8th Grade Science Unit: Asexual and Sexual Reproduction
Transcript of 8th Grade Science Unit: Asexual and Sexual Reproduction
Columbus City Schools
Curriculum Leadership and Development Science Department June 2013
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8th Grade Science Unit:
Asexual and Sexual Reproduction Unit Snapshot
Topic: Species and Reproduction
Grade Level: 8 Duration: 10 days
Summary The following activities engage students in exploring asexual and
sexual reproduction through various demonstrations, activities, and use
of technology. Students will also discover the use of genetic
modification as a scientific alternative to this natural process.
CLEAR LEARNING TARGETS “I can”…statements ______ explain that every organism alive today comes from a long line of ancestors who reproduced
successfully every generation.
______ describe reproduction as the transfer of genetic information from one generation to the next.
______ predict the probability of traits that can occur with mixing of genes from two individuals (sexual
reproduction).
______ use a model to represent the transfer of genes from one individual to the next generation (asexual
reproduction).
______ compare the characteristics of asexual and sexual reproduction. (identical v. unique offspring; low
energy expenditure v. high energy expenditure; short amount of time v. longer gestation, etc.)
______ compare meiosis and mitosis, their phases and purposes.
Activity Highlights and Suggested Timeframe
Days 1
Engagement: Students will identify and define concepts and processes of sexual
and asexual reproduction; and identify and describe similarities, distinctions,
advantages, and disadvantages of sexual and asexual reproduction through a
chromosome manipulation simulation activity.
Days 2-3
Exploration: Students will explore various species to discover that all species
reproduce to survive and their reproductive, growth and death history can be
described as a cycle through the Reproduction and Life Cycles Music video,
research, and creating an Info-Sheet.
Days 4-5 Explanation: Students will understand the basic differences between sexual and
asexual reproduction as well as basic differences between mitosis and meiosis
through guided media viewing and reading.
Days 6-8 Elaboration: Students will critically analyze popular urban myths about genetically
modified products for bias and validity. Students will write a supported argument
about genetic modification in our food industry.
Day 9
and on-going
Evaluation: Students present claims and findings, emphasizing salient points in a
focused, coherent manner with relevant evidence, sound valid reasoning, and
well-chosen details; use appropriate eye contact, adequate volume, and clear
pronunciation through student presentations of arguments; A teacher-created
short cycle assessment will be administered at the end of the unit to assess all clear
learning targets.
Day 10 Extension/Intervention: Based on the results of the short-cycle assessment, facilitate
extension and/or intervention activities.
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LESSON PLANS
NEW LEARNING STANDARDS:
8.LS.2 Reproduction is necessary for the continuation of every species. Every organism alive today comes from a long line of ancestors who reproduced successfully every
generation. Reproduction is the transfer of genetic information from one generation to the next. It
can occur with mixing of genes from two individuals (sexual reproduction). It can occur with the
transfer of genes from one individual to the next generation (asexual reproduction). The ability to
reproduce defines living things.
SCIENTIFIC INQUIRY and APPLICATION PRACTICES: During the years of grades K-12, all students must use the following scientific inquiry and application practices with appropriate
laboratory safety techniques to construct their knowledge and understanding in all science content areas:
Asking questions (for science) and defining problems (for engineering) that guide scientific
investigations
Developing descriptions, models, explanations and predictions.
Planning and carrying out investigations
Constructing explanations (for science) and designing solutions (for engineering)that conclude
scientific investigations
Using appropriate mathematics, tools, and techniques to gather data/information, and analyze
and interpret data
Engaging in argument from evidence
Obtaining, evaluating, and communicating scientific procedures and explanations
*These practices are a combination of ODE Science Inquiry and Application and Frame-work for K-12
Science Education Scientific and Engineering Practices
COMMON CORE STATE STANDARDS for LITERACY in SCIENCE: *For more information: http://www.corestandards.org/assets/CCSSI_ELA%20Standards.pdf
CCSS.ELA-Literacy.RST.6-8.6 Analyze the author’s purpose in providing an explanation, describing a
procedure, or discussing an experiment in a text
CCSS.ELA-Literacy.RST.6-8.7 Integrate quantitative or technical information expressed in words in a text
with a version of that information expressed visually (e.g., in a flowchart, diagram, model, graph, or
table).
CCSS.ELA-Literacy.RST.6-8.4 Determine the meaning of symbols, key terms, and other domain-specific
words and phrases as they are used in a specific scientific or technical context relevant to grades 6–8
texts and topics.
CCSS.ELA-Literacy.RST.6-8.9 Compare and contrast the information gained from experiments, simulations,
video, or multimedia sources with that gained from reading a text on the same topic.
CCSS.ELA-Literacy.WHST.6-8.1 Write arguments focused on discipline-specific content.
CCSS.ELA-Literacy.SL.8.4 Present claims and findings, emphasizing salient points in a focused, coherent
manner with relevant evidence, sound valid reasoning, and well-chosen details; use appropriate eye
contact, adequate volume, and clear pronunciation.
STUDENT KNOWLEDGE: Prior Concepts Related to Species and Reproduction
Grades 3-5: Individual organisms inherit many traits from their parents indicating a reliable way to transfer
information from one generation to the next.
Grades 6-7: Modern Cell Theory states cells come from pre-existing cells.
Future Application of Concepts
High School: The details and importance of gamete formation are studied.
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MATERIALS: Engage
E. Coli visual aid
Chromosome Templates
Exit Tickets
Explore
Salmon Life Cycle Song http://www.youtube.com/watch?v=qV30U
Z9aF04
Salmon Life Cycle Info Sheet
Specie Reproduction Exploration
Explain
Sexual Reproduction worksheet
Asexual Reproduction worksheet
Reproduction Venn Teacher Resource
(teacher use only)
Prentice Hall Life Science (1/student)
Prentice Hall All-In-One Teaching
Resources pp 202-205, one/student
Elaborate
Some Horrible Facts about KFC
KFC Genetically Modified Chicken –
Urban Myth Research (teacher use
only)
KFC Genetically Modified Chicken
Video Response
Genetically Modified Foods Argument
Rubric
VOCABULARY: Primary
Asexual Reproduction
Bacteria
Chromosome
Clone
Female
Fertilization
Gamete
Genetic Modification (GM)
Male
Media Bias
Meiosis
Mitosis
Sexual Reproduction
Zygote
Secondary
Identical
Unique
SAFETY All CCS lab safety rules, procedures, and precautions should be
followed
ADVANCED
PREPARATION
Engage
Print or project VISUAL AID: “E. coli.”
2. Prepare Chromosome templates from supplementary page by
copying and cutting apart, so that small groups of students have five
per group (for sexual reproduction) and that the teacher has at least
two (for asexual reproduction).
ENGAGE (1 day)
(What will draw students into
the learning? How will you
determine what your students
already know about the topic?
What can be done at this point
to identify and address
misconceptions? Where can
connections be made to the
real world?)
Objective: Identify and define concepts and processes of sexual and asexual
reproduction; and identify and describe similarities, distinctions,
advantages, and disadvantages of sexual and asexual
reproduction. What is the teacher doing?
Chromosomes (Day 1)
Part I: Asexual Reproduction
Describe to students
chromosome as a container of
information, a way of
packaging characteristics
about organisms so that those
details might be passed on
through reproduction.
What are the students doing?
Chromosomes (Day 1)
Part I: Asexual Reproduction
1. Students will begin identifying
five characteristics of the E.
Coli visual aid.
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Display for students the VISUAL
AID: “E. coli” and solicit
descriptions of apparent
characteristics to list on
chromosome template. (Note:
bacteria chromosomes are
circular.)
Note: It may be helpful to
point out that even though E.
coli looks a bit different in
each of the images,
differences are only due to
dyes or digital tinting for the
purpose of highlighting
characteristics of the
organism.
Once the class has come up
with five characteristics
(examples, in case class has
difficulty: round, cylindrical,
flagella, rough surface,
tendency to cluster), print a
different characteristic (by
appropriate initials, in capital
letters) in each of the five
sections of one of the
chromosome templates.
After the class sees the
representation of one E. coli
bacterium on a chromosome,
place another blank
chromosome on top of the
completed one and trace the
capital letters onto the blank
one and then separate the
two, simulating asexual
reproduction. Highlight that
the two resulting individuals
have identical characteristics
and no variation has occurred.
Note: If appropriate and
desired, students might be
shown the E. coli colony
animation located at
http://www.youtube.com/wat
ch?v=gEwzDydciWc
to see a brief depiction of the
way bacteria reproduce and
grow.
2. In groups of two to three,
students will use their
chromosome templates to
write all of the abbreviated
genes the bacteria have.
3. Students will simulate asexual
reproduction by taking
another blank chromosome
template and tracing the
completed chromosome.
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Part II: Sexual Reproduction
Solicit from class discussion
about traits we/they share
such as hair color; eye color;
tall/short; toe length (if second
toe is longer than big toe);
tongue (if it curls or not).
Display five of these singular
traits, in capital letter initial
form, along with their opposite,
in matching lower case letter
initial form, for the class to see.
For example (simplified), list
hair color as “B” for brown hair
and “b” for red/blonde/black
hair.
Divide students into groups of
two or three, and distribute to
each group five blank
chromosome templates.
Instruct them to fill in two of
these templates with trait
letters from those displayed,
selecting either a capital letter
trait or a lower case letter trait
for each of the two templates’
sections.
After they have completed
the two individual
chromosomes, have groups
copy them exactly to two
other chromosomes, similar to
the E. coli’s asexual
reproduction. Explain here that
copies created can represent
reproductive cells - sperm cells
for males, egg cells for
females. These cells are not
organisms and cannot live and
grow on their own the way a
bacteria can, these
reproductive cells must
combine to form a new
organism.
Critical Thinking Activity:
Genes and Their Effects. After
student groups have
completed this simulation of
sexual reproduction, keep
them in their groups and ask
them to reflect on the resulting
individual. How is this individual
similar to its “parents?” How is it
Part II: Sexual Reproduction
4. Next students will look at 5
binary characteristics (i.e.
Brown hair has the allele
pairing of BB or Bb)
5. Students will create two
chromosomes that will
contain their five identified
traits (i.e. Brown hair will be
identified by one
chromosome having a “B”
and in the same row on the
second chromosome they will
put another “B” or “b”
completing the binary allele.)
6. Students will then take their
chromosome pair and split it
to create a gamete (sex cell)
7. Students will trade gametes
with a partner and create a
new organism with both of
their chromosomes.
8. Students will then look at the
traits their newly created
zygote possesses.
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different? If parent
chromosomes had included
different traits, how would this
have changed the resulting
offspring?
Considering these models for
reproduction, discuss with
students the differences,
highlighting that the first
method not only took less time,
required fewer participants
and less activity (or expended
energy.)
Ask which form of
reproduction resulted in
unique offspring and which
resulted in identical offspring.
9. Students will discuss the
advantages and
disadvantages of sexual and
asexual reproduction, and
complete an exit ticket.
EXPLORE (2 days)
(How will the concept be
developed? How is this relevant
to students’ lives? What can be
done at this point to identify
and address misconceptions?)
Objective: Students will explore various species to discover that all species
reproduce to survive and their reproductive, growth and death
history can be described as a cycle.
What is the teacher doing?
Salmon Life Cycle (Day 2)
Explain that in the video
students are about to watch
that the stages of a salmon’s
life will be depicted. Instruct
students to jot down the
names of each of these stages
as they view the media.
Teacher displays video Salmon
Life Cycle Song
http://www.youtube.com/wat
ch?v=qV30UZ9aF04
Distribute the Salmon Life
Cycle Info Sheet. Ask students
to compare their notes from
the video to the diagram
displayed on the Info sheet. In
what shape are the stages
organized? (circular) Do
salmon reproduce sexually or
asexually? (sexually) How do
you know? (egg + sperm)
Tell students to buddy 1. read
and 2. highlight the main
points about the stages of life
of a salmon 3. underline
interesting details
What are the students doing?
Salmon Life Cycle (Day 2)
1. Students actively view a
music video about the life
cycle of salmon.
2. Students take notes about the
stages of a salmon’s life.
3. Students discover that the
stages in the life of a salmon
can be depicted in a circular
diagram called a life cycle
diagram and salmon
reproduce sexually.
4. Students locate main ideas in
a text about the life of a
salmon.
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Specie Reproduction Exploration
(Days 2-3)
Distribute Specie Reproduction
Exploration (1 worksheet can
be copied for groups of 3-4
students)
Explain the exploration activity
to the students. In
collaborative groups, students
will research a specie, draw a
life cycle diagram and
highlight 3 interesting details
about the specie.
Have each group choose one
of the organism groups (do not
repeat choices) and begin
working.
Facilitate group work while
formatively assessing the
students’ understanding of
sexual/asexual reproduction.
Specie Reproduction Exploration
(Days 2-3)
5. Student collaborative groups
of 3-4 research a specie and
create an Info-sheet similar to
the salmon example. This can
be hand-drawn or completed
on a computer.
6. Students explain to the
teacher whether their specie
reproduces sexually,
asexually, or both.
EXPLAIN (2 days)
(What products could the
students develop and share?
How will students share what
they have learned? What can
be done at this point to identify
and address misconceptions?)
Objective: Students will understand the basic differences between sexual and
asexual reproduction (Day 4).
Students will understand the basic differences between mitosis and
meiosis (Day 5).
What is the teacher doing?
Sexual vs Asexual Reproduction
Videoclips (Day 4)
Teacher instructs students to
write down as many
vocabulary words from the
song as they hear them.
Teacher shows video. Vascular
Plant Reproduction, What a
Wonderful World http://www.youtube.com/wat
ch?v=35vPjdTNRU0 Students share the captured
vocabulary as the teacher
makes a list on the board.
Distribute “Sexual
Reproduction” worksheet and
go over directions.
Show video. Sexual
Reproduction
http://www.youtube.com/wat
ch?v=tFZeyFbBLXE As a class, go over the answers
and teacher corrects and
dispels misconceptions.
What are the students doing?
Sexual vs Asexual Reproduction
Videoclips (Day 4)
1. Students are recognizing,
writing, and sharing content
specific vocabulary in media.
2. Students are using content
vocabulary to complete a
script from a media
presentation.
3. Students use acquired
vocabulary to discuss and
answer questions in response
to media.
4. Students continue using
content vocabulary to
complete a script from a
media presentation.
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Now, students will watch a
video about asexual
reproduction, while filling the
blanks on a cloze worksheet.
Distribute Asexual
Reproduction” worksheet.
Show video. Asexual
Reproduction
http://www.youtube.com/wat
ch?v=jk2RJm5RBEk Student pairs answer the
questions on the remainder of
the video, as teacher walks
around checking for
comprehension.
As a class, go over the answers
and teacher corrects and
dispels misconceptions.
Draw a large Venn diagram on
the board. (see Reproduction
Venn Teacher Resource)
One at a time, name a
bulleted characteristic of
either form of reproduction
and have students decide in
which area you should write it.
Pose the critical thinking
questions to students for
discussion.
Close Text Reading (Day 5)
Distribute Guided Reading
handout Prentice Hall All-In-
One Teaching Resources
pp202-205, one per student
Set the purpose for reading,
“You are going to read a text
selection to find specific
information.”
Teacher models think-aloud
while reading the diagram on
pp128-129.
Teacher asks, “How is reading
a diagram for information
similar and different from
reading a text passage?”
Teacher models the use of a
venn diagram for organizing
comparison/contrasting
information.
Teacher formatively assesses
the students’ understanding
and makes notes for
acceleration.
5. Students use acquired
vocabulary to discuss and
answer questions in response
to media.
6. Students categorize
reproduction characteristics
into sexual/asexual.
7. Students apply knowledge
gained from the videos to
real-world situations.
Close Text Reading (Day 5)
8. Students read about the cell
cycle. Prentice Hall Life
Science pp95-102
9. With a reading buddy,
students read and complete
the guided reading handout
about mitosis.
10. Students orally compare and
contrast reading a diagram v.
text.
11. Students compare and
contrast mitosis and meiosis
by drawing and completing a
Venn diagram in their
interactive notebook, journal,
or on a separate piece of
blank paper.
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Teach students a pneumonic
for remembering, which is
which and ask students to
recite it.
“My Oh my! My sis came
about after my parents’
meiosis, but a cell in my toes is
reproduced by mitosis.”
12. Students recite the
pneumonic poem.
ELABORATE (3 days)
(How will the new knowledge
be reinforced, transferred to
new and unique situations, or
integrated with related
concepts?)
Objective: Students will critically analyze popular urban myths about
genetically modified products for bias and validity. Students will
write a supported argument about genetic modification in our
food industry.
What is the teacher doing?
A lesson in Genetic Engineering and
BIAS (Days 6-8)
Instruct students to read the
severely slanted article. “Some
Horrible Facts about KFC!!!!”
Do not tell them it is severely
slanted. ***Note: This lesson has a three-
fold objective. Students
conduct research and justify
an opinion on genetic
engineering. The teacher is
modeling real-world research
(secretly at first), in which the
students are experimental
variables. Recognizing bias in
media is discussed as a
twenty-first century skill. After instructing the students to
identify the problem being
discussed in the article,
teacher shows video
http://www.youtube.com/wat
ch?v=-rX-qnZgxhI Distribute KFC Genetically
Modified Chicken Video
Response (Students do not
put their names on this.)
and have students respond
to the video.
Ask students to share the
problem and write their
ideas on the board.
Teacher silently gathers
formative assessment data
on their willingness to take
the information at face
value. (See KFC
Genetically Modified
Chicken – Urban Myth
Research)
What are the students doing?
1. Students are viewing a video
to identify a problem, which
can be solved by scientific
study.
2. Students are formulating and
writing questions/problems
for scientific research.
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Share the purpose,
procedure and results of
the experiment with the
class.
Ask students to analyze the
data and share their
conclusion with a partner.
Ask students to share their
analysis and formulate a
paraphrased consensus
conclusion by completing this
statement. “Our hypothesis
was (supported or not
supported) by our data. %
of the class believed the
information presented in the
video, while % was
skeptical.
Ask students how they could
improve or modify this
experiment. Answers may vary
but if it is not suggested, guide
them to suggest increasing the
sample size by repeating the
experiment with more
students, or also by sampling
younger students/adults, etc.
Add one of their suggestions to
the conclusion.
Discuss the meaning of “bias, a
preference for one thing over
another.”
Ask the students why you did
not let them know you were
conducting research before
showing the video or having
them complete their reactions.
(This would have influenced
their responses and possibly
have introduced bias into the
results.
Ask students to hypothesize a
meaning for media bias.
(Reporting information from a
preferred viewpoint with or
without the intent of swaying
the opinions of viewers /
readers.)
Ask students if the producers of
this video were biased. (Yes,
they present genetically
modified chicken as a bad
thing. Someone else may think
it is scientific advancement.)
3. Students analyze the data
and discuss the conclusion
with a partner.
4. Students formulate a
conclusion using data
evidence for support.
5. Students suggest ways to
increase the validity of the
experiment.
6. Students review the concept
of experimental bias.
7. Students apply the concept
of bias to their participation
in the experiment.
8. Students transfer their
knowledge of bias to a
media context.
9. Students apply their
discoveries to a real-world
situation.
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Ask, “If you are to be an
informed member of society,
what should you do before
forming an opinion on a
topic?” (research different
viewpoints , check the validity
of sources, etc.)
Invite the students to research
genetically modified foods.
Assign the students to write (or
blog in a discussion forum and
print) an opinion paper, on
genetically modified foods,
which cites valid evidence to
support their opinion.
Distribute Genetically Modified
Foods Argument Rubric. Go
over criteria for a high scoring
paper. Be certain to
emphasize that the paper
must include the role
reproduction plays in the
modification. Instruct students
to begin researching with a
partner. Stress that the paper is
written independently, but
may be edited with a partner,
prior to revision and
publication.
Assess their written argument
using the rubric, making note
of intervention needs.
Students share their papers by
reading them aloud to the
class.
Teacher may choose to hold a
debate in which teams of like-
minded students debate
teams with opposing
viewpoints.
10. Students propose solutions to
reduce the effects of media
bias.
11. Students research
genetically modified foods.
12. Students write an opinion
paper on genetic
modification in foods.
EVALUATE (on-going)
(What opportunities will
students have to express their
thinking? When will students
reflect on what they have
learned? How will you measure
learning as it occurs? What
evidence of student learning
will you be looking for and/or
collecting?)
Objective: Student presents claims and findings, emphasizing salient points in a
focused, coherent manner with relevant evidence, sound valid
reasoning, and well-chosen details; use appropriate eye contact,
adequate volume, and clear pronunciation.
Formative
How will you measure learning as it occurs?
Consider developing a teacher-
created formative assessment
1. Student discussion in Engage.
2. Specie Reproduction Info-Sheet
(Explore)
3. Answers to Sexual and Asexual
Reproduction questions on
worksheets (Explain)
Summative
What evidence of learning will demonstrate to
you that a student has met the learning
objectives?
1. During sharing of papers or
debate, students can articulate
the knowledge gained about
reproduction to explain how a
food item is genetically modified
and what effects this modification
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4. Venn diagram comparing and
contrasting sexual and asexual
reproductions (Explain)
5. Venn diagram comparing and
contrasting meiosis and mitosis
(Explain)
6. Students ability to recognize
bias in media (Elaborate)
7. As students conduct research,
teacher facilitation and
probing questioning about
reproduction will yield data on
student learning. (Elaborate)
can have on the consumer and
society.
2. A teacher-created short cycle
assessment can assess all
student learning outcomes.
EXTENSION/
INTERVENTION (1 day or as needed)
EXTENSION
What are the main issues of
concern in genetically
modified foods for human
health? Students could make
consumer education
pamphlets to address these
concerns.
Career explorations http://www.icbse.com/careers
/careers-in-genetic-
engineering
http://explorehealthcareers.or
g/en/Career/131/Food_Safety
_Specialist
Debate the ethics and safety
of genetic engineering
Media v. Real Image research
and debate http://youtu.be/omBfg3UwkY
M
INTERVENTION
http://www.diffen.com/differ
ence/Asexual_Reproduction_
vs_Sexual_Reproduction
an excellent organization of
the relationships
http://www.diffen.com/differ
ence/Meiosis_vs_Mitosis
an excellent organization of
the relationships
Possible RICA article http://www.studentnewsdaily.
com/types-of-media-bias/
Pearson Prentice Hall Life
Science Textbook All-In-One
Teacher Resources
(worksheets and activities)
COMMON
MISCONCEPTIONS
One set of alleles is responsible for determining each trait, and there
are only 2 different alleles (dominant and recessive) for each gene.
Your genes determine all of your characteristics, and cloned organisms
are exact copies of the original.
All mutations are harmful.
A dominant trait is the most likely to be found in the population.
Genetics terms are often confused.
Strategies to address misconceptions:
http://www.carolina.com/teacher-resources/Interactive/5-common-
misconceptions-in-genetics/tr10631.tr Strategies are discussed to dispel
these misconceptions.
consider using www.unitedstreaming.com videoclips, models, and on-
line simulations to help address misconceptions.
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DIFFERENTIATION
Lower-Level:
Research shows greater gains for all levels of students with the use of
cooperative activities. This site offers some examples
http://www.woodrow.org/teachers/bi/1998/presentations/fortenberry/
Reading is done in pairs and discussion about the content
encouraged.
Provide other appropriate leveled-readers or trade books to support
instruction.
Higher-Level:
Students showing mastery of the objective before others should be
directed to begin working on one of the extension activities.
Strategies for meeting the needs of all learners including gifted students, English Language
Learners (ELL) and students with disabilities can be found at the following sites:
ELL Learners:
http://www.ode.state.oh.us/GD/DocumentManagement/DocumentDownload.aspx?DocumentI
D=105521
Gifted Learners:
http://www.ode.state.oh.us/GD/DocumentManagement/DocumentDownload.aspx?DocumentI
D=105522
Students with Disabilities:
http://www.education.ohio.gov/GD/DocumentManagement/DocumentDownload.aspx?Docum
entID=105523
ADDITIONAL
RESOURCES
Textbook Resources:
Prentice Hall Life Science
How Viruses Multiply pp. 212-213
Reproduction of Bacteria pp. 220-221
Reproduction in Fungi p. 238
Reproduction in Gymnosperms pp. 274-275
Reproduction in Angiosperms pp. 278-279
Animal Sexual and Asexual Reproduction p. 297
Reproduction of a Sponge p. 305
Reproduction of Cnidarians p. 309
Reproduction of Worms p. 315
Reproduction of Echinoderms p. 359
Reproduction of Fishes p. 376
Reproduction of Amphibians p 383
Reproduction of Reptiles p. 389
Genetic Engineering pp. 160-162
Websites:
http://www2.gi.alaska.edu/STEP/lessons_database/lessons/scan/scan_
68_LifeScience_SexualAndAsexualReproduction.pdf
http://www.youtube.com/watch?v=Ytv-CEoYP-s
Discovery Ed:
Cell Division [19:00]
Genes, Genetics, and DNA [24:13]
Genetic Engineering and Agriculture [21:18]
Literature:
The Tiny Seed by Eric Carle This picture book discusses reproduction
and life cycle in plants.
Columbus City Schools
Curriculum Leadership and Development Science Department June 2013
14
Escherichia coli (also called E. coli) is a bacterium that can cause serious
infections. It is a rod-shaped bacterium commonly found in the lower intestine of warm-
blooded organisms.
http://education-portal.com/academy/lesson/flagellum-
bacterial-cell-function-definition-quiz.html http://www.123rf.com/photo_3226239_e-coli-bacteria.html
http://www.knowabouthealth.com/cellphones-found-harbouring-fecal-e-coli-traces/8714/
Columbus City Schools
Curriculum Leadership and Development Science Department June 2013
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Student Chromosome Templates
Columbus City Schools
Curriculum Leadership and Development Science Department June 2013
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Engage Exit Ticket
Name: __________________________________ Date _______________ Period: _____
In complete sentences, give two advantages and two disadvantages of both
asexual and sexual reproduction.
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Engage Exit Ticket
Name: __________________________________ Date _______________ Period: _____
In complete sentences, give two advantages and two disadvantages of both
asexual and sexual reproduction.
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
Columbus City Schools
Curriculum Leadership and Development Science Department June 2013
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Engage Exit Ticket
Possible answer
Name: __________________________________ Date _______________ Period: _____
In complete sentences, give one advantage and one
disadvantage of both asexual and sexual reproduction.
There are advantages and disadvantages of both sexual and asexual
reproduction. Asexual reproduction has the advantage of only requiring one
organism to reproduce. A disadvantage of asexual reproduction is that it does
not allow an organism’s offspring to possess any variation. An advantage of
sexual reproduction is that is allows for an organism to adapt through the traits
expressed by their offspring. This allows for the organism to adapt to its
environment. A disadvantage of sexual reproduction is that it takes more than
just one of the organisms to reproduce.
Columbus City Schools
Curriculum Leadership and Development Science Department June 2013
18
Salmon Life Cycle
adapted from http://www.pac.dfo-mpo.gc.ca/sep-pmvs/projects-projets/cycle-eng.htm
Each fall, drawn by natural forces, the salmon return to the rivers which gave them birth. They fight their
way upstream against powerful currents; leap waterfalls and battle their way through rapids. They also
face dangers from those who like the taste of salmon: bears, eagles, osprey and people.
Once the salmon reach their spawning grounds, they deposit thousands of fertilized eggs in the
gravel. Each female digs a nest with a male in attendance beside her. By using her tail, the female
creates a depression in which she releases her eggs. At the same time, the male releases a cloud of milt,
which contains the sperm. When the female starts to prepare her second nest, she covers the first nest
with gravel, which protects the eggs from predators. This process is repeated several times until the
female has spawned all her eggs.
Their long journey over, the adult salmon die. Their carcasses provide nourishment and winter food for
bears, otters, raccoons, mink and provide nutrients to the river for the new generation of salmon, much as
dying leaves fertilize the earth.
As the salmon eggs lie in the gravel they develop an eye - the first sign of life within. Over months, the
embryo develops and hatches as an alevin. The alevin carries a yolk sac, which will provide food for two
to three months. Once the nutrients in the sac are absorbed, the free-swimming fry must move up into
the water and face a dangerous world.
The fry may live in fresh water for a year or more, or may go downstream to the sea at once - it varies by
species. Fry ready to enter salt water are called smolts. Whenever they do migrate, they face predators,
swift currents, waterfalls, pollution and competition for food.
Young salmonids stay close to the coastline when they first reach the sea. After their first winter, they
move out into the open ocean, and, depending on the species, spend from one to four years eating and
growing in the ocean. As adults, they return to their home streams, spawn and die.
Columbus City Schools
Curriculum Leadership and Development Science Department June 2013
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Specie Reproduction Exploration
Names ______________________________________________Date ________Period ________
Organism Group - Specie: __________________________________________
The Task:
1. Your group is to research your organism and determine which type of
reproduction the organism usually uses (Sexual or Asexual)
2. You are to create an Info-Sheet that includes
a title with the name of the specie
a life cycle diagram with illustrations
three interesting facts about your specie
the use of color to make it interesting to look at
Your organism will be assigned from the list below of related groups of organisms. Your
group must choose an individual specie from this generalized group.
rotifer coral starfish whale sea anemones
hydra tulip red algae annelid strawberry
frog jellyfish penguin opossum ringworm
Info-Sheet Rubric
4 3 2 1
Science
Standard
Content
Group shows an
advanced
understanding of
sexual and/or
asexual
reproduction
Group shows a
proficient
understanding of
sexual and/or
asexual
reproduction
Group shows a
basic
understanding of
sexual and/or
asexual
reproduction
Group shows
confusion in the
understanding of
sexual and/or
asexual
reproduction
Product Info Sheet has a
title, life cycle
diagram, 3
interesting facts,
uses color to
enhance
appearance
Info sheet has 3 of
the 4 required
components
Info sheet has 2 of
the 4 required
components
Info sheet has 1 of
the 4 required
components
Collaboration All members of the
group were on task
100% of the time
and worked
together to plan,
research and
produce the Info-
Sheet
Most of the
members of the
group were on task
80% of the time and
worked together to
plan, research and
produce the Info-
Sheet
Most members of
the group were on
task 50% of the time
and worked
together to plan,
research and
produce the Info-
Sheet
Work was not
shared across the
group or members
did not work
collaboratively.
Columbus City Schools
Curriculum Leadership and Development Science Department June 2013
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Name: __________________________________ Date: _______________ Period: _____
Sexual Reproduction http://www.youtube.com/watch?v=tFZeyFbBLXE
Columbus City Schools
Curriculum Leadership and Development Science Department June 2013
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Columbus City Schools
Curriculum Leadership and Development Science Department June 2013
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reproduce
generations offspring
egg
join
sex cell
50
sperm
50
offspring
fertilization
internal
outside
inside
fish
sperm
genes
NOT
1
ANSWER KEY
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Curriculum Leadership and Development Science Department June 2013
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32
Answers will Vary
Answers will Vary
Columbus City Schools
Curriculum Leadership and Development Science Department June 2013
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Name: __________________________________ Date: _______________ Period: _____
Asexual Reproduction http://www.youtube.com/watch?v=jk2RJm5RBEk
Columbus City Schools
Curriculum Leadership and Development Science Department June 2013
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Columbus City Schools
Curriculum Leadership and Development Science Department June 2013
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Answer Key
specie
sexually
unique
single identical
cell division
DNA
side
yeast
identical
2
offspring
identical
unique
cutting
Columbus City Schools
Curriculum Leadership and Development Science Department June 2013
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4 months
answers will vary, accept any reasonable response that names
one of the methods from the video.
Produce
Offspring
Genetically
identical
offspring
Budding
Genetically
unique
offspring
Sperm
Columbus City Schools
Curriculum Leadership and Development Science Department June 2013
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Both
Identical
offspring
Adaptations of a
species to
changing
environment not
likely
Requires less
energy
Takes shorter
time
DNA from one
organism
replicates to
make a new
organism
Comparing Sexual Reproduction to Asexual Reproduction – Answers
Critical Thinking
1. Bacteria reproduce asexually. Which characteristic of asexual reproduction
explains why your body might run a fever when you have a bacterial
infection?
2. Sickle cell anemia is an inherited disease. What characteristic of sexual
reproduction allows this condition to be passed on to children? Would at
least one of the parents of a child with sickle cell anemia have to have the
disease?
Answers
1. Bacteria cannot easily adapt to a changing environment.
2. DNA from both parents combine to form the new organism. No, the trait
may be recessive in both the mother and father.
Unique offspring
Adaptations of a
species to
changing
environment
more possible
over time
Requires more
energy
Takes longer time
DNA from two
organisms
combine to
make a new
organism
Ensure survival
of a species
by
reproduction
Sexual
Reproduction
Asexual
Reproduction
Columbus City Schools
Curriculum Leadership and Development Science Department June 2013
29
KFC Genetically Modified Chicken – Urban Myth Research
TEACHER PAGE
Please read carefully before teaching this lesson
**Do not share the intent of this research with the students until the experiment
is complete. It can introduce bias into their responses.
Question: Do students view sensationalized media as fact or fiction?
Hypothesis: After viewing a video depicting severely genetically modified
chicken allegedly being used by KFC, more than half the students in a science
class will believe the information to be factual.
Experiment:
1. Show http://www.youtube.com/watch?v=-rX-qnZgxhI
2. Ask the students to silently and independently identify the problem in
the video, and a proposed solution by writing in on the provided
handout.
3. Collect the students’ written responses.
4. Sort the responses into two groups.
The first group is those, which identify the problem being the
serving of Genetically Modified chicken at KFC, and the
solution suggests a way to limit this.
The second group identifies the problem being a possibly
biased reporting of alleged infractions, and the solution
suggests testing the speaker’s validity.
5. Tally the responses and calculate the % students in each category.
Data Collection and Analysis
Believing Skeptical
Total _________ _________
Percentage _________ _________
Conclusion
Columbus City Schools
Curriculum Leadership and Development Science Department June 2013
30
Some Horrible Facts about KFC!!!! Adapted from https://forums.digitalpoint.com/threads/some-horrible-facts-about-kfc.368582/
Silent Hill, Jun 17, 2007
KFC has been a part of American traditions for many years. Many people, day in and
day out, eat at KFC religiously. Do they really know what they are eating? During a
recent study of KFC done at the University of New Hampshire, they found some very
upsetting facts. First of all, has anybody noticed that just recently, the company has
changed their name?
Kentucky Fried Chicken has become KFC. Does anybody know why? We thought the
real reason was because of the "FRIED" food issue.
IT'S NOT! !
The reason why they call it KFC is because they cannot use the word chicken anymore.
Why? KFC does not use real chickens. They actually use genetically manipulated
organisms. These so called "chickens" are kept alive by tubes inserted into their bodies to
pump blood and nutrients throughout their structure. They have no beaks, no feathers,
and no feet. Their bone structure is dramatically shrunk to get more meat out of them.
This is great for KFC, because they do not have to pay so much for their production
costs. There is no more plucking of the feathers or the removal of the beaks and feet.
The government has told them to change all of their menus so they do not say chicken
anywhere. If you look closely you will notice this. Listen to their commercials, I guarantee
you will not see or hear the word chicken. I find this matter to be very disturbing.
I hope people will start to realize this and let other people know. Together maybe we
can make KFC start using real chicken again.
Columbus City Schools
Curriculum Leadership and Development Science Department June 2013
31
KFC Genetically Modified Chicken Video Response
What is the problem depicted in this video?
What is your solution to the problem depicted in this video?
KFC Genetically Modified Chicken Video Response
What is the problem depicted in this video?
What is your solution to the problem depicted in this video?
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Columbus City Schools
Curriculum Leadership and Development Science Department June 2013
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Genetically Modified Foods Argument Rubric
CATEGORY 4 3 2 1
Introduction
(Organization)
The introduction
states the
background/histor
y of the problem.
Thesis statement
has a viewpoint for
rest of essay.
The introduction
states the main
topic and
previews the
reader. Perhaps
missing a clear
background of
problem.
The introduction
states the main
topic, but does
not adequately
preview the
structure of the
paper nor is it
particularly
inviting to the
reader.
There is no clear
introduction of
the main topic.
Support for Topic
(Content)
Relevant, telling,
quality details give
the reader
important
information that
goes beyond the
obvious or
predictable and
includes the role
reproduction plays
in the genetic
modification.
Supporting details
and information
are relevant, but
one key issue is
unsupported. The
essay also
includes the role
reproduction
plays in the
genetic
modification.
Supporting
details and
information are
relevant, but
several key issues
are unsupported.
Reproduction is
mentioned but its
role is not
described.
Supporting
details and
information are
present but
typically unclear
or not related to
the topic.
Reproduction
and its role are
not mentioned.
Counterargument Writer uses essay to
state opposing
view(s) of others
and counters
respectfully why
they are not valid.
Writer uses essay
to state opposing
view(s) of others
and counters
disrespectfully or
disdainfully.
Writer use
opposing
argument in
essay, but does
not counter.
Writer does not
include
opposing
argument or
counter in essay.
Accuracy of Facts
(Content)
All supportive facts
are reported
accurately and all
sources are cited.
Almost all
supportive facts
are reported
accurately and
all sources are
cited.
Most supportive
facts are
reported
accurately and
most sources are
cited.
Few facts are
reported OR
most are
inaccurately
reported or no
sources are
cited.
Grammar & Spelling
(Conventions)
Writer makes no
errors in grammar
or spelling that
distract the reader
from the content.
Vocabulary and
word endings have
no mistakes.
Writer makes 1-2
errors in
grammar,
spelling,
vocabulary, word
endings that
distract the
reader from the
content.
Writer makes 3-4
errors in
grammar,
spelling,
vocabulary, and
word endings
that distract the
reader from the
content.
Writer makes
more than 4
errors in
grammar,
spelling,
vocabulary, and
word endings
that distract the
reader from the
content.