F.

I Science 9 Unit Plan

Reproduction
 Context/Overview

I have create this unit plan from the French Immersion Science curriculum for grade 9. The

school serves over 1 500 students from various backgrounds and socioeconomic classes. The French

Immersion Science 9 course offers the same objectives and content as the English program which

consists of four units; Atoms and Elements, Reproduction, Electricity, and Space Exploration.

The high school is one of the two high schools in the city. It accomodates a large number of

students from various backgrounds. My class contains a LCD projector, a few white boards, and a sink.

The lab is just across the hall, and is large and well equiped with materials.

Most students in this class are high achievers. However, a few students have mix emotions

regarding science. Althought, they do not stuggle academicly, they are not overly interested in the

subject. There is one student who has ADHD and a comorbidity with high anxiety. He is intelligent,

but cannot sit still.

Last year, students were introduced to the cells as a living organism. They also should have

learned the structional and functional association between cells, organs, and systems in the human

body.

In this unit, the students will further learn the cellular processes in which they will learn the

roles of the nucleus and other organites as well as various changes happening during cellular division

(miosis and meiosis). Students will also determine the processes of sexual and asexual reproduction

within various organisms. Finally, students will be introduced to genetic changes regarding cancer,

cloning, gene therapy, and genetic manipulation.

 Rationale

This unit plan is designed to give an overview of the unit and offer a guide to follow along

through 5 weeks. With this unit plan, it is easy to get a sense of the entire unit and see where it will

lead. This makes it able to incorporate other units and create cross curricular objectives. The

curriculum states that this unit should take 17 lessons to teach, and I have worked it out to 20 lessons

including a review day and a test day. I have added 3 flex days at the end of the unit plan in case that I

want to spend more time on a subject that needs more attention. Depending on the students, I could

take more or less time to cover a concept. The flex days can also be used in case of snowdays, PD

days, or other unplanned events.

I have choosen to do this unit in second, after the unit on atoms and elements, because students

will be able to relate some the the theory learned in the previous unit. Having said that, one could find

similarities between atoms and cells, both being the smallest unit of a composite. Molecules and cells

are comparable because of their multiple components that creates an entity. In the reproduction unit,

the photosynthesis cycle of the plants are studied using organic compound learned in the previous unit.

The first 2 units of Science 9 are, in my opinion, the most critical. Chemistry and Biology are two

subjects that students will continue to have throughout their high school years. It is very important for

the students to graps the basic theory behind these subjects.

Giving that biology covers a lot of matter, I have planned my lessons using a power point

format. This will accommodate visual and auditory/litteracy students since they will be able to copy

notes, and discuss problems that arise with certain issues. I use many worksheets to reinforce the

content and students are able to use them as a study tool. The DART worksheet is my main focus, for

that helps students understand better and its centered around scientific litteracy.
 Unit Plan and Activities For Science 9: Reproduction

Calender 2010

Week 1
Date/Lesson Objectives/Outcomes Lesson/Activity
March 29th - Review from last year - The Cell; review of last year, cell are
Lesson 1 - introduction to the cell and its content living things
- 111-1 - Overview of unit (assignements)
- 305-1 - Parts of a microscope
- 109-14 - 2 types of cell; prokaryotes and
eukaryotes
- PPT. of components of the cell and
their roles.
March 30th - 305-1 recognize that the nucleus of a - The cell and the genetic information of
Lesson 2 cell contains genetic info. And the nucleus.
determines cellular processes. - See differences between animal cells
- 109-14 explaining the importance of and plant cells.
using proper science language. - Activity sheet + textbook
March 31st - 304-11 illustrate and describe the basic - The importance of cellular division
Lesson 3 process of cell division - Cellular division
- Activity sheet + textbook p.148
April 1st - (continue from lesson 3) 304-11 - Cellular division (mitosis)
Lesson 4 including what happens to the cell - Mitosis activity
membrane and contents of the nucleus - Animal cells vs. Plant cells
April 2nd Relax GOOD FRIDAY
Lesson 5

Week 2
Date/Lesson Objectives/Outcomes Lesson/Activity
April 5th Relax EASTER MONDAY
Lesson 6
April 6th - 304-11, - Cellular division (touch a little on
Lesson 7 - 305-1 Recognize that the nucleus meiosis and the difference with mitosis)
contains genetic info. and determines - Activity sheet
cellular processes. - Review lab safety (lab tomorrow)
April 7th - 210-2 - Lab on cell mitosis using microscopes
Lesson 8 - 210-4 and pre-prepared cells samples.
- 210-9 - Student fill in worksheet
- 209-6,
April 8th - (continue from lesson 8) - (continue from lesson 8) Lab on cell
Lesson 9 mitosis (lab report due next Tuesday)
April 9th - 109-14, - 1 part: Quiz on cell componants and
Lesson 10 - 210-2 cellular division.
- 2 part: mini-lesson How to do lab
report.
Week 3
Date/Lesson Objectives/Outcomes Lesson/Activity
April 14th - 305-2 distinguish between sexual and - Sexual and asexual reproduction
Lesson 11 asexual reproduction in representative
organisms.
April 15th - 305-2, - Lab report due
Lesson 12 - 305-3 compare sexual and asexual - Sexual and asexual reproduction
reproduction in terms of advantages and (avantages and disadvantages)
disadvantages.
April 16th - 305-5 discuss factors that may lead to - DNA; caracteristics and componants.
Lesson 13 changes in cells genetic info. - DNA replication
April 17th - 305-5, DNA; activity create double helix DNA
Lesson 14 - 211-2, with materials provided by the teacher.
Formative assess.
April 18th - 211-2 communicating questions Jeopardy game
Lesson 15 - Formative assessment, reinforce
material studied in class

Week 4
Date/Lesson Objectives/Outcomes Lesson/Activity
April 21st - 113-110, - DNA; mutation and Cancer
Lesson 16 - 208-2, Examples using Hiroshima bombing
- 305-5 - Cancer causing agents
April 22nd - 113-110, - Movie (Cancer) 20 minutes +
Lesson 17 - 208-2, questions
- 305-5 - DNA; genetic testing
April 23rd - 110-3 Identify major shifts in scientific - DNA; cloning
Lesson 18 world views
- 113-110 provide examples of problems
- 208-2 identify questions
- 305-5
April 24th - Review for Test
Lesson 19
April 25th - Test
Lesson 20

Week 5
Date/Lesson Objectives/Outcomes Lesson/Activity
April 28th Flex day
Lesson 21
April 29th Flex day
Lesson 22
April 30th Flex day
Lesson 23
May 1st Unit 3: Electricity
Lesson 24
Assessment

- Formative:
Students are just beginning to learn how to study at this point in their schooling. They may not have
been challenged to the point where studying is essential to their understanding. In the Reproduction
Unit, there are a lot of new concepts to grasp therefore, formative assessment are necessary to evaluate
students comprehension. I have created an activity with the DNA, where students will have to built
their own double helix (in groups of 2-3). This activity will be a form of formative assessment as well
as summative. I will informally evaluate their understanding and give them a participation mark. The
jeopardy game is also a formative assessment. This is to further reinforce the contents studied at that
point.

- Summative:
In grade 9, it is the students first experience with labs and creating lab reports. For students to take it
more seriously, I have decided to have them do a full lab report for a total of 20% of their unit mark (I
am not currently aware of the marks given for the other 3 units at this point. Therefore the unit will
amount to 100%. I assume that with 4 units in Science 9, if they are equally distributed, they would
amount 25% of the final grade mark). The quiz on cell division is 20% of their unit mark. Homework
will amount to 10%. I believe that participation is important and part of learning. Students may see this
as easy/given points, and that is okay. I would rather award them for participating and taking part of
class activities than risk that students would waste time chatting and have the others do the work.
Participation will amount to 10% of their unit mark. I want to see participation in the lab, with the
DNA activity, and in class discussion. Final unit test 40%.

Lab report /20%

Quiz /20%
Homework /10 %
Participation /10%
Final unit test /40%
Total mark for unit /100%
Total mark for grade /25%

Resources

NB curriculum Science 9
Nelson Science 9 Textbook, chapter 5- 8
Overhead projector
White boards
Computer
Philosophy of Science Teaching
(technology)
As many studies shows, students lose interest in science as they get in high school. It is my goal

to keep them interested and show my passion for science by creating activities and experiments. I also

believe that relating the subjects to everyday life and our current issues give a purpose of learning and

wanting to learn. This biology focuses unit is intense and condensed with theories and matter. At this

point in students lives, they may not have felt the need to study and many do not know how.

Incorporating litteracy in science is essential to help students comprenhend the subject. Biology

requires a lot of studing (for most students) and I hope to falicitate this by including DART

worksheets.

I believe that incoporating technology in science is an important factor and is becoming further

recognized as a tool to help teach. At the beginning of the school semester, I would introduce the

project where students would create their own science focuses webpage. I would include a number of

considerations to be made, such as weblinks so helpful sources. I trust that students are most likely

more technologically skilled than I am, and I would be interested to see what they would create. With

this, students would incoporate contents studied in class as well as their own research on the subject.

I will also use many powerpoint presentation as a teaching tool, and students will be able to copy notes

from.
Course/Class: Science 9 Name: Lisanne Comeau Date: Lesson
1
Topic: Cell components Unit: Reproduction Grade: 9
A. Intents/Objectives/Purpose
- 109-14 Explain the importance of using precise language in science and
technology.
- 305-1 Recongnize that the nucleus of a cell contains genetic information and
determines cellular processes
- 111-1 provide examples of scientific knowledge that have resulted in the
development of technologies.
- This is the first class of the Reproduction Unit. Students will be giving an
overview of the unit and its objectives as well as the assignement due on April
23rd (end of unit). Students should be able to recognize that the cell is a living
organism and has a purpose. Students should also realize that there are different
types of cells and they contain organelles that each has a function for the cell to
live. Student will study at the microscope functions and identify the major
components.

B. Activities C. D.
Resourc Students
es are
Administration/Homework (2 min) Pencil and Listening,
Take attendance attendance list getting out
their books and
supplies for
class.
Introduction/Set/Advanced Organizers (15-20min) Microscope Students are
Today we are beginning a new unit: Reproduction LCD listening, and
PPT of overview of unit, objectives, and final assignement (due projector answering
april 23rd or end of unit). Computer questions.
Last year, students learned that cells are living organisms and Students
take part of functional and structural mechanisms such as discuss their
organs in the human body. prior
knowledge on
Show microscope and talk about its purpose.
the subject.
Humans contain more than 75, 000, 000, 000, 000 cells.
What do cells consiste of and what are cells purpose?
Clarifying/Creating-Understanding/Concept- LCD Students
Development (15 min) projector are
PPT presentation cell basics. Computer listenning,
Discussion on basic cell theory (Hooke being the Textbook and drawing
first scientist to discover cells and study various p.142-143 a plant cell
cells) and an
2 types of cells; prokaryotes and eukaryotes animal cell
All animal cells have the same organelles but they including
the
do not all look alike under the microscope. Same
organelles.
with plants.
The nucleus is like the brain; controls the activities.

Coached/Guided-Practice/Seatwork (15 min) Textbook Students fill

Give out fill in the blank worksheet. page 142- in the
monitor the student work closely and provide 143 blanks on
frequent feedback Worksheets worksheet
and write
brief
description
of the
organelles
with the
help of
Science 9
texbook
page 142-
143
Closure/Summary (10min) White board Students
Review the cell function by creating open Matching discuss
questions to the students activity questions.
writen on Students
go back to the cells purpose (discussed in the board.
intro) and objectives. Discuss new termalogogy. take turn
(If time allows) Matching activity at the board. coming up
Copy matching activity from sheet onto white to white
board. Students take turn coming up to the white board for
board to associate definitions. answer.

Homework
No homework for the first class
Review/Assessment
Formative assessment during the students closure
activity of matching the organelle to its function.
provides additional reinforcement
Course/Class: Science 9 Name: Lisanne Comeau Date: Lesson
2
Topic: Animal Cells vs. Plant Cells Unit: Reproduction Grade: 9
B. Intents/Objectives/Purpose
- 109-14 Explain the importance of using precise language in science and
technology.
- 305-1 Recongnize that the nucleus of a cell contains genetic information and
determines cellular processes
- Students should be able to recognize that all animal cells do not look alike but
have the same components. Students should also be able to determine that
plants do not have all the same cellular functions as the animal cells.

B. Activities C. D.
Resourc Students
es are
Administration/Homework (2min) Pencil and Listening,
Take attendance attendance list getting out
their books and
supplies for
class.
Introduction/Set/Advanced Organizers (5min) Students are
Yesterday, students learned parts of the microscope as well as listening, and
names of various organelles and their function. answering the
Today we will be looking at the difference between animal cells question.
and plant cells as well as the genetic information found in the Students
cell. discuss their
What do animal cells have that plants cells dont and vice- prior
versa? knowledge on
the subject.
The objective is to recognize that the nucleus of a cell contains
genetic information and determines cellular processes as well as
recognize the similaries and differences between animal cells
and plant cells.
Clarifying/Creating-Understanding/Concept- LCD Students
Development (20 min) projector are
PPT presentation on Genetic information is Computer listenning,
organized into a chromosome, stored in the Textbook and copying
nucleus of the cell. p.142-143 notes from
Each species has its own number of chromosomes, the LCD
humans have 46 chromosomes (we will touch projector,
more on genetics later on in this unit) discussion
What about plant cells? Do they contain DNA? on plant
All animal cells have the same organelles but they cells.
do not all look alike under the microscope. Same
with plants.
The nucleus is like the brain; controls the activities
and contains genetic information

Coached/Guided-Practice/Seatwork (20 min) Textbook p. Students fill

Give out animal vs. plant cell worksheet 142-143 worksheet
monitor the student work closely and provide Worksheet of the
frequent feedback organelles
present in
animal cells
vs. plant
cells with
the help of
Science 9
texbook
page 142-
143
Closure/Summary (10 min) Students
Go over answers that student found in their discuss
activity sheet (animal vs. plant cells) their
answers
Homework (5 min) Students
- What can a plant cell do that no animal cell can? copy
- What plant cell stucture enables it to carry out this homework
function? questions in
their books.
Review/Assessment
Formative assessment during the students closure
activity of detemining the difference between
animal cells and plant cells.
provides additional reinforcement
Course/Class: Science 9 Name: Lisanne Comeau Date: Lesson
3
Topic: The importance of cellular Unit: Reproduction Grade: 9
division
C. Intents/Objectives/Purpose
- 304-11 Illustrate and describe the basic process of cell division, including what
happens to the cell membrane and the contents of the nucleus.
- Students should be able to recognize the importance of cellular division in our
everyday life (healing and tissue repair, growth, and reproduction of organisms).
Students should be aware that cellular division is still a popular area of study for
scientist and that there are still many unanswered questions regarding cellular
division.

B. Activities C. D.
Resourc Students
es are
Administration/Homework (10 min) Pencil and Listening,
Take attendance, check and discuss homework answers attendance list getting out
their books and
supplies for
class.
Introduction/Set/Advanced Organizers (10min) LCD Students are
Yesterday, students learned that the nucleus of a cell contains projector listening,
genetic information that determines cellular processes Computer watching
Today we will be studying cellular division. video, and
Why do cells need to reproduce? discussing why
they think is
Show youtube clip of stupid stunt resulting in injury.
cellular
The objective is to study the importance of cellular division and division is
how it affect us directly in our lives. important.
Long time ago, doctors transfused blood from younger kids to
the elderly. They believed that younger blood would provide
more energy and lifespan to the elderly. Do you think that older
people have older blood? Explain.

Clarifying/Creating-Understanding/Concept- LCD Students

Development (20min) projector are
PPT presentation on the importance of cellular Computer listenning,
division. Textbook and copying
p.142-143 notes from
the LCD
projector.
Coached/Guided-Practice/Seatwork (10 min) Textbook p. Students
Talk about healing and tissue repair, growth, and 142-143 are listening
reproduction Worksheet and fill
 How do cells know when to reproduce? worksheet.
Unanswered questions still studied by scientists.
Closure/Summary (5 min) Students
Tomorrow we will look closely at the cellular are
division and the different phases listening.
Review lesson

Homework (10 min) Students

(if time allow they can work on homework in class) are copying
Textbook page 149 understanding concepts homework
questions 1,2,3 for
tomorrow.

Review/Assessment
Life Science: Reproduction
Grade 9
 Matching Activity

Write organelles (1-10) on board and functions (A-J). Students take turns coming up to
the board to associate one of the answers.

1. Nucleus ______
2. Mitochondria ______
3. Ribosome ______
4. Golgi Apparatus ______
5. Endoplasmic Reticulum ______
6. Chromosomes ______
7. Lysosomes ______
8. Chloroplasts ______
9. Cytoplasm ______
10. Cell Membrane ______

A. The boundary of the cell, acts like the gate keeper

B. The living jelly, the environment inside the cell
C. Digests (breaks down) material so the cell can use it
D. Has chlorophyll, creates sugar
E. Stores protein until the cell needs it
F.The control center of the cell
G. Helps create protein
H. The power house of the cell
I. Contains genetic information
J. It carries material throughout the cell