8th Grade Science Unit: Asexual and Sexual Reproduction

Columbus City Schools

Curriculum Leadership and Development Science Department June 2013

1

8th Grade Science Unit:

Asexual and Sexual Reproduction Unit Snapshot

Topic: Species and Reproduction

Grade Level: 8 Duration: 10 days

Summary The following activities engage students in exploring asexual and

sexual reproduction through various demonstrations, activities, and use

of technology. Students will also discover the use of genetic

modification as a scientific alternative to this natural process.

CLEAR LEARNING TARGETS “I can”…statements ______ explain that every organism alive today comes from a long line of ancestors who reproduced

successfully every generation.

______ describe reproduction as the transfer of genetic information from one generation to the next.

______ predict the probability of traits that can occur with mixing of genes from two individuals (sexual

reproduction).

______ use a model to represent the transfer of genes from one individual to the next generation (asexual

reproduction).

______ compare the characteristics of asexual and sexual reproduction. (identical v. unique offspring; low

energy expenditure v. high energy expenditure; short amount of time v. longer gestation, etc.)

______ compare meiosis and mitosis, their phases and purposes.

Activity Highlights and Suggested Timeframe

Days 1

Engagement: Students will identify and define concepts and processes of sexual

and asexual reproduction; and identify and describe similarities, distinctions,

advantages, and disadvantages of sexual and asexual reproduction through a

chromosome manipulation simulation activity.

Days 2-3

Exploration: Students will explore various species to discover that all species

reproduce to survive and their reproductive, growth and death history can be

described as a cycle through the Reproduction and Life Cycles Music video,

research, and creating an Info-Sheet.

Days 4-5 Explanation: Students will understand the basic differences between sexual and

asexual reproduction as well as basic differences between mitosis and meiosis

through guided media viewing and reading.

Days 6-8 Elaboration: Students will critically analyze popular urban myths about genetically

modified products for bias and validity. Students will write a supported argument

about genetic modification in our food industry.

Day 9

and on-going

Evaluation: Students present claims and findings, emphasizing salient points in a

focused, coherent manner with relevant evidence, sound valid reasoning, and

well-chosen details; use appropriate eye contact, adequate volume, and clear

pronunciation through student presentations of arguments; A teacher-created

short cycle assessment will be administered at the end of the unit to assess all clear

learning targets.

Day 10 Extension/Intervention: Based on the results of the short-cycle assessment, facilitate

extension and/or intervention activities.



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LESSON PLANS

NEW LEARNING STANDARDS:

8.LS.2 Reproduction is necessary for the continuation of every species. Every organism alive today comes from a long line of ancestors who reproduced successfully every

generation. Reproduction is the transfer of genetic information from one generation to the next. It

can occur with mixing of genes from two individuals (sexual reproduction). It can occur with the

transfer of genes from one individual to the next generation (asexual reproduction). The ability to

reproduce defines living things.

SCIENTIFIC INQUIRY and APPLICATION PRACTICES: During the years of grades K-12, all students must use the following scientific inquiry and application practices with appropriate

laboratory safety techniques to construct their knowledge and understanding in all science content areas:

Asking questions (for science) and defining problems (for engineering) that guide scientific

investigations

Developing descriptions, models, explanations and predictions.

Planning and carrying out investigations

Constructing explanations (for science) and designing solutions (for engineering)that conclude

scientific investigations

Using appropriate mathematics, tools, and techniques to gather data/information, and analyze

and interpret data

Engaging in argument from evidence

Obtaining, evaluating, and communicating scientific procedures and explanations

*These practices are a combination of ODE Science Inquiry and Application and Frame-work for K-12

Science Education Scientific and Engineering Practices

COMMON CORE STATE STANDARDS for LITERACY in SCIENCE: *For more information: http://www.corestandards.org/assets/CCSSI_ELA%20Standards.pdf

CCSS.ELA-Literacy.RST.6-8.6 Analyze the author’s purpose in providing an explanation, describing a

procedure, or discussing an experiment in a text

CCSS.ELA-Literacy.RST.6-8.7 Integrate quantitative or technical information expressed in words in a text

with a version of that information expressed visually (e.g., in a flowchart, diagram, model, graph, or

table).

CCSS.ELA-Literacy.RST.6-8.4 Determine the meaning of symbols, key terms, and other domain-specific

words and phrases as they are used in a specific scientific or technical context relevant to grades 6–8

texts and topics.

CCSS.ELA-Literacy.RST.6-8.9 Compare and contrast the information gained from experiments, simulations,

video, or multimedia sources with that gained from reading a text on the same topic.

CCSS.ELA-Literacy.WHST.6-8.1 Write arguments focused on discipline-specific content.

CCSS.ELA-Literacy.SL.8.4 Present claims and findings, emphasizing salient points in a focused, coherent

manner with relevant evidence, sound valid reasoning, and well-chosen details; use appropriate eye

contact, adequate volume, and clear pronunciation.

STUDENT KNOWLEDGE: Prior Concepts Related to Species and Reproduction

Grades 3-5: Individual organisms inherit many traits from their parents indicating a reliable way to transfer

information from one generation to the next.

Grades 6-7: Modern Cell Theory states cells come from pre-existing cells.

Future Application of Concepts

High School: The details and importance of gamete formation are studied.

http://www.corestandards.org/assets/CCSSI_ELA%20Standards.pdf

http://www.corestandards.org/ELA-Literacy/RST/6-8/6/

http://www.corestandards.org/ELA-Literacy/WHST/6-8/1/

http://www.corestandards.org/ELA-Literacy/SL/8/4/



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MATERIALS: Engage

E. Coli visual aid

Chromosome Templates

Exit Tickets

Explore

Salmon Life Cycle Song http://www.youtube.com/watch?v=qV30U

Z9aF04

Salmon Life Cycle Info Sheet

Specie Reproduction Exploration

Explain

Sexual Reproduction worksheet

Asexual Reproduction worksheet

Reproduction Venn Teacher Resource

(teacher use only)

Prentice Hall Life Science (1/student)

Prentice Hall All-In-One Teaching

Resources pp 202-205, one/student

Elaborate

Some Horrible Facts about KFC

KFC Genetically Modified Chicken –

Urban Myth Research (teacher use

only)

KFC Genetically Modified Chicken

Video Response

Genetically Modified Foods Argument

Rubric

VOCABULARY: Primary

Asexual Reproduction

Bacteria

Chromosome

Clone

Female

Fertilization

Gamete

Genetic Modification (GM)

Male

Media Bias

Meiosis

Mitosis

Sexual Reproduction

Zygote

Secondary

Identical

Unique

SAFETY All CCS lab safety rules, procedures, and precautions should be

followed

ADVANCED

PREPARATION

Engage

Print or project VISUAL AID: “E. coli.”

2. Prepare Chromosome templates from supplementary page by

copying and cutting apart, so that small groups of students have five

per group (for sexual reproduction) and that the teacher has at least

two (for asexual reproduction).

ENGAGE (1 day)

(What will draw students into

the learning? How will you

determine what your students

already know about the topic?

What can be done at this point

to identify and address

misconceptions? Where can

connections be made to the

real world?)

Objective: Identify and define concepts and processes of sexual and asexual

reproduction; and identify and describe similarities, distinctions,

advantages, and disadvantages of sexual and asexual

reproduction. What is the teacher doing?

Chromosomes (Day 1)

Part I: Asexual Reproduction

Describe to students

chromosome as a container of

information, a way of

packaging characteristics

about organisms so that those

details might be passed on

through reproduction.

What are the students doing?

Chromosomes (Day 1)

Part I: Asexual Reproduction

1. Students will begin identifying

five characteristics of the E.

Coli visual aid.

http://www.youtube.com/watch?v=qV30UZ9aF04




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Display for students the VISUAL

AID: “E. coli” and solicit

descriptions of apparent

characteristics to list on

chromosome template. (Note:

bacteria chromosomes are

circular.)

Note: It may be helpful to

point out that even though E.

coli looks a bit different in

each of the images,

differences are only due to

dyes or digital tinting for the

purpose of highlighting

characteristics of the

organism.

Once the class has come up

with five characteristics

(examples, in case class has

difficulty: round, cylindrical,

flagella, rough surface,

tendency to cluster), print a

different characteristic (by

appropriate initials, in capital

letters) in each of the five

sections of one of the

chromosome templates.

After the class sees the

representation of one E. coli

bacterium on a chromosome,

place another blank

chromosome on top of the

completed one and trace the

capital letters onto the blank

one and then separate the

two, simulating asexual

reproduction. Highlight that

the two resulting individuals

have identical characteristics

and no variation has occurred.

Note: If appropriate and

desired, students might be

shown the E. coli colony

animation located at

http://www.youtube.com/wat

ch?v=gEwzDydciWc

to see a brief depiction of the

way bacteria reproduce and

grow.

2. In groups of two to three,

students will use their

chromosome templates to

write all of the abbreviated

genes the bacteria have.

3. Students will simulate asexual

reproduction by taking

another blank chromosome

template and tracing the

completed chromosome.

http://www.youtube.com/watch?v=gEwzDydciWc

http://www.youtube.com/watch?v=gEwzDydciWc



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Part II: Sexual Reproduction

Solicit from class discussion

about traits we/they share

such as hair color; eye color;

tall/short; toe length (if second

toe is longer than big toe);

tongue (if it curls or not).

Display five of these singular

traits, in capital letter initial

form, along with their opposite,

in matching lower case letter

initial form, for the class to see.

For example (simplified), list

hair color as “B” for brown hair

and “b” for red/blonde/black

hair.

Divide students into groups of

two or three, and distribute to

each group five blank

chromosome templates.

Instruct them to fill in two of

these templates with trait

letters from those displayed,

selecting either a capital letter

trait or a lower case letter trait

for each of the two templates’

sections.

After they have completed

the two individual

chromosomes, have groups

copy them exactly to two

other chromosomes, similar to

the E. coli’s asexual

reproduction. Explain here that

copies created can represent

reproductive cells - sperm cells

for males, egg cells for

females. These cells are not

organisms and cannot live and

grow on their own the way a

bacteria can, these

reproductive cells must

combine to form a new

organism.

Critical Thinking Activity:

Genes and Their Effects. After

student groups have

completed this simulation of

sexual reproduction, keep

them in their groups and ask

them to reflect on the resulting

individual. How is this individual

similar to its “parents?” How is it

Part II: Sexual Reproduction

4. Next students will look at 5

binary characteristics (i.e.

Brown hair has the allele

pairing of BB or Bb)

5. Students will create two

chromosomes that will

contain their five identified

traits (i.e. Brown hair will be

identified by one

chromosome having a “B”

and in the same row on the

second chromosome they will

put another “B” or “b”

completing the binary allele.)

6. Students will then take their

chromosome pair and split it

to create a gamete (sex cell)

7. Students will trade gametes

with a partner and create a

new organism with both of

their chromosomes.

8. Students will then look at the

traits their newly created

zygote possesses.



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different? If parent

chromosomes had included

different traits, how would this

have changed the resulting

offspring?

Considering these models for

reproduction, discuss with

students the differences,

highlighting that the first

method not only took less time,

required fewer participants

and less activity (or expended

energy.)

Ask which form of

reproduction resulted in

unique offspring and which

resulted in identical offspring.

9. Students will discuss the

advantages and

disadvantages of sexual and

asexual reproduction, and

complete an exit ticket.

EXPLORE (2 days)

(How will the concept be

developed? How is this relevant

to students’ lives? What can be

done at this point to identify

and address misconceptions?)

Objective: Students will explore various species to discover that all species

reproduce to survive and their reproductive, growth and death

history can be described as a cycle.

What is the teacher doing?

Salmon Life Cycle (Day 2)

Explain that in the video

students are about to watch

that the stages of a salmon’s

life will be depicted. Instruct

students to jot down the

names of each of these stages

as they view the media.

Teacher displays video Salmon

Life Cycle Song


ch?v=qV30UZ9aF04

Distribute the Salmon Life

Cycle Info Sheet. Ask students

to compare their notes from

the video to the diagram

displayed on the Info sheet. In

what shape are the stages

organized? (circular) Do

salmon reproduce sexually or

asexually? (sexually) How do

you know? (egg + sperm)

Tell students to buddy 1. read

and 2. highlight the main

points about the stages of life

of a salmon 3. underline

interesting details


Salmon Life Cycle (Day 2)

1. Students actively view a

music video about the life

cycle of salmon.

2. Students take notes about the

stages of a salmon’s life.

3. Students discover that the

stages in the life of a salmon

can be depicted in a circular

diagram called a life cycle

diagram and salmon

reproduce sexually.

4. Students locate main ideas in

a text about the life of a

salmon.





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(Days 2-3)

Distribute Specie Reproduction

Exploration (1 worksheet can

be copied for groups of 3-4

students)

Explain the exploration activity

to the students. In

collaborative groups, students

will research a specie, draw a

life cycle diagram and

highlight 3 interesting details

about the specie.

Have each group choose one

of the organism groups (do not

repeat choices) and begin

working.

Facilitate group work while

formatively assessing the

students’ understanding of

sexual/asexual reproduction.


(Days 2-3)

5. Student collaborative groups

of 3-4 research a specie and

create an Info-sheet similar to

the salmon example. This can

be hand-drawn or completed

on a computer.

6. Students explain to the

teacher whether their specie

reproduces sexually,

asexually, or both.

EXPLAIN (2 days)

(What products could the

students develop and share?

How will students share what

they have learned? What can

be done at this point to identify

and address misconceptions?)

Objective: Students will understand the basic differences between sexual and

asexual reproduction (Day 4).

Students will understand the basic differences between mitosis and

meiosis (Day 5).


Sexual vs Asexual Reproduction

Videoclips (Day 4)

Teacher instructs students to

write down as many

vocabulary words from the

song as they hear them.

Teacher shows video. Vascular

Plant Reproduction, What a

Wonderful World http://www.youtube.com/wat

ch?v=35vPjdTNRU0 Students share the captured

vocabulary as the teacher

makes a list on the board.

Distribute “Sexual

Reproduction” worksheet and

go over directions.

Show video. Sexual

Reproduction


ch?v=tFZeyFbBLXE As a class, go over the answers

and teacher corrects and

dispels misconceptions.


Sexual vs Asexual Reproduction

Videoclips (Day 4)

1. Students are recognizing,

writing, and sharing content

specific vocabulary in media.

2. Students are using content

vocabulary to complete a

script from a media

presentation.

3. Students use acquired

vocabulary to discuss and

answer questions in response

to media.

4. Students continue using

content vocabulary to

complete a script from a

media presentation.

http://www.youtube.com/watch?v=35vPjdTNRU0

http://www.youtube.com/watch?v=35vPjdTNRU0

http://www.youtube.com/watch?v=tFZeyFbBLXE




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Now, students will watch a

video about asexual

reproduction, while filling the

blanks on a cloze worksheet.

Distribute Asexual

Reproduction” worksheet.

Show video. Asexual

Reproduction


ch?v=jk2RJm5RBEk Student pairs answer the

questions on the remainder of

the video, as teacher walks

around checking for

comprehension.

As a class, go over the answers

and teacher corrects and

dispels misconceptions.

Draw a large Venn diagram on

the board. (see Reproduction

Venn Teacher Resource)

One at a time, name a

bulleted characteristic of

either form of reproduction

and have students decide in

which area you should write it.

Pose the critical thinking

questions to students for

discussion.

Close Text Reading (Day 5)

Distribute Guided Reading

handout Prentice Hall All-In-

One Teaching Resources

pp202-205, one per student

Set the purpose for reading,

“You are going to read a text

selection to find specific

information.”

Teacher models think-aloud

while reading the diagram on

pp128-129.

Teacher asks, “How is reading

a diagram for information

similar and different from

reading a text passage?”

Teacher models the use of a

venn diagram for organizing

comparison/contrasting

information.

Teacher formatively assesses

the students’ understanding

and makes notes for

acceleration.

5. Students use acquired

vocabulary to discuss and

answer questions in response

to media.

6. Students categorize

reproduction characteristics

into sexual/asexual.

7. Students apply knowledge

gained from the videos to

real-world situations.

Close Text Reading (Day 5)

8. Students read about the cell

cycle. Prentice Hall Life

Science pp95-102

9. With a reading buddy,

students read and complete

the guided reading handout

about mitosis.

10. Students orally compare and

contrast reading a diagram v.

text.

11. Students compare and

contrast mitosis and meiosis

by drawing and completing a

Venn diagram in their

interactive notebook, journal,

or on a separate piece of

blank paper.

http://www.youtube.com/watch?v=jk2RJm5RBEk




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Teach students a pneumonic

for remembering, which is

which and ask students to

recite it.

“My Oh my! My sis came

about after my parents’

meiosis, but a cell in my toes is

reproduced by mitosis.”

12. Students recite the

pneumonic poem.

ELABORATE (3 days)

(How will the new knowledge

be reinforced, transferred to

new and unique situations, or

integrated with related

concepts?)

Objective: Students will critically analyze popular urban myths about

genetically modified products for bias and validity. Students will

write a supported argument about genetic modification in our

food industry.


A lesson in Genetic Engineering and

BIAS (Days 6-8)

Instruct students to read the

severely slanted article. “Some

Horrible Facts about KFC!!!!”

Do not tell them it is severely

slanted. ***Note: This lesson has a three-

fold objective. Students

conduct research and justify

an opinion on genetic

engineering. The teacher is

modeling real-world research

(secretly at first), in which the

students are experimental

variables. Recognizing bias in

media is discussed as a

twenty-first century skill. After instructing the students to

identify the problem being

discussed in the article,

teacher shows video


ch?v=-rX-qnZgxhI Distribute KFC Genetically

Modified Chicken Video

Response (Students do not

put their names on this.)

and have students respond

to the video.

Ask students to share the

problem and write their

ideas on the board.

Teacher silently gathers

formative assessment data

on their willingness to take

the information at face

value. (See KFC

Genetically Modified

Chicken – Urban Myth

Research)


1. Students are viewing a video

to identify a problem, which

can be solved by scientific

study.

2. Students are formulating and

writing questions/problems

for scientific research.

http://www.youtube.com/watch?v=-rX-qnZgxhI




10

Share the purpose,

procedure and results of

the experiment with the

class.

Ask students to analyze the

data and share their

conclusion with a partner.

Ask students to share their

analysis and formulate a

paraphrased consensus

conclusion by completing this

statement. “Our hypothesis

was (supported or not

supported) by our data. %

of the class believed the

information presented in the

video, while % was

skeptical.

Ask students how they could

improve or modify this

experiment. Answers may vary

but if it is not suggested, guide

them to suggest increasing the

sample size by repeating the

experiment with more

students, or also by sampling

younger students/adults, etc.

Add one of their suggestions to

the conclusion.

Discuss the meaning of “bias, a

preference for one thing over

another.”

Ask the students why you did

not let them know you were

conducting research before

showing the video or having

them complete their reactions.

(This would have influenced

their responses and possibly

have introduced bias into the

results.

Ask students to hypothesize a

meaning for media bias.

(Reporting information from a

preferred viewpoint with or

without the intent of swaying

the opinions of viewers /

readers.)

Ask students if the producers of

this video were biased. (Yes,

they present genetically

modified chicken as a bad

thing. Someone else may think

it is scientific advancement.)

3. Students analyze the data

and discuss the conclusion

with a partner.

4. Students formulate a

conclusion using data

evidence for support.

5. Students suggest ways to

increase the validity of the

experiment.

6. Students review the concept

of experimental bias.

7. Students apply the concept

of bias to their participation

in the experiment.

8. Students transfer their

knowledge of bias to a

media context.

9. Students apply their

discoveries to a real-world

situation.



11

Ask, “If you are to be an

informed member of society,

what should you do before

forming an opinion on a

topic?” (research different

viewpoints , check the validity

of sources, etc.)

Invite the students to research

genetically modified foods.

Assign the students to write (or

blog in a discussion forum and

print) an opinion paper, on

genetically modified foods,

which cites valid evidence to

support their opinion.

Distribute Genetically Modified

Foods Argument Rubric. Go

over criteria for a high scoring

paper. Be certain to

emphasize that the paper

must include the role

reproduction plays in the

modification. Instruct students

to begin researching with a

partner. Stress that the paper is

written independently, but

may be edited with a partner,

prior to revision and

publication.

Assess their written argument

using the rubric, making note

of intervention needs.

Students share their papers by

reading them aloud to the

class.

Teacher may choose to hold a

debate in which teams of like-

minded students debate

teams with opposing

viewpoints.

10. Students propose solutions to

reduce the effects of media

bias.

11. Students research

genetically modified foods.

12. Students write an opinion

paper on genetic

modification in foods.

EVALUATE (on-going)

(What opportunities will

students have to express their

thinking? When will students

reflect on what they have

learned? How will you measure

learning as it occurs? What

evidence of student learning

will you be looking for and/or

collecting?)

Objective: Student presents claims and findings, emphasizing salient points in a

focused, coherent manner with relevant evidence, sound valid

reasoning, and well-chosen details; use appropriate eye contact,

adequate volume, and clear pronunciation.

Formative

How will you measure learning as it occurs?

Consider developing a teacher-

created formative assessment

1. Student discussion in Engage.

2. Specie Reproduction Info-Sheet

(Explore)

3. Answers to Sexual and Asexual

Reproduction questions on

worksheets (Explain)

Summative

What evidence of learning will demonstrate to

you that a student has met the learning

objectives?

1. During sharing of papers or

debate, students can articulate

the knowledge gained about

reproduction to explain how a

food item is genetically modified

and what effects this modification



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4. Venn diagram comparing and

contrasting sexual and asexual

reproductions (Explain)

5. Venn diagram comparing and

contrasting meiosis and mitosis

(Explain)

6. Students ability to recognize

bias in media (Elaborate)

7. As students conduct research,

teacher facilitation and

probing questioning about

reproduction will yield data on

student learning. (Elaborate)

can have on the consumer and

society.

2. A teacher-created short cycle

assessment can assess all

student learning outcomes.

EXTENSION/

INTERVENTION (1 day or as needed)

EXTENSION

What are the main issues of

concern in genetically

modified foods for human

health? Students could make

consumer education

pamphlets to address these

concerns.

Career explorations http://www.icbse.com/careers

/careers-in-genetic-

engineering

http://explorehealthcareers.or

g/en/Career/131/Food_Safety

_Specialist

Debate the ethics and safety

of genetic engineering

Media v. Real Image research

and debate http://youtu.be/omBfg3UwkY

M

INTERVENTION

http://www.diffen.com/differ

ence/Asexual_Reproduction_

vs_Sexual_Reproduction

an excellent organization of

the relationships

http://www.diffen.com/differ

ence/Meiosis_vs_Mitosis

an excellent organization of

the relationships

Possible RICA article http://www.studentnewsdaily.

com/types-of-media-bias/

Pearson Prentice Hall Life

Science Textbook All-In-One

Teacher Resources

(worksheets and activities)

COMMON

MISCONCEPTIONS

One set of alleles is responsible for determining each trait, and there

are only 2 different alleles (dominant and recessive) for each gene.

Your genes determine all of your characteristics, and cloned organisms

are exact copies of the original.

All mutations are harmful.

A dominant trait is the most likely to be found in the population.

Genetics terms are often confused.

Strategies to address misconceptions:

http://www.carolina.com/teacher-resources/Interactive/5-common-

misconceptions-in-genetics/tr10631.tr Strategies are discussed to dispel

these misconceptions.

consider using www.unitedstreaming.com videoclips, models, and on-

line simulations to help address misconceptions.

http://www.icbse.com/careers/careers-in-genetic-engineering



http://explorehealthcareers.org/en/Career/131/Food_Safety_Specialist



http://youtu.be/omBfg3UwkYM

http://youtu.be/omBfg3UwkYM

http://www.diffen.com/difference/Asexual_Reproduction_vs_Sexual_Reproduction



http://www.diffen.com/difference/Meiosis_vs_Mitosis

http://www.diffen.com/difference/Meiosis_vs_Mitosis

http://www.studentnewsdaily.com/types-of-media-bias/

http://www.studentnewsdaily.com/types-of-media-bias/

http://www.carolina.com/teacher-resources/Interactive/5-common-misconceptions-in-genetics/tr10631.tr

http://www.carolina.com/teacher-resources/Interactive/5-common-misconceptions-in-genetics/tr10631.tr

http://www.unitedstreaming.com/



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DIFFERENTIATION

Lower-Level:

Research shows greater gains for all levels of students with the use of

cooperative activities. This site offers some examples

http://www.woodrow.org/teachers/bi/1998/presentations/fortenberry/

Reading is done in pairs and discussion about the content

encouraged.

Provide other appropriate leveled-readers or trade books to support

instruction.

Higher-Level:

Students showing mastery of the objective before others should be

directed to begin working on one of the extension activities.

Strategies for meeting the needs of all learners including gifted students, English Language

Learners (ELL) and students with disabilities can be found at the following sites:

ELL Learners:

http://www.ode.state.oh.us/GD/DocumentManagement/DocumentDownload.aspx?DocumentI

D=105521

Gifted Learners:

http://www.ode.state.oh.us/GD/DocumentManagement/DocumentDownload.aspx?DocumentI

D=105522

Students with Disabilities:

http://www.education.ohio.gov/GD/DocumentManagement/DocumentDownload.aspx?Docum

entID=105523

ADDITIONAL

RESOURCES

Textbook Resources:

Prentice Hall Life Science

How Viruses Multiply pp. 212-213

Reproduction of Bacteria pp. 220-221

Reproduction in Fungi p. 238

Reproduction in Gymnosperms pp. 274-275

Reproduction in Angiosperms pp. 278-279

Animal Sexual and Asexual Reproduction p. 297

Reproduction of a Sponge p. 305

Reproduction of Cnidarians p. 309

Reproduction of Worms p. 315

Reproduction of Echinoderms p. 359

Reproduction of Fishes p. 376

Reproduction of Amphibians p 383

Reproduction of Reptiles p. 389

Genetic Engineering pp. 160-162

Websites:

http://www2.gi.alaska.edu/STEP/lessons_database/lessons/scan/scan_

68_LifeScience_SexualAndAsexualReproduction.pdf

http://www.youtube.com/watch?v=Ytv-CEoYP-s

Discovery Ed:

Cell Division [19:00]

Genes, Genetics, and DNA [24:13]

Genetic Engineering and Agriculture [21:18]

Literature:

The Tiny Seed by Eric Carle This picture book discusses reproduction

and life cycle in plants.

http://www.woodrow.org/teachers/bi/1998/presentations/fortenberry/

http://www.ode.state.oh.us/GD/DocumentManagement/DocumentDownload.aspx?DocumentID=105521




http://www.education.ohio.gov/GD/DocumentManagement/DocumentDownload.aspx?DocumentID=105523

http://www.education.ohio.gov/GD/DocumentManagement/DocumentDownload.aspx?DocumentID=105523

http://www2.gi.alaska.edu/STEP/lessons_database/lessons/scan/scan_68_LifeScience_SexualAndAsexualReproduction.pdf

http://www2.gi.alaska.edu/STEP/lessons_database/lessons/scan/scan_68_LifeScience_SexualAndAsexualReproduction.pdf

http://www.youtube.com/watch?v=Ytv-CEoYP-s

http://app.discoveryeducation.com/player/view/assetGuid/9B385B50-541B-447A-89CF-2016A3CFC094

http://app.discoveryeducation.com/player/view/assetGuid/B6A763ED-FEAB-41F5-982C-89672AF47AFF

http://app.discoveryeducation.com/player/view/assetGuid/69D03FE7-093C-4DB2-9529-8AEB2AF0687B



14

Escherichia coli (also called E. coli) is a bacterium that can cause serious

infections. It is a rod-shaped bacterium commonly found in the lower intestine of warm-

blooded organisms.

http://education-portal.com/academy/lesson/flagellum-

bacterial-cell-function-definition-quiz.html http://www.123rf.com/photo_3226239_e-coli-bacteria.html

http://www.knowabouthealth.com/cellphones-found-harbouring-fecal-e-coli-traces/8714/



15

Student Chromosome Templates



16

Engage Exit Ticket

Name: __________________________________ Date _______________ Period: _____

In complete sentences, give two advantages and two disadvantages of both

asexual and sexual reproduction.

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

---------------------------------------------------------------------------------------------

Engage Exit Ticket

Name: __________________________________ Date _______________ Period: _____

In complete sentences, give two advantages and two disadvantages of both

asexual and sexual reproduction.

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________



17

Engage Exit Ticket

Possible answer

Name: __________________________________ Date _______________ Period: _____

In complete sentences, give one advantage and one

disadvantage of both asexual and sexual reproduction.

There are advantages and disadvantages of both sexual and asexual

reproduction. Asexual reproduction has the advantage of only requiring one

organism to reproduce. A disadvantage of asexual reproduction is that it does

not allow an organism’s offspring to possess any variation. An advantage of

sexual reproduction is that is allows for an organism to adapt through the traits

expressed by their offspring. This allows for the organism to adapt to its

environment. A disadvantage of sexual reproduction is that it takes more than

just one of the organisms to reproduce.



18

Salmon Life Cycle

adapted from http://www.pac.dfo-mpo.gc.ca/sep-pmvs/projects-projets/cycle-eng.htm

Each fall, drawn by natural forces, the salmon return to the rivers which gave them birth. They fight their

way upstream against powerful currents; leap waterfalls and battle their way through rapids. They also

face dangers from those who like the taste of salmon: bears, eagles, osprey and people.

Once the salmon reach their spawning grounds, they deposit thousands of fertilized eggs in the

gravel. Each female digs a nest with a male in attendance beside her. By using her tail, the female

creates a depression in which she releases her eggs. At the same time, the male releases a cloud of milt,

which contains the sperm. When the female starts to prepare her second nest, she covers the first nest

with gravel, which protects the eggs from predators. This process is repeated several times until the

female has spawned all her eggs.

Their long journey over, the adult salmon die. Their carcasses provide nourishment and winter food for

bears, otters, raccoons, mink and provide nutrients to the river for the new generation of salmon, much as

dying leaves fertilize the earth.

As the salmon eggs lie in the gravel they develop an eye - the first sign of life within. Over months, the

embryo develops and hatches as an alevin. The alevin carries a yolk sac, which will provide food for two

to three months. Once the nutrients in the sac are absorbed, the free-swimming fry must move up into

the water and face a dangerous world.

The fry may live in fresh water for a year or more, or may go downstream to the sea at once - it varies by

species. Fry ready to enter salt water are called smolts. Whenever they do migrate, they face predators,

swift currents, waterfalls, pollution and competition for food.

Young salmonids stay close to the coastline when they first reach the sea. After their first winter, they

move out into the open ocean, and, depending on the species, spend from one to four years eating and

growing in the ocean. As adults, they return to their home streams, spawn and die.



19


Names ______________________________________________Date ________Period ________

Organism Group - Specie: __________________________________________

The Task:

1. Your group is to research your organism and determine which type of

reproduction the organism usually uses (Sexual or Asexual)

2. You are to create an Info-Sheet that includes

a title with the name of the specie

a life cycle diagram with illustrations

three interesting facts about your specie

the use of color to make it interesting to look at

Your organism will be assigned from the list below of related groups of organisms. Your

group must choose an individual specie from this generalized group.

rotifer coral starfish whale sea anemones

hydra tulip red algae annelid strawberry

frog jellyfish penguin opossum ringworm

Info-Sheet Rubric

4 3 2 1

Science

Standard

Content

Group shows an

advanced

understanding of

sexual and/or

asexual

reproduction

Group shows a

proficient

understanding of

sexual and/or

asexual

reproduction

Group shows a

basic

understanding of

sexual and/or

asexual

reproduction

Group shows

confusion in the

understanding of

sexual and/or

asexual

reproduction

Product Info Sheet has a

title, life cycle

diagram, 3

interesting facts,

uses color to

enhance

appearance

Info sheet has 3 of

the 4 required

components

Info sheet has 2 of

the 4 required

components

Info sheet has 1 of

the 4 required

components

Collaboration All members of the

group were on task

100% of the time

and worked

together to plan,

research and

produce the Info-

Sheet

Most of the

members of the

group were on task

80% of the time and

worked together to

plan, research and

produce the Info-

Sheet

Most members of

the group were on

task 50% of the time

and worked

together to plan,

research and

produce the Info-

Sheet

Work was not

shared across the

group or members

did not work

collaboratively.



20

Name: __________________________________ Date: _______________ Period: _____

Sexual Reproduction http://www.youtube.com/watch?v=tFZeyFbBLXE




21



22

reproduce

generations offspring

egg

join

sex cell

50

sperm

50

offspring

fertilization

internal

outside

inside

fish

sperm

genes

NOT

1

ANSWER KEY



23

32

Answers will Vary

Answers will Vary



24

Name: __________________________________ Date: _______________ Period: _____

Asexual Reproduction http://www.youtube.com/watch?v=jk2RJm5RBEk




25



26

Answer Key

specie

sexually

unique

single identical

cell division

DNA

side

yeast

identical

2

offspring

identical

unique

cutting



27

4 months

answers will vary, accept any reasonable response that names

one of the methods from the video.

Produce

Offspring

Genetically

identical

offspring

Budding

Genetically

unique

offspring

Sperm



28

Both

Identical

offspring

Adaptations of a

species to

changing

environment not

likely

Requires less

energy

Takes shorter

time

DNA from one

organism

replicates to

make a new

organism

Comparing Sexual Reproduction to Asexual Reproduction – Answers

Critical Thinking

1. Bacteria reproduce asexually. Which characteristic of asexual reproduction

explains why your body might run a fever when you have a bacterial

infection?

2. Sickle cell anemia is an inherited disease. What characteristic of sexual

reproduction allows this condition to be passed on to children? Would at

least one of the parents of a child with sickle cell anemia have to have the

disease?

Answers

1. Bacteria cannot easily adapt to a changing environment.

2. DNA from both parents combine to form the new organism. No, the trait

may be recessive in both the mother and father.

Unique offspring

Adaptations of a

species to

changing

environment

more possible

over time

Requires more

energy

Takes longer time

DNA from two

organisms

combine to

make a new

organism

Ensure survival

of a species

by

reproduction

Sexual

Reproduction

Asexual

Reproduction



29

KFC Genetically Modified Chicken – Urban Myth Research

TEACHER PAGE

Please read carefully before teaching this lesson

**Do not share the intent of this research with the students until the experiment

is complete. It can introduce bias into their responses.

Question: Do students view sensationalized media as fact or fiction?

Hypothesis: After viewing a video depicting severely genetically modified

chicken allegedly being used by KFC, more than half the students in a science

class will believe the information to be factual.

Experiment:

1. Show http://www.youtube.com/watch?v=-rX-qnZgxhI

2. Ask the students to silently and independently identify the problem in

the video, and a proposed solution by writing in on the provided

handout.

3. Collect the students’ written responses.

4. Sort the responses into two groups.

The first group is those, which identify the problem being the

serving of Genetically Modified chicken at KFC, and the

solution suggests a way to limit this.

The second group identifies the problem being a possibly

biased reporting of alleged infractions, and the solution

suggests testing the speaker’s validity.

5. Tally the responses and calculate the % students in each category.

Data Collection and Analysis

Believing Skeptical

Total _________ _________

Percentage _________ _________

Conclusion




30

Some Horrible Facts about KFC!!!! Adapted from https://forums.digitalpoint.com/threads/some-horrible-facts-about-kfc.368582/

Silent Hill, Jun 17, 2007

KFC has been a part of American traditions for many years. Many people, day in and

day out, eat at KFC religiously. Do they really know what they are eating? During a

recent study of KFC done at the University of New Hampshire, they found some very

upsetting facts. First of all, has anybody noticed that just recently, the company has

changed their name?

Kentucky Fried Chicken has become KFC. Does anybody know why? We thought the

real reason was because of the "FRIED" food issue.

IT'S NOT! !

The reason why they call it KFC is because they cannot use the word chicken anymore.

Why? KFC does not use real chickens. They actually use genetically manipulated

organisms. These so called "chickens" are kept alive by tubes inserted into their bodies to

pump blood and nutrients throughout their structure. They have no beaks, no feathers,

and no feet. Their bone structure is dramatically shrunk to get more meat out of them.

This is great for KFC, because they do not have to pay so much for their production

costs. There is no more plucking of the feathers or the removal of the beaks and feet.

The government has told them to change all of their menus so they do not say chicken

anywhere. If you look closely you will notice this. Listen to their commercials, I guarantee

you will not see or hear the word chicken. I find this matter to be very disturbing.

I hope people will start to realize this and let other people know. Together maybe we

can make KFC start using real chicken again.

https://forums.digitalpoint.com/threads/some-horrible-facts-about-kfc.368582/



31

KFC Genetically Modified Chicken Video Response

What is the problem depicted in this video?

What is your solution to the problem depicted in this video?

KFC Genetically Modified Chicken Video Response

What is the problem depicted in this video?

What is your solution to the problem depicted in this video?

-------------------------------------------------------------------------------------------------------------------



32

Genetically Modified Foods Argument Rubric

CATEGORY 4 3 2 1

Introduction

(Organization)

The introduction

states the

background/histor

y of the problem.

Thesis statement

has a viewpoint for

rest of essay.

The introduction

states the main

topic and

previews the

reader. Perhaps

missing a clear

background of

problem.

The introduction

states the main

topic, but does

not adequately

preview the

structure of the

paper nor is it

particularly

inviting to the

reader.

There is no clear

introduction of

the main topic.

Support for Topic

(Content)

Relevant, telling,

quality details give

the reader

important

information that

goes beyond the

obvious or

predictable and

includes the role

reproduction plays

in the genetic

modification.

Supporting details

and information

are relevant, but

one key issue is

unsupported. The

essay also

includes the role

reproduction

plays in the

genetic

modification.

Supporting

details and

information are

relevant, but

several key issues

are unsupported.

Reproduction is

mentioned but its

role is not

described.

Supporting

details and

information are

present but

typically unclear

or not related to

the topic.

Reproduction

and its role are

not mentioned.

Counterargument Writer uses essay to

state opposing

view(s) of others

and counters

respectfully why

they are not valid.

Writer uses essay

to state opposing

view(s) of others

and counters

disrespectfully or

disdainfully.

Writer use

opposing

argument in

essay, but does

not counter.

Writer does not

include

opposing

argument or

counter in essay.

Accuracy of Facts

(Content)

All supportive facts

are reported

accurately and all

sources are cited.

Almost all

supportive facts

are reported

accurately and

all sources are

cited.

Most supportive

facts are

reported

accurately and

most sources are

cited.

Few facts are

reported OR

most are

inaccurately

reported or no

sources are

cited.

Grammar & Spelling

(Conventions)

Writer makes no

errors in grammar

or spelling that

distract the reader

from the content.

Vocabulary and

word endings have

no mistakes.

Writer makes 1-2

errors in

grammar,

spelling,

vocabulary, word

endings that

distract the

reader from the

content.

Writer makes 3-4

errors in

grammar,

spelling,

vocabulary, and

word endings

that distract the

reader from the

content.

Writer makes

more than 4

errors in

grammar,

spelling,

vocabulary, and

word endings

that distract the

reader from the

content.

Documents

8th Grade Science Unit: Asexual and Sexual Reproduction