Course Profile Science, Grade 9 academic, Public

Unit 2: Academic Biology – Reproduction

Time: 22 hours or 1320 minutes

Unit Description

This unit will focus on reproductive technology, using current issues to initiate student interest in developing their knowledge of sexual and asexual reproduction. The compound light microscope will be used in a variety of activities, in order for the students to gain a greater appreciation of the Cell Theory, as well as the importance of mitosis. In addition to proper handling of equipment, this unit also provides opportunity for students to improve their inquiry skills through research, analysis, interpretation and evaluation of scientific information, as well as communicating the information.

Expectations

Strand: Biology

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

Specific Expectations: BY1.01 to .10; BY2.01 to .10; BY3.01 to .04

Activity Titles (Time + Sequence)

Activity	Title	Time (minutes)
1	Discussion a Current Article on Reproductive Technology	50
2	Tracking the Structure of DNA During Mitosis	40
3	Observing Slides of Mitosis	200
4	Demonstrating Mitosis in Motion	60
5	Applications of Cell Division	240
6	Sexual Reproduction and Human Development	230
7	Create a Board Game	200
8	End-of-Unit Task - Reproductive Biology and the Environment	300

Prior Learning Required

Students will require some background knowledge of the Cell Theory, general structure of the cell (such as the cell membrane and cytoplasm) and the nucleus so that they can further examine the processes of sexual and asexual reproduction in plant and animal cells.

Unit Planning Notes

Specific planning for each activity is described in the subsequent pages. However, the following cautions are noted:

• select interesting issues for activity 1 to engage the students into the topics

• coordinate with the teacher-librarian for access to resources

• introduce the idea of the board game in Activity 7 early in the unit

• initiate root and shoot growth in several onions for Activity 3

Learning /Teaching Strategies or Activities

Activity	Strategy	Description
1	Self-Reflection	Diagnostic in nature, this activity encourages students and teachers to think about issues related to biotechnology. Provides a focus and a lead-in to subsequent discussions and activities
2	Teacher-directed, student-deduction, note taking
3	Using Equipment	This is a hands-on activity on observing prepared specimens, drawing diagrams and relevant calculations.
4	Self-reflection and Communication of Ideas	Working in groups, students interpret information and present the ideas in a skit / drama.
5	Teacher-directed, note taking	This is a teacher-directed activity on the role and importance of models. The students will work in small groups.
6	Jigsaw activity	Students create a time-line for human reproduction
7	The Board Game	Working in groups, students create a board game to illustrate concepts, relating science to technology, society and the environment.
8	End-of-Unit Task	Working individually, students develop and implement an action plan.

Assessment / Evaluation

Activity	Assessing and Evaluating	Instrument
1	Communication skills	Rubrics
2	Recording data	Student recording sheet
3	Microscope usage	Teacher checklist
	Recording data	Peer checklist, teacher evaluated
	Concept / knowledge	Quiz
4	Communication skills	Peer evaluation of demonstration
		Science journal
5	Recording data	Science journal, notes
		Teacher checklist
	Concepts / knowledge	Take-home test or Quiz
6	Interpreting and Analyzing	Science journal, timeline
	Concepts / knowledge	Quiz
7	Research skills	Science journal / notes
	Communication skills	Rubrics - on Board Game
	Reflection	Science journal
8	Understanding - Connection	Self Assessment of Action plan
	Inquiry skills	Rubrics
	Communication skills	Rubrics

Resources

Peel District School Board. Scales of Scientific Inquiry and Technological Design 1998.

Time Magazine, March 10, 1997. Articles on Cloning.

Dowling, C.G.; Miraculous Babies; Life Magazine; 1993.

Activity 1: Discussing a Current Article on Reproductive Technology

Time: 50 minutes

Description

This activity provides the students with an opportunity to demonstrate their present understanding of advancements made in the field of reproductive technology, while generating questions that will be addressed throughout this unit. Students gain awareness of the knowledge required to better comprehend these scientific developments, and become more receptive to the Expectations.

Strand(s) & Expectations

Strand: Biology

Expectations: BY2.01, BY2.03, BY3.02, BY3.03

Planning Notes

When planning this activity, choose a current article (magazine, newspaper, journal) that reflects the public’s curiosity about reproductive technology and the ethics of its implementation (e.g. cloning of Dolly, Human Genome Project, ...). Before introducing the article, the teacher should remind the class of the sensitivity of the issues that may be discussed and the expected behaviour during the discussion.

Prior Learning Required

The students will have some background knowledge of cells (grades 5 & 8) and of the Cell Theory (Unit 1) , as well as some exposure to genetic technology through media coverage. The teacher may need to address some student misconceptions as a result of those sources.

Teaching/Learning Strategies

1.1 Student Activity: Students will read, as a class, an article on reproductive technology. Any unknown terms, new ideas, and misconceptions which arise from class discussion about the article will be recorded as questions and posted (e.g., Wonder Wall). Students should read critically for bias and authenticity in the article and record their thoughts and questions in their Science Journals.

Teacher Facilitation: Teachers will choose the article at an appropriate reading level

from a non-technical source and copy it for the class. The teacher will preface this

activity with a discussion on expected behaviours that will facilitate an open and

acceptable dialogue. The teacher will then ask the students to volunteer to read passages

from the article rather than be expected to read aloud, since this would be the first

opportunity for students to demonstrate their reading abilities.

Assessment/Evaluation Techniques

No formal assessment is necessary, but the teacher may wish to record participation in the discussion and/or ability to read the scientific article. Teachers may also review students’ Science Journals to discover other ideas and misconceptions that may influence the planning of this unit.

Accommodation

Refer to TSM - Accommodations for Students with Special Needs

References

Ontario Agri-Food Education. From Both Sides: An Investigation of an Environmental Issue Using Creative Controversy. 1997.

Galbraith, D. et. al.; Analyzing Issues, Science, Technology and Society; Trifolium Books, Toronto, Ontario, 1997. ISBN 1-895579-33-3

Harkness, J., & Helgren, D., consultants; Impacts of Technology: Teacher’s Resource Manual. G lobe Book Company, New Jersey, 1993. ISBN 835-90459-8.

See the Resource Summary in the Course Notes section of the Course Overview for a variety of sites on the Internet which may be useful in this unit and others.

Activity 2: Tracking the Structure of DNA During Mitosis

Time: 40 minutes

Description

This activity introduces students to specific terms associated with asexual cell division. Students are not expected to memorize stages, but rather to focus on the changes in the appearance and location of DNA throughout mitosis.

Strand(s) & Expectations

Strand: Biology

Expectations: BY1.01, BY1.02, BY1.03

Planning Notes

The intent of this activity is for students to recognize that mitosis is a complex yet organized process that is essential to the survival of living things. The process of cell division occurs perfectly almost all of the time but the consequences of error can be serious. To facilitate the students’ understanding of the stages of mitosis, terminology will be minimized and students will focus on the changes of appearance and location of DNA in the process.

A number of manipulatives and handouts must be prepared for the following activities, (e.g., sets of large laminated cut-outs, one per group of the stages of mitosis, as well as one sheet per student with those same diagrams randomly placed depicting stages of mitosis).

Prior Learning Required

Students should recognize the nucleus as the control centre of the cell and DNA as a chemical that codes genetic traits.

Teaching/Learning Strategies

2.1 Student Activity: Working in groups, students will be given a set of laminated cut-outs of diagrams of the individual stages of mitosis. Students will be asked to put the unlabeled cut-outs in order from first to last stage, state their reasons for placing them in that order, and what they believe the process represents. Smaller cut-outs (from the handouts prepared for each student) should then be placed on a recording sheet in a circle to show that the process is cyclical.

Teacher Facilitation: The teacher will provide students with no additional information

other than the cut-outs. Restrict the terminology to key terms based on the curiosity of

students. [This activity has been tried with success with students in elementary school.]

2.2 Student Activity: Students will view a variety of cells undergoing mitosis (diagrams, teacher set-up microscope slides, hands-on ‘models’ using paper clips and yarn or pipe cleaners, felt boards, etc.). They will complete their recording sheet to outline the major changes in the appearance and location of DNA during mitosis. The appearance and disappearance of related structures inside the cell during this process should also be noted.

Teacher Facilitation: The teacher will monitor the students completion of the table to

ensure that errors are not propagated. The teacher could use a spool of fishing line or yarn

to assist students in grasping the concept of extended DNA in interphase (not visible when

pulled taut and difficult to see from a distance), but condensed DNA in prophrase (visible

when rolled in a ball).

2.3 Student Activity: Students will discuss the importance of accuracy in copying the DNA during cell division and the final outcome of two genetically identical daughter cells.

Teacher Facilitation: Teachers will direct this brief discussion to develop students’

inquiry and hypothesizing skills regarding consequences when cell division is not a

controlled event.

Assessment /Evaluation Techniques

A check on the completion and accuracy of the students’ recording sheet is recommended.

Accommodation

Refer to TSM - Accommodations for Students with Special Needs

Resources

See the Resource Summary in the Course Notes section of the Course Overview for a variety of sites on the Internet which may be useful in this unit and others.

Activity 3: Observing Slides of Mitosis

Time: 200 minutes

Description

This activity will provide students with another opportunity to use the compound microscope, view the process of mitosis in a variety of cell types, prepare slides and to draw accurate scientific diagrams with respective calculations.

Strand(s) & Expectations

Strand: Biology

Expectations: BY1.02, BY1.04, BY2.07, BY2.08, BY2.09, BY2.10

Planning Notes

The teacher should locate sufficient microscopes and slides to allow one for every two students. If there is a shortage in slides or microscopes, teachers may wish to use two or more types of slides (slides of plant or animal cells) and rotate their use. If possible, teachers should utilize a video-camera microscope attachment to optimize student recognition of representative cells.

Prior Learning Required

Proper handling of a microscope and ability to draw scientific diagrams are necessary for students to complete the task.

Teaching/Learning Strategies

3.1 Student Activity: Students will complete a hands-on but directed activity in which they learn and practise microscope calculations including total magnification, field of view, specimen size and diagram magnification.

Teacher Facilitation: The teacher will design an appropriate activity. Emphasis should

be placed on calculating specimen size and diagram magnification. It may be necessary to

provide the size of the field of view for the magnifications where students cannot use a

ruler.

3.2 Student Activity: Students will locate representative cells undergoing mitosis using commercially prepared slides, and draw a detailed scientific diagram (with calculations for field of view size, estimation of cell size and diagram magnification).

Teacher Facilitation: Teachers will review proper handling of slides to avoid scratches

or breakage, then assign slides to pairs of students (to be checked again at the conclusion

of the class). Some review may be needed regarding the calculations for field of view,

estimation of cell size and diagram magnification. The teacher should explain where to

search for representative cells (tips of roots) to guide the students with slide scanning, as

well as monitor their success for a timely completion of this task.

3.3 Student Activity: Students will predict the number of cell divisions required to produce a given number of cells from a single cell. (e.g., 100 cells - the number of cells in the human embryo before uterine implantation - see Activity 6).

3.4 Student Activity: Students will investigate cell division by preparing slides using various tissues from the growing plant material. They will locate the most actively dividing tissues from the samples (beans, onions, etc.) to complete the task, e.g., root tip vs. leaf.

Teacher Facilitation: The teacher will instruct the students on slide preparation such as

the type of stain (Aceto Orcein), the compression of sample, removal of excess stain, etc.

Commercial kits are available.

Assessment /Evaluation Techniques

• peer check list on initial assessment of a classmate’s diagram.

• teacher evaluation of the diagrams.

• quiz on understanding of concepts.

• teacher check list on slide preparation.

Accommodation

Refer to TSM - Accommodations for Students with Special Needs

References

Morholt, E., Brandwein, P., & Joseph, A.. A Sourcebook for the Biological Sciences, 2nd Edition. New York: Harcourt Brace & World, Inc.

See the Resource Summary in the Course Notes section of the Course Overview for a variety of sites on the Internet which may be useful in this unit and others.

Activity 4: Demonstrating Mitosis in Motion

Time: 60 minutes

Description

This activity will provide the students with a different venue to demonstrate their grasp of mitosis, as well as an opportunity to further develop group co-operation and equipment selection skills.

Strand(s) & Expectations

Strand: Biology

Expectations: BY1.02

Planning Notes

When planning this activity, the teacher could contact the Physical Education department and arrange for the loan of suitable equipment (large plastic hoops, orange pylons, scooter boards, balls of various sizes, skipping ropes, ...) for dramatization. Other formats for demonstrating mitosis in motion can be a flipbook, hypersack, dance or skit, etc.

Prior Learning Required

Knowledge of mitosis and relevant terms.

Teaching/Learning Strategies

4.1 Student Activity: In groups of 4-6, students will demonstrate the process of mitosis.

Teacher Facilitation: The teacher will arrange for the use of the equipment and discuss

the appropriate handling of it with the students prior to its use.

4.2 Student Activity: Students will view a moving sequence of mitosis using websites, CD-ROM or videos. In order to assess the accuracy of their dramatizations, students will record a self evaluation in their Science Journal.

Assessment /Evaluation Techniques

• peer evaluation of the demonstration. The students should be involved in developing criteria

which recognize that dramatic or artistic quality of the demonstration.

• teacher evaluation of the self assessment which compares the demonstration to the video

sequence.

Accommodation

Refer to TSM - Accommodations for Students with Special Needs

References

CD-Rom, videos, web-sites for viewing mitosis.

The Bio Sci II Videodisc, Videodiscovery Inc., 1990.

Activity 5: Applications of Cell Division

Time: 240 minutes

Description

This activity will introduce students to a variety of examples of cell division: mitosis (as the basis of growth, differentiation, repair and regeneration) and meiosis (brief mention as the basis of sperm and egg production).

Strand(s) & Expectations

Strand: Biology

Expectations: BY1.04, BY1.05, BY1.06, BY1.10, BY2.05, BY2.07, BY2.09

Planning Notes

The activity is organized into two components. The first features asexual cell division and reproduction (e.g., budding, production of spores, fission in amoeba and planaria, plant bulbs, grafting, cuttings, germination, damaged tissues, babies and teenagers, tadpole to frog, maple key to maple tree, crayfish limb regeneration) The second features sexual reproduction (e.g., earthworms, puppies, seeds, external and internal fertilization, plant pollination and animal fertilization, pollen, chicken, egg, lily flower, pine cones with seed, cob of corn and split beans showing embryonic plants.) Questions for the students to consider when viewing each station should also be prepared (see sample in Activity 5.1). The diagram below shows the different types of cell division in a representative life cycle.

Prior Learning Required

Proper handling of a microscope and an understanding of mitosis are necessary for students to interpret slides, pictures, models, and specimens provided.

Teaching/Learning Strategies

5.1 Student Activity: Students make notes based on teacher-led discussion.

Teacher Facilitation: The teacher will lead a discussion to link the concepts of cellular

division to (a) growth and repair, (b) differentiation (c) regeneration and (d) asexual

reproduction. This section is intended to expand the students’ understanding of the role

and importance of mitosis to organisms, rather than the details of the process.

5.2 Student Activity: Students will observe representative samples of processes that depend on mitosis, and record information and comments in their Science note book based on the questions at each station.

Teacher Facilitation: Teachers will explain how the room is organized, expectations at

each station, and time allotted per station. The following table provides examples that

could be used:

Station	Examples	Description	Questions
1	budding	slide or picture of yeast	What would happen to the buds?
2		slide or picture of hydra showing small hydra budding from it visual of poplar tree with caption describing the budding process	How did budding from these organisms differ from those in station 1?
3	asexual reproduction	picture of frog metamorphosis, flip chart	What is metamorphosis? What other organisms undergo this process? How would cells need to change (differentiate) for metamorphosis to occur?
4	growth and differentiation	picture of baby and teenager	Is this an example of metamorphosis? What had to happen for the baby to change to the teenager? Growth? Divide? Or differentiate? Explain.
5	fission	picture of amoeba or paramecium	How are the cells different from the original? How are the cells similar to the original? How do they compare to each other?
6	regeneration	preserved specimen or picture of crayfish regeneration (one large pincer and one small pincer)	Why are the two claws different in size? What other examples of regeneration can you come up with?
7	repair	picture of open wound / injury picture of closed wound	How did the wound close?
8	cutting	geranium stem in water	Do you think this will work with leaves? How can you test your hypothesis?
Some of the questions are designed to be open-ended to prompt students for further research, to record on the Wonder Wall, or to come up with a topic for the final assessment task for the course (Unit 6 - Making Connections). It might be necessary to summarize concepts, correct misconceptions and take up questions.

5.3 Student Activity: Students will take notes based on a teacher-led discussion of the necessity for gametes (sperm and egg cells) in plants and animals to have half the number of chromosomes of somatic cells.

Teacher Facilitation: The intention here is to ensure understanding that mitosis is not

the only process used to generate new cells. Details of meiosis will be fully explained in

grade 11 and are not to be elaborated on here.

5.4 Student Activity: Students will view appropriate examples of sexual reproduction and record comments in their Science note book.

Teacher Facilitation: The teacher will explain the role and importance of sexual

reproduction to organisms, rather than the specific details of meiosis. The following table

provides examples that could be used.

Station	Examples	Description of Station	Questions
1	hermaphro-dites	preserved worms or live worms and text describing earthworm reproduction	What is a hermaphrodite? Can hermaphrodites fertilize themselves? What advantages do hermaphrodites have over organisms that have only one sex?
2	external and internal fertilization	pictures of fish and cow	Which organism releases more eggs? Why is it necessary for this to happen?
3	sexual reproduction	model of a flower	What are the male parts and female parts of the flower? What is a perfect flower?
4	pollination	assorted flowers	How do these flowers attract pollinators? What do fruit growers rent bees in the summer?
5	plant and animal fertilization	picture of the flower showing pollen tube formation picture of the reproductive system in a female mammal	Compare pollen travel and fertilization in the plant to sperm travel and fertilization in the mammal.
6	babies	picture of the puppy seed of a plant	What aspects of these are these similar?
7	embryonic plant	container of soaked lima beans diagram showing embryonic plant in the bean	Instructions to students: Remove the seed coat from one bean, split the seed and make a labelled sketch of the embryonic plant.
8	pollination	diagram showing cross and self pollination	How might each occur? What are the advantages of each type of pollination? How might flower growers use these processes?
Some of the questions are designed to be open-ended to prompt students for further research, to record on the Wonder Wall, or to come up with a topic for the final assessment task for the course (Unit 6 - Making Connections). It might be necessary to summarize concepts, correct misconceptions and take up questions.

5.5 Student Activity: The student will participate in a classroom discussion on one or two of the following topics:

• Which will be the ultimate winner - organisms that reproduce sexually or asexually?

• Hermaphrodites vs separate sexes

• Organisms that can reproduce sexually and asexually vs. organisms that can only reproduce one way

• Spore vs seeds - which has a better ability to respond and survive environmental adversities

Teacher Facilitation: The teacher will lead the discussion of sexual and asexual

reproduction emphasizing the advantages and disadvantages of each. Where appropriate,

use visual aids such as flip charts and slides showing life cycles of moss, fern, or spirogyra.

Assessment/Evaluation

In-class test for assessing understanding of concepts / knowledge. To assess higher level thinking skills, a portion of the test will be a take-home question using one of the questions not discussed in activity 5.5.

Notes can be checked for completeness and accuracy.

Accommodation

Refer to TSM - Accommodations for Students with Special Needs

References

Galbraith, D. et.al., Analyzing Issues, Science, Technology and Society Trifolium Books Toronto 1997 ISBN 1-895579-33-3

Activity 6: Sexual Reproduction and Human Development

Time: 230 minutes

Description

This activity will use a case study approach to allow students to investigate reproductive technologies, such as In-Vitro Fertilization. Students will follow the progression of the development of the fertilized egg, embryo and fetus and create a timeline to summarize the events. The ethics of reproductive technologies will be considered.

Strand(s) and Expectations

Strand: Biology

Expectations: BY1.07, BY1.08, BY1.09, BY2.01, BY3.02

Planning Notes

An introduction to the subject of sexual reproduction can be accomplished by creating a case study involving a fictitious couple who are trying to start their own family, but have not yet met with success. A visit to a reproductive technology clinic sets them on the course of using In-Vitro Fertilization (IVF) to help them have a baby. The process involved in IVF parallels the natural reproductive process, and draws attention to the conditions necessary for successful fertilization of the egg, and subsequent gestation. The teacher should put together reference materials for in-class use. These might include copies of magazine articles, sections of photocopies of text books (following Cancopy regulations), books, information from the internet, pamphlets, videos etc. Students can extend classroom research on their own time.

Where appropriate, introduce careers related to reproductive technology for possible extension.

Prior Learning Required

Students have learned the anatomy of the reproductive system in Physical and Health Education. The students recall from Activity 5 that egg and sperm cells have half the number of chromosomes as somatic cells.

Students will need to know that a case study involves a history and a look into the future of fictional characters experiencing a dilemma, consequence or problem. Although the characters are fictional, they are presented in a realistic setting. Characters may include an affected child, parents, siblings, experts, etc. The information that is presented must be accurate.

It may be necessary for the teacher to generate a set of questions to guide the development of the case studies for some students. Here are some generalized questions useful in a variety of case study situations:

• What are the names and roles of the characters?

• What are their ages? (If important)

• What is the problem, dilemma or consequence?

• What are the causes of the problem, dilemma or consequence?

• What will happen to the individual(s) in the future?

• What are some solutions?

• What are some strategies that would have prevented the problem in the first place?

Teaching/Learning Strategies

6.1 Student Activity: Students will use a jigsaw (Co-operative Small Group Learning) format to find and process information. Home groups will contain about five students. The questions/topics for the expert groups can be:

Expert Group 1: What causes infertility in males and females?

Expert Group 2: For successful IVF, what are the optimal conditions for egg and sperm production (quantity and quality)? (Students will note the requirement of proper nutrition, moderate exercise, rest, and absence of drugs, nicotine, alcohol, and caffeine) What hormones are used to induce ovulation? (Drugs used in IVF are prostaglandin based).

Expert Group 3: In the process of IVF, how is the zygote formed? How is the embryo protected? How is the embryo implanted in the uterus? What is the role of hormones in transfer and implantation?

Expert Group 4: What are the main stages of fetal development from 8 weeks to 9

months?

Expert Group 5: What are the signs of pregnancy, and what are the optimal conditions

for pregnancy to occur?

Expert Group 6: Is IVF a viable alternative for people living in your location?

On returning to their home groups, the students will create a timeline (or other graphic organizer) to integrate their findings. The timeline will organize the natural events of human reproduction from the development of the egg and sperm to the growth of the full term fetus and include the steps of intervention in IVF.

Example: Timeline for Human Sexual Reproduction (not to scale)

Time (black)

[Days and/or weeks ]

24 hours 6 days ............8-9 weeks.........16 weeks

Event (blue)

[What is happening ]

zygote embryo fetus

Description of Event

green)

[Significant details]

egg is fertilized mitotic division organ development

chromosomes mixed implant in uterus evident

(occurs in fallopian tube)

IVF (red)

Significant details

for intervention]

(optional)

ultrasound

amniocentesis

Time-line will continue highlighting events in the second and third trimester.

Teacher Facilitation: The completion of the time line will be followed by a teacher led

discussion that reviews the causes of infertility, and why some couples might want to use

IVF. A consideration of the ethical decisions that are required by a couple might involve

questions about cryopreservation, (surrogacy) how do doctors decide which embryos to

keep, what happens to other viable embryos formed by IVF, why should people use IVF if

there is overpopulation in the world, etc. Students will write a response about their own

thoughts regarding reproductive technology in their Science Journals.

Assessment/Evaluation Techniques

Test (Human Reproduction)

Accommodation

Refer to TSM - Accommodations for Students with Special Needs

Activity 7: Creating a Board Game

Time: 200 minutes (140 minutes for research and planning, 60 minutes for playing the games)

Description

This activity will provide students with an opportunity to creatively display research relevant information and relate science to technology, society, and the environment.

Strand(s) & Expectations

Strand: Biology

Expectations: A wide variety of expectations will be reviewed.

Planning Notes

Teachers should introduce the expectations of this project very early in the unit to allow each group the time for independent research, developing questions and design of the board. The 140 minutes can be allotted in small chunks throughout the other activities to share independent research with members of their group.

Prior Learning Required

A familiarity with DNA, mitosis, asexual and sexual reproduction, and some reproductive technology (IVF) will assist with the students’ comprehension of their independent research.

Teaching/Learning Strategies

7.1 Student Activity: Students will work in groups of 4-6 to design a board game that will educate other students on the history of reproductive technology, the impact of these developments on plant and animal populations, the importance of Canadian research in this field, and related careers.

Teacher Facilitation: Teachers will discuss appropriate game designs (i.e., theme of the

game, ways to introduce theory, movement of game pieces, criteria for winning, etc. ), as

well as provide an example of a board design.

An example of a science theme: Each player is a geneticist wanting to create new DNA.

The object of the game is to collect one piece of DNA (nitrogenous bases = A, T, C, G)

with each correct answer. The one with the most DNA built by the end of the game =

Winner!

Another example: Each player is stranded on a desert island, unaware of the technologies

utilized on the mainland. The object of the game is to move from island to island (each

successful answer creates a bridge to the next island), and ultimately you arrive at the

mainland = Winner!

Possible Game Strategies:

1. Students make question cards for the following 4 categories: History, Impact of

Technology, Canadian Involvement, and Careers. Questions could be True or False,

Multiple Choice, and Fill in the Blanks. When a player lands on a square representing

one of the categories, another player would take a card from that deck. Sufficient

cards (i.e., questions) would have to be generated to allow 4-6 players to finish a game.

2. Students could have “wild cards” in their game that would increase points awarded, or

retest a fact mentioned earlier in the game, or limit movement around the board.

3. A general board design which encourages a science theme would allow for slight

modifications and then subsequent use for other units, research extensions, or review.

7.2 Student Activity: One member from each group will remain at their game to instruct others on the rules and regulations. In order to experience two games, students will switch after 30 minutes of play. The information gleaned at each game will be recorded by the students and will be the focus of a class discussion and reflection in the next activity.

Teacher Facilitation: Teachers will review the expected behaviour during game play and

the time allotted per game, and the rotation of groups following each game.

7.3 Student Activity: The students will participate in a class discussion that highlights interesting useful and challenging aspects of each game. Further reflection by individual students will occur in their Science Journal.

Teacher Facilitation: Teachers will prompt students for deeper reflection in their

Science Journals.

Assessment /Evaluation Techniques

• Groups will show their research notes and final product for teacher assessment.

• Peer evaluation will target the creativity, interest factor, and educational content of each

game.

• Students will also show the reflection piece from their Science Journal.

Accommodation

Refer to TSM - Accommodations for Students with Special Needs

References

Grace, Eric S., Biotechnology Unzipped: Promises & Realities, (1997) Trifolium Books Inc., Toronto

Websites referred to in the book!

Activity 8: End-of-Unit Task - Reproductive Biology and the Environment

Time: 300 minutes

Description

Each student will prepare and carry out an action plan to educate others about an aspect of reproductive technology.

Strand(s) & Expectations

Strand: Biology

Expectations: BY1.10, BY2.01, BY2.03, BY2.04, BY2.05, BY2.06, BY3.02

Planning Notes

Students should be encouraged to select from a broad range of topics in reproductive technology. They should examine the risks and benefits of such issues as genetic engineering of crops, genetically created killer bees, loss of diversity in farm animals (by selective breeding), monoculturing of cash crops in agriculture and hormone copycats.

Co-ordinate with the teacher-librarian for resources and arrange for internet access. Alternatively, teachers may put together reference materials for in-class use.

Prior Learning Required

This is an assessment of students’ research and communication skills and their ability to apply knowledge and concepts gained throughout the unit.

Teaching/Learning Strategies

8.1 Student Activity: Students will individually investigate an issue of interest involving the environmental impact of reproductive technologies (e.g, biotechnology in agriculture to increase food production) and environmental change on reproduction (e.g., deformities in indicator species such as frogs). The research will culminate in proposing and implementing an action plan to educate others about the risks and/or benefits of an aspect of reproductive technology. The implementation of the action plan involves creating a product such as producing a commercial, designing a pamphlet, writing letters to a company or a member of parliament, preparing an editorial for submission to a newspaper or an oral presentation to other classes or community group, preparing a script to be acted out by drama students, creating and recording a series of announcements for the PA system. Students are required to speak to one aspect of the product to show a defense of a position.

Teacher Facilitation: The teacher will provide examples of letters and pamphlets, as

well as guidance/editing of any materials produced for distribution outside of the class/

school. Students should look to the Wonder Wall or their Science Journals for questions to

research.

Assessment/Evaluation Techniques

Teacher assessment of Inquiry-Research skills (see TSM - Rubrics).

• teacher assessment of written materials using Rubrics.

• teacher assessment of Communication skills using the Achievement Chart for Science.

• self assessment of the action plan.

Accommodation

For students who find the action plan threatening, the implementation does not need to extend beyond the class. For some students, defense of a position may best be done with the teacher in private.

Refer to TSM - Accommodations for Students with Special Needs

Resources

Gannon, R. “Frogs in Peril”. Popular Science. December 1997

Photos of Deformed Frogs

http://www.pca.state.mn.us/hot/frogphotos.html

North American Reporting Centre for Amphibian Malformations

http://www/npsc.nbs.gove/narcam

North American Amphibian Monitoring Program

http://www.im.nbs.gov/amphibs.html

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