Lesson 1: Are plants male and female?

LO: Use scientific terminology to describe the main parts of the reproductive system in plants and describe their location. HSW: Record observations systematically AF 4 Thread 1 Lesson Outline Ask the Rich Question give pupils the opportunity for discussion in pairs and then in larger groups. How could you answer the question? Complete the flower dissection Levels 3-4

Resources Needed Each pupil will need: Either Flower Dissection worksheet 1 (LT) or Flower Dissection worksheet 2 (HT) Flower to dissect (daffodil, tulip, primrose, lily etc.) Forceps White tile Scalpel Sticky tape Hand lens

Lessons 2 and 3: Do plants have sex? LO: Describe and compare, in simple terms, the processes of pollination and fertilisation. HSW: Describe an appropriate approach to answer a scientific question using a limited range of information and making relevant observations and measurements. AF 4 Thread 2 Levels 3-6 or Thread 3 Levels 3-5 SfP: Support pupils in exploring possible misconceptions about reproduction e.g. plants dont reproduce sexually. Lesson Outline Pupil discussion of rich question may highlight the barrier to learning sexual reproduction is the same as mating. Private Life of Plants (parts 3-6) Google Video. Approx 40 minutes. Information about pollinators and plants. Some really nice slow motion photography. Pick and choose bits you want to show pupils. Plan pollen tube growth investigation. Taken from Exploring Science 7Ae. They use worksheets to help pupils (7Ae/1 or 7Ae/2) but we could get the pupils to design the investigation themselves. Complete pollen tube investigation. Present results of investigation complete with conclusion

Resources needed Each pair will need; Cavity slides, coverslips, mounted needle, pipettes Paintbrush, transparent ruler with mm scale, stopwatch Selection of strengths of sucrose solution each containing 0.01% sodium borate (e.g. 1%, 5%, 10%, 15%, 20%) Different types of pollen from over ripe anthers if possible (e.g. deadnettle, lily) Acetocarmine or neutral red stains Microscope/eye piece graticule

Lesson 4: Do fertilisers help plants reproduce? LO: Describe and compare, in simple terms, the processes of seed dispersal and germination. HSW: Describe how the use of a particular model supports an explanation. AF SfP: Create opportunites for pupils to compare and contrast different models used to explain the function of the reproductive systems of plants. Lesson Outline YouTube seed disperal jgerber123. Have students design seeds with specific dispersal methods. Give each student a dried bean as a base. Provide a junk box of craft materials (craft sticks, rubber bands, string, cardboard, etc.). Give students a card that challenges them to design a seed that does one of the following: floats on water for 5 minutes, glides in the air for at least 10 seconds, sticks to an animal and is carried 10 feet, is shot like a cannonball at least 2 feet away, or attracts a bird or animal to carry it away. Complete either Pollination and Fertilisation HT or LT worksheet

Resources Needed Each pupil will need; Dried bean and some craft materials to make a seed adapted for a specific dispersal method Pollination and Fertilisation worksheet either HT or LT

Lesson 5: Why have males and females? The female reproductive system LO: Explain, using suitable models and analogies, the functions of major organs and tissues in the reproductive systems in animals HSW: Recognise and explain the value of using models to clarify explanations. AF SfP: Create opportunities for pupils to discuss and agree criteria to help them evaluate how well: the uterus is adapted to its function. Lesson Outline
What is a reproductive system? A set of organs that work together for the purpose of reproduction. Discuss and agree criteria to help pupils evaluate how well the uterus is adapted to function. What is the job of the uterus? Place where baby develops = protect. Baby out once developed = muscles = myometrium. Must expand to accommodate growing baby. Endometrium = nourishment.

Play pin the label on the diagram of the female reproductive system

Resources Needed

Lesson 6: Upd8 Lesson Pomegranate Model LO: Students will:

Critically evaluate a model of the human ovary Locate and know the functions and structure of the human ovary

HSW: Use an existing model or analogy to explain phenomenon. Discuss the strengths and weaknesses of the model AF 1 Thread 1 Levels3-6 SfP: Create opportunites for pupils to compare and contrast different models used to explain the function of the reproductive systems of animals. Lesson Outline
Pomegranates are in the shops, and sales are rocketing. Here students use pomegranates in a novel way as a scientific model! Students learn that models help us to picture and understand what is not visible. They then evaluate the usefulness of a pomegranate in modelling a human ovary. If possible, obtain a pomegranate before the lesson. They are usually available from October to January. Show students the pomegranate. Allow them to try a couple of seeds each if possible (there are about 600 in one pomegranate). Then display page 1, which gives some of the health benefits of pomegranates. Tell students they will be using the pomegranate in a novel way as a model ovary. Display pages 2 and 3 and point out a few of the similarities and differences between the pomegranate and a human ovary. Explain the meaning of ova, ovum, ovary and fertilization. Mention that flowers have ovules, which contain ova (egg cells). Then give each small group a copy of page 4 and a set of cards cut from page 5. Ask students to play the game described on page 4. Encourage them to read out the full correct answers and to discuss them rather than just mark their opponents right or wrong. Finally, give each student a copy of page 6. This task is designed to get students to evaluate the pomegranate model of the human ovary. The second part of the task should extend more able students. At some point during the lesson you might like to introduce the Greek myth of Persephone and the pomegranate (see web link below) the story is an explanation of why we have winter. [Note: strictly, the seeds are not seeds, but arils (seeds protected by a fleshy covering)]

Web links
The story of Persephone and the pomegranate http://en.wikipedia.org/wiki/Persephone A comprehensive summary of some of the health benefits of pomegranates (although not all facts are supported by evidence! http://living.scotsman.com/index.cfm?id=2101412005

Resources Needed
Pomegranate

Lesson 7: Why have males and females? The male reproductive system LO: Explain, using suitable models and analogies, the functions of major organs and tissues in the reproductive systems in animals HSW: Recognise and explain the value of using models to clarify explanations. AF SfP: Create opportunities for pupils to discuss and agree criteria to help them evaluate how well: the testes are adapted to their function. Lesson Outline
What is the job of the testes/scrotum? How well are they adapted for their job?

Play pin the label on the male reproductive organs. Resources Needed

Lesson 8: Speedy Sperm Upd8 Lesson LO: Explain how some factors can impact on reproduction e.g. poor nutrition, diet HSW: Describe patterns and trends in secondary evidence and link these to the conclusion drawn. AF SfP: Create opportunities for pupils to evaluate the validity, reliability and accuracy of evidence about factors that can disrupt reproduction. Lesson Outline
Brazilian scientists have discovered that coffee makes sperm swim faster, and speculate that caffeine could be used in new infertility treatments. Recent research also shows that the sperm of cannabis smokers and overweight men is often of poor quality. In this

activity pupils draw cartoons to show the results of this research. They also plan an experiment to confirm that caffeine does make sperm swim faster.
This starter activity asks pupils to draw cartoons to represent the results of recent research about the impact of caffeine, cannabis and obesity on sperm movement ('motility') and quality. To make it into a longer main activity, groups of pupils also plan an experiment to confirm the results of the caffeine research. Page 1 is an article about the research. It also sets the tasks. Page 2 is for pupils. It includes information about the research findings in 4 separate sections. Pupils use this information to draw cartoons on page 3. Pupils could work in groups to do the cartoons, each person taking responsibility for the results of one experiment. When planning the experiment, pupils will need to know that, in medical research, it is not usually possible to do 'fair tests' like those they do in school. Large sample sizes based on similar ('matched') populations help to make results reliable. Pupils could also consider whether caffeine-based therapies could be devised to treat some types of male fertility. As a further extension of this work, some classes might like to choreograph a dance/drama depicting the sperm in the semen samples journeying to the egg! Web links Articles in the New Scientist and Doctors' Guide report in more detail on the research findings: http://www.newscientist.com/news/news.jsp?id=ns99994267 http://www.docguide.com/news/content.nsf/news/

Resources Needed Speedy Sperm PDF file

Lesson 9: Can animals reproduce without sex? LO: Describe and compare, in simple terms, the process of fertilisation. HSW: Describe patterns and trends in secondary data and link these to the prediction or conclusion drawn. AF SfP: Plan opportunities for pupils to explain patterns in data related to different methods of reproduction in vertebrates, and use this to explain the advantages of internal development. Support pupils in exploring possible misconceptions about reproduction e.g. reproduction is equivalent to sexual intercourse. Lesson Outline
Reproduction is not equivalent to sexual intercourse. External fertilisation is essentially sexual reproduction without sexual intercourse. Data to analyse to explain the advs of internal fertilisation?! 7Ba/2 and 7Ba/5.

Resources Needed

Lesson 10: Menstrual Cycle LO: Explain, using models/analogies, how the menstrual cycle works. HSW: Describe more than one model to explain the same phenomenon and discuss the strengths and weaknesses of each model. AF SfP: Invole pupils in creating and assessing their own models to explain the menstrual cycle Lesson Outline Have 4 volumes of red water e.g. 10ml, 30ml, 100ml and 200ml. Ask pupils how much blood on average a women loses during her period. Explain the 28 day cycle to pupils (there is a 1946 Walt Disney production on youtube which is pretty good though slightly dated!) then pupils decide how they could create models to explain the menstrual cycle to other children. Resources Needed

Lesson 11: Do pregnant women need to eat for two? LO: Explain, using models and analogies, how different organs, tissues and cells in the reproductive system are adapted to carry out their function e.g. umbilical cord, amniotic sac. HSW: AF Lesson Outline
Pregnancy and development.

Resources Needed

Lesson 12: More of the same LO: Link scientific understanding and evidence to compare the advantages and disadvantages of sexual and asexual reproduction. HSW: Use key scientific vocabulary and terminology in discussions and written work. AF SfP: Provide pupils opportunities to use evidence to explain the advantages and disadvantages of sexual and asexual reproduction. Lesson Outline What is a clone? Pupils write down who they would clone and why. Report back to rest of the class. Pupils to give examples of natural clones e.g. identical twins, potato plants, spider plants, starfish, jellyfish. How are natural clones produced? Advantages and disadvantages of asexual reproduction watch youtube clip. http://www.youtube.com/watch?v=rIc-6lTYaD4 Pupils discuss own ideas about asexual reproduction. Resources Needed

Lesson 13: IVF Octomum LO: HSW: Recognise that decisions about the use and application of science and technology are influenced by society and individuals. AF SfP: Involve pupils in identifying and presenting scientific arguments for a specific audience around a controversial issue. Lesson Outline What do pupils know about IVF? Brainstorm ideas about why people need IVF. http://www.dailymail.co.uk/health/article-1034982/First-test-tube-baby-praises-IVF-doctorlike-grandfather-her.html http://www.youtube.com/watch?v=3UiGV0IOAE4&feature=fvsr Resources Needed

Lesson 14: LO: HSW: AF Lesson Outline Resources Needed

Lesson 15: LO: HSW: AF Lesson Outline Resources Needed