequires:
a) Twoparentsofdifferentsexestoreproduce
b) Oneparenttoreproduce
c) Acombinationofparentstoreproduce
d) Alloftheabove

17.

When a single-celled zygote divides into two cells, the beginning process is known as ________.
a) cleavage
b) binaryfission
c) budding
d) vegetativereproduction

18.

When a male gamete of an animal unites with a female gamete of the animal in sexual
reproduction, this process is called___________.
a) meiosis
b) fertilization
c) cleavage
d) implantation

19.

Parthenogenesisdiffersfromsexualreproductionas:
a) Theoffspringdevelopsfromanfertilizedegg
b) Theoffspringdevelopsfromabud
c) Theoffspringdevelopsfromanunfertilizedegg
d) Alloftheabove

20.

Mitosis includes all of the following except for

a) Nuclearmembranedisintegratingduringprophase
b) Spindlesattachingtocentromeres
c) Crossingoveroccurringwithbivalents
d) Resultingingeneticallyidenticalcells

45

Section C. Matching Questions (18 marks)

Directions: Match the key term in Column 1 with the most accurate descriptions in Column 2. You can
only use each term once. Not all of the terms on the list will be used. Write the letter corresponding to
the correct term next to each description. (10 marks)
21.

A. fallopian tube

22.

B. cervix

23.

C. urethra

24.
25.
26.
27.
28.
29.

D. prostate gland
E. uterus
F. vas deferens
G. penis
H. follicle
I. scrotum

30.

J. epididymis

Helps to produce seminal fluid that combine with sperm to

create semen
A muscular tube that acts as the birth canal
Tubes where sperm travel from the epididymis to the
urethra
Tube that guides the egg from the ovary down to the uterus
The sac that protects the testes and keeps them cool
Tiny tubes that produce sperm
A hollow, muscular organ where the fetus develops
A structure on the top of the testis that stores sperm
The organ that delivers sperm during reproduction
The gland that stores and releases eggs and produces
estrogen and progesterone

Matchthefollowingwordstothedefinitions.Writetheletterintheblankspace.(8marks)
a)
b)
c)
d)

Angiosperm
Binaryfission
Cone
Pistil

e)
f)
g)
h)

Pollination
Gymnosperm
Stamen
Vegetativereproduction

31._____________Aformofasexualreproductionwhereaparentcopiesitsgeneticinformationand
thensplitsitselfintotwo
32.____________

Aformofasexualreproductionwhereaneworganismgrowsfromafragment
suchasabulb,stolonorrhizome

33.____________

Apinetreeisanexampleofthisasitproducescones.

34.____________

Alilyisanexampleofthisasitisaflowerandproducesfruit.

35.____________

Anorganthatcontainsreproductivestructuresinconifers.

36.____________

Containsthestigma,ovary,andstyle

37.____________

Containstheanther,pollen,andfilament

38.____________

Aprocessthatcanbedonebywind,water,insects,birds,andthemselves

46

Section D. Questions with Written Answers (33 marks)

Directions: Answer the following questions in complete and concise sentences.
39. Discuss two-eyed seeing as it can be applied to holistic and analytical thinking in genetics. (2 marks)
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________

40. Describe the advantages and disadvantages of in vitro fertilization in cows. (6 marks)
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________

41. Please label the structures numbered on this diagram. (5 marks)

42. Describe the role of estrogen in ovulation in humans. (4 marks)

_____________________________________________________________________________________
_____________________________________________________________________________________

47

_____________________________________________________________________________________
43. Identify and describe three reproductive techniques designed to overcome infertility in human males.
(3 marks)
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________

44.

Draw the 4 stages of mitosis for the following cells: (4 marks)

Interphase

_________

__________

_____________

________________

45. Name 3 Differences between mitosis and meiosis. (3 marks)

_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
46. Compareandcontrastsexualandasexualreproduction.(total6marks)
Definewhateachreproductionprocessis.(2marks)
Whyisoneprocessfavouredovertheother?Giveanadvantageanddisadvantageforeach
reproductionmethod.(4marks)
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________

48

_____________________________________________________________________________________
_____________________________________________________________________________________

Reflection
Webelievethisunitwillprovidemanyinterestinganduniquelearningopportunitiesto
grade9sciencelearners.Thelessonshaveutilizedavarietyofinstructionalmethodsandhands
onexperiencetomeettheneedsofdiverselearningstyles.Studentsareofferedmanyactivities
toallowthemtoapplytheknowledgetheylearnastheylearnit.Aswell,theyareprovidedwith
manyopportunitiesforgroupworkanddiscussiontoexploreotherperspectives,andinteractand
collaboratewiththeirpeers.Wefeelthematerialinthisunitiscognitivelyandvisually
engagingforstudents,andprovidesthemwithmultiplewaysofknowing,exploring,and
thinkingaboutscience.
Someoftheselessonsmayrequiremoretimeinorderforstudentstofullyunderstandthe
depthofsomeoftheconceptstaught.Webelievethatmanyoftheassignmentsandprojects
introducedinthisunitwillserveasgoodindicatorsandassessmentsofstudentslearning.While
aunittestoraseriesofchapterquizzesmaybethetraditionalnorm,wedonotbelievetheyare
allencompassingoftheknowledgeabsorbedbystudents.Theindividual,groupwork,andlab
projectscanbepowerfulforumsforappliedknowledge,wherestudentscannotonlyengagein
theirscientificcuriosity,butalsotakeprideintheirresearchandprojectbuildingskills.

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GirlsRitetoPassage,NationalGeographic,Youtube.Retrievedfromhttps://outu.be/5B3Abpv0y
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