Course Profile
Science, Grade 9 academic, Catholic
Unit 3
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Catholic Curriculum Cooperative of Central Ontario (CCCC) Writing Partnership - Science
Lead Board
Hamilton-Wentworth Catholic District School Board
Remo Presutti, Manager
Course Profile Writing Team
Alexandre Annab, Dufferin-Peel CDSB
Josephine Ciapanna, Hamilton-Wentworth CDSB
Maurice DiGiuseppe, Toronto CDSB
Gerry Fuchs, Hamilton-Wentworth CDSB
Ted Laxton, Wellington CDSB
Marion Poole, Toronto CDSB
Milan Sanader, Dufferin-Peel CDSB
Siria Szkurhan, Hamilton-Wentworth CDSB
Robert Warren, Hamilton-Wentworth CDSB
Course Profile Internal Review Team
Dr. Anthony Cuschieri, Hamilton-Wentworth CDSB
Milan Sanader, Dufferin-Peel CDSB
Course Profile Format Editor
Rachael Szkurhan
Institute for Catholic Education (ICE)
Unit 3: Biology: Reproduction - Processes and Applications
Activity 1 | Activity 2
| Activity 3 | Activity 4 | Activity 5
Time: 27.5 hours (22 periods of 75 minutes each)
Unit Developer(s)
Ted Laxton, Wellington CDSB
Marion Poole, Toronto CDSB
Development Date: July 31, 1999
In this unit, students describe and apply the cell theory to the reproductive processes of plants and animals (including humans). Students investigate and analyse cell division and the factors affecting cell reproduction within a context that recognizes God as the author of life. They examine (study) scientific research and technological developments in the area of reproduction from a Catholic perspective and evaluate the implications for decision making.
Ontario Catholic School Graduate Expectations: CGE 1c,d,e; 2a,c,e; 3b,c,d,e,f; 4a,g; 5e; 6b,c.
Strand(s): Biology
Overall Expectations: BYV.01, BYV.02, BYV.03.
Specific Expectations: BY1.01 to BY1.10, BY2.01 to BY2.10, BY3.01 to BY3.04.
|
Activity 1 |
Mitosis |
375 minutes |
|
Activity 2 |
Asexual Reproduction |
375 minutes |
|
Activity 3 |
Sexual Reproduction |
225 minutes |
|
Activity 4 |
Human Reproduction |
375 minutes |
|
Activity 5 |
The Can Do Redactor |
300 minutes |
This unit has been divided into five activities, three of which (Mitosis, Asexual Reproduction, and Human Reproduction) build to a final product. In the cases of Mitosis and Asexual Reproduction, the final product comes out of the design and performance of an investigation. The sequencing of lessons allows students to acquire the knowledge and skills necessary to be successful in their investigations. It is recommended that the teacher provide the requisite skills training and that the students design their experiments on the basis of these skills. Activity 4 culminates in students deducing the cell theory on their own. While this represents the final product of this activity, it is in fact a culmination of the first four activities. Teachers will, in all likelihood, be asked where did the first cell come from? This presents the teacher with a 'moment' in which to share both the limits of scientific empiricism and the value of theological insight and revelation into creation and meaning. The creation stories from Genesis (Appendix C6) provide a foundation for such a discussion. The fifth activity involves the creation of a magazine called "The Can Do Redactor." The students work in groups to research the topics and then report their findings as a column in a magazine. Research topics are taken from expectations BY 3.01 to 3.04; in addition, students include a section called "From the Pulpit", dealing with the ethical dimensions (Appendices C4 and C5) of their research. The key to achieving the desired expectations and enriching the students' educational experiences lies in the opportunity to relate the concepts studied to the real world. It is highly recommended that the teacher set up the classroom as a living exposition of reproduction. Stations could be created that would demonstrate many forms of reproduction. Students could be provided with the opportunity to enrich and extend their understanding through either guided or open-ended investigations (Appendix D5). These activities could be included in student ScienceWorld portfolios. Where possible, it is also recommended that this unit be taught in the spring (fall for semester 1 in semestered schools) when the reproductive activity of the natural world is at its peak.
The students require a general knowledge of the cell (Grades 5, 6, and 8).
Students are given the skills and context in which to conduct investigations of their own design. In this process, students fill out a lab proposal form which is used in conferencing with the teacher. The stations provided meet the needs of students who are looking for enrichment or requiring program accommodations, as well as for possible ScienceWorld ideas portfolios. The science logs provide an opportunity for students to reflect and synthesize their own thoughts about the "wonder and awe" of a world that reflects the goodness of its Creator.
Assessment becomes a key tool in ensuring student success. Teacher-student conferencing is a key component in helping students successfully design and conduct investigations. It is also recommended that the teacher use portfolios as a method of student assessment in this strand. The portfolio could be based solely on process or a combination of process and final product. The final evaluation of the strand could be based on the portfolio alone or on a combination of portfolio and paper/pencil test. Assessment that is both varied and linked directly to the achievement of expectations becomes an authentic method for evaluating students. Other assessment strategies recommended for this strand include: formal teacher observations, roving conferences, role-play, science logs, peer conferences, self-and-peer assessment, pencil and paper assessment.
Moroholt, E., P. Brandwein., and A. Joseph. A Sourcebook for the Biological Sciences, 2nd Edition. New York: Harcourt Brace & World, Inc.
The Bio Sci II Videodisc. Videodiscovery Inc., 1990.
CD-ROMs, videos, web sites for viewing mitosis
Northwest Scientific Supply Ltd. Fission and staining of Protista. Fax number: 604-946-3837
Asexual reproduction
http://easyweb.easynet.co.uk/~middlecroft/biology/rangeof.htm
Propagation of house plants
http://www.agric.gov.ab.ca/agdex/200/8502007.heml
Reproduction
http://www.ug.cs.dal.ca/dispproj/reprod.html
Reproduction in plants
http://gnome.agrenv.mcgill.ca/breeding/apoxixis.htm
Sexual reproduction
http://easy web.easynet.co.uk/~middlecroft/biology/sexplant.htm
DNA: Molecule of Life (Boreal)
Mitosis (Boreal)
Protista (Boreal)
Fungi (Boreal)
Time: 375 minutes (5 periods)
In this activity students study mitosis as part of the reproductive process rather than just another function of a cell. Video and CD-ROM resources are used to present mitosis as a process rather than an event. Once they have observed the entire process, students study each phase of mitosis in detail. Students are provided with different venues to demonstrate their understanding of mitosis. Through the examination and preparation of slides, students develop microscope skills essential for the final evaluation of the activity: to design and conduct an experiment enabling them to observe and report on mitosis in onion or bean cells.
Ontario Catholic School Graduate Expectations:
The graduate is expected to be:
Strand(s): Biology
Overall Expectations: BYV.01, BYV.02.
Specific Expectations: BY1.02v, BY2.02v, BY2.05v, BY2.07v, BY2.08v.
· There may be a problem in presenting mitosis before the student has been exposed to chromosome function. Be prepared to briefly discuss nuclear and chromosome structure as required. This may include the mention that when a cell divides, its chromosomes duplicate and divide.
· Worksheets to support the AV materials used in the unit should be prepared in advance.
· Photomicrographs of each stage of mitosis should be copied onto one set of cards and descriptions of each event onto another set of cards.
· Materials for the dramatization of mitosis should be made available.
· Ensure that the kits required for slide preparation are available at least two weeks prior to the activity.
· Be prepared to review the proper handling of the microscope and slides as required.
· Insist on clear, large, and neat scientific drawings.
· It may be necessary to use large models of the cell to help students locate chromosomes in the stages of mitosis other than interphase.
The student is able to:
· identify parts of the cell (Grade 5 Life Systems);
· identify the parts and function of a compound microscope (Grade 8 Life Systems);
· use a compound microscope to observe microscopic structures (Grade 8 Life Systems).
1. Students view a moving sequence of mitosis using video or CD-ROM resources. Worksheets prepared by the teacher should focus on key terms and structures (chromosome, nucleus, interphase, cell cycle, etc.).
· Students identify and sequence the stages of mitosis. This is accomplished in groups of four working with two sets of cards:
i) diagrams of each stage of mitosis;
ii) descriptions of each stage of mitosis.
Students match the diagram with the description, identify the stage, and sequence the events.
· In groups of six, students demonstrate the process of mitosis through a dramatization. Students will decide as a group what is important for a successful dramatization. They also establish a set of criteria that they use to evaluate their peers.
· Students prepare a visual representation of mitosis using pipe cleaners on Bristol board.
2. Student complete a hands-on teacher-directed activity in which they learn and practise microscope calculations, the rules for preparing scientific drawings, calculating the field of view, and the preparation, staining, and handling of slides. Students examine commercially prepared slides of mitosis in order to locate, identify, and accurately draw to scale cells undergoing each stage of mitosis.
3. Students work in groups of four to design an experiment in which they prepare their own slides of mitosis. A list of materials and a proposed sequence of steps are submitted to the teacher during a conference prior to the experiment.
· Students carry out their proposed experiment to make prepared slides of mitosis. (Commercial kits are available if required.)
· Students may extend this activity by:
i) continuing their research on mitosis
ii) experimenting on various antibiotics used to study the cell cycle and the aging process. (Possible ScienceWorld idea)
4. Student complete the following science log reflection:
The nucleus of the cell contains its “memory” (how to make a copy of itself). Chromosomes could be compared to a complete library of books containing all the information needed to make a complete physical copy of the organism. Each gene on the chromosomes could be compared to a book in the library. If we search this library, we find sections that could be classified as antique because they contain the memory (sequences of DNA) of the very first forms of life on Earth. This is very similar to the written record of our memory of God. The Bible contains a written record of our first conversations with God. It not only contains our memory of God, but God's promises to remember us (covenants). To know who God is, we need to read all the books in the Bible. Jesus used the books of the Bible to provide us with more insightful Truths that were recorded in a new library (the Gospels of the New Testament).
It seems to me that God has been writing to us for a long time… after all, God wrote the messages in our chromosomes and some of the pages in those books go back over 4 billion years. Take some time to think about how God has communicated with you and write them down.
Knowledge/Understanding: can be evaluated by:
· using a product rubric (Appendix A3) to evaluate the pipe cleaner on Bristol board project;
· quiz on identifying the stages of mitosis (either written or lab);
· quiz on understanding concepts such as field of view, and preparation of slides.
Inquiry can be evaluated by:
· written lab proposal for preparing the slides of mitosis assessed through teacher conference;
· observation checklist during microscope activities using process rubric (Appendix A1);
· final lab report for the activity on mitosis (Appendices A1 and A2).
Communication can be evaluated by:
· Dramatization of mitosis - the students assess their peers through the use of criteria they developed. The teacher can assess the drama by comparing it to the video clip or CD-ROM sequence viewed in class.
· Written lab report for the mitosis activity - the students’ design can be evaluated using lab product rubric (Appendix A2).
· Making connections can be evaluated through an extension of the mitosis activity and how it relates to the aging process. This can be evaluated using the product assessment rubric (Appendix A3). (Possible ScienceWorld idea)
Moroholt, E., P. Brandwein., and A, Joseph. A Sourcebook for the Biological Sciences, 2nd Edition. New York: Harcourt Brace & World, Inc.
The Bio Sci II Videodisc. Videodiscovery Inc., 1990.
CD-ROMs, videos, web sites for viewing mitosis
1. Where the student has an IEP, this activity accommodates the modification(s) outlined in the IEP.
2. ESL/ELD students are given opportunities to demonstrate their learning by means suitable to their language comprehension and abilities.
3. Classroom/laboratory facilities are modified to facilitate participation of all students in group and individual activities wherever possible.
4. Provide handouts with sample calculations and specific lab instructions as required.
5. Students with weak drawing skills should be provided with alternative reporting options.
Time: 375 minutes (5 periods)
In this activity students are introduced to asexual reproduction through the creation of exploration stations around the perimeter of the classroom. Creating such a dynamic classroom atmosphere serves as an invitation to students to explore, inquire, and perhaps even extend their research to a Science World activity. While exploring the stations students learn the five types of asexual reproduction and their characteristics. After observing asexual reproduction, students research one type of asexual reproduction that interests them. The activity concludes with the student designing an experiment to observe, analyse, and report on the binary fission of paramecium.
Ontario Catholic School Graduate Expectations:
The graduate is expected to be: CGE 2b, j.
Strand(s): Biology
Overall Expectations: BYV.01, BYV.02.
Specific Expectations: BY1.04v, BY2.01v, BY2.02v, BY2.03v, BY2.04v, BY2.05v, BY2.08v, BY2.09v.
· In order to create a rich learning atmosphere stations can be set up around the perimeter of the class so that they can be visited throughout the unit. Charts of life cycles for each station would be beneficial.
· If you teach in different classrooms, arrange for your classes to switch rooms.
· Paramecium and Hydra can be ordered from a science supply house and must be grown in advance.
· Plant cuttings should be started well in advance of the activity (Coleus or ivy).
· Prepared slides of yeast, spores, and Paramecium are required.
· Preserved specimens of crayfish with different size pincers are required.
· A video camera can be attached to the microscope to facilitate viewing paramecium undergoing fission.
· Review the proper handling of live specimens (Hydra, Paramecium, and Amoeba).
· Well-fed Paramecium reproduces by fission two or three times a day. Therefore, it would be advantageous to connect a video recorder to the microscope using a flex camera and pre-record the event.
· Book the computer lab for the Internet activity on types of asexual reproduction.
The students are able to:
· manipulate a microscope and prepare a slide;
· understand mitosis;
· interpret slides, pictures, models, and specimens;
· use electronic resources.
1. Students examine and describe various types of asexual reproduction by studying the samples laid out at a series of stations. The stations and expectations are outlined below
|
Station |
Type Asexual Reproduction |
Description of Station |
Possible Questions (prepared by teacher) |
|
1 |
Binary Fission |
Live specimens of Amoeba, Paramecium along with visuals (attach a video cam to a microscope for viewing) |
Describe the process you are seeing. Define daughter cell. List the stages the organisms undergo to divide. Number of parents involved. Description of offspring as compared to parent. Importance or significance of this process to living things. |
|
2 |
Budding |
Yeast budding under a microscope. Hydra budding. Charts of each process |
Define budding. How many parents are involved? Description of offspring as compared to parent. Importance of this process. |
|
3 |
Spore Formation |
Bread mold, mushrooms, fern leaves, and charts of life cycles. Dissecting microscope to view specimens. Grow ferns from sporophytes kit |
Describe spore formation. Why is it considered asexual reproduction. Description of offspring as compared to parent. Importance of spore formation. |
|
4 |
Regeneration |
Preserved specimen of crab with different size pincers. Picture of a wound healing. Planaria visual showing regeneration |
Why is regeneration asexual? What is regeneration? List advantages of regeneration. What is the importance or significance of regeneration? |
|
5 |
Vegetative Propagation |
Leaf cutting of begonia. Potato with tuber. Geranium propagating. Visual aids showing labels of parts. Charts showing different forms of propagation |
What is vegetative propagation? Explain each type. Name some uses for vegetative propagation. Why is vegetative propagation asexual reproduction? What is the importance of vegetative propagation? Describe the offspring and the parent. |
2. Students examine prepared slides of Paramecium caudatum (WM) and produce scientific biological drawings. Students identify the mitotic changes as they examine the slide.
3. Students research one example of asexual reproduction using electronic and print resources. Each type of reproduction is represented in a self -contained circle and is displayed in a gallery. The students then perform a gallery walk. After observing the summary of each type the students are asked to represent the five types of asexual reproduction in a Venn diagram. The final diagram illustrates the parts of each process that overlap and as a result summarize the characteristics of asexual reproduction (i.e., one parent, offspring same as parent).
4. Students design, conduct, and analyze an experiment, that enables them to observe Paramecium undergoing binary fission and predict the size of the population after a specified period of time (once every three hours). Students brainstorm in-groups of four an experimental design and submit to teacher a record of their discussion. Students conduct their experiment in groups of four. Technique and lab procedure are observed and assessed. Each student submits a written report of his or her findings for evaluation.
5. Students reflect on the following question:
Where did the first cell come from? It really came from the heavens. Did you know that the chemical elements that make up your cells were formed in the stars billions of years ago? We all have stardust in our bodies! There is another part of each of us that came from the heavens and that is our soul. Our souls bear the image of our heavenly Creator. The next time I look up into the heavens at night and see the stars, I'll be thinking about how God is still busy creating. What will you be thinking?
Knowledge/Understanding is evaluated by:
· worksheet submitted for the five stations on asexual reproduction;
· Venn diagram for the gallery walk summarizing asexual reproduction;
· scientific drawings of prepared slides of Paramecium at different mitotic stages.
Inquiry is evaluated by:
· observation checklist during microscope activities;
· lab proposal for the preparation of a Paramecium slide;
· final lab report for the activity on Paramecium.
Communication is evaluated by:
· use of electronic and print resources in research on asexual reproduction assignment;
· the final product of their research displayed in the gallery walk (Appendix A4).
Making Connections is evaluated by:
· reflection in Science log.
Northwest Scientific Supply Ltd. Fission and staining of Protista. Fax number: 604-946-3837
Asexual reproduction
http://easyweb.easynet.co.uk/~middlecroft/biology/rangeof.htm
Propagation of house plants
http://www.agric.gov.ab.ca/agdex/200/8502007.heml
Reproduction
http://www.ug.cs.dal.ca/dispproj/reprod.html
Reproduction in plants
http://gnome.agrenv.mcgill.ca/breeding/apoxixis.htm
· See Accommodations section in Activity 1 for general accommodations.
· Possible ScienceWorld Idea:
· Given the replication rate of a specific bacterium, the student uses a spreadsheet to model and graph population growth of the species under ideal conditions for a fixed period of time.
Time: 225 minutes (3 periods)
In this activity, as in the previous one, a dynamic classroom atmosphere greatly enhances the students’ achievement of the expectations. Exploration stations set around the perimeter of the classroom include examples of conjugation, hermaphroditism, and external fertilization by plants and animals. Once students have gained an understanding of sexual reproduction they can compare the two types of reproduction, listing the advantages and disadvantages of each.
Ontario Catholic School Graduate Expectations:
The graduate is expected to be: CGE 2b, 3c, 5a.
Strand(s): Biology
Overall Expectations: BYV.01.
Specific Expectations: BY1.05v, BY1.06v , BY1.07.
· In order to create a rich learning atmosphere, stations are set up around the perimeter of the classroom so that they can be visited and revisited throughout the unit.
· Provide videoclips of Paramecium conjugating as well as undergoing mitosis. This links activities 2 and 3.
· Provide specimens of clams and earthworms (either alive or preserved). If the season and location permit, obtain specimens of tadpoles and display them in an aquarium.
· An aquarium with guppies could be set up as a ScienceWorld activity before this activity has begun.
· As many specimens as possible should be obtained ahead of time for each of the stations.
· understanding of mitosis
· understanding of asexual reproduction
1. Students examine and describe various types of sexual reproduction by studying the samples laid out at the stations around the perimeter of the room. Sample stations and questions (prepared by the teacher) are listed below. As the students circulate about the classroom they complete a worksheet that summarizes the different types of sexual reproduction.
|
Station |
Type of Sexual Reproduction |
Description of Station |
Questions |
|
1 |
Conjugation |
Visuals of Paramecium and spirogyra undergoing conjugation. |
What is conjugation? How does conjugation differ from binary fission? What role does the nucleus play in conjugation? How do Paramecium conjugate? What is the advantage of conjugation? |
|
2 |
Hermaphroditism |
Specimens of clams, earthworms. Visuals describing life cycles. |
What is hermaphroditism? Describe how an earthworm reproduces. What advantage does hermaphroditism have over asexual reproduction? |
|
3 |
External fertilization by plants |
Model of flower and its parts. Table that lists the functions of the parts of the flower. Assortment of different flowers, dissected and labeled. Apple cut in half and a bean cut in half. Chart of a Plant life cycle. Text available for information. |
What is external fertilization? Why are flowering plants the most successful group of plants? Name and state the function of the parts of the flower. What is pollination and how does it take place? What is a seed? Why is it important? What is a fruit? Why is it important? |
|
4 |
External fertilization by animals |
Prepared specimen of fish (male and female) with diagrams and labels. Text available for information about spawning. Illustration to show the development of the egg after spawning. Prepared specimen of a frog with life cycle |
Identify the reproductive structures of the fish. How do some animals reproduce by external fertilization? What were the observable differences between the parents and the offspring of organisms that reproduce sexually? |
|
5 |
Internal fertilization by animals |
Aquarium with guppies. Life cycle of guppies chart Insects which undergo internal fertilization, eg, grasshopper. Diagram of fruit fly life cycle and some fruit flies on ripe fruit. Prepared specimen of a garter snake and a text to describe how snakes reproduce |
Describe the life cycle of one of the specimens observed. What is the advantage of internal fertilization? |
2. Students brainstorm, in-groups of three, the characteristics of an organism that would make it successful. The students should compare organisms that reproduce asexually and sexually. Students evaluate each organism using their characteristics as benchmarks.
3. Students prepare a report card for evaluating the success of an organism in a specific environment that will be simulated by the teacher. They list the criteria (one parent, two parent) and assign a score (5 as good and 1 as not good). They should also include an anecdotal comment about each one.
4. Students work in groups of four and prepare a chart that summarizes the differences between asexual and sexual reproduction and list the disadvantages and advantages of each.
5. Students answer the following question in their science log.
Did you know that when bacteria undergo sexual reproduction, they form a conjugation tube and exchange genetic information? Now that is intimate! Bacteria exchange a part of their most intimate physical selves. How much more intimate could you get than giving someone else a copy of how you were made? We are capable of much more intimacy than bacteria. God intended sexual reproduction to be an expression of who we are as persons. God wanted sexual reproduction to be a giving of our entire selves - both physically and spiritually. God's love for us was expressed through covenants with the Israelites (Noah, Abraham, Moses and David). When we enter into a covenant (marriage) with another person, our love can express itself as a total self-giving, both physically and spiritually. Do you see yourself as being worthy of a covenantal relationship?
Knowledge/Understanding is evaluated by:
· worksheet submitted for the five-station activity;
· chart comparing asexual and sexual reproduction.
Inquiry is evaluated by:
· observation checklist during the handling of lab specimens.
Communications is evaluated by:
· students anecdotal comments on the report card ;
· science log reflection.
Making Connections is evaluated by:
· ScienceWorld activity if selected.
Sexual reproduction
http://easy web.easynet.co.uk/~middlecroft/biology/sexplant.htm
DNA: Molecule of Life (Boreal)
Mitosis (Boreal)
Protista (Boreal)
Fungi (Boreal)
1. See Accommodations section in Activity 1 for general accommodations.
2. Possible ScienceWorld ideas:
· Investigate the breeding of guppies and comment.
· Build a home incubator and hatch chicks
· Examine the life cycle of fruit flies and perform some crosses.
Time: 375 minutes (5 periods)
In this activity students describe, in general terms, the roles of hormones in human reproduction where there is no conception, and where conception, development, and parturition occur. Students formulate questions about the different factors that affect fetal development. Once the role of hormones in reproduction is understood, students use models to describe, in general terms, human development from conception to the growth of human organs and body proportions. The culminating task is the development of cell theory.
Ontario Catholic School Graduate Expectations:
The graduate is expected to be: CGE 1d, e, 2a, c, e, 5a.
Strand(s): Biology
Overall Expectations: BYV.01, BYV.02.
Specific Expectations: BY1.01v, BY1.08v, BY1.09v, BY1.10v, BY2.04v, BY2.01v.
· The question of where did the first cell come from may arise and can be used to share with the students both the limits of science empiricism and the value of theological insight into creation and meaning. The creation story (Appendix C6) provides a foundation for this.
· Ensure that appropriate resources are available.
· Formulate questions about the problems the fetus may encounter during development.
· Review the male and female reproductive anatomy.
· The students require knowledge of cells from Grades 5, 6, and 8.
1. Students take notes on the function of the reproductive hormones (progesterone, FSH, LH).
2. Students perform an in