Understanding By Design Unit Template

Title of Unit Reproductive and Human Development Grade Level 9

Subject Science: Life Science Time Frame 3.5 Weeks

Developed By Kori Herner

Stage 1 - Identify Desired Results

Broad Areas of Learning

How are the BAL incorporated into this unit?

1. Building Lifelong Learners:

Students will build and develop their skills of becoming life long learners because they will examine and explore how human beings are developed, how
animals and plants reproduce, and the cell theory and cell cycle they will examine. The information the students will learn will develop their understanding
of science as a whole, and how we are made up of science and everything around us. The activities in each lesson will ultimately contribute to students’
ability to understand the information and contributions made by scientists and technology.

2. Building a Sense of Self and Community:

Students throughout this lesson will build upon their sense of self and community. From discussing the cell theory to human reproduction and technology
students will understand how themselves and others around them are created and reproduce. Students will strengthen their knowledge and understanding
that this unit life science, it is us, it describes how we are created from cells, to how we grow and develop. Students will deepen their understand of the
community through careers that are in this field, as well as cultural views.

3. Building Engaged Citizens:

This lesson can help open student’s eyes to think and understand information like a scientist. Students will understand science in the world around us and
within us, technologies that are apart of human development and reproduction, as well as views from First Nations. The activities and labs are designed to
engage the students in class to work together, developing student’s literacy, and influencing students view on the unit.

Cross curricular Competencies

How will this unit promote the CCC?

1. Developing Thinking:
Students will explore reproductive and human development by applying prior, current, and future knowledge about the ideas that constitute life science.
Having several assignments (mitosis and meiosis had outs, punnet squares), labs (banana lab, genetic lab) and projects ( cell poster, genetic handout)
and lastly a science news letter will not only help students understand the concepts and information of reproduction and human development. Students
will be given multiple opportunities to participate in class discussions, group works, and individual work in order to analyze, understand, and strengthen
their learning. Students will be able to support their thinking by discussing and building on knowledge and information learned in class, and be able to
think and learn creatively, critically and contextual thought assignments, videos and questions proposed in lectures.

2 Developing Identity and Interdependence:

Students will understand, valuing, and caring for oneself, others and the environment, and understand the roles and responsibilities that are expected in
this class. Students will develop an identity of who they really are, how they are created and what their body is made up of, cells, genetics, DNA. The
students will understand, value and respect others through working with students in groups and pairs for assignments.

3. Developing Literacy:
Students will develop knowledge related to scientific literacy Students will develop knowledge and an understanding of scientific concepts and processes
required in science It incorporates reading and writing, and visual learning which will strengthen student’s scientific literacy. This unit will provide multiple
opportunities for students to practice and improve on their literacy skills. Students will be able to construct knowledge from different sources. Students will
be able to pull information from the material, videos labs and assignments done in class. The labs and final unit project allow students to use technology
as a way to express their learning and understanding of the material, as well as writing skills through lab reports and assignments.

4. Developing Social Responsibility

This unit will promote responsibility in lab and classroom set up and clean up, and create opportunities for communication with other classmates and
teacher. There will be numerous instances of class, group, and partner work/discussions, and every student will be encouraged to participate.

Learning Outcomes
What relevant goals will this unit address?
(must come from curriculum; include the designations e.g. IN2.1)

RE9.1 Examine the process of and influences on the transfer of genetic information and the impact of that understanding on society past and present.
(CP, DM)

RE9.2 Observe and describe the significance of cellular reproductive processes, including mitosis and meiosis. (CP, SI)

RE9.3 Describe the processes and implications of sexual and asexual reproduction in plants and animals. (SI)

RE9.4 Analyze the process of human reproduction, including the influence of reproductive and contraceptive technologies. (SI, DM)

PGP Goals:
1.2 Ethical behavior and the ability to work in a collaborative manner for the good of all learners;

2.2 proficiency in the Language of Instruction;

3.2 the ability to use a wide variety of responsive instructional strategies and methodologies to accommodate learning styles of individual
learners and support their growth as social, intellectual, physical and spiritual beings.
Enduring Understandings Essential Questions
What understandings about the big ideas are desired? (what you want What provocative questions will foster inquiry into the content? (open-
students to understand & be able to use several years from now) ended questions that stimulate thought and inquiry linked to the content
What misunderstandings are predictable? of the enduring understanding)
Students will understand that...
- There is a cellular process in which genetic information is transferred
- There are dominant and recessive traits which impact things differently
when combined in different ways
- There are factors that can change a cell’s genetic information
- We have to understand chromosomes, genes and DNA as well as
reproduction in order to understand genetics
- There are ways to observe and describe cell division
- Cell theory is a theory that explains cell division but theories can change as
understanding develops
- ·Mitosis is different from meiosis in many ways but similar in some ways too
-Cancer can be understood through an understanding of cellular processes
- That plants and animals can reproduce sexually and asexually, depending
on the species
- That each type of reproduction is unique with its own processes,
advantages and challenges
- That there are different ways to reproduce sexually and asexually too
- That human reproduction has many controversial elements
- That hormones play a role in human growth and development
- That there are known stages of human development from conception to
birth
- That there are many technologies associated with contraception and
reproduction
Related misconceptions…
- Science is for smart kids
- Mitosis and meiosis are the same thing
- Science takes place in a lab
- All living reproduces the same way, sexually
-
Knowledge:
What knowledge will student acquire as a result of this unit? This content
knowledge may come from the indicators, or might also address pre-requisite
knowledge that students will need for this unit.
Students will know...
- Genetic conditions and treatments/technology used to treat them
- What inherited traits are – eye color, ear lobes
- Vocabulary – genetics, condition, nucleus, cell, dominant, recessive,
traits, inherit, environmental factors, reproductive biology, gene therapy,
genetic engineering, population, disease, chromosome, gene, DNA
- What parts of the cell are related to the transfer of genetic information
- Examples of dominant and recessive traits
Content specific….
- How is genetic information transferred and where does it happen?
- How do dominant and recessive traits work?
- How can cells genetic information be changed?
- How can I understand genetics and what do I need to know?
- What is cell division and why is it important?
- Why is the nucleus important in cellular process?
- Why is science always changing?
- How is a theory important in science and how does cellular theory
describe cell division?
- How are mitosis and meiosis the same and different?
- How do plants and animals reproduce? Why is it different in species?
- How are sexual and asexual reproduction similar and different? What are
advantages and disadvantages of them?
- What are hormones and how do they work?
- Why is human reproduction controversial?
- How do human develop and reproduce?
- What are biotechnologies and what is the purpose of them?
FNMI, multicultural, cross-curricular…
- Discuss the circle of courage with the students first day of class
- Independence – working on materials on your own
- Belonging – make sure everyone is/feels welcome in the classroom,
works together in their groups
- Mastery – Developing knowledge/think like a scientist
- Generosity – positive attitudes, conversations, feedback
-
Skills
What skills will students acquire as a result of this unit? List the skills
and/or behaviours that students will be able to exhibit as a result of their
work in this unit. These will come from the indicators.
Students will be able to…
- Recognize that the nucleus of a cell contains genetic information and
identify the relationship among chromosomes, genes, and DNA in
transmitting genetic information.
- Identify examples of dominant and recessive traits in humans and other
living things.
- Observe, collect, and analyze class and/or family data of human traits
that may be inherited from parents
- How to do punnet squares
- How to research effectively from a variety of sources
- related careers
- How to collect data and analyze data in making a baby lab
- Types of cell division – mitosis, meiosis binary fission
- How to use a microscope and create a slide (mitosis lab)
- Vocabulary – binary fission, mitosis, meiosis, cell cycle, cell membrane,
nucleus, cellular process, cell growth, cell theory, diploid & haploid cells
- How to make observations and create a scientific drawing
- Understand asexual and sexual reproduction how it takes place in plants
and animals
- Methods of asexual reproduction (budding, spore reproduction,
fragmentation) in plants and sexual reproduction
- Methods of asexual reproduction in animals – budding, parthenogenesis
- Examples of hermaphroditic animas –snails, earthworms
- vocabulary: sexual and asexual reproduction, species, pollination, bud,
binary fission, spore, fragmentation
- Reproductive (embryo transfer, in vitro fertilization) and contraceptive
technologies (condoms, pill, sterilization)
- Male and female reproductive systems
- stages of pregnancy
- cultural perspectives- places to look for information
- hormones and their roles
- vocabulary: reproduction, hormone, conception, fetus, embryo,
contraceptive
Stage 2 – Assessment Evidence
Performance Task
Through what authentic performance task will students demonstrate the desired understandings, knowledge, and skills? (describes the learning activity in
“story” form. Typically, the P.T. describes a scenario or situation that requires students to apply knowledge and skills to demonstrate their understanding
in a real life situation. Describe your performance task scenario below)
By what criteria will performances of understanding be judged?
GRASPS Elements of the Performance Task
G – Goal Goal: Understand and develop intelligence of knowledge of life science though class notes, videos, labs and
What should students accomplish by assignments.
completing this task?
- · Describe careers in Saskatchewan or Canada that require an
understanding of genetics or reproductive biology.
- Observe and describe cell division (e.g., binary fission, mitosis, and
meiosis) using microscopes, prepared slides, and videos.
- Create a visual of cell division including information on what is
happening in the stage
- Compare binary fission, mitosis, and meiosis – similarities and
differences
- Explain the cell theory
- Be able to create your own slide and create a scientific drawing
- Identify questions to investigate about sexual and asexual reproduction
in plants.
- Compare advantages and disadvantages of sexual and asexual
reproduction for individual plants and animals, and for populations.
- List and describe several methods of asexual and sexual reproduction in
plants and animals
- State questions about the process of human reproduction.
- Compare the structure and function of the male and female human
reproductive systems, including the role of hormones.
- Describe the major stages of human development from conception to
birth
- Provide examples of scientific knowledge that has resulted in the
development of reproductive technologies and contraceptive technologies
- Acknowledge differing cultural perspectives, including First Nations and
Métis perspectives, regarding the sacredness, interconnectedness, and
beginning of human life.
- Examine social and cultural issues related to the use of reproductive
and/or contraceptive technologies in humans and defend a given position
on an issue related to the use of reproductive and/or contraceptive
technologies in humans.
R – Role
What role (perspective) will your students Role: Individual throughout class lecture notes and, groups during labs and or assignments (can be individual
be taking? too)
A – Audience
Who is the relevant audience? Audience: Grade 9 Science

S – Situation Situation: During the unit, students will be provided labs, quizzes and a final exam/project
The context or challenge provided to the
student.
Product/ Performance: Gain a deeper understanding of the four outcomes in the life science unit, and be able to
P – Product, Performance relate information they have learned to themselves and daily lives. Students will learn to think like scientist
What product/performance will the throughout labs/assignment, and develop a greater understanding of science in general
student
create?

Attach rubric to Unit Plan. For each assignment such as the plant reproduction, cell poster project, case study,
S – Standards & Criteria for Success genetic condition and the final project, students will have input in creating the rubric. What they think should be
Create the rubric for the Performance Task included and what goes under each value from (ex: 1-45). Allowing students to help create the rubric will ensure
their understanding of the assignments, and know what is expected from them to be successful.

Other Evidence Student Self-Assessment

Through what other evidence (work samples, observations, quizzes, tests, How will students reflect upon or self-assess their learning?
journals or other means) will students demonstrate achievement of the
desired results? Formative and summative assessments used throughout
the unit to arrive at the outcomes.

- Within the lecture notes, there are several questions presented to test the - Students will be able to self-assess at the beginning of the unit by filling
students understanding of the material. For some topics there are labs that out a KWL chart
will be implemented, as well as a few assignments/activities for student’s to -Students will self-assess themselves at the end of the unit by filling out
demonstrate their knowledge on the material. their own rubric on their final project

- Labs: Banana lab, Mitosis lab, Genetic lab – these labs are all focuses on
the material students have learned the class before. The students will be in
groups, given a lab book with instructions and procedures to follow,
followed by pre and post questions that will be marked. Through out these
results I will be able to see if my students have understood the outcome
being taught.

- Assignments: Plant reproduction, Cell division post, Contraceptive

Reproductive technology case, Biotechnology and genetic condition – these
assignments are also focuses on material that the students have learned
either a full lesson of notes or a brief overview. Theses assignments are
designed to strengthen the students understanding of the outcomes, as
well allow creativity to think and develop their scientific literacy

- In class worksheets/diagrams- these assignments are not for marks, but

to give students extra practice to test their knowledge and understanding.
We will go over the answers in class to make sure everyone has the correct
answers and go over questions students were struggling with if needed to.

Stage 3 – Learning Plan

What teaching and learning experiences will you use to:
 achieve the desired results identified in Stage 1?
 equip students to complete the assessment tasks identified in Stage 2?
Where are your students headed? Where have they been? How will you make sure the students know where they are going?
What experiences do the learners bring to the unit? How have the interests of the learners been ascertained? Have the learners been
part of the pre-planning in any way? What individual needs do you anticipate will need to be addressed?
Learning environment: Where can this learning best occur? How can the physical environment be arranged to enhance learning?

- Students will gain an understanding of the information and knowledge needed to be successful within class both individual, as a class, or in groups
- Most students will have a basic understanding of some of the material in this unit from previous science classes
- Students will know where they are going with clear objectives for each lesson, have feedback from the teacher, as well as several ways of learning and
understanding materials. With the assignments and labs throughout the unit, they will show me as the teacher where the students knowledge and
understanding of the material is at if we should review or continue learning.
- Ask students what they have learned in science classes from the past. Ask the students what they enjoyed doing in their past classes and incorporate that
into class (playing kahoot, group work)
- Pre-planning the students haven’t had a lot of input, but if they want review (kahoot), more videos, or notes they can voice their opinions.
- Students will be given the opportunity to have a choice in regards to when assignments are due, if they want longer time in class to learn material/review
time.
- The learning will take place in the classroom. Incorporate several visuals and different ways of teaching to target all students learning needs.
How will you engage students at the beginning of the unit? (motivational set)

- Explain to the students that the focus of this unit is on life science, reproductive and human development.
- Discuss our outcomes of this unit, genetic information cellular reproductive processes (mitosis & meiosis), sexual and asexual reproduction in plants and
animals, and human reproduction
- Discuss with the students how life has evolved from science, and it is continuing to change everyday.
- Us, everything around us is made up of cells, we are an evolution of science that continues to change everyday.
- Talk about how important it is to think like scientists, use scientific terms, and the contribution science has on our world
- Show video of intro to characteristics of life to gain students attention
What events will help students experience and explore the enduring understandings and essential questions in the unit? How will you
equip them with needed skills and knowledge?
# Lesson Title Lesson Activities CCCs Resources

1 Intro Develop https://www.youtub

e.com/watch?
Characteristic - general intro to the unit, review outcomes, how assignments are linked to outcomes, identity &
v=juxLuo-sH6M
s of life expectations interdependen
introduction - students will fill out a KWL chart ce
- Discuss circle of courage – what is is what are the four headings in it – allow students to
discuss in group what they think each category means then discuss as class
- what is a living thing – get students to define in groups what they think a living thing is.
- Video of Intro to characteristics of life
- After video have the groups redefine what they think a living thing is and discuss as class
- Give students handout for PowerPoint notes and diagrams and start PowerPoint material
2 Outcomes & Indicators: RE9.1c, RE9.2c, d, e Develop https://www.youtube.c
om/watch?
Cell theory, - show video of introduction to cells literacy & v=gFuEo2ccTPA
cells - Power point notes with videos – within this lesson there are several videos that will be shown to thinking https://www.youtube.c
the students to provide them with a visual of what they are learning. om/watch?
v=4OpBylwH9DU
- Within the powerpoint there are a couple slides focusing on holistic and analytical ways of https://www.youtube.c
thinking. Frist Nations believe everything is created from mother nature. Compare two different om/watch?
general ways to understand a human – a scientific way and a First Nationals and Metis way. v=FfPRPovZUZU
https://www.youtube.c
- When we get to the side about plant and animal cells provide students with the diagrams of om/watch?
plant and animal cells for them to label v=KuJqqiATlqw
https://www.youtube.c
om/watch?
v=lUESmHDrN40
3 Outcomes & Indicators: RE9.2c Develop social
Banana Lab - break students into groups of 4 and hand out lab responsibility,
- This lab is designed for the students to participate in a hands on activity about DNA literacy,
- Students will follow the procedures of what to do with a banana and the required materials to thinking
allow the DNA of a banana precipitate out of the solution, and then be able to make observations
and answer the post lab questions about the DNA the students acquired from the banana
- Have students answer the questions what is DNA – pre-lab
- Go over lab materials and show where students can find them
- Talk through the procedure of the lab and provide a visual for the students
- Post questions –within the lab there is a page at the end with 5 questions - one lab per group is
required to be handed in to mark
4 Outcomes & Indicators: RE9.1c, RE9.2a, d, e, f Develop https://www.youtub
e.com/watch?
Mitosis - show video of mitosis rap to introduce students to the topic Thinking
v=pOsAbTi9tHw&t=
- show short clip of the process of mitosis which explains and the stages of mitosis 77s
- hand out PowerPoint notes within these notes are blank slides for students to draw in the
stages of mitosis themselves. https://www.youtub
e.com/watch?
- show students videos of acronyms or stories to help students remember the stages of mitosis v=HtwJ7ooYvO0
- students will be given a worksheet to answer questions about the stages of mitosis
- If students finish, go over answers as a class https://www.youtub
e.com/watch?
v=G0aeeuxQfS8&t=
33s

https://www.youtub
e.com/watch?v=-
PMXatafIXc
5 Outcomes & Indicators: RE9.2a, b, d, e, f Develop social
Mitosis Lab - Each group of students will have a microscope - have students working in groups of 2 or 3 responsibility,
(depending on microscopes) literacy,
- Hand out lab – this lab is designed for students to look at slides of each phase of mitosis. There thinking
are 5 pre set slides of an onion root that students will have to drawl and label For each phase
drawn have students label
- show students image and explain that all of the stages are happening all the time as the onion
root actually grows- Once students have completed the first section of the label, with their group
they will create their own slide of an onion root and hand in a scientific drawing.
- show students images of scientific drawings and how to do magnification count
6 Outcomes & Indicators: RE9.1c, RE9.2a, d, e, f Develop https://www.youtub
e.com/watch?
Meiosis - Show students video of meiosis thinking
v=qCLmR9-YY7o
- give students power point notes for the class, and explain to the students what the purpose of Develop
meiosis is. Explain how half (23) chromosomes come from your mother and the other half (23) literacy
come from the father (46 = 1 zygote cell) https://www.youtub
- In notes there will be blank slides again for students to draw in what is happening in each e.com/watch?
v=BVO-
phase, make sure students have 2 color pens for drawing Ram1L2M&t=4s
- show a detailed video of meiosis
- give students multiple choice hand out with questions based on information learned in class to
strengthen students understandings –correct if have time if not start of next class
- If time remaining play Kahoot – Mitosis vs. Meiosis – If not review at the start of next class
7 Outcomes & Indicators: RE9.1g, RE9.2f, RE9.3a, b, c, d, e, f, g Develop https://www.youtub
e.com/watch?
Plant - show students crash course video of the plants & the bees: plant reproduction video thinking
v=ExaQ8shhkw8&t=
reproduction - start PowerPoint slides, after the seed production show video of fertilization, and after birds and 294s
bees show plant reproduction methods of pollination
- after asexual slides show video of asexual reproduction and at the end of PowerPoint is the https://www.youtub
e.com/watch?
assignment slide. v=7zzp37y5DFg&t=
- This assignment students will choose a plant-based industry of their choice (forestry, wind and 14s
train, bees and fruit) and provide information on how these plants reproduce. They will Include
what types of plants are involved, how they reproduce, and how experts can use this information
- Allow the rest of class to work on project and decide a due date
8 Indigenous - Field trip to Wanuskewin – to learn about different types of plants, how they reproduce, what Develop
plants they are used for and cultural views on them. identity
 - Students will engage in a class listening to a first nations person sharing their beliefs, stories,
and knowledge of the land.
- This lesson is for students to gain a cultural perspective
Students will either go over lunch or get permission from their following class teacher that they
can miss to take part in this learning experience

9 Outcomes & Indicators: RE9.1g, RE9.2f, Re9.3a,b,c,d,e,f,g Develop

Pearson science 9
Animal - Show video: Bizarre Breading Episode – have students watch for various forms of reproduction thinking
textbook
Reproduction (sexual, asexual, using eggs, live births)
- Power point notes fill in the blank – what is in red students write down
- After binary fission show the video of bacterial https://www.youtub
e.com/watch?
- Views of First Nations and sexual reproduction: pg. 27-26 in text have students read v=j8_xoM8Wwgs
10 Outcomes & Indicators: RE9.1c, g RE9.2a, d, e, f, Re9.3a,b,c,d,e,f,g Develop social
- Students will work individual or in pairs responsibility,
Cell Division - Students will create a cell division poster that will compare and contrast all 3 of the cellular literacy,
Post Project reproductive processes: Binary Fission, Mitosis, Meiosis thinking,
- Images, text, color will be included identity &
- On handout it explains what to expect for each topic along with a rubric we will go over with at interdependen
the start of class ce
- Students will attach a rubric with a grade they think they deserve
- Discuss with class when it is due
11 Human Outcomes & Indicators: RE9.3 b, RE9.4 a, b Develop https://www.youtub
e.com/watch?
Reproduction - Show crash course video on reproduction – how the gonads go the reproduction system thinking
v=_7rsH2loIY8
- Power point notes – fill in the blanks – what is in red students write in the blanks
- hand out diagrams of male and female reproduction – allow students time to work individually https://www.youtub
or in groups, and then project images up on screen e.com/watch?
v=_5OvgQW6FG4
- Show video fertilization to show students how fertilization works and the amount of time it
takes, step my step instruction

12 Human Outcomes & Indicators: RE9.4 c, d Develop https://www.ted.co

m/talks/alexander_ts
Development - Show TedTalk video: Alexander Tsiaras from conception to birth. Having students watch for the thinking
iaras_conception_to
changes to the growing individual as well as how the adult body has to adjust to the baby’s _birth_visualized/up-
growth next
- Go through power point notes and have them fill in the blanks with the writing in red
https://www.youtub
- FNMI: when does life begin – conception e.com/watch?
- show students the video on human development – 3 stages of zygote, embryo, fetus v=UgT5rUQ9EmQ
- stages of pregnancy show students crash course – pregnancy development
https://www.youtub
e.com/watch?
v=BtsSbZ85yiQ&t=3
59s
13 Outcomes & Indicators: RE9.4 a, b, d, e, f Develop
Contraceptive - Several scenarios will be presented to the students and they must choose 2 interdependen
Reproductive - Once scenario must be preventing pregnancy, the other initiating pregnancy, and one be within ce
Technology First Nations holistic approach and beliefs Develop
Case - From the list of reproductive technologies, chose the one that you think best suited for the thinking
scenario
- Within these scenario:
Respond to the questions provided
Students will have full class to work on this, and be able to use the computers to do research on
the technologies, and then as a class we will decide when it is due
14 Outcomes & Indicators: RE9.1 a, c, d, e RE9.2 a Develop https://www.youtub
e.com/watch?
Genetics - Show introduction to genetics video thinking
v=B_PQ8qYtUL0
- Power point notes – students fill in the blanks – red writing – emphasize that the terms on the
slides are opposite, they need to understand the difference between each term Pearson science 9
- Cultural perspective: how heredity is viewed differently by First Nations and Metis people (pg. textbook
43-44 in text book)
- At the end of the PowerPoint is several examples – have students work in small groups, pairs or
individually. Allow students a couple minutes to answer the questions then call upon them for the
answer
- Punnet square worksheet- allow the rest of class to work on it, if everyone finishes go over the
answers as a class, if not go over it at the start of class next day
15 Outcomes & Indicators: RE9.1 c, d, e Develop
Genetics Lab - Go over worksheet if not completed last class Social
-in partners, students will flip a coin several times to determine the phenotype of a baby that Responsibility
they are creating literacy,
- on the data sheet, list the genotypes and phenotypes for each trait as students determine them thinking,
- To represent the genotype, each partner flips a coin and records the results (heads/tails) – identity &
translate the results into either the dominant or the recessive allele interdependen
- heads – dominant - tails – recessive ce
- at the end, draw your baby on the back page of the lab manual with identifying the
characteristics
16 Outcomes & Indicators: RE9.1a, g, h, I RE9.2g Develop https://www.youtub
e.com/watch?
Biotechnology - Show video what is biotechnology thinking
v=f8PyAQ9bAPk
and Genetic - Powerpoint notes – Show video about GMO’s – how they are created Develop
Conditions - Guest speaker: First Nations person (elder, other teacher in school) come into class and talk literacy https://www.youtub
about two-eyed seeing, genetic conditions, the three sisters, and selecting desirable traits e.com/results?
search_query=how+
- Assignment: Choose a genetic condition of your choice and answer the following questions: are+gmos+created
research how the disorder is being treated today, describe how emerging genetic technologies
may be used to treat this disorder in the future, what potential questions or issues may arise
from the use of this new treatment, do you agree with the use of this new treatment and explain
why using facts to support your answer.
- make a brochure – creative, include images and color
- will have the rest of class to work on it and will decide on a due date as a class (even though
there might only be time to introduce the assignment)
17 Final Exam Outcomes & Indicators: RE9.1, 9.2, 9.3, 9.4 Develop
Project - Students will design a science news letter that covers all 4 outcomes in this unit identity &
 - each outcome is able to have 2 pages max of information the students think is important independence
- text, diagrams, color are required Develop
- Incorporate a section of cultural views in on of the 4 outcomes thinking
- front page will be about life science
- allow class time for students to find information they want to include in their project
- decide a due date as a class

Assess and Reflect (Stage 4)

Considerations Comments
Required Areas of Study: - Assessment should reveal how well students have learned and acquired the material in
Is there alignment between outcomes, performance this unit, while the way classes are structured and the material is presented it should
assessment and learning experiences? ensure that the student have learned it.
- For this to occur, assessments, learning objectives, and instructional strategies need to
be closely aligned so that they reinforce one another

- Within this unit, each lesson covers what outcomes will be covered, as well as
assignments and labs. With the variety of learning opportunities students have within the
unit, their performance within the assessments will represent the students understanding
of the material, and stating what outcome the material is focused on will help myself keep
track of the outcomes that have been covered in the class

- Each lesson is directed towards the outcomes and indicators as listed above in the outline
of the lessons. Each lab and assignment also is targeted towards certain outcomes and
indicators. This unit covers all required areas of study and provided an optimal learning
experience for the students.

Adaptive Dimension: For struggling students:

Have I made purposeful adjustments to the curriculum
content (not outcomes), instructional practices, and/or
the learning environment to meet the learning needs and
diversities of all my students?
- provide videos that explain and provide a visual of the information students are learning
each class
- allow for group work on assignments and labs to help students who struggle working on
their own, or do not fully understand the material as well.
- Provide power point notes for all lectures, diagrams or blanks that students need to fill in
to make sure they are paying attention throughout the class
- Allow students with a disability more time to finish assignments
- place students with learning disabilities at the front of the class – easier for them to
concentrate and myself to keep an eye on them
- Place students who struggle and have a learning disability with students who excel in the
class and are opening and welcoming to allow these students to join them

For students who need a challenge:

- Allow assignments to be done individual or allow the students who are gifted to be
placed in same groups - can take control over the pace of their learning in an
environment that consists of similar learning levels.
 - Let students write out their notes if they want to instead of handout slides
- During labs allow students to work individually
- Allows students who are gifted/talented to be
- Gifted students may finish there work in advance to other students- have extra work
sheets for them if they want or allow them to move ahead with their work in the class
Instructional Approaches: - When introducing a new topic at the start of class, allow time to ask students if they
Do I use a variety of teacher directed and student know any information about it and let students express their ideas.
centered instructional approaches? - Use reflection questions (multiple choice questions in notes, or assignments) for students
to explain their answers
- Try inquiry based where students learn or do an activity, explain what they did
- Majority of the class is teacher directed, having them read the slides to the students.
When there are questions in the slide this is when the lessons are more student directed,
along with the labs and assignments. Visuals are a huge chunk in the learning for the
students ranging from videos to diagrams allowing students a different approach to
learning
Resource Based Learning: - Links to videos in lecture notes will be provided, as well I will provide extra resources for
Do the students have access to various resources on an students who want to help/strengthen their understandings of topics
ongoing basis? - With having several videos covering majority of the topics taught in class, it provides the
students a visual, and a description of the subject.
- It targets a variety of learning styles
- I will also have extra worksheet for students to practice material on and a review sheet
for the end of the unit.
- Reflecting on this unit, I could invite special guest (such as a scientist, someone who
works in a lab, Indigenous person to provide their views) to share their information on
what they do (genetics, human reproduction related) teach the lesson or topic to the
students and tell them career paths that are out there in this area of study
FNM/I Content and Perspectives/Gender - Everyone in class is welcome, respected and can take part in learning
Equity/Multicultural Education: - Within the genetics unit, the views of First Nations will be discussed, as well as the
Have I nurtured and promoted diversity while honoring Canadian history contributions
each child’s identity? - With having cultural diversity within our class, have flags of the countries all students are
from to make them feel welcome and a apart of the class.
- Students are allowed choice in who they want to work with when it comes to partner
work or group work, as well sit where they want to
- Promote circle of courage when teaching as discussed earlier: belonging, independence,
mastery, generosity
- Students will be taught about careers in this field in Canada (biotechnology lesson)

From: Wiggins, Grant and J. McTighe. (1998). Understanding by Design, Association for Supervision and Curriculum Development, ISBN # 0-87120-313-8 (pbk)