Devrani Narine-Gadar 04740401

Unit & Lesson Planning Skills

Sample of Unit Instruction

Level: Form 4

This unit focuses on the topic of Reproduction. It covers both sexual and

asexual reproduction, and includes lessons for reproduction in both plants and

animals. It highlights the various methods by which all sub-topics can be taught in

fifteen lessons.

This unit attempts to achieve the recognition, delivery, and understanding of

the big idea involved in reproduction, which is that it is essential for continuity of

life. Whether it is sexual or asexual reproduction, reproduction in plants or

animals, this process ensures the continued survival of a species, and the

continuous transfer of genetic information. This process serves to both maintain a

gene pool and also promote genetic diversity.

 UNIT PLAN

Name: Devrani Narine-Gadar

Class: Form 4 Integrated Science

Unit Title / Topic: Reproduction

Time Frame: 15 Lessons x 40 minutes

NATIONAL GOALS BIG IDEA

- To explore, reflect on, and express their Reproduction is a characteristic of life. It is the

own ideas, learning, perceptions, and mechanism that ensures there is continuity of a

feelings. species population, while ensuring important

- To demonstrate an understanding of facts genetic information is transferred from one

and relationships presented through words, generation to the next. Without this mechanism,

numbers, symbols, graphs, and charts. valuable genetic information can be lost when

- Work and study purposefully, both individuals perish, and there will be a decline in

independently and in cooperative groups. species population numbers. This can ultimately

- Critically reflect on and interpret ideas lead to extinction and loss of a gene pool.

presented through a variety of media.

- Formulate tentative ideas, and question

their own assumptions and those of others.

- To acquire and apply scientific and

technological knowledge to the mutual

 benefit of self, society and the

environment.

- To understand the relationship between the

structures and functions of the systems

within an organism.

FORMAL BACKGROUND KNOWLEDGE / AIMS

EXPERIENCES

FORMAL: - To distinguish between asexual and sexual

- Reproduction occurs in all organisms. reproduction.

- Reproduction usually occurs between male - To describe the various methods of asexual

and female organisms. reproduction in plants and animals.

- A single organism can also produce - To describe the process of sexual

offspring without requiring a mate. reproduction in plants and humans.

- Offspring produced from two parents get - To describe the menstrual cycle.

characteristics from both parents. - To discuss ovulation, fertilization,

- The flower facilitates reproduction in implantation, development of the fetus, and

plants. birth.

- Animals have reproductive systems. The - To identify the advantages and

sperm and egg are involved in reproduction disadvantages of various methods of birth

in humans. control.

- Menstruation occurs in females only. - To discuss the importance of pre- and post-
 - The health of a baby must be ensured while natal care of mothers and babies.

still in the womb and even after birth. - To identify the causes, symptoms,

- Sexually transmitted infections can be prevention and control of sexually

transmitted through sexual interactions / transmitted infections.

intercourse. - To critically assess the need for human

- Birth control prevents fertilization of the population control.

egg by the sperm.

EXPERIENCE:

- All students would be able to identify

characteristics inherited from parents.

- All students should be familiar with the

structure of a flower, and its male and

female reproductive parts.

- Some students would have assisted in post-

natal care of siblings, relatives, etc.

- All students should be able to identify

different methods / types of birth control.

- Students would have already developed

secondary sexual characteristics.

 MISCONCEPTIONS ALTERNATIVE (EVERYDAY) IDEAS

- A hermaphrodite reproduces asexually. - A woman will get pregnant once she

- Reproduction always involves a male engages in unprotected sexual activity.

organism and a female organism. - STIs can only be transmitted through

- Male organisms are always bigger and sexual intercourse.

stronger than their female counterparts. - Minimal amounts of alcohol and drugs

- Semen and sperm mean the same. have no effect on a developing baby in the

- The vagina and the urethra are the same. womb.

- Plants do not participate in sexual - The gender of an unborn baby can be

reproduction since they cannot move to determined by the shape / position of the

find a mate. mothers belly during pregnancy.

- All flowers are large, brightly colored, and - Cravings result in birthmarks on the baby.

have a sweet scent. - A condom is 100% effective in preventing

- Grasses do not have flowers. pregnancy.

- All birth control methods prevent the

transmission of STIs.

- If a person appears weak, thin, and pale,

they have HIV.

- HIV can be contracted by shaking hands

with an infected individual.

 GENERAL OBJECTIVES

1. To distinguish between the different types of reproduction.

2. To describe the process of sexual reproduction in plants and animals.

3. To assess the importance of birth control methods; and human population control.

4. To assess the importance of pre- and post-natal care.

5. To identify the importance of reproduction in species continuity.

MODEL OF STRATEGIES

LIST OF LESSONS TEACHING

1. Asexual reproduction versus sexual Concept Attainment Individual work, group

reproduction. work, use of video /

charts, classroom

questioning.

2. Types of asexual reproduction. Concept Attainment Individual work, group

work, classroom

questioning, use of

videos/charts.

3. Advantages and disadvantages of asexual Direct Instruction Individual work,

reproduction. classroom questioning.

4. Structure of the flower and agents of Integrative Model Individual work, group
 pollination. work, use of videos and

charts, classroom

discussion and

questioning.

5. Types of pollination. Concept attainment Individual work,

classroom questioning,

use of videos.

6. Fertilization in plants. Cooperative Learning Group work, use of

videos/charts, group

presentations,

classroom discussion

and questioning.

7. Formation of fruits and seeds. Direct Instruction Use of charts,

classroom questioning.

8. The human male reproductive system. Direct Instruction Individual work, use of

charts, classroom

questioning.

9. The human female reproductive system. Direct Instruction Individual work, use of

charts, classroom

questioning.

10. Fertilization and formation of zygote / Direct Instruction Use of video and charts,

embryo / fetus in humans. classroom discussion

and questioning.
11. The menstrual cycle. Direct Instruction Use of charts and

videos, individual work,

classroom questioning.

12. Pre- and post-natal care. Inquiry Model Group work, use of

local statistical data,

case studies, group

presentations,

classroom discussions.

13. Birth control methods. Direct Instruction Group work, use of

video and charts, group

presentations, class

discussions.

14. Sexually transmitted infections. Direct Instruction Group work, use of

video and charts, group

presentations, class

discussions.

15. Human population control. Cooperative Learning Group work, use of case

studies, group

presentations,

classroom discussions.
RESOURCES TO BE USED LESSON TYPES OF STUDENT EXPERIENCES /

NO. ACTIVITIES TO BE PROVIDED

Whiteboard, markers, multimedia 1 Students will be shown examples and non-examples of

projector, laptop, charts sexual and asexual reproduction.

Whiteboard, markers, multimedia 2 Students will be shown videos on the various types of

projector, laptop, live specimen. asexual reproduction and will be asked to make notes

where necessary. The information on the video will be

supplemented by display of actual plant specimen

involved in the specific type of asexual reproduction.

Whiteboard, markers, assessment 3 Students will be required to advantages and

sheets. disadvantages of asexual reproduction based on

information from previous class sessions. Students will

also be required to complete a worksheet based on

information the teacher discusses with the class.

Whiteboard, markers, multimedia 4 Students will be placed into groups and will be

projector, laptop, charts, required to complete activities based on the structure of

magnifying glass, hibiscus and the flower. They will use actual specimen to assist with

wind pollinated flowers, understanding how the structure of the flower

assessment sheet. determines the agent of pollination. Students will also

be required to create a novel insect/bird/mammal

pollinated flower using simple materials.

Whiteboard, marker, charts, 5 Students will be taken to various locations on the

plants on the schools compound, school compound to observe flowering plants. The
charts. teacher will explain the concepts of self and cross

pollination, with reference to the plants. In the

classroom, the teacher will demonstrate a variety of

charts of self and cross pollinated flowers.

Multimedia projector, laptop, 6 Students will be placed into groups and each group will

video, assessment sheet be assigned a sub-section of fertilization in plants. All

students will b required to view a video on fertilization

in plants and make notes where necessary. Each group

will be required to approach the class, and teach the

necessary information for their sub-section, using

information derived from the video.

Actual fruit and seed specimen, 7 Students will be required to review the reproductive

charts, whiteboard, markers. structures of plants and suggest which parts are likely

to develop into the frit and seeds.

Whiteboard, markers, charts, 8 Students will be required to construct a model of the

plasticine. male reproductive system using plasticine. They will

also be required to state the function of each part.

Whiteboard, markers, charts, 9 Students will be required to construct a model of the

plasticine. male reproductive system using plasticine. They will

also be required to state the function of each part.

Whiteboard, markers, multimedia 10 Students will be required to view a video presentation

projector, laptop, video, charts, that demonstrates the stages of fertilization in humans,

assessment sheet. and the formation of zygote, embryo and fetus.

 Students will b required to make notes where

necessary.

Whiteboard, markers, charts, 11 Students will be required to view a video on

multimedia projector, laptop, menstruation, and this will be supported by information

video. on charts. Students will be chosen at random to explain

to class-mates what occurs at each different stage.

Case studies, local statistical data, 12 Students will be required to review case studies and

whiteboard, markers. local statistical data on pre- and post-natal care.

Students will then be required to share their findings

with the rest of the class.

Samples of birth control, 13 The teacher will show a video on birth control

multimedia projector, laptop, methods, together with an assessment of their

charts. effectiveness. Students will be required to work in

groups and make notes where necessary. Groups will

be required to teach the rest of the class of one

particular method they focused on.

Whiteboard, markers, assessment 14 Students will be required to provide information, to the

sheet. rest of the class, of the different STIs; and explain the

symptoms and how they can be treated or controlled.

Case studies, assessment sheets. 15 Students will be required to review case studies

specific to human population control, and share their

findings with the rest of the class.

 SKILLS TO BE DEVELOPED

Students will be able to:

- Distinguish between terms: asexual and sexual reproduction, self and cross pollination.

- Make biological drawings/models of flowers, male and female human reproductive parts.

- Analyze case studies and statistical data.

- Create novel specimen from local materials. Collaborate with peers to accomplish particular

tasks.

- Make observations, analyze data, and draw conclusions.

 TABLE OF SPECIFICATIONS

Lesson # Knowledge Understanding Application Analysis Evaluation Synthesis Total /

1 I I 2.5

2 I I 2.5

3 I I I 5

4 I I I I I 9

5 I I I I 7

6 I I I I 7

7 I I I 5

8 I I I 5

9 I I I 5

10 I I I I I 9

11 I I I I I 9

12 I I I I 7

13 I I I I I 9

14 I I I I I 9

15 I I I I I 9

Total / % 26 26 22 15 9 2 100

Total objectives = 58
 ASSESSMENT STRATEGIES

Formative Summative

In-class activities and assignments: - Reflective journal consisting of a compilation of

- Worksheets reflections of the impact of each lesson/topic on

- Oral question and answer sessions the student; and their applications/importance to

- Creation of models / charts everyday life.

- Group presentations - End of term written examination

TEACHERS REFLECTION

This unit provides me with the opportunity to not only impart knowledge based on the topic being

covered, but also enables me to guide my students as to how this knowledge can be used in their

everyday lives; and how it better prepares them for life as an adult. Topics such as pre- and post-natal

care, sexually transmitted infections and human population control all give students a better

understanding of issues they may likely face as they mature into adulthood. This unit therefore allows

me to assist in their development as informed young adults.

Additionally, the various exercises allow for interaction with my students, promoting critical thinking

skills both inside and outside of the classroom, and enable me to make the learning environment fun. It

also gives the students the opportunity to approach knowledge from various sources, such as case

studies and statistical data. Students also have the ability to work individually, in groups, and also to

create novel items; all of which cater for diversity in the classroom. These activities not only promote
self-confidence in my students, but also enable them to explore their creative side and realize the

importance of its application in learning.

Well developed unit, covering objectives over a range of domains. Your Unit objectives though

are written as lesson objectives, specifying specific knowledge rather than broad understandings

and skills ( which will be broken down to specific objectives in the lessons). You should not have

more than 4-5 unit objectives.

Note: Relevant changes were made to the Unit Objectives. D. Narine-Gadar