Anglophone School District North
Grade 9 Science - Unit Lesson Guide
Reproduction
Table of Contents
Scientific Literacy! !
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Science Assessment Overview!
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Focus and Context! !
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Unit Instructional Overview!!
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General Curriculum Outcomes!
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Table - Reproduction - Curriculum Outcomes! !
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Notice - Flowering Plant!
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Strand 1 - Cellular Processes! !
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Understanding Genetics - Prior Knowledge Activity!
Differentiating Genes and Chromosomes Activity
Differentiating Mitosis from Meiosis Activity !
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Strand 2 - Asexual and Sexual Reproduction!
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Differentiating Asexual and Sexual Reproduction Activity!
Advantages and Disadvantages of Sexual and Asexual Reproduction Activity!
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Investigating Sexual Reproduction in Plants Activity! !
Strand 3 - Genetic Changes!
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Discussions about Genetic Conditions! !
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Genetic Changes Activity! !
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Investigating Current Developments in Genetic Science!
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The Aim of Science Education - Scientific Literacy
The aim of science education in the Atlantic Provinces is to develop scientific literacy.
Scientific Literacy is an evolving combination of the science-related attitudes, skills, and
knowledge students need to develop inquiry, problem-solving, and decision-making
abilities; to become lifelong learners; and to maintain a sense of wonder about the world
around them. To develop scientific literacy, students require diverse learning
experiences that provide opportunities to explore, analyze, evaluate, synthesize,
appreciate, and understand the interrelationships among science, technology, society,
and the environment.
The Three Processes of Scientific Literacy
An individual can be considered Scientifically Literate when he/she is familiar with, and
able to engage in, three processes: Inquiry, problem solving, and decision making.
Inquiry
Scientific inquiry involves posing questions and developing explanation for phenomena.
While there is a general agreement that there is no such sing as the scientific method,
students require certain skills to participate in the activities of science. Skills such as
questioning, observing, inferring, predicting, measuring, hypothesizing, classifying,
designing experiments, collecting data, analysing data, and interpreting data are
fundamental to engaging science. These activities provide students with opportunities
to understand and practise the process of theory development in science and the nature
of science.
Problem Solving
The process of problem solving involves seeking solutions to human problems. It
consists of proposing, creating, and testing prototypes, products, and techniques to
determine the best solution to a given problem.
Decision Making
The process of decision making involves determining what we, as citizens, should do in
a particular context or in response to a given situation. Decision-making situations are
important to their own right, and they also provide a relevant context for engaging in
scientific inquiry and/or problem solving.
Science Assessment Overview
Science is a hybrid term that houses different disciplines such as: Physics, Chemistry,
Biology, Environmental Studies, Engineering, Math, etc. Given this broad spectrum, it is
not realistic that we can paint science assessment with a single brush in terms of
probes that work for every science activity. However, regardless of school subject, let
alone science, the frequency of assessment should be unbalanced with formative
assessment occupying 80% of practise and summative with the remaining 20%.
80% Formative -
20% Summative
Formative Assessment
Formative assessment is a range of formal and informal assessment procedures
employed by teachers during their learning process in order to modify teaching and
learning activities to improve student attainment. It typically involves qualitative
feedback (rather than scores) for both students and teacher that focuses on the detail of
content and performance. Feedback is the central function of formative assessment. It
typically involves a focus on the detailed content of what is being learnt.
Science Formative Assessment falls into 2 distinct categories, and they are divided
about how feedback is given. Please be aware that an activity could be informal or
formal, it is the purpose of the task that determines purpose.
Informal Formative
Informal Formative Science Assessment acts as a monitoring probe and is distinct
because it is not graded.
Formal Formative
Formal Formative Science Assessment provides specific feedback to students, the
teachers corresponds via anecdotal feedback, rubrics, and written responses to offer
progress to student attainment.
Summative Assessment
Summative assessment seeks to monitor educational outcomes, often for the purposes
of external accountability. Usually occurring at the end of a learning unit and
determines if the content being taught was retained.
Grade 9 - Reproduction
Focus and Context
The focus of this unit is inquiry. The unit is subdivided into three sections: cellular
processes, asexual and sexual reproduction, and genetic changes. In the first section,
students will investigate and study the role of the nucleus in determining mitosis or
meiosis. Students will have an introduction to these two processes of cell division. In the
second section, students will explore the processes of asexual and sexual reproduction
in representative organisms and compare the two processes. Finally, the current topics
of cloning, gene therapy, and genetic manipulation will be investigated in the context of
genetic changes and the debates and discussions that accompany these topics and
issues.
Connections to Previous Learning
By the end of grade three, students have explored the life cycles of several common
animals and plants. At the end of grade six, students should be able to describe the role
played by body systems in helping humans and other animals to grow and reproduce.
Last year, students were formally introduced to the cell as a living system that exhibits
all the characteristics of life. Students also investigated the structural and functional
relationships between and among cells, tissues, organs, and systems in the human
body.
Unit Instructional Overview
Cellular Process
Asexual and Sexual
Reproduction
Genetic Changes
Understanding Genetics Prior Knowledge Activity
Differentiating Asexual and
Sexual Reproduction
Activity
Discussions about Genetic
Conditions
Differentiating Genes and
Chromosomes Activity
Advantages and
Disadvantages of Sexual
and Asexual Reproduction
Activity
Genetic Changes Activity
Differentiating Mitosis from
Meiosis Activity
Investigating Sexual
Reproduction in Plants
Activity
Investigating Current
Developments in Genetic
Science
General Curriculum Outcomes
STSE
Skills
Knowledge
109-14 explain the importance
of using precise language in
science and technology
208-2 identify questions to
investigate arising from practical
problems and issues
304-11 illustrate and describe
the basic process of cell
division, including what happens
to the cell membrane and the
contents of the nucleus
110-3 identify major shifts in
scientific world views
209-5 select and integrate
information from various print
and electronic sources or from
several parts of the same
source
305-1 recognize the the nucleus
of a cell contains genetic
information and determines
cellular process
111-1 provide examples of
scientific knowledge that have
resulted in the development of
technologies
209-6 use tools and apparatus
safely
305-2 distinguish between
sexual and asexual reproduction
in representative organisms
112-12 provide examples of
Canadian contributions to
science and technology
210-2 compile and display data,
by hand or computer, in a
variety of formats, including
diagrams, flow charts, tables,
bar graphs, line graphs, and
scatter plots
305-3 compare sexual and
asexual reproduction in terms of
their advantages and
disadvantages
113-10 provide examples of
problems that arise at home, in
an industrial setting or in the
environment that cannot be
solved using scientific and
technological knowledge
210-4 predict the value of a
variable by interpolating or
extrapolating from graphical
data
305-5 discuss factors that may
lead to changes in a cell’s
genetic information
210-8 apply given criteria for
evaluating evidence and
sources of information
210-9 calculate theoretical
values of a variable
211-2 communicate questions,
ideas, intentions, plans, and
results, using lists, notes in point
form, sentences, data tables,
graphs, drawings, oral
language, and other means
Reproduction- Curriculum Outcomes
Cellular Process
Asexual and Sexual
Reproduction
Genetic Changes
305-1 recognize that the
nucleus of a cell on contains
genetic information and
determines cellular process
305-2 distinguish between
sexual and asexual reproduction
in representative organisms
113-10 provide examples of
genetic conditions that cannot
be cured using scientific and
technological knowledge at the
present time
109-14 explain the importance
of using the terms gene and
chromosome properly
305-3 compare sexual and
asexual reproduction in terms of
their advantages and
disadvantages
305-5 compare factors that may
lead to changes in a cell’s
genetic information:
- mutations caused by nature
- mutations caused by human
activities
110-3 identify major shifts in
scientific understanding of
genetics
208-2 identify questions to
investigate about sexual
reproduction in plants
209-5, 210-8 evaluate
information and evidence
gathered on the topic of
genetics and genetic
engineering
304-11 illustrate and describe
the basic process of mitosis and
meiosis
209-6 use tools and apparatus
safely to investigate the
structure of a flower
111-1 Provide examples of how
the knowledge of cellular
functions has resulted in the
development of technologies
210-2, 210-4, 210-9 determine
and graph the theoretical growth
rate of a cell and interpolate and
extrapolate the cell population
from the graph
211-2 communicate the results
of an investigation into the
structure of flowers
112-12 provide examples of
Canadian contributions to
science and technology related
to heredity and genetic
engineering
Notice
Lesson 3 “Investigating Sexual Reproduction in Plants Activity” of curricular Strand
Asexual and Sexual Reproduction requires a Lilly flower or another flowering plant to
investigate. It is suggested to make arrangement to purchase or start growing these
plants in advance.
Reproduction
Strand - Cellular Processes
General Curriculum Outcomes
Specific Curriculum Outcomes
From Strand
305-1 recognize that the nucleus of a cell
contains genetic information and
determines cellular processes
305-1 recognize that the nucleus of a cell
contains genetic information and
determines cellular process
109-14 explain the importance of using
precise language in science and
technology
109-14 explain the importance of using
the terms gene and chromosome
properly
110-3 identify major shifts in scientific
world view
110-3 identify major shifts in scientific
understanding of genetics
304-11 illustrate and describe the basic
process of cell division, including what
happens to the cell membrane and the
contents of the nucleus
304-11 illustrate and describe the basic
processes of mitosis and meiosis
210-2 compile and display data, by hand
or computer, in a variety of formats,
including diagrams, flow charts, tables,
bar graphs, line graphs, and scatter plots
210-2, 210-4, 210-9 determine and graph
the theoretical growth rate of a cell, and
interpolate and extrapolate the cell
population from the graph
210-4 predict the value of a variable by
interpolating or extrapolating from
graphical data
210-9 calculate theoretical values of a
variable
Understanding Genetics - Prior Knowledge Activity
Outcomes:
110-3 Identify major shifts in scientific understanding of genetics
Lesson Activity Overview
Intro Discussion (prior Knowledge) about genetic cloning, genetically modified foods,
gene therapy. - focus is major shifts in scientific understanding of genetics
Simulation Activity
A possible opening to this unit is to call upon students to observe, note, and report
differences and similarities among members of their class or families. This activity can
compare and contrast genetically determined physical traits such as hair and eye
colour, attached/detached ear lobes, and tongue-rollers/ non-tongue-rollers. Students
can collect data to determine the frequency of these traits in class or within their
families. This research can provide the opportunity for students to ask questions about
why we are unique yet similar to classmates or other family members. This approach
can lead to questions such as “What causes people to be the same and yet different?”
and “Are there similar similarities and differences in other species?” Another possible
context for investigation is a study of diseases, their causes, and controls.
Task for Instruction
Investigate what Watson and Crick discovered that improved our understanding of
genetics. (110-3)
Assessment:Informal Formative
Ensure that students have appropriately participated in classroom discussion (Genetic
Cloning, Genetically modified foods, gene therapy).
Ensure that students have participated in a simulation activity
Assessment:Formal Formative
Ensure that students have noted and reported on physical traits of class members
Ensure that students have investigated what Watson and Crick discovered that
improved our understanding of genetics. (110-3) and have displayed learning according
class expectations
Differentiating Genes and Chromosomes Activity
Outcomes:
305-1 recognize that the nucleus of a cell contains genetic information and determines
cellular processes
109-14 explain the importance of using the terms gene and chromosome properly
Lesson Activity Overview
Grade 8 students learned about cells:nucleus, cell membrane, wall, cytoplasm, and
chloroplasts. This lesson should focus on role of the nucleus
Understand the basic functions of chromosomes and genes, and how genetic
information is propagated within an organism and passed on to any offspring.
Students can observe prepared slides of cells undergoing division in order to view the
chromosome in the nucleus (onion root tip)
Tasks for Instruction:
Explain the difference between gene and chromosome and why they cannot be used
interchangeably. (109-14, 305-1)
Draw and label a typical animal cell in which the nucleus and nuclear material is
indicated. (305-1) (see attached work sheets)
Create a 3-dimensional model of a simplified nucleus containing chromosomes and
explain why this term is used and not “genes.” (109-14)
Research and report on the process of healing wounds. (304-11, 305-1)
Assessment:Informal Formative
Ensure that students were able to view cellular division from a prepared slide
Assessment:Formal Formative
Based on the tasks chosen, ensure that students were able to appropriately complete
the task as defined in the expectations.
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Use lightest colColor gray the variety of cell shapes at upper
glC, o, f and G. (1) Small circles representing ribosomes (H)
endoplasmic
-e found throughout the cytoplasm (F) and on the rough
-3:iculum (Gr); iolor those larger areas, including the ribosomes' first'
again with a darker color' Each
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Thecellisthebasicstructuralandfunctionalunitofalllivingthings.
grow
r-iving things are characterized by the ability to reproduce and
r-netaLotizJltransformation or production/consumption of energy), and
Body
adapt to limited changes in their internal and external environment
Structurelackingthesecharacteristics'suchasconnectivetissuefibers,
a cell
s not considered to be "alive." Body structure more complex than
products'
their
and
of
cells
consists oi a collection
The activities of cells constitute the life process, and include ingestion'
assimilation,anddigestionofnutrients,andexcretionoftheresidue;
respiration; synthesis and degradation of materials; movement; and
these
excitability or response to stimuli' The impairment or cessation of
activities in normal cells, whether caused by trauma, infection' tumors'
or
degeneration, or congenital defects, is the basis of a disordered
disease process.
protein' 30/o
The chemical composition of a cell ls generally about 15%
.l o/o
800/o water
and
minerals'
and
acids
nucleic
lipids, 1olo carbohydrates,
(by volume). These compounds are integrated together into organel/es'
is to
the working components of the cell. The basic function of cells
produce protein, th" structure of which is determined by DNA The
cell
manifestation of this activity is the characteristic function oI the
of structure, secretion' absorption'
1eg., formation, repair, and breakdown
coitraction, conduction of electrochemical impulses, and so on)'
Cell membrane: the limiting membrane of the cell; retains internal
structure; permits exportation and importation of materials Composed
primarily of lipid and protein, and a smaller amount of carbohydrate'
the
Microvilli: finger-like extensions of the cell membrane coverlng
surface area of
free surface of Lertain epithelial cells; they increase the
the cell, enhancing secretion/absorption'
to the
Nuclear membrane: porous membrane of similar construction
it from
separating
nucleus'
the
of
membrane
limiting
the
membrane;
cell
molecules'
passage
of
the cytoplasm; regulates
the
Nucleoplasm: tire ground substance of the nucleus' containing
related protein)'
chromatin or thin threads of genetic material (DNA and
During cell division, the chromatin transforms into chromosomes
Nucleolus: a mass ot largely RNA (and some DNA and protein) in the
to form
nucleus producing units ol RNA which combine in the cytoplasm
ribosomes.
Cytoplasm: the ground substance of the cell less the nucleus
Contains organelles and inclusions listed below'
tubules
Smooth/rough endoplasmic reticulum (ER): membrane-lined
or not
tubules)
flattened
ER;
(rough
be
attached
may
to which ribosomes
of
(smooth ER; rounded tu'bules). Rough ER is concerned with transport
complex
ER
synthesizes
Smooth
ribosomes.
the
at
protein synthesized
muscle;
molecules called steroids in some cells; stores calcium ions in
in
liver.
toxins
down
breaks
Ribosome: the site of protein synthesis where amino acids are
the nucleus'
strung in sequence as directed by messenger RNA from
bud olf small
Gol-gi complex: flattened membrane-lined sacs which
package them
vesicles from the edges; collect secretory products and
for export or cell use.
Mitochondrion: membranous, oblong structure in which the inner
membraneisconvolutedlikeamaze.Energyforcelloperationsisgen-
and
erated here through a complex series of reactions between oxygen
products o{ digestion.
can
vacuoles/pinocytotic vesicles: membrane-lined containers which
the
as
such
structure,
membrane-lined
or
other
one
another
merge with
cell membrane. They function as transport vehicles'
great capaciiy
Lysosome: membiane-lined container of enzymes with
to break down structure, especially ingested foreign substances'
Centriole: bundle of microtubules in the shape of a short barrel;
give rise to
usually seen paired, perpendicular to one another' They
spindles used by migrating chromatids during cell division'
microtubuies are formed of protein and provide structural
Microtubule:
support for the cell.
protein
ii/iicrolilament: microfilaments are support structures formed ol
proteins actin
different from that o1 microtubules. ln skeletal muscle, the
and myosin are examples of thin and thick microfilaments
a
Cell inclusion: aggregation o{ material within the cell that is not
part (organelle) of the cell, e g, glycogen' fat' and so on'
functional
Chapter Two: Cells, Tissues, and Integument
OVERVIEW OF CELL AND CELL MEMBRANE
Cells consist of an enclosing plasma membrane, an inner cytoplasm
with numerous organelles, and other cellular structures. The fluid
portion of the cell is called the cytosol. Color the cytosol in last after you
color the rest of the cellular structures. One of the major structures in
the cell is the nucleus. It is the genetic center of the cell and consists of
tluid karyoplasm, chromatin (containing DNA), and the nucleolus.
Color these features and label them on the illustration.
The cytoskeleton consists of microtubules, intermediate filaments and
microfilaments. It is involved in maintaining cell shape, fixing
organelles, and directing some cellular activity.
21
Golgi apparatus assembles complex biomolecules and transports them
out of the cell. Proteins are made in the cell by ribosomes. If the
ribosomes are found by themselves in the cytoplasm, they are called free
ribosomes. If they are attached to the rough endoplasmic reticulum,
they are called bound ribosomes. The smooth endoplasmic reticulum
manufactures lipids and helps in breaking down toxic materials in the
cell. Other structures in the cell are vesicles (sacs that hold liquids).
Phagocytic vesicles ingest material into the cell. Lysosomes contain
digestive enzymes while peroxisomes degrade hydrogen peroxide in the
cell. After you label and color the organelles make sure to go back and
shade in the cytosol. Centrioles are microtubules grouped together and
are involved in cell division.
Label the organelles of the cell and use a different color for each one. The
mitochondria are the energy-producing structures of the cell while the
a.
p.
o.
ll.
m.
_
1.
_
The plasma membrane is composed of a phospholipid bilayer. Color
the phosphate molecules on the outside and inside of the membrane
one color and the lipid layer another color. Cholesterol molecules occur
in the membrane and, depending on their concentration, can make the
membrane stiff or more fluid. Proteins that are found on the outside of
the membrane are called peripheral proteins while proteins that pass
through the membrane are called integral proteins. Frequently these
make up gates or channels that allow material to pass through the
membrane. Attached to proteins on the cell membrane are carbohydrate
chains. These provide cellular identity. Label and color the cell
membrane structures.
r.
q.------
v.
_
Answer Key: a. Golgi apparatus, b. Lysosome, c. Peroxisome, d. Phagocytic vesicle, e. Nucleus, f. Nucleolus, g. Chromatin, h. Karyoplasm, '1. Cytoskeleton,
J. Centrioles, k. Plasma membrane, I. Cytoplasm, m. Rough endoplasmic reticulum, n. Smooth endoplasmic reticulum, o. Mitochondrion, p. Free ribosomes,
q. Phospholipid bilayer, r.Integral protem, s.Carbohydrate chain, t. Peripheral protein, u. Phosphate molecule, v. lipid layer, w. Cholesterol molecule
Differentiating Mitosis from Meiosis Activity
Outcomes:
304-11 illustrate and describe the basic process of mitosis and meiosis
210-2, 210-4, 210-9 determine and graph the theoretical growth rate of a cell, and
interpolate and extrapolate the cell population from the graph
210-2 compile and display data, by hand or computer, in a variety of formats, including
diagrams, flow charts, tables, bar graphs, line graphs, and scatter plots
210-4 predict the value of a variable by interpolating and extrapolating from graphical
data
210-9 calculate theoretical values of a variable
Lesson Activity Overview
The curriculum guide recommends that Mitosis and Meiosis are investigated as follows:
Mitosis: process of cell division that results in growth and/or replacement. Not all cells
divide at same rate
DO NOT HAVE TO LEARN PHASE NAMES NOR TOPIC OF DNA
Create simple model of various stages of mitosis (see attached work sheet)
Meiosis: Investigate general stages in order to contrast with Mitosis
EMPHASIS SHOULD NOT BE PLACE ON MEMORIZATION OF THE TWO
PROCESSES.
Emphasis should be place on the results of the different forms of cell reproduction
Students should realize that meiosis results in the population of sex cells of most plants
and animals.
Lead up activity
Students can model or act out the process of mitosis and meiosis by pairing up and
simulating the process (coloured pinnies that indicate chromosomes or chromosomes
pairs in the process)
Tasks for Instruction:
Construct a concept map for the processes of meiosis and mitosis. (304-11)
Yeast Activity
Students can begin a yeast population and study the population growth rate over a short
period of time (Mitosis focus)
Goal of Yeast Activity
Produce a line graph that communicates the exponential growth rate of theoretical
cellular reproduction and a line graph of what one would predict as a better
representation of real growth. Explain what each line represents. (210-2, 210-4, 210-9)
Extension Task for Yeast Activity
Produce a graph of theoretical cell growth rates and superimpose a graph that would
represent a realistic representation of growth rate. (209-9, 210-2, 210-4)
Assessment:Informal Formative
Ensure that students have appropriately participated in the lead up activity
Assessment:Formal Formative
Ensure that students have created a concept map that meets the established criteria for
contrasting mitosis and meiosis
Yeast Activity
Option 1 - Ensure that students have completed the yeast activity based on the
expectations of the class
Option 2 - Ensure that students have completed each individual outcomes based on the
attached worksheet.
Yeast Activity
Purpose: Produce a line graph that communicates the exponential growth rate of
theoretical cellular reproduction and a line graph of what one would predict as a better
representation of real growth. Explain what each line represents
210-2
compile and display data, by hand or computer, in a line graph
210-4
predict the value of a variable by interpolating and extrapolating
from graphical data
210-9
calculate theoretical values of a variable
4
See 3
3.Ege D}vasr,@N / Mor@st)s
- !: -q :: :-: jou used on Plate 3 for cell
-,f*:'!-i --: a3'-embrane, nucleolus, and cenf :r r::.: :: .a cn this plate, even though the
,r i -i! .:-=- ::€ s rnay be difrerent. Use contrasl' : : : : : -:. :-=: and F-F2, and gray tor D-Djto
:r ' ;.- :- :-+ ::4. lrom those with the conlrasting
r
the cell in interphase, reading
:. ': i,=; ''. n r l.:-:': a'r^:1oompleting each cell before
going on to the next. (2) Color gray the name of
each stage and its appropriate arrow ol progression
Note that in interphase, the chlomalin material
wilhin the nuclear membrane is in a thread-like
stale: color over the entire area with the appropriale
color. Note that lhe starting chromatin (D' in interphase) is colored differently in the daughter cells
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reproduce its kind is a characteristic of living things. Cells
and division called mitosis. Epithelial
,u' : ::--.ct,ve cells reproduce lrequently; mature muscle cells not so fre:.:'-i " -alLrre nerve cells rarely if at all. Overactive mitoses may result in
*.: -: ar :n of an encapsulated tumor; uncontrolled mitoses, associated
, '* -,:-s ,,eness and metastases, is called cancer.
-: :-: -ain cellular changes during mitosis occur in the nucleus and
, -"*: --: -9 area, only these parts of the cell are illustrated here. We are
:-: , -l 'ere how the nuclear chromatin (diffuse network of DNA and related
:i-:': - 3ice duplicated, transforms into 46 chromosomes which divide into
: a ':: s-sunrts (92 chromatids), and how those chromatids separate and
-, : -:c opposite ends of the dividing cell, forming the 46 chromosomes of
i::- :' ine newly formed daughter cells. For clarity, we show only 4 pairs of
:'- -* ?'. cs and chromosomes. The phases o{ the observed nuclear changes
'! ; " - :
:.-
-:: . a process of duplication
-- -; T tosis are:
-:erphase: the longest period of the reproductive cycle, the phase between
: - -::3s ve divisions. Duplication of DNA (in chromatin) occurs during this
:*::: -he dispersed chromatin (D.) here is a nelwork of line fibrils, not vist: i is c screte entities in the nucleoplasm. The cell membrane, nucleus, and
:
-
-: e:
JS are intact. The centrioles are paired and adlacent to one another at
:-* :,: e of the cell.
t'"cphase: the dispersed chromatin (D.) thickens' shortens, and coils to
:rndensed chromatin or chromosomes (D1-). Each chromosome
: : - s sts of 2 chromatids (E and F) connected by a centromere (G). Each
:,-':ralid has the equivalent amount of DNA of a chromosome. ln the latter
:.-: :'this phase, the nuclear membrane breaks up and dissolves, as does
:-: --cleolus. The centrioles, having duplicated during interphase, separate,
.::- cair going to opposite poles of the cell. They project microtubules
:l-
_:
:.
aetorc
\(etaphase: strands of spindle fibers proiecl across the cell center from
:"3 'ed centrioles. The chromatids attach to the spindle fibers at the centro-:'e, and line up in the center, half (45) on one side, half (46) on the other.
,Anaphase: the centromeres divide, each daughter centromere attached to
-: ohromatid. Each centromere is drawn to the ipsilateral pole of the cell,
: :ng the track of the spindle fiber, and taking its chromalid with it. The sepa"a:ed chromatids now constitute chromosomes. Anaphase ends when the
::rghter cnromosomes arrive at their respective poles (46 on each side)'
Telophase: here the cell pinches ofl in the center, forming 2 daughter cells,
:ach identical to the mother cell. The cytbplasm and organelles had dupli:ated earlier and are segregated each inlo their respective newlyjorming
:ells. As the nucleus is reconstituted, and the nuclear membrane and
i;cleolus reappear in each new cell, the chromosomes fade into dispersed
:hromatin and the centromere disappears. Complete cleavage ol the parent
:ell into daughter cells terminates the mitotic process. Each daughter cell
enters interphase to start the process anew The process oJ cell division
serves to increase cell numbers, not change cellular content.
DA@@HfiG@ GEGG6*
Reproduction
Strand - Asexual and Sexual Reproduction
General Curriculum Outcomes
Specific Curriculum Outcomes
305-2 distinguish between sexual and
asexual reproduction in representative
organisms
305-2 distinguish between sexual and
asexual reproduction in representative
organisms
305-3 compare sexual and asexual
reproduction in terms of their advantages
and disadvantages
305-3 compare sexual and asexual
reproduction in terms of their advantages
and disadvantages
208-2 identify questions to investigate
arising from practical problems and
issues
208-2 identify questions to investigate
about sexual reproduction in plants
209-6 use tools and apparatus safely
209-6 use tools and apparatus safely to
investigate the structure of flowers
211-2 communicate questions, ideas,
intentions, plans, and results, using lists,
notes in point form, sentences, data
tables, graphs, drawings, oral language,
and other means
211-2 communicate the results of an
investigation into the structure of flowers
Differentiating Asexual and Sexual Reproduction
Activity
Outcomes:
305-2 distinguish between sexual and asexual reproduction in representative organisms
Lesson Activity Overview
Similar to the Mitosis and Meiosis activity, students should be able to differentiate sexual
from asexual reproduction.
Using prepared slides or virtual resources, students should be exposed to:
Asexual
Fission - algae and protozoa
Spore Production - moulds on old bread or fruit
Budding - yeast or hydra
Sexual
Usually involves two parents, they grow a wider variety of different traits
EX Rose colour
Students should be able to differentiate reproduction of Yeast from Roses (Asexual and
Sexual) in diagrams and sketches
Tasks for Instruction
Research and report upon the similarities and differences between organisms that
reproduce asexually and sexually. (305-2)
Create a poster or mural of organisms that reproduce asexually. (305-2)
Assessment:Informal Formative
Ensure that students have participating in activities related to differentiating
reproduction types
Assessment:Formal Formative
Ensure that students have appropriately worked to report on similarities and differences
between organisms that reproduce asexually and sexually
Ensure that students have created a visual presentation that organisms that reproduce
asexually
Advantages and Disadvantages of Sexual and Asexual
Reproduction Activity
Outcomes:
305-3 compare sexual and asexual reproduction in terms of their advantages and
disadvantages
Lesson Activity Overview
From curriculum doc
“Students can be challenged to think of the advantages and disadvantages of asexual
and sexual reproduction. In asexual reproduction organisms can reproduce alone.
However, these organisms must generally rely on a mutation in order to have offspring
that are significantly different from the parent cell. Organisms that reproduce sexually
generally must have two parents in order to reproduce. Exceptions are found in some
organisms that have both male and female parts. A greater variety of traits are possible
in species that reproduce sexually. Students can investigate and discuss, for example,
the variety of dogs, cats, and roses that exist.”
In order to make this activity as inquiry based as possible, students should be
encouraged to engage in a brainstorm. Previous learning should allow students to
differentiate asexual and sexual reproduction. So the class should be encouraged to
generate a list of advantages and disadvantages.
Tasks for instruction:
Journal - Why would the offspring of organisms that reproduce asexually resemble very
closely the parent organism? (303-3)
Bees gather a sweet fluid called nectar from flowers. In the process, they do something
to help fertilize flowers. Research what they inadvertently do when gathering nectar.
(305-3)
Produce a series of sketches or computer drawings of organisms that reproduce
sexually and asexually. (305-3)
Create a display that illustrates the variety that can occur in a species that reproduces
sexually. (305-3)
Assessment:Informal Formative
Ensure that students have appropriately participated in discussion that surround
advantages and disadvantages of sexual and asexual reproduction.
Assessment: Formal Formative
Based on the tasks chosen, ensure that students were able to appropriately complete
the task as defined in the expectations.
Investigating Sexual Reproduction in Plants Activity
Outcomes:
208-2 identify question to investigate about sexual reproduction in plants
209-6 use tools and apparatus safely to investigate the structure of flowers
211-2 communicate the results of an investigation into the structure of flowers
Lesson Activity Overview
Use the Liily that was grown for this section (Notice page 9)
Have students propose questions about plants reproduction to investigate 208-2
- how do some flower differ from each other?
- what are the basic parts of flowers?
Using basic tools such as scissors, forceps, hand lenses, and probes, student can
investigate flowers in order to study the different parts 209-6
Students can sketch the various parts of the flower in order to communicate the results
of their investigation 211-2
Assessment:Informal Formative
Ensure that students have participated in the investigation
Assessment:Formal Formative
Option 1 - Ensure that students have completed the Investigating Flowering Plants
activity based on the expectations of the class
Option 2 - Ensure that students have completed each individual outcomes based on the
attached worksheet.
Investigating the Flowering Plants
208-2
Identify question to investigate about sexual
reproduction in plants
Using basic tools such as scissors, forceps, hand lenses, and probes, to investigate
flowers in order to study the different parts 209-6
211-2
Communicate the results of an investigation into the
structure of flowers
What features of the stigma makes it well suited for receiving pollen grains?
Reproduction
Strand - Genetic Changes
General Curriculum Outcomes
Specific Curriculum Outcomes
133-10 provide examples of problems that arise at
home, in an industrial setting, or in the
environment that cannot be solved using scientific
and technological knowledge
113-10 provide examples of genetic conditions
that cannot be cured using scientific and
technological knowledge at the present time
305-5 discuss factors that may lead to changes in
a cell’s genetic information
305-5 compare factors that may lead to changes
in a cell’s genetic information:
-mutations caused by nature
-mutations caused by human activities
209-5 select and integrate information from
various print and electronic sources or from
several parts of the same source
209-5, 210-8 evaluate information and evidence
gathered on the topic of genetics and genetic
engineering
210-8 apply given criteria for evaluating evidence
and sources of information
111-1 provide examples of scientific knowledge
that have resulted in the development of
technologies
111-1 provide examples of how the knowledge of
cellular functions has resulted in the development
of technologies
112-12 provide examples of Canadian
contributions to science and technology
112-12 provide examples of Canadian
contributions to science and technology related to
heredity and genetic engineering
Discussions about Genetic Conditions
Outcomes:
113-10 provide examples of genetic conditions that cannot be cured using scientific and
technological knowledge at the present time
Lesson Activity Overview
From Curriculum Doc
“A general survey of some genetic conditions that are presently not curable can set the
stage for this section. Students should investigate situations in which science and
technology have yet to solve problems associated with reproduction and genes such as
certain causes of cancer and certain conditions, cystic fibrosis, for example.
Students may be aware of some of the work being done by researchers around the
world on genetic manipulation. This is a topic which lends itself easily to the introduction
and study of differing opinions regarding a particular topic in science and technology.”
Students should be engaged in brainstorming activities related to their previous
knowledge of problems associated with reproduction: causes of cancer, cystic fibrosis,
or another that emerges from conversations.
The intent of the lesson is to heighten the awareness of students about genetic
conditions. A deeper investigation will take place in the future learning.
Assessment:Informal Formative
Ensure that students have participated in discussions surrounding problems associated
with reproduction and genes.
Genetic Changes Activity
Outcomes:
305-5 compare factors that may lead to changes in a cell’s genetic information:
-mutation caused by nature
-mutation caused by human activities
209-5, 210-8 evaluate information and evidence gathered on the topic of genetics and
genetic engineering
{209-5 select and integrate information from various print and electronic sources or from
several parts of the same source
210-8 apply given criteria for evaluating evidence and sources of information}
112-12 provide examples of Canadian contributions to science and technology related
to heredity and genetic engineering
Lesson Activity Overview
This lesson is focused in research. Students are expected to explore factors that lead
to changes in genetic information either by environment or genetics. Within the scope
of that research they are expected to explore various sources of information and then
evaluate that information as to how it pertain to genetics and genetic engineering.
During their research, students should be encouraged to find Canadians who have
contributed to the topic
Tasks for instruction:
Research the positive and negative effects of mutations or changes in the genetic code;
for example, curing/treating diseases (positive); organisms such as bacteria and some
mosquitos developing resistance to pesticide. (305-5)
In an essay, outline two positions on the cloning of plants and animals. (209-5, 210-8)
Investigate and report on a company in your region or province that works within the
field of genetic manipulation/selection.
(112-12, 305-5)
Research various positions of scientists and others with regard to cloning of animals.
Participate in a role play or debate on the subject. ( 210-8, 305-5)
Investigate a factor that causes genetic changes, such as nuclear radiation or
thalidomide, and prepare a report to present to the class. (209-5, 210-8, 305-5)
Assessment:Formal Formative
Based on the tasks chosen, ensure that students were able to appropriately complete
the task as defined in the expectations.
Investigating Current Developments in Genetic
Science
Outcomes
111-1 provide examples of how the knowledge of cellular functions has resulted in the
development of technologies
Lesson Activity Overview
Students can role-play or use debates to highlight the issues inherent in genetic
manipulation. Recent events involving the cloning of various animals such as sheep,
and the genetic research and technologies associated with foods and food quality can
be used to help students appreciate the complex nature of the debate.
Tasks for instruction:
Create a multimedia presentation on the work done to find a cure or treatment for
genetically related conditions in humans. (111-1, 113-10)
Prepare an oral report on gene therapy. (111-1, 113-10, 305-5)
Assessment:Formal Formative
Based on the tasks chosen, ensure that students were able to appropriately complete
the task as defined in the expectations.