Beruflich Dokumente
Kultur Dokumente
Title of Unit
Reproductive system
Grade Level
Grade 9 (secondary 3)
Curriculum
Area
Living World
Time Frame
10 lessons x 70 mins
Developed By
Adam Nasiek
Understandings
Essential Questions
Overarching Understanding
Overarching Questions
Knowledge
Names and functions of reproductive organs
and structures.
Hormone regulation in men and women.
Puberty (hormonal cycle, physiological
changes, menstrual cycle).
Skills
Identifying structures of the male and
female reproductive systems
Identifying the functions of different
structures in the male and female
reproductive systems
Format
Other Evidence
Exit cards
Quizzes
3-2-1
Pre-assessment
Entry Point
Hook A:
https://www.youtube.com/watch?v=ahWlfnche6g
The above link leads to a video that shows clips of mothers
interacting with their offspring. The point of showing this video
to the students is to trigger their emotions by allowing them to
witness the profound relationship between mother and child in
the animal kingdom. In other words, because many
adolescents are close with their parents, the messages
embedded within the video will gauge the students attention.
This video will be used to show the ultimate function of the
reproductive system without introducing any terms or images
that explicitly indicate that students will be learning about the
reproductive system.
Hook B (anecdote to introduce ethical issues and
assistive reproduction later in the unit):
The entry point to this unit will be a personal story. Though the
story does not introduce any new terms to students, the story
does revolve around ethical issues that are essential to our
unit on the reproductive system.
My friend made himself feel sad and angry for many years for
decisions that didnt really affect his life and paying too much
attention on other peoples lives took away from his own
happiness.
His Italian family has become simply what it was meant to be
when there are no barriers. A happy sister in a same sex
relationship, both women experiencing motherhood. A father
who is happy in an ethnic relationship and a man and women
who have turned to Science to help them in the miracle of
life.
Tiered Activity
Recoding
new information
Self-Evaluation
Differentiate by
Learning Styles
Differentiate
by Interest
New knowledge,
consolidation,
transfer
Appendix A
Name: _________________
Performance Task
Fertility Doctor Consultation and Brochure
Task 1: In groups of 4-5 students, you are to create a scene in a fertility clinic.
Duration of Consultation: Between 8-10 minutes.
Scenario: A couple comes to your clinic to consult the fertility doctor because they want
to have a baby.
1. You need to create the scenario with the following people in it:
Receptionist
Doctor
Nurse / Technician
2 patients (you can choose the sexes)
You will need to decide who is the couple and what is their problem?
What questions will each person in the clinic ask the couple from the moment
they walk into the clinic?
What will the couple say to the doctor?
What will the doctor say to the couple?
The consultation will end with the doctor giving the couple a brochure on assisted
fertilization. (The brochure is Part 2 of the assignment)
The brochure must contain any information that would be important for a person
or couple to know when contemplating assistive reproductive technologies.
Appendix B
Name: ________________
Content
Presentation
of Brochure
Research
Quality
Demonstrates
thorough
understanding of
topic
Demonstrates
sufficient
understanding of
the topic
Demonstrates little
understanding of
topic
Lacks
understanding of
topic
Presents
Presents
Presents
Presents
researched
information in the
brochure with
accuracy all of the
time (0-1 piece of
misinformation)
researched
information in the
brochure with
accuracy most of
the time (2-3
pieces of
misinformation)
researched
information in the
brochure with
accuracy some of
the time (4-5 pieces
of misinformation)
researched
information in the
brochure with
accuracy none of
the time (6+ pieces
of misinformation)
Very well
formatted
Adequately
formatted
Somewhat well
formatted
Poorly formatted
Information is
clearly organized
all of the time
Information is
clearly organized
most of the time
Information is
clearly organized
some of the time
Information is
clearly organized
none of the time
Very visually
appealing
Mostly visually
appealing
Somewhat visually
appealing
Not visually
appealing
Three sources
used
Oral
Consultation
Criteria
Verbal
skills
Non-verbal
Skills
Questions &
answers reflect
knowledge of
material
Speaks clearly
most of the time
Speaks clearly
some of the time
Speaks clearly
none of the time
Speaks audibly
most of the time
Speaks audibly
some of the time
Speaks audibly
none of the time
Uses scientific
vocabulary
throughout
Uses scientific
vocabulary to
some extent
Uses scientific
vocabulary
seldom
Maintains eye
contact most of
the time
Maintains eye
contact some of
the time
Rarely maintains
eye contact
Maintains eye
contact none of
the time
Student displays
relaxed, selfconfident nature
about self, with no
mistakes.
Makes minor
mistakes, but
quickly recovers
from them;
displays little or no
tension.
Displays mild
tension; has
trouble
recovering from
mistakes.
Tension and
nervousness is
obvious; has
trouble recovering
from mistakes.
Demonstrates
thorough
knowledge of
assisted
reproduction
Demonstrates
sufficient
knowledge of
assisted
reproduction
Demonstrates
some knowledge
of assisted
reproduction
Lacks knowledge
of assisted
reproduction
Appendix C
Name: _______________________
What do you know about
Instructions: Answer the following questions with one or two sentences.
1. What is the purpose of the reproductive system?
3. What is puberty?
Appendix D
Name: ____________________
Activity
Anatomy of the Reproductive System
Given a figure of the male and female anatomy, label all structures of the female and
male reproductive system and define one function of each structure in the space
provided below the diagrams.
Define one function of the structures you labeled above with the corresponding numbers
below.
1. __________________________________________________________________________
2. __________________________________________________________________________
3. __________________________________________________________________________
4. __________________________________________________________________________
5. __________________________________________________________________________
6. __________________________________________________________________________
Define one function of the structures you labeled above with the corresponding numbers
below.
1. __________________________________________________________________________
2. __________________________________________________________________________
3. __________________________________________________________________________
4. __________________________________________________________________________
5. __________________________________________________________________________
6. __________________________________________________________________________
7. __________________________________________________________________________
8. __________________________________________________________________________
Name: ____________________
Activity
Anatomy of the Reproductive System
Given a figure of the male and female anatomy, label all of the structures of the
reproductive system.
Name: ____________________
Activity
Anatomy of the Reproductive System
Explain in two to three sentences how each of the situations would affect the
reproductive systems of each individual.
Situation: A male has been diagnosed with testicular cancer.
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
Appendix E
Name: _______________
Self-Evaluation on Reproductive System Unit
Questions
What was the easiest
part of this lesson?
What did I find the
most difficult?
What do I need
clarification on?
What strategies did I use that
was effective for learning?
Do I feel confident in my
ability to explain what I
learned to someone else?
Start
Midway
End
Comments
Appendix F
Name: __________________
Reproductive System Tic-Tac-Toe
Instructions: In the diagram below, fill 3 boxes in a vertical, horizontal, or
diagonal line by choosing the tasks you wish to complete.
Note: The task in the center box must be completed by all.
Create a diagram of the
male and female
reproductive system with the
labels and definitions of
each structure.
The easiest part of this was establishing what students had to know (knowledge) for a unit
pertaining to the reproductive system. The knowledge that we included in the unit plan was
largely based on the Progressions of Learning and somewhat based on what supplemental
knowledge Chantal and I thought would be interesting for students to be aware of.
The most challenging part of this was to generate what understandings the students should
have by the end of the unit. In fact, I considered changing unit topics because I was struggling
to come up with quality overarching understandings. After having contemplated for some time,
we were able to produce one thing that Chantal and I thought students should be grappling with
throughout the unit. Creating subsequent overarching understandings was much easier
because we had a much better idea of what a quality understanding consisted of.
If we would do this again, I would change the tiered activity so that the students at X-2 would
not only be practicing their ability to label but also their ability to define the structures of the
reproductive system. The way it is now, students at X-2 are not closing the gap between them
and X-1 because they are not given the chance to practice defining.
The most important thing that I learned is that there is more valuable learning that can occur
when a teacher places an emphasis first on the learning aspect, then on the teaching aspect of
designing a unit. This differs from the traditional teaching methods wherein tasks and activities
are given to students without understanding whether or not these tasks and activities are
catering to student needs. Therefore, the initial focus on learning rather than teaching makes
the unit much more concrete and purposeful.