Course: Science 9 Unit: Biology Timeline: Nov. to Jan.

2017-2018

UNDERSTAND - Big Ideas Essential Questions

(from Curriculum Docs) (WEIRD, WHOA, WOW and WHY)
Cells are derived from cells. • How do organisms grow over time? What is happening on a
cellular level?
• Why do bacteria, yeast and mould spread so quickly?
• Why is healthy cell division important?
• Why are humans so genetically diverse even within one
family?
• How will new reproductive technologies and genetic
engineering affect society?
• Knowing that we are natural creations of God, what are the
ethical implications when we try to manipulate cells deriving
from other cells using science?
• How does the Catholic Church recognize the inherent
dignity of every human person or embryo?

DO – Curricular Competencies KNOW – Content

From Curriculum Docs (the vehicle with which they’ll achieve the curricular
competencies)
Students will be able to…. • That cells are derived or replicated from other cells as a result
• Demonstrate a sustained intellectual curiosity about a scientific of mitosis
topic or problem of personal interest • How mitosis plays a role in growth of all organisms
• Make observations aimed at identifying their own questions, • Different forms of asexual reproduction: binary fission,
including increasingly complex ones, about the natural world budding, cloning, spores, grafting, regeneration
• Formulate multiple hypotheses and predict multiple outcomes • Why healthy cell division is important
• Collaboratively and individually plan, select, and use appropriate • The process of meiosis
investigation methods, including field work and lab experiments, to • Stem cell research
collect reliable data (qualitative and quantitative) • Sexual reproduction and the part it plays in diversity of life
• Assess risks and address ethical, cultural and/or environmental • Male and female reproductive systems
issues associated with their proposed methods and those of others • Stages of human development
• Select and use appropriate equipment, including digital • Reproductive technologies and genetic engineering and ethics
technologies, to systematically and accurately collect and record
data
• Ensure that safety and ethical guidelines are followed in their
investigations
• Experience and interpret the local environment
• Apply First Peoples perspectives and knowledge, other ways of
knowing, and local knowledge as sources of information
• Construct, analyze and interpret graphs (including interpolation
and extrapolation), models
• and/or diagrams
• Use knowledge of scientific concepts to draw conclusions that are
consistent with evidence
• Analyze cause-and-effect relationships
• Evaluate their methods and experimental conditions, including
identifying sources of error or uncertainty, confounding variables,
and possible alternative explanations and conclusions
• Describe specific ways to improve their investigation methods and
the quality of the data
• Evaluate the validity and limitations of a model or analogy in
relation to the phenomenon modelled
• Demonstrate an awareness of assumptions, question information
given, and identify bias in their own work and secondary sources
• Connect scientific explorations to careers in science
• Exercise a healthy, informed skepticism, and use scientific
knowledge and findings to form their own investigations and to
evaluate claims in secondary sources
• Consider social, ethical, and environmental implications of the
findings from their own and others’ investigations
• Critically analyze the validity of information in secondary sources
and evaluate the approaches used to solve problems
• Contribute to care for self, others, community, and world through
individual or collaborative approaches
• Transfer and apply learning to new situations
• Contribute to finding solutions to problems at a local and/or global
level through inquiry
• Consider the role of scientists in innovation
• Formulate physical or mental theoretical models to describe a
phenomenon
• Communicate scientific ideas, claims, information, and perhaps a
suggested course of action, for a specific purpose and audience,
constructing evidence-based arguments and using appropriate
scientific language, conventions, and representations
• Express and reflect on a variety of experiences, perspectives, and
worldviews through place

Catholic Worldview Aboriginal Worldview

• The study of cell reproduction helps us understand the complexity, • Learning ultimately supports the well-being of the self, the
value and dignity of all life family, the community, the land, the spirits, and the ancestors
• Tradition – Catholic Education guides us in the selection • Learning involves recognizing the consequences of one’s
of excellent content, pedagogy and resources in the actions
pursuit of Truth through faith and reason. • Learning involves generational roles and responsibilities
• Love: We will recognize the inherent dignity of every • Learning requires exploration of one’s identity
human person, and love and respect will be shown to all
 individuals especially when sharing knowledge and asking • Learning involves recognizing that some knowledge is sacred
questions and only shared with permission and/or in certain situations
• Communion/Community – Catholic Education is inclusive • Learning involves patience and time.
and welcoming where every student is nurtured in
developing a right relationship with God and others by
balancing the rights of the individual with the Common
Good.

Evidence of Classroom Differentiation

How are the students actively learning? What different materials are being used? How else will the curricular competencies be practiced?
What modelling and scaffolding is necessary? What learning experiences can be provided? How the lessons will be differentiated for all
learners?
• Direct instruction of content
• Use of interactive videos
• Use of video clips for abstract ideas
• Small group critiquing and selection of work
• Sharing and presentation of ideas
• Use of materials to represent a scientific phenomena
• Considering and commenting on the ethics of science
Assessment
Formative Summative
• Class discussions • Strawberry DNA extraction lab
• Class presentations • Summative assignment: How do First Peoples apply their
• Comprehension questions understanding of plant reproduction?
• Comparison and contrasts • Mitosis Stop Motion Project and Analysis
• Class activities • Oncology Career Reflection
• Cloning Article Critique
• Errors in Meiosis and Human genetic disorders assignment
• Tests
Resources (what will I need?) Evaluation/Feedback
(How did it go? What will I change?)
• Notes and worksheets
• Strawberry lab materials
• Tablet computer, and poster paper
• BC Science Connections 9
• Beads, paper bags and pipe cleaners
 Lesson Curricular Competency Assessment Tasks Learning Opportunities
Achievement Instructional Strategies
Indicators Planning for Assessment
1 • Make observations aimed at • Formative Students will:
Introduction identifying their own questions, worksheet • Compare photos from babyhood, early childhood,
to forms of including increasingly complex ones, • Class discussion and now and make observations about differences
reproduction about the natural world and changes
• Formulate multiple hypotheses and • Come up with questions regarding these differences
DNA predict multiple outcomes • Look at comparisons of trees and other animals and
discuss why and how growth happens
• Learn that cells are derived from other cells
• Learn the definition of reproduction
• Complete notes on DNA after viewing TED-ED clips
on DNA

2 • Collaboratively and individually plan, • Summative lab Students will:

DNA select, and use appropriate • Class discussion • Perform the DNA Extraction lab
Extraction investigation methods, including field • Ask further questions based on lab observations
Lab work and lab experiments, to collect • Determine how they could have improved their
reliable data (qualitative and results
quantitative)
• Select and use appropriate equipment,
including digital technologies, to
systematically and accurately collect
and record data
• Make observations aimed at
identifying their own questions,
including increasingly complex ones,
about the natural world
• Ensure that safety and ethical
guidelines are followed in their
investigations
• Evaluate their methods and
experimental conditions, including
identifying sources of error or
uncertainty, confounding variables,
and possible alternative explanations
and conclusions
 • Describe specific ways to improve their
investigation methods and the quality
of the data

3 • Experience and interpret the local • Formative class Students will:

Asexual environment discussions • Learn about the definition and different methods of
Reproduct- • Transfer and apply learning to new asexual reproduction specifically that of bacteria,
ion situations yeast, and moss around them through a jigsaw
activity
Fission • Determine which organisms use which form of
Budding asexual reproduction based on knowledge of each
Regeneration method
Spores

4 • Experience and interpret the local • Formative class Students will:

Vegetative environment discussions on • Learn about the definition and different methods of
Reproduct- • Transfer and apply learning to new Western farming asexual reproduction specifically that of different
ion situations • Summative plants we use for food
• Apply First Peoples perspectives and assignment: How • Determine which organisms use which form of
Grafting knowledge, other ways of knowing, do First Peoples asexual reproduction based on knowledge of each
and local knowledge as sources of apply their method
Advantages information understanding of • Complete the assignment “How do First People
and Dis- plant apply their understanding of plant reproduction”
advantages reproduction? • Come up with a list of advantages and
of Asexual disadvantages of asexual reproduction on a blank
Reproduc- sheet of paper
tion • Watch Asexual Reproduction Video by Mark
Drollinger
5 • Use knowledge of scientific concepts to • Formative class Students will:
Mitosis draw conclusions that are consistent discussion • Think about how broken lips or knee scraps heal?
with evidence • Answer: If your knee was only made of one cell what
happens?
• Students will watch the more complex Youtube clip
– Mitosis: Splitting up is Complicated and have
them add to their understanding of how they
developed from babyhood
• Learn about the different phases of mitosis through
a 15 minute lecture

6 • Formulate physical or mental Summative Students will:

Mitosis theoretical models to describe a assignment: Mitosis • Watch Synchronized Swimming Mitosis and
Project phenomenon Stop Motion Project evaluate the validity of and limitations of a model or
1
 • Evaluate the validity of and limitations analogy in relation to the phenomenon modelled in
of a model or analogy in relation to the groups of 4.
phenomenon modelled • Get into groups of 4 and will collaboratively create
• Evaluate their methods and stop motion mitosis models formulating physical
experimental conditions, including theoretical models to describe a phenomenon,
identifying sources of error or taking into account the limitations they observed in
uncertainty, confounding variables, the synchronized swimming clip
and possible alternative explanations • They will have a whole other class to work on this
and conclusions
• Generate and introduce new or refined
ideas when problem solving
7 • Formulate physical or mental Summative Students will:
Mitosis theoretical models to describe a assignment: Mitosis • Work on their Mitosis Stop Motion Project
Project phenomenon Stop Motion Project
2 • Evaluate the validity of and limitations
of a model or analogy in relation to the
phenomenon modelled
• Evaluate their methods and
experimental conditions, including
identifying sources of error or
uncertainty, confounding variables,
and possible alternative explanations
and conclusions
• Generate and introduce new or refined
ideas when problem solving
8 • Use knowledge of scientific concepts to Summative Students will:
Mitosis draw conclusions that are consistent assignment: Write a • Discuss cell specialization and proteins that dictate
Review with evidence reflection about cell growth and division
• Connect scientific explorations to whether it is more • Understand the need for proteins that control cell
Unhealthy careers in science effective to become a division and growth, and thus explore why it is
Mitosis • Consider the role of scientists in cancer researcher or necessary for these proteins to be healthy in order
innovation a medical doctor if for complex cell division to take place safely, by
Mutations, • Contribute to care for self, others, wanting to contribute learning about cancer, the result of unhealthy cell
Mutagens, community, and world through to the field of division
Cancer individual or collaborative approaches oncology • Be led through a basic cause-and-effect
• Analyze cause-and-effect relationships relationship, students will determine what will
happen after a specific cell protein scenario ie. a
protein does not stop cells from dividing so what
will happen next?
• Students will read job profiles of a medical doctor
and a cancer researcher
• Then contributing to care for self, others,
community, and world through personal or
collaborative approaches, students will synthesize
 what they have learned, and determine whether it is
more effective to become a cancer researcher or a
medical doctor if searching for a cure
• (L) LOVE – Catholic Education calls us to
witness that God is love; and therefore,
recognizes the inherent dignity of every
human person, especially the marginalized
and most vulnerable.
9 • Contribute to finding solutions to Summative Students will:
Cloning problems at a local and/or global level assignment: Cloning • Learn about cloning as a form of asexual
through inquiry Article Critique reproduction
• Consider social, ethical, and • Brainstorm the possible uses and/or solutions that
environmental implications of the cloning contributes to
findings from their own and others’ • Watch the video: Dolly the Sheep Feb 24, 1997 ABC
investigations news
• Assess risks and address ethical, • Read about two examples of cloning as a class
cultural and/or environmental issues • Determine the ethical implications of cloning
associated with their proposed
• Read journal article on cloning and write an article
methods and those of others
for or against using what they learned
• Critically analyze the validity of
information in secondary sources and
evaluate the approaches used to solve
problems
10 • Demonstrate an awareness of Formative Students will:
Cloning and assumptions, question information assignment: Bias • Learn about stem cell research
Stem Cells given, and identify bias in their own Worksheet • Brainstorm the possible uses and/or solutions that
work and secondary sources stem cell research contributes to
• Contribute to finding solutions to • Discuss the ethics of stem cell research in light of
problems at a local and/or global level Catholic teaching
through inquiry • Watch Eyes of Nye on Cloning
• Consider social, ethical, and • Learn about bias using the worksheet
environmental implications of the
• Review for the test next class
findings from their own and others’
• (L) LOVE – Catholic Education calls us to
investigations
witness that God is love; and therefore,
• Assess risks and address ethical,
recognizes the inherent dignity of every
cultural and/or environmental issues
human person, especially the marginalized
associated with their proposed
and most vulnerable.
methods and those of others
11 • Construct, analyze and interpret Summative • Students will write a skills and content based test
Assessment graphs (including interpolation and Assessment focused on mitosis and asexual reproduction
extrapolation), models
and/or diagrams
 12 • Make observations aimed at Formative bead Students will:
Sexual identifying their own questions, activity and compare • Review what asexual reproduction is
Reproduct- including increasingly complex ones, and contrast • Learn the definition of sexual reproduction
ion about the natural world • Complete a quick bead activity to illustrate the
• Use knowledge of scientific concepts to passing down of genetics in sexual reproduction
Sex Cells and draw conclusions that are consistent • Create a Venn diagram comparing and contrasting
Fertilization with evidence asexual and sexual reproduction
• Learn about sex cells and fertilization
Meiosis
• Be introduced to the concept of meiosis
13 • Use knowledge of scientific concepts to Formative pipe Students will:
Meiosis draw conclusions that are consistent cleaner activity • Learn about the phases of meiosis using the pipe
with evidence cleaner activity
• Construct, analyze and interpret • Compare meiosis to mitosis using a Venn diagram
graphs (including interpolation and • Watch Youtube clip on meiosis by the amoeba
extrapolation), models and/or sisters
diagrams
14 • Formulate physical or mental Formative Coin Flip Students will:
Meiosis theoretical models to describe a Genetics Activity • Get into pairs to complete the Coin Flip Genetics
phenomenon Activity
Human • Transfer and apply learning to new • View images of the Hemsworth Brothers, the
Diversity and situations Kardashians, and Puppies to discuss human
Development diversity
• Learn about the male and female reproductive parts
Reproductive and stages of human development through a ppt
Systems
15 • Collaboratively and individually plan, Summative: Errors in Students will:
Errors in select, and use appropriate Meiosis and Human • Learn the basics of chromosomal mutations
Meiosis and investigation methods, including field genetic disorders • Be introduced to the errors in meiosis and human
Human work and lab experiments, to collect assignment genetic disorders assignment
Genetic reliable data (qualitative and • Hopefully develop empathy for a human with a
Disorders quantitative) Formative class genetic disorder
Assignment • Communicate scientific ideas, claims, discussion • Learn about the reproductive technologies used
information, and perhaps a suggested today and consider the ethical implications in light
Reproductive course of action, for a specific purpose of Catholic teaching
Technology and audience, constructing evidence- • Learn about the Sofia Vergara lawsuit – is it really
based arguments and using that sensational? What does it say about embryos
appropriate scientific language, left over from IVF?
conventions, and representations
• (L) LOVE – Catholic Education calls us to
• Express and reflect on a variety of
witness that God is love; and therefore,
experiences, perspectives, and
recognizes the inherent dignity of every
worldviews through place
human person, especially the marginalized
• Select and use appropriate equipment,
and most vulnerable.
including digital technologies, to
 systematically and accurately collect • (C) COMMUNION/COMMUNITY – Catholic
and record data Education is inclusive and welcoming where
• Transfer and apply learning to new every student is nurtured in developing a
situations right relationship with God and others by
• Analyze cause-and-effect relationships balancing the rights of the individual with
• Contribute to care for self, others, the Common Good.
community, and world through
individual or collaborative approaches
• Assess risks and address ethical,
cultural and/or environmental issues
associated with their proposed
methods and those of others
• Consider social, ethical, and
environmental implications of the
findings from their own and others’
investigations

16 • Demonstrate a sustained intellectual Formative class Students will:

Advantages curiosity about a scientific topic or discussion and • Determine the advantages and disadvantages of
and Dis- problem of personal interest genetic engineering sexual reproduction based on what they’ve learned
advantages • Make observations aimed at questions sheet • Read the 3 gene baby news article
of Sexual identifying their own questions, • Create a t-chart with questions or concerns they
Reproduct- including increasingly complex ones, have regarding this technological advancement on
ion about the natural world one side and who can best answer on the other side
• Transfer and apply learning to new • Discuss or comment on the doctor’s claim that “to
Genetic situations save lives is the ethical thing to do” in this specific
Engineering • Contribute to care for self, others, context
Ethics community, and world through • Watch the Youtube clip on genetic Engineering and
individual or collaborative approaches take notes on it
CRISPR • Assess risks and address ethical,
• Create a t-chart on their hopes and fears for genetic
cultural and/or environmental issues
engineering
associated with their proposed
• Learn about CRISPR advancements and watch the
methods and those of others
Youtube clip by In a Nutshell
• Consider social, ethical, and
environmental implications of the • Take a stance on CRISPR – what is acceptable?
findings from their own and others’ What is the course of action as a scientist? What is
investigations the role of a scientist?
• Exercise a healthy, informed • (L) LOVE – Catholic Education calls us to
skepticism, and use scientific witness that God is love; and therefore,
knowledge and findings to form their recognizes the inherent dignity of every
own investigations and to evaluate human person, especially the marginalized
claims in secondary sources and most vulnerable.
• Connect scientific explorations to • (C) COMMUNION/COMMUNITY – Catholic
careers in science Education is inclusive and welcoming where
every student is nurtured in developing a
 • Consider the role of scientists in right relationship with God and others by
innovation balancing the rights of the individual with
the Common Good.

17 • Evaluate their methods and Formative review Students will:

Review experimental conditions, including work • Review the content learned so far and address areas
identifying sources of error or of weakness in comprehension or uncertainty
uncertainty, confounding variables,
and possible alternative explanations
and conclusions
18 • Summative: Students will write a content based test focused on
Assessment Assessment based on meiosis and sexual reproduction
meiosis and sexual
reproduction