Course Profile
Science, Grade 9 applied, Catholic
Unit 3
Course Profiles are professional development materials designed to help teachers implement the new Grade 9 secondary school curriculum. These materials were created by writing partnerships of school boards and subject associations. The development of these resources was funded by the Ontario Ministry of Education. This document reflects the views of the developers and not necessarily those of the Ministry. Permission is given to reproduce these materials for any purpose except profit. Teachers are also encouraged to amend, revise, edit, cut, paste, and otherwise adapt this material for educational purposes.
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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 | Activity 6
Unit Developer(s)
Alexandre Annab, Dufferin-Peel CDSB
Josephine Ciapanna, Hamilton-Wentworth CDSB
Development Date: July 31, 1999
Students demonstrate an understanding of the processes of reproduction in plants and animals (including humans). They identify issues, formulate questions, and plan and conduct investigations related to reproductive issues. Students examine the impact of scientific research and technological developments on issues related to reproduction and are prepared to make decisions with an informed conscience in light of Gospel values.
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 BY1.07, BY2.01 to 2.09, BY3.01 to BY3.05.
|
Activity 1 |
Introduction and Review |
150 minutes |
|
Activity 2 |
Mitosis - The Process of Cell Division |
300 minutes |
|
Activity 3 |
Regulation and Control of Cell Division |
375 minutes |
|
Activity 4 |
Development and Design |
375 minutes |
|
Activity 5 |
Continuity and Complex Organisms |
450 minutes |
|
Activity 6 |
Issues and Challenges |
Integrated above |
“All should be persuaded that human life and the task of transmitting it are not realities bound up with this world alone. Hence they cannot be measured or perceived only in terms of it, but always have a bearing on the eternal destiny of men.”
(From Paragraph 51; Pope Paul VI. Gaudium et Spes. Pastoral constitution on the Church in the Modern World. Dec. 7, 1965
This unit focuses on a variety of topical and relevant social issues and concerns. In the spirit expressed in the above quote from the Second Vatican Council, it is our responsibility as Catholic educators to ensure that Catholic students appreciate the miraculous nature of life and the inherent beauty of God’s creation as we understand it today. In this respect, the teacher should be familiar with the Church’s teachings on the role and use of reproductive technologies in the modern world, both as it applies to people and to other organisms. Appropriate references have been included as part of the appendices and in the references sections of this document. Many activities require students to either observe prepared slides or to prepare their own slides for the purpose of observing cellular processes of mitosis. Hence, a variety of specimens should be available for use (Allium root tip slides, whitefish egg slides, and wet mount preparation materials). If students are to prepare their own root squash slides, teachers may wish to have onions or garlic started at the beginning of the unit to ensure sufficient roots for the class. Activity 6 is intended to allow students to relate material learned in the classroom to everyday events using a variety of reflective techniques and critical review based on Church teaching. As such, the time allocated for Activity 6 should be distributed throughout the unit, allowing time to address topical material as it develops in the media and in the class. In addition, the teacher may wish to prepare relevant quotations from the New Catechism/Scripture to help direct student reflection on the appropriate Catholic perspective of the topic under review. These should be general in scope, allowing a variety of applications depending on the student’s choice of self-expression (science log, scrapbook, portfolio, essay, etc.). The school’s chaplain is an excellent resource for this portion of the unit.
Many of the activities suggested in this unit require students to work with Home groups and Expert groups. Students should be assigned to a Home group of five students at the beginning of the unit. Expert groups are formed as needed. Some of the career related activities require students to use Career Explorer, a recent software acquisition by the Ministry of Education. Teachers should become familiar with its use. Human embryo development is explored from the context of comparative embryology. This allows students to consider developmental stages using representative organisms while keeping within the Church’s teachings.
Students studied the properties of cells in Grades 5, 6, and 8. At that time they also learned the techniques of microscopy. Teachers should review lab safety as well as the basics of microscopy with the class.
This unit takes a problem-solving approach, asking students to assess the knowledge required to carry out certain common tasks in Medicine and Biology. This is followed by developing the basic knowledge and skills required to understand the processes involved. Individual activities have been structured to accommodate a variety of learning styles. Many activities are lab- or group-based, requiring students to demonstrate a variety of tactile skills as well as co-operative and group interaction skills.
This unit provides students with a broad range of activities and opportunities to demonstrate their skills and knowledge. Process and product should be assessed as each of the activities progress. Teacher observation, conferencing, written and oral reporting, portfolios, and science logs provide a comprehensive assortment of assessment and evaluation opportunities.
STAO lab safety
WHMIS safety charts
Lux Flanagan, Geraldine, and Heinemann. The First Nine Months. Medical Books Ltd., 1963.
Morholt, Brandwein, and Joseph. A Source Book for the Biological Sciences. Harcourt Brace.
The Living Cell; An Introduction. Britannica, Marlin Motion Pictures Ltd.
Various titles from National Geographic, Nature, Vista or Nova
e.g., National Geographic Reptiles and Amphibians. 1989 TV Video
Whale of an Idea
Foils Salmon-Stealing Seals
The Seedy Side of Plants. Available from WNET Video Distribution. 1-800-336-1917 or WNET Distribution, P.O. Box 2284, South Burlington, VT 05407
Hummingbirds - Jewels of the Forest (1991) Video available from Amazon.com
http://members.aol.com/msnick1/waterdragons.html
Chinese Water dragons. Pictures and information about reproduction of these animals. Includes a photo-diary.
http://worms.zoology.wisc.edu/frogs/mainmenu.html
Amphibian embryology tutorial; includes embryo development pictures.
http://museum.nhm.uga.edu/herpphotos/MKomo.html
Pictures of various amphibians
http://www.uvm.edu/%7esnrdept/vmc/amp.html
data site for amphibian monitoring
http://asci.uvm.edu/bramley/REPRO.html
Mammalian reproductive cycles and related technologies.
http://www.cciw.ca/ecowatch/dapcan/
Environment Canada amphibian page
http://edis.ifas.ufl.edu/scripts/htmlgen.exe?DOCUMENT_DS089
AI in Dairy
http://embryo.mc.duke.edu/
Multidimensional human embryo site.
http://embryo.mc.duke.edu/animal/home.html
MRI images of embryos ... comparative anatomy.
http://www.visembryo.com/baby/index.html
Visible embryo by day of development.
http://www.sciam.com/1999/0399issue/0399smith.html
Scientific American article.
http://www.pbs.org/wgbh/nova/odyssey/
PBS online with comparative embryology.
http://www.pbs.org/wgbh/nova/odyssey/clips/
A series of clips showing development of embryos of different vertebrates.
http://www.pbs.org/tal/costa_rica/index.html
Rainforest animals and plants
http://www.csdl.tamu.edu/FLORA/gallery.htm
Digital Blossoms; online galleries of flowers ... more than 17000 images.
http://www.helsinki.fi/kmus/botpics.html
http://www.gov.on.ca/OMAFRA/english/livestock/swine/genetic.html
fact page on AI in swine
http://www.search.gov.on.ca:8002/compass?scope=artificial+insemination&ui=sr
gov’t links on AI
http://www.ars.usda.gov/is/kids/teachers/WhizKidAct.htm
teacher resource packages and activities.
http://www.ars.usda.gov/is/kids/contents.htm
contents of site on food production
http://aceis.agr.ca/cb/factsheets/facindxe.html
agricanada fact sheets page
http://www3.ns.sympatico.ca/laexpress/repro/insemination.htm
AI in horses
http://informatics4.vetmed.vt.edu/HostedSites/dascanio/Parturition/parturitionhp.html
birthing in horses
http://informatics4.vetmed.vt.edu/HostedSites/create/createhp.html
AI techniques
http://informatics4.vetmed.vt.edu/HostedSites/create/createhp.html
Human embryo simulation/modelling
http://sdb.bio.purdue.edu/Other/VL_DB.html
Virtual Library of developmental biology
http://sdb.bio.purdue.edu/dbcinema/index.html
Developmental biology cinema on-line
http://www.med.upenn.edu/meded/public/berp/index.html
upenn’s embryo movies.
Time: 150 minutes
Students recognize the importance of cell division and how it relates to the reproduction of asexual cells.
Ontario Catholic School
Graduate Expectations:
The graduate is expected to be:
1b,c,d,e,f,i; 2a,b,c,d,e; 3b,c,d,e; 4a,b,c,d,e,f,g; 5a,b,c,d,e,f; 6b, 7a,b,d,h,i,j.
Strand(s): Biology
Overall Expectations: BYV.01.
Specific Expectations: BY1.02, BY2.04v, BY2.05, BY2.07v.
· Ensure that microscopes and/or micro viewers are in working order and that appropriate prepared slides, microslides and micrographs are available.
· It may be necessary to review the proper use and care of the microscope, the correct techniques in preparing a microscope slide, the requirements for scientific drawings, calculating total magnification, and measuring the size of objects viewed under the microscope.
· Provide a variety of cell diagrams or micrographs of plant or animal cells if microscopes or prepared slides are not available.
· Remind students of the ethical use of the Internet and other information technology sources.
· Students work in co-operative groups for some activities. Refer to Appendix D2.
The student is familiar with:
· cell structure;
· unicellular and multicellular systems;
· the care and use of a compound microscope.
1. Students review cell theory and microscopy skills.
Working in pairs, students examine diagrams, micrographs, and prepared slides of plant and animal tissues. These should also include unicellular organisms, such as amoeba, paramecium, or Volvox. Students draw labelled diagrams of their observations. Encourage students to include the magnification with each diagram. Students answer the following questions:
· Are the cells in each sample of tissue alike?
· Why do you think it is necessary for these cells to be alike?
· From where do these cells originate?
· Would another sample of the same type of tissue contain the same cell type?
· Are all unicellular organisms the same?
· Are all cells alive? Do they function on their own? Do they function as a unit?
With teacher facilitation, students should arrive to the statements of the cell theory: all living things are composed of at least one cell, the cell is the fundamental unit of function in all organisms; and all cells arise from pre-existing cells. (Possible science log entry)
2. Students recognize the importance of cell division and how it relates to the reproduction of somatic cells.
· Students, in groups of five, consider the following:
Severe burn victims can now have skins grafts using “real skin” grown in the laboratory. This skin is grown from cells taken from a person’s body. Students are asked to collaboratively brainstorm solutions to the following questions:
i) What properties must this skin have so that it can be grafted onto the person’s body?
ii) What role must cell division play in this process?
iii) How must these “new” cells relate to the “original” cells?
· One group is asked to share their answers. Other groups then add alternative responses to the original answers given. A summary is compiled by the teacher and shared with the students. Student responses to the questions can be posted or copied and distributed to the class.
· This list can be referred to throughout the unit. The teacher or student may use this list to review concepts taught and/or have further discussions on the topic. The list is useful in showing students the importance of cell division in maintaining correct cell function.
1. Roving conference can be used to ensure students are using microscope correctly and that diagrams of cells are done correctly. The teacher record this using appropriate checklists and/or rating scales. (BY2.07)
2. Students submit a summary note on a scientist, summarizing his/her contribution to the cell theory or to cell division. This is used to assess knowledge and understanding, inquiry, communications, and making connections through the use of a product rubric (Appendix A3). (BY2.04, BY2.07)
Microscope manuals
Prepared slides of microorganisms
1. Where the student has an individual educational plan, IEP, this activity will be modified to meet the student’s needs as outlined in the plan.
2. For ESL/D, students have opportunities to demonstrate their learning by alternative means while written English is developing (spoken English, direct demonstration and pictorial representation). At the same time, instruction in written, science-specific language continues.
3. For students with physical or learning impairments, classroom and laboratory activities are modified to permit participation as much as possible. Where possible, peers are encouraged to assist the student to permit participation in all group and individual activities.
4. For the purpose of providing extensions and enrichment, students have opportunities to investigate the topics presented here in greater detail. Close collaboration between teacher and student is required to ensure appropriate enrichment opportunities.
Time: 300 minutes
Students describe the stages of mitosis and create a model to demonstrate their mastery of the concept. Students also observe and describe various methods of asexual reproduction in animals and plants.
Ontario Catholic School
Graduate Expectations:
The graduate is expected to be: 1b,c,d,e,f,i; 2a,b,c,d,e; 3b,c,d,e; 4a,b,c,d,e,f,g; 5a,b,c,d,e,f; 6b; 7a,b,d,h,i,j.
Strand(s): Biology
Overall Expectations: BYV.01.
Specific Expectations: BY1.01v, BY1.02v, BY1.04v, BY2.02v, BY2.03v, BY2.04v, BY2.05v, BY2.06v, BY2.07v, BY2.09v.
· Ensure that microscopes and/or micro viewers are in working order and that appropriate prepared slides, microslides, and micrographs are available.
· It may be necessary to review the proper use and care of the microscope, correct techniques in preparing a microscope slide, requirements for scientific drawings, calculating total magnification, and measuring the size of objects viewed under the microscope.
· Fresh garlic cloves should be made available for the preparation of slides, if possible.
· Students should not work with black bread mould (Rhizopus nigricans) since it has been linked to various health problems.
· Start to grow any plants required at least two weeks before this activity. Alternatively, photographs of the plants at various stages of growth could be made available.
· Remind students of the ethical use of the Internet and other information technology sources.
The student should be able to:
· identify the main parts of a cell;
· use a compound microscope;
· recognize the nucleus as the control centre of the cell and DNA as the “storehouse” of genetic information;
· state the Cell Theory.
1. Students are introduced to cell division. It is important that the teacher provide some background information on cell division. Students should understand that:
· cell division is an ongoing process;
· the cell undergoes these changes in regulated stages;
· cell division consists of two major events: mitosis (nuclear division) and cytokinesis (division of the cytoplasm);
· mitosis occupies only a small fraction of the time in a typical cell cycle. Stress that approximately 90% of the cell’s life is spent in interphase.
· the goal of cell division is the production of daughter cells with the same genetic information.
Differences in mitosis between animal and plant cells may be discussed at this time or during Strategy 3 when students view plant and animal cells undergoing mitosis.
2. The Stages of Mitosis
· Students are placed in home groups of five, with each group being responsible for producing a mnemonic to help remember the stages of mitosis, for example, “in parks mighty ants thrive.”
· Each student in the home group is assigned a letter: I, P, M, A, and T. All the I’s come together forming the Interphase Expert Group. Likewise, the remaining students come together into their respective expert groups. Members of each expert group research their phase and return to their home groups with their information. Each member must teach their stage of mitosis, provide a diagram of the stage, and prepare a summary note for the other members of the home group.
· Students can present the stages of mitosis in a variety of creative ways. Each home group could create a model showing the stages of mitosis using pipe cleaners, plasticine, marshmallows, styrofoam, etc. Students could also produce Mitosis T-shirts displaying mitosis information drawn with fabric markers. Other students may wish to use presentation software or simulation software, such as the Mitosis Dance to illustrate mitosis. The possibilities are endless.
· Each home group produces a crossword puzzle, limerick or poem, word search, or other word game based on definitions/terms used to explain the parts of the cell and mitosis. These crossword puzzles could be used as review sheets.
3. Students observe mitosis in onion root tip and whitefish embryo cells, following procedures readily available in texts (see p. 20 of McGraw Hill’s SciencePower 9 or p. 154 of Nelson’s Science 9). Students observe cells in various stages of mitosis and recognize that mitosis is not a static event. Students draw labelled diagrams of the various stages of mitosis which also include the magnification factor and size of the cell. Students should record this information in their science logs. Students may use garlic root tips when preparing slides to observe mitosis. The following outlines the preparation of garlic root tip slides:
· Take a cleaned clove of garlic and put a toothpick through it so that the thinner end of the garlic sits in water. The rest of the garlic is supported by the mouth of a glass. Overnight, roots will grow from the submerged portion of the garlic. The next day, cut using a scalpel the ends of these roots and place them on a clean, dry slide. Add a small amount of aceto-orcein on the root tips and allow it to soak through. Gentle heating over a low flame may be required to breakdown the cellulose wall and allow the stain to enter the cells. Place a coverslip over the stained root tips and squash the cells before viewing them under the microscope. Slides produced using this procedure provide a good selection of cells in the various stages of mitosis.
4. Students observe and then describe in their science logs examples of asexual reproduction in plants and animals. Provide grown samples of each of the types of vegetative propagation methods (both in beginning and growth forms). Print resources, diagrams, videos, etc. can be used if grown samples are not available. Access to a greenhouse or a similar facility would allow students to grow plants using the various methods of propagation discussed allowing the student to experience, first-hand, the advantages and disadvantages of each method. (Possible ScienceWorld idea)
Students return to the same expert groups as in Activity 1. Each expert group is assigned a type of asexual reproduction to research. Possible topics include the production of spores, cuttings, grafting, tubers, bulbs, modified stems, budding in Hydra and regeneration in planaria. Each expert group:
· investigates and relates mitosis to topic assigned;
· speculates on the advantages and disadvantages of the vegetative process;
· produces a summary note and diagrams for the topic.
The information gathered in the expert group is shared with the base groups.
· Students collaborate in a jigsaw setting to inform and be informed on cell division. Through collaboration, students set the direction of study, recognize relevant information, and assess self and peers. Collaboration can be assessed through the use of a collaborative rubric (Appendix A4) (BY1.01, BY2.02, BY2.04, BY2.05, BY2. 07)
· Students produce class notes and diagrams of the stages of mitosis. These are assessed for knowledge/understanding and communication through the use of a product rubric (Appendix A3). (BY1.01, BY2.04, BY2.05, BY2.07)
· Students produce visual presentations of mitosis to demonstrate understanding of the process. These are assessed for knowledge/understanding and communication using a product rubric (Appendix A3) and a self- and peer-evaluation sheet prepared by the teacher. (BY1.01, BY2.07)
· Students are assessed on the use of the microscope using an appropriate checklist. (BY2.03, BY2.09)
· Students are assessed on the preparation of a microscope slide of garlic root tip using an appropriate checklist. (BY2.03)
· Students produce a summary note and diagrams, detailing one form of asexual reproduction, that are assessed for understanding and knowledge, inquiry, communication, and making connections, using a product rubric (Appendix A3). (BY1.01, BY1.02, BY1.05, BY2.02, BY2.04, BY2.05, BY2.07)
· A paper and pencil test is given to ensure that students have understood mitosis and the types of asexual reproduction. (BY1.01, BY1.02, BY1.04)
Noelle and Schraer. A Learning Program for Biology. USA: Cebco Allyn and Bacon, Inc.
Ritter, et al. Science 9. Toronto: ITP Nelson, 1999.
Sullivan, Aleta. Mitosis Square Dance.
Http://www.accessexcellence.org/AE/Sullivan
Winchester, A.M. Laboratory Manual of Genetics. USA: W.C. Brown Co. Publ., 1979.
Wolfe, et al. SciencePower 9. Toronto: McGraw-Hill Ryerson, 1999.
See Accommodations in Activity 1 for general accommodations.
Time: 375 minutes
Students complete an experimental inquiry into yeast growth. They design and perform an experiment; record, analyse, and interpret results. They then communicate their findings using graphs, charts, and written reports. Applications of mitosis and related careers are studied. Students relate mitosis to the growth and repair processes that occur in multicellular organisms. Regulated cell division is recognized as an important cell feature in maintaining cell function. Students investigate factors that could change regulated cell division and its outcomes.
Ontario Catholic School
Graduate Expectations:
The graduate is expected to be: 1b,c,d,e,f,i; 2a,b,c,d,e; 3b,c,d,e; 4a,b,c,d,e,f,g; 5a,b,c,d,e,f; 6b; 7a,b,d,h,i,j.
Strand(s): Biology
Overall Expectations: BYV.01, BYV.03.
Specific Expectations: BY1.01v, BY1.02v, BY2.02v, BY2.03v, BY2.04v, BY2.05v BY2.06v, BY2.07v, BY3.01v, BY3.02v, BY3.03v, BY3.05v.
The student should be able to:
· describe the process of seed germination or plant growth;
· understand and describe the process of mitosis;
· understand the importance of cell division to the growth and reproduction of an organism.
· Ensure that microscopes and/or micro viewers are in working order and that appropriate prepared slides, microslides, and micrographs are available.
· Prepare yeast cultures and yeast cell dilutions. Yeast grow to observable colonies at 30°C overnight or at room temperature in several days. Various methods of cell cultures are available. Check lab manuals or web sites for best suited method.
· Provide a safe source of UV radiation (UV lamp).
· Ensure that students are aware of the proper use of UV lamps.
· Collect a variety of career profiles or sources; a good one is the Career Explorer program recently licensed by the MEd. Try to link with TAG (Teacher Advisor Group)/AEP (Annual Education Plan) resources.
· Arrange for a guest speaker to discuss advances and career opportunities in cell biology. It is critical that the speaker’s presentation is at a level appropriate for your class.
· Remind students of the ethical use of the Internet and other information technology resources.
1. Students review the importance of regulated cell division in maintaining cell specialization. They conclude that daughter cells are identical to mother cells in nuclear content and therefore, designed to carry out a special function (specialization of cells).
· Using diagrams or slides of mitosis, students review how daughter cells resemble the mother cells. Through teacher facilitation, students come to the conclusion of cell specialization (possible science log entry).
2. Students investigate factors that can change regulated cell division in yeast cells. The introduction of dependent and independent variables and interpolation and extrapolation are done through the graphing of experimental results. Yeast, Saccharomyces cerviasae, is used since these are eukaryotic cells and are more similar to human cells than bacteria. One of the following tests may be done or the students may form small groups so that a variety of tests may be done at the same time. Encourage students to continue the investigation by designing and performing their own experiment on yeast. They report their findings orally or in written form.
· Test 1: Yeast cells exposed to different amounts of UV radiation.
Students are given four petri dishes containing a constant amount of yeast cells of approximately 300 to 3000 cells per plate (prepared by teacher in advance). Each plate is exposed to UV radiation for varying amounts of time. One petri dish containing yeast should be kept as a control. UV exposure can be set from 10 seconds to 2 minutes. Let the petri dish sit for two to three days at room temperature. A good growth of yeast cells should occur within this time. Students can then calculate the yeast growth by comparing visible cell growth on the irradiated plate to the control plate (unirradiated plate). Students may do daily observations rather than one final observation. Students could continue this experiment by testing the UV protection levels of various sun screen lotions. A thin plastic film covered with a sun screen lotion is placed over the petri dish cover before the yeast cells are irradiated. The yeast cells may be irradiated for the same amounts of time or varied amounts of time. (Possible ScienceWorld idea)
Students will be asked to
1. Calculate the percent survivors per plate as compared to the control.
2. What levels of UV light resulted in the highest survival and lowest survival rate?
3. Look for changes (mutations) in the yeast colonies that survived irradiation (e.g., colour, differences in shape or size, etc.).
4. What effects would lower count or changes in the yeast cells have on the ability of the cell to function as a cell on its own or as a colony?
5. How does the change in function ability relate to mitosis and the regeneration of new cells?
If sun screen is used:
6. What does SPF stand for?
7. Calculate the amount of protection each SPF level received by calculating the survival rate as in question 1.
8. Which SPF level resulted in the highest survival and the lowest survival rate?
9. Was there a SPF level or levels that show consistent results?
10. How does the use of sun screen on our skin help maintain the cell identity?
· Test 2: Yeast cells tested with different amounts of sugar, temperature of incubation, incubation time, and addition of different contaminant such as salt, acid, base, and detergent. Students design and perform their experiment using one of the variables listed above. They produce a report including a hypothesis, description of their experiment, observations in the form of a graph, analysis of their data, a discussion of error, a conclusion, and some industrial uses of yeast.
3. Invite a guest speaker to discuss career possibilities in reproductive biology. Possible speakers include zoo technician, farm veterinarian, and representatives from the Ministry of Natural Resources or for the pulp and paper (reforestation) industry.
4. Students relate a specific career in biology to the process of mitosis. Students research one of the following topics: tissue repair, regeneration, grafting of skin (burn victims), cancer, and cloning of plants. The teacher may assign topics to be discussed in advance and have students bring in one or two relevant pieces of information on the topic.
Students return to their base groups and are assigned a topic. The teacher also provides each group with the career profiles relating to their topic. Each group:
a) describes their topic;
b) shows how a knowledge of mitosis is applied to at least one career of the student’s choice;
c) identifies the potential benefits of continued research in this area;
d) explains some of the ethical challenges associated with the career chosen, based on the Church’s teachings (science log entry);
e) produces a pamphlet, bulletin board display, or mural depicting the most important points of their topic;
f) describes at least one Canadian contribution from their chosen topic.
5. In groups or individually, students complete their understanding of development and reproduction by exploring the contributions of Canadian scientists to the field of developmental biology and genetic engineering. This may be done in a variety of techniques including: researching the contributions of one particular scientist; collecting newspaper clippings; interviewing researchers at a local company, college, or university lab; Internet search or other means. Students present their findings to the class either orally or by preparing a Bristol board summary.
1. Roving conference can be used to ensure students are using microscopes correctly and that observations are being recorded into student science logs. The teacher evaluates student microscope skills using appropriate checklists and/or rating scales. (BY2.09, BY2.05)
2. Students collaborate to inform and be informed on various mitotic processes and related careers. Through collaboration, students set direction of study, solve problems, recognize relevant information, and assess self and peers. Assess using a collaborative rubric (Appendix A4). (BY1.01, BY1.02, BY2.02, BY2.04, BY2.05, BY2.07)
3. The student’s research project on a process of mitosis and related careers is assessed for the categories on the Achievement Chart, using a product rubric (Appendix A3). (BY1.01, BY1.02, BY2.01, BY2.02, BY2.04, BY2.05, BY2.07)
4. The student presentation on a process of mitosis and related career is assessed for knowledge/understanding, inquiry, communication, and making connections, using the process rubric (Appendix A1). (BY1.01, BY1.02, BY2.02, BY2.04, BY2.05, BY2.07)
5. Student understanding of the roles Canadian scientists are playing in the area of reproductive technologies may be assessed or evaluated by having students present an oral report or by evaluating student posters or bristle boards using the product assessment rubric (Appendix A3). (BY2.05, BY3.02)
6. Yeast lab reports may be collected and evaluated using the product rubric (Appendix A3). (BY2.05)
www.acessexcellence.org/AE/AEPC/WWC
www.phys.ksu.edu/gene/d3
www.clemson.edu/biolab/yeast.html
www-personal.ksu.edu/~bethmont/rl2k/yeast.html
See Accommodations in Activity 1 for general accommodations.
Time: 375 minutes
In this activity, sexual reproduction is introduced as genetic continuity between generations. Students also explore the process of embryonic development and relate it to the changes that occur in the female body during pregnancy.
Ontario Catholic School Graduate Expectations:
The graduate is expected to be: 1b,c,d,e,f,i; 2a,b,c,d,e; 3b,c,d,e; 4a,b,c,d,e,f,g; 5a,b,c,d,e,f; 6b; 7a,b,d,h,i,j.
Strand(s): Biology
Overall Expectations: BYV.02, BYV.03.
Specific Expectations: BY1.03v, BY1.07v, BY2.02v, BY2.03v, BY2.04v, BY2.05v, BY2.07v, BY2.08v, BY2.09v, BY3.01v, BY3.02v, BY3.03v.
· When discussing human development, students should have access to photos of various stages of embryonic development in a representative organism. Chick embryo microslides may be suitable for this purpose. Alternatively, ultrasound photographs may be obtained with permission from a local lab. Ideally, a set of ultrasound pictures of several different stages from each trimester would be available. The use of comparative vertebrate embryology is suggested as it is very similar to human development especially in earlier phases.
· A microviewer slide set for the developing chick embryo is necessary to carry out some of the activities.
· Teachers should be familiar with relevant Church teachings on reproduction and be prepared to discuss issues that students bring up in class. A sample background piece has been provided with this document in Appendices C4 and C5.
· All Internet sites to which students are directed should be reviewed for suitability of content with respect to the age and background of students as well as compatibility with Church teachings.
· Whitefish egg slides make excellent samples for observation of mitosis in animal cells and as a precursor to discussions on sexual reproduction and continuity and development.
Students should be familiar with the stages of mitosis in order to identify them in slides they observe. In addition, students should be able to link the process of mitosis to the early events of development (increasing the number of germ cells) and to the later events of development (differentiation and growth of the fully formed embryo to birth size).
1. In their home groups, students are asked to solve the riddle “Why are we similar yet different?” This is done by asking each group to discuss the following questions based on what they already know of cellular reproduction:
· Look around the room and at your teammates. What features make each individual identifiable as human?
· What features make us different from each other?
· Can this be achieved if we reproduce in the same way as a hydra or paramecium? Why or Why not?
· Students present their conclusions to the class.
· This may be a good point for students to make a science log entry
2. Students are introduced to the concept of sexual reproduction as a union of sex cells, each carrying the same type of information but half the quantity. DNA, as the hereditary material, is discussed and related to genes, proteins, and physical/chemical characteristics of the individual. This is accomplished through teacher facilitation or through independent work with an appropriate student text.
3. Students are asked to revisit their answers to Teaching/Learning Strategy 1 and determine if this new information alters their perceptions. Students submit a written summary of their understanding of sexual reproduction by applying their knowledge to the statement: "You have your mother's eyes and your father's chin." Explain.
4. Students make detailed observations of vertebrate embryo development using micro-viewers, slides, or other resources as appropriate. Students make predictions based on their observations: Which structure will develop first? Which will develop subsequently? Why? How long will each stage of development take? Why? etc. Students then test their predictions and propose explanations for any inaccuracies. The material they gather, including biological drawings, observations, and discussion is prepared as a lab report for evaluation. Students’ observations should be related to the role of the nucleus in controlling differentiation of cells and development of the embryo.
· Development of the human embryo is introduced and related to the observations made above. Students match key events in human development to their observations in the vertebrate embryo, summarizing their work using the trimester approach.
· Changes in the embryo are related to changes perceived by the mother using an appropriate chart of the menstrual cycle. Students list embryonic stages and the corresponding physical or biochemical changes observed in the mother. These should include but are not limited to observations such as cessation of menstruation after fertilization of the egg, nausea and nutritional changes as a result of hormonal changes, enlargement of the breasts and distention of the abdomen as a result of the growing fetus, lactation and contractions as a result of the birthing of the child.
· Using appropriate resources such as the Internet or, where available, ultrasound pictures, students prepare a photo-diary of the major stages of fetal development, which consists of at least two photos per trimester and a summary of the changes that are observed in the photos.
· Student presentations may be assessed or evaluated using a product rubric (Appendix A3) or a checklist. (BY1.03, BY2.07, BY2.08)
· Student written responses to Teaching/Learning Strategy 3 are collected and evaluated for understanding of the role of the nucleus and DNA in heredity. A product rubric such as Appendix A3 may be used to evaluate their work. (BY1.03, BY2.04, BY2.07)
· Vertebrate embryo lab reports may be collected and evaluated using the product rubric (Appendix A3). (BY2.02, BY2.05)
· Student summaries of human development may be collected and evaluated using the product rubric (Appendix A3). (BY1.07, BY2.04)
· Student photo-diaries and reports are collected and evaluated using the product rubric (Appendix A3). (BY2.07, BY2.05, BY3.01 BY3.03)
Multidimensional human embryo site.
http://embryo.mc.duke.edu/
MRI images of embryos ... comparative anatomy.
http://embryo.mc.duke.edu/animal/home.html
Visible embryo by day of development
http://www.visembryo.com/baby/index.html
Scientific American article on embryo development.
http://www.sciam.com/1999/0399issue/0399smith.html
PBS online with comparative embryology.
http://www.pbs.org/wgbh/nova/odyssey/
1. See Accommodations in Activity 1 for general accommodations.
2. An enrichment activity or ScienceWorld project suitable for this activity would be for students to observe development in a living species. Fertilized frog eggs may be ordered and the appropriate aquarium conditions set up to allow these eggs to develop normally. Teachers have to pre-order these in advance to ensure availability when required. In addition, teachers ensure that adequate arrangements have been made to deal with the young frogs once the experiment has concluded. Teachers should check for compatibility of the frogs with the local flora/fauna and should not release a non-indigenous species into the wild. Alternatively, a local private or MNR operated fish hatchery may be a source for fertilized fish eggs, which may be released into local streams. Students are asked to make daily observations of the eggs as they develop, noting changes in colour, size, structure inside and out. These observations should be recorded in a science log with explanations as to what the students perception are. Some of the eggs may be set up using a stereoscope for more detailed observations. As they observe the development of the eggs, students should make predictions based on their observations ... which structure will develop first, which will develop subsequently, why? ... how long will each stage of development take, why? etc. Students then test their predictions and propose explanations for any inaccuracies. Students submit their science logs for assessment and evaluation. It may be supplemented by introducing variables such as changes in temperature, water quality, oxygen content, etc., and the impact this may have on the development process. If this were the case, teachers should instruct students on the ethics of working with living creatures.
3. Other possible ScienceWorld ideas:
· Interview a recent mother about her experiences or an interview with an obstetrician about the development and birthing process. This can be supplemented using interviews with an ultrasound technician or obstetrics nurse.
· Visit a maternity ward and describe the setup, procedures, and use of the various technologies in the birthing process.
· Prepare a report reviewing the possible consequences of alcohol consumption on the developing fetus or the role of environmental factors in development and reproduction or how some modern technologies may impact the developing child (X-rays, medications, microwaves).
Time: 450 minutes
In this activity, students examine sexual and asexual reproduction. Students compare these forms of reproduction, noting factors that affect each type of reproduction and the methods by which humans have been able to intervene.
Ontario Catholic School
Graduate Expectations:
The graduate is expected to be: 1b,c,d,e,f,i; 2a,b,c,d,e; 3b,c,d,e; 4a,b,c,d,e,f,g; 5a,b,c,d,e,f; 6b; 7a,b,d,h,i,j.
Strand(s): Biology
Overall Expectations: BYV.01, BYV.02, BYV.03
Specific Expectations: BY1.05v, BY1.06v, BY2.04v, BY2.05v, BY2.06v, BY2.07v, BY3.01v.
· Students are involved in discovering various aspects of human development. In keeping with Church teachings and to instill in students the sanctity of human life, it is highly recommended that the teacher use ultrasound or MRI pictures of the living embryo/fetus. Several web sites have been included in the resource section of this activity and the unit summary to assist the teacher in locating resources.
· Provide photographs of flowers showing their reproductive structures. A variety of sources are available including the Internet, seed packages, gardening books, etc.
· In order to study asexual reproduction, prepared slides of hydra budding or paramecium undergoing binary fission should be available. Alternatively, photographic slides or pictures of various organisms undergoing asexual reproduction may be obtained from commercial sources or reference texts on invertebrates.
· Nature, National Geographic, and Vista have produced excellent videos cataloguing the relationships between plants and animals. These would be of value when discussing sexual reproduction, especially of plants. In addition, videos showcasing the life cycles of common vertebrates such as amphibians, salmon, and reptiles would be assets when describing sexual reproduction in animals.
· Picture sets of various organisms and their young may be obtained from institutions or corporations involved in the agriculture industry or the various government agricultural agencies and farm groups (4H clubs).
· The Ministry of Natural Resources has prepared several excellent fact sheets on indigenous organisms, which include reproductive cycles and statistics. In addition, the Federal Ministry of Fisheries and Oceans has several excellent resources available. These describe topics as diverse as aquaculture of salmonid species to recent studies on cod and salmon fisheries.
· Some aspects of cell structure have been developed in the Grades 3 and 8 Life Systems strands.
· Knowledge of mitosis is essential for understanding the distinction between asexual and sexual reproduction.
1. In their home groups, students view pictures of various organisms and their offspring. For each picture students answer the following questions:
· How are the offspring similar to their parents?
· How are they different?
· Which offspring had two parents? How do you know?
· Which offspring had one parent? How do you know?
2. Students present their results to the class. Their responses should indicate that asexually reproducing organisms produce identical offspring while sexually reproducing organisms produce a variety of offspring.
3. The students' presentations are summarized by the teacher and related to cellular division as observed by students in previous activities. In particular, the role of chromosomes as hereditary factors is developed.
4. Students develop a list of the pro's and con's of asexual reproduction, relating these to the process of mitosis, contents of the nucleus, and environmental factors that may impact on it.
5. With the class, the teacher develops a question similar to the following: For sexual reproduction to occur, the offspring must receive hereditary information from both parents. How does this happen in plants? ...in animals?
6. In their home groups, students observe pictures of at least five different flowers. Students identify the sexual organs, and describe their structure and their function. (This is in preparation for being able to relate physical adaptations to methods used by plants for pollination.)
7. Based on their observations and descriptions, students propose hypotheses of how each flower is pollinated. Each hypothesis must include the following;
· Pollinator is …(animal, insect, wind, etc.)
· Pollinator comes in contact with ... when it ....
8. Students present at least one of their hypotheses and must be prepared to defend it using their observations of the flower's structures.
9. If an appropriate video is available, (see Planning Notes), students view a video describing the relationship between plants and animal vectors of pollination.