Understanding by Design Unit Template

Title of Unit Reproductive system Grade Level Grade 9 (secondary 3)

Curriculum Living World Time Frame 10 lessons x 70 mins

Area

Developed By Adam Nasiek

Stage 1 - Identify Desired Results

Competencies (From the QEP)

2. Makes the most of his/her knowledge of science and technology

3. Communicates in the languages used in science and technology

Understandings Essential Questions

Overarching Understanding Overarching Questions

The role of procreation is to propagate genetic
material.
Men and women are set up in such a way that
makes reproduction possible.
Life begins at the cellular level.
Living things require reproduction to survive.
There are ethical implications in the
technologies that have been developed to allow
humans to artificially reproduce.
What are sexually transmitted infections and
how are they spread.
Related Misconceptions
Women cannot get pregnant during
menstruation.
What would be the impact on other living
organisms if one organism lost the ability to
reproduce?
Should humans exercise the ability to
artificially reproduce? (ex: artificial
insemination, IVF, stem cells, cloning,)
How do the reproductive organs know what
to do?
Should a child born from artificial
insemination be allowed to find out who
his/her biological parents are?
How do sexually transmitted infections
affect reproduction?
Should surrogate mothers be paid for
carrying a child that is not theirs?

Women cannot get pregnant when taking

contraceptive pills.
AIDS is primarily a homosexual disease.

Sexually transmitted infections always show

symptoms.
Condoms always prevent the transmission of
sexually transmitted infections.

Assisted reproduction is only for people who

cannot have a baby due to genetic or medical
reasons.

Knowledge
Names and functions of reproductive organs
and structures.
Hormone regulation in men and women.
Puberty (hormonal cycle, physiological
changes, menstrual cycle).
Reproductive cycle (from fertilization to birth).
Skills
Identifying structures of the male and
female reproductive systems
Identifying the functions of different
structures in the male and female
reproductive systems
Research how sexually transmitted
infections can affect the reproductive
organs and reproductive cycle.

Sexually transmitted infections (STI) and Explain how sexually transmitted infections
prevention. spread.

Types of assisted reproduction (artificial Explain through writing or verbally the

insemination, cryopreservation, sperm/egg
donation, fertility drugs, in vitro fertilization,
surrogacy).
reasons why living things need to
reproduce.
Evaluate the ethical, social, and personal
implications of assisted reproduction.

Create a story that explains how puberty

occurs.

Communicate concepts using scientific

vocabulary.

Stage 2 - Assessment Evidence

Performance Task Description
Role Fertility Doctor

Audience Couple requesting assisted reproduction

 Format 1. Consult a couple about assisted reproduction (5-10 minute
consultation)
2. Create a brochure pertaining to assisted reproduction options
which the doctor will give to couple following the consultation

Topic Assisted Reproduction

Please see “Performance Task” document in Appendix A for student

handout and a description of the performance task

Rubric Please see “Rubrics - Fertility Doctor Performance Task” document in

Appendix B

Other Evidence
Exit cards
Quizzes
3-2-1

Stage 3 - Learning Plan

Please refer to “What do you know about...” document in

Appendix C for questions that gauge the proficiency of
Pre-assessment students before the unit on the reproductive system

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.
Entry Point
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.
The story goes as follows:
“I want to tell you a story about how life sometimes comes and
shows you that sometimes you need to just stop resisting.

I have a male friend who is Italian. He is one of my best friends

and we have known each other for 10 years. He was brought
up with the Italian values and principles of his grandparents
and parents. That being said, he carries with him the beliefs of
his elders when it comes to meeting a partner. The scenario
for many traditional Italians goes as follows: they date
someone of the opposite sex for several years , get engaged,
get married , have kids. One day , my friend was in shambles
because of a crisis going on in his family.

“It’s terrible”, “it’s tearing the family apart”, “we don’t know
what to do”, he would tell me. He finally told me what the
problem was. His sister announced that she was homosexual
and had broken up with her high school sweetheart. I didn’t
see what the problem was. The parents , to my surprize, were
a lot more accepting than the brother. I think he worried too
much about what people would say.

As time went by, his sister had a few girlfriends and when I
asked how she was, he avoided the subject. His parents were
accepting of his sister’s choice but he still had not accepted
her change in sexual preference. Sadly, his mother passed
away. His father later met a women who became his new
partner. She was not Italian; but Latino. My friend was
beginning to become depressed from all these changes in his
life. I often wondered why he put so much importance on what
other people did if they did not directly affect his life.

Five years later, his sister got into a serious relationship with a
female of latino descent and they decided to have a baby.

Today, they are the proud parents of twin daughters that were
born with the help of doctors and sperm donors. Can you
guess the origin of the father (sperm donor) Latino! A far cry
from the Italian family values. They want to have another child
so that the other partner can experience what it is like to be
pregnant.

My single friend finally met a great Italian girl. They dated, got
engaged, and got married. She’s older than him, yup, that too
was a problem for him but somehow he seemed to get passed
it. His wife is in her early 40s and the couple have been trying
to have a baby for 2 years. They really want to start a family
and have started the procedures to consult with a doctor to
look at their options.
 My friend made himself feel sad and angry for many years for
decisions that didn’t really affect his life and paying too much
attention on other people’s 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.

Please refer to see “Anatomy of the Reproductive System

Activity” document in Appendix D

The first activity, which requires students to label and define

the different structures of the reproductive system, is meant for
the students who are at the “X”. This decision was based on
the Progressions of Learning that deems that students must
be able to label and define different aspects of the male and
female reproductive systems by the end of the unit.

The second activity, which requires students to just label the

different structures of the reproductive system, is meant for the
students who are at the “X-2”. This decision was based on the
awareness that being able to locate different anatomical
structures on the male and female anatomy would be the first
Tiered Activity step that students who are struggling would have to take as
the strive for the “X”. Defining the functions of the anatomical
structures would come afterwards since this generally requires
greater knowledge of how the body works.

That being said, a student who is able to define the functions

of the different structure but who is not able to label them on a
diagram would be at “X-1”. Students at “X-2” would gradually
close the gap between them and students already at the “X” by
engaging in other activities that are more geared towards
understanding the different anatomical functions of the
reproductive system.

The third activity, which requires students to analyze two

authentic examples and understand the consequences of
these two situations, is meant for the students who are at the
“X+1”. This decision was based on the recognition that these
students can already follow instructions to label and define
different structures in the reproductive system when provided
with a diagram. This task is more difficult than the previous two
 because now the activity is given a very particular context and
the student is not provided with a diagram that would help
him/her visualize the male and female anatomy.

 Partner A begins summary, partner B listens, then

switch (4-minute back-and-forth)
Recoding  Take 2 minutes to yourself to summarize what you just
new information learned in writing.
 Take 5 steps and recap to a partner
 Draw a diagram

Please refer to “Self Evaluation on Reproductive System Unit”

document in Appendix E
Self-Evaluation The self-evaluation will be given 3 times throughout the unit to
allow students to reflect upon several questions at different
points of the unit and to assess for themselves if their
strategies are effective as well as identifying where they need
more help.

Differentiate by Please see “Reproductive System Tic-Tac-Toe” document in

Learning Styles Appendix F

You are a researcher who receives money from the

government to explore the differences in reproductive systems
between humans and other species in the animal Kingdom.
Choose a species and identify the differences and similarities
between this species and the human reproductive system.
Differentiate
by Interest Differentiate the laws that exist for assistive reproductive
technologies in Canada and in another country of your choice.
Give your opinion on why you think these laws exist.
Give your opinion on whether or not humans should exercise
the ability to use artificial reproductive technologies (ex:
artificial insemination, IVF, stem cells, cloning).

New knowledge will be taught (from a reliable source) while

New knowledge, keeping the facets of how the brain learns in mind. For
consolidation, instance, providing a safe classroom environment will be
important so that students are not inhibited by emotional
transfer factors such as fear or embarrassment which might prevent
learning from happening effective.
 It will then be important to capture the interest of students with
an impactful entry point (visual stimulus, video, or story with
animation from the teacher etc.). Maintaining a good pace
throughout will also be an effective way of presenting new
knowledge. Two examples of effective pacing are teaching 10
minutes of new information in small chunks (not more than 7
chunks) and allotting time for students to re-code using the
various methods learned (ex; 2 mins to write down what you
learned)

To consolidate what the students have learned , we will model

an example aloud as a means to teach students how we
problem solve. This is important because showing solutions to
examples is important; however, teaching the process to reach
the solutions also has significant value in the learning process.
We will then do one example with students, then have
students try one example on their own. Only when we have
confidence that my students have understood will we let them
continue to practice more examples. At this point, we will
provide activities geared to meet each students’
needs (differentiation by learning interest and profile) to help
consolidate what they have learned. Such activities include;
Tier 1-2-3, Tic Tac Toe, 2-5-8 questions.

To enhance transfer of knowledge and understanding we will

have students perform a task that will demonstrate their
understanding in a new context, challenge them, and allow
them to discuss with each other what they now understand
and how they understand it. An example of this is the
performance task (summative assessment) for the unit.

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

2. You will need to write out a scrip for each character

 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)

Task 2: To create a brochure on assisted fertility therapies / options.

When submitting your brochure as a group, identify who worked on what part of the
brochure. Identify all resources.

 The brochure must contain any information that would be important for a person
or couple to know when contemplating assistive reproductive technologies.

 Brochure must contain at least 1 reproductive diagram and no no more than 3

diagrams or pictures excluding the cover of the brochure in total.

 Format of brochure and language must be professional.

 Final product must be printed

Resources: Below are some resources to help you get started.

1) Consultations with fertility doctors -

http://www.mayoclinic.org/diseases-conditions/infertility/basics/preparing-for-your-
appointment/con-20034770

2) How to make an effective brochure -

http://ianrpubs.unl.edu/live/g2028/build/g2028.pdf
Appendix B

Name: ________________

Rubrics - Fertility Doctor Performance Task

Written 4 3 2 1
Brochure
Criteria
Demonstrates Demonstrates Demonstrates little Lacks
thorough sufficient understanding of understanding of
understanding of understanding of topic topic
topic the topic

Content Presents Presents Presents Presents

researched researched researched researched
information in the information in the information in the information in the
brochure with brochure with brochure with brochure with
accuracy all of the accuracy most of accuracy some of accuracy none of
time (0-1 piece of the time (2-3 the time (4-5 pieces the time (6+ pieces
misinformation) pieces of of misinformation) of misinformation)
misinformation)

Very well Adequately Somewhat well Poorly formatted

formatted formatted formatted

Information is Information is Information is Information is

Presentation clearly organized clearly organized clearly organized clearly organized
of Brochure all of the time most of the time some of the time none of the time

Very visually Mostly visually Somewhat visually Not visually

appealing appealing appealing appealing

Five sources used Three sources Two sources used Less than two
Research used sources used
Quality
All (5) sources are Most (3-4) sources Some (1-2) sources No (0) sources are
reliable are reliable are reliable reliable
 Oral 4 3 2 1
Consultation
Criteria
Speaks clearly all Speaks clearly Speaks clearly Speaks clearly
of the time most of the time some of the time none of the time

Verbal Speaks audibly all Speaks audibly Speaks audibly Speaks audibly
of the time most of the time some of the time none of the time
skills
Uses scientific Uses scientific Uses scientific Does not use
vocabulary vocabulary to vocabulary scientific
throughout some extent seldom vocabulary

Maintains eye Maintains eye Rarely maintains Maintains eye

contact most of contact some of eye contact contact none of
the time the time the time
Non-verbal
Student displays Makes minor Displays mild Tension and
Skills relaxed, self- mistakes, but tension; has nervousness is
confident nature quickly recovers trouble obvious; has
about self, with no from them; recovering from trouble recovering
mistakes. displays little or no mistakes. from mistakes.
tension.

Questions & Demonstrates Demonstrates Demonstrates Lacks knowledge

answers reflect thorough sufficient some knowledge of assisted
knowledge of knowledge of knowledge of of assisted reproduction
material assisted assisted reproduction
reproduction 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?

2. Name the parts of the reproductive system that you know.

3. What is puberty?

4. What options do couples have if they cannot have a child naturally?

5. What is a sexually transmitted infection? Give one example.

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.

____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________

Situation: A woman who is diagnosed with uterine cancer.

____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
Appendix E

Name: _______________

Self-Evaluation on Reproductive System Unit

Questions Start Midway End Comments

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?
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.
Create a story that will Debate your point of
explain the role of each view on assisted
hormone in the male and reproductive
female reproductive system. techniques.

Design a game that uses the Create an informative Create a song / rap
terms that pertain to the PowerPoint about a sexually about reproductive
reproductive system transmitted infection of your hormones and their
choice. (Compulsory) role.

Write an essay that explains Write a poem about the Act out the roles of the
your position about assistive reproductive system hormones in the
reproductive technologies reproductive cycle in
males and females.
 Reflection on Unit Plan

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.