Grade 7 Science, Quarter 2, Unit 2.1 Reproduction
Number of instructional days: 12 (1 day = 50 minutes)
Content to be learned Science processes to be integrated • Recognize the difference between sexual and • Compare and contrast sexual reproduction with asexual reproduction. asexual reproduction. • Understand the process by which genetic • Explain reproduction as a fundamental process. information is received. • Describe forms of asexual reproduction. • Describe unique characteristics of asexual Describe sexual reproduction. reproduction. • • Describe unique characteristics of sexual reproduction. • Explain reproduction as a process that produces offspring. •
Essential questions • How does asexual reproduction differ from • How are sexual and asexual reproduction sexual reproduction? similar and different with respect to genetic contribution? • What process is used to transfer genetic material?
Bristol-Warren, Little Compton, Portsmouth, Tiverton Public Schools, C-13 in collaboration with the Charles A. Dana Center at the University of Texas at Austin Grade 7 Science, Quarter 2, Unit 2.1 Reproduction (12 days)
LS1 (5-8) POC -3
Compare and contrast sexual reproduction with asexual reproduction .
LS1 (7-8)–3 Students demonstrate an understanding of reproduction by …
3a explaining reproduction as a fundamental process by which the new individual receives genetic information from parent(s).
Clarifying the Standards
Components of reproduction can be found in all grades below grade 7, with the exception of grade 3. In kindergarten to grade 4, students had opportunities to predict, sequence, or compare the life stages of plants and animals. Students in grade 5 compared sexual and asexual reproduction. Grade 6 students compared and contrasted sexual and asexual reproduction. By the end of grade 6, students compared sexual and asexual reproduction, and recognized that reproduction is essential for the continuation of a species.
This unit is at the instructional level of reinforcement with respect to heredity. The students will be reintroduced to the concept of sexual and asexual reproduction that was first introduced in grade 5. They will understand the transfer of genetic material as essential to the development of a new organism. The idea of inherited traits should be reinforced from grade 5. Students will understand that offspring inherit genetic material from parent(s). They explain how reproduction is a process that allows genetic material to transfer from parent to offspring. Students will need to compare, describe, and explain the processes of sexual and asexual reproduction. They identify the parts involved in sexual and asexual reproduction. Students observe reproduction in plants. Students can now use these concepts to explain how offspring can resemble parents.
Bristol-Warren, Little Compton, Portsmouth, Tiverton Public Schools, C-14 in collaboration with the Charles A. Dana Center at the University of Texas at Austin Grade 7 Science, Quarter 2, Unit 2.1 Reproduction (12 days)
Students in biology will use data and observation to make connections between, to explain, or to justify how specific organelles produce/regulate what the cell needs or what a unicellular or multicellular organism needs for survival. Additional Findings
According to Benchmarks for Science Literacy ,
In sexual reproduction, a single specialized cell from a female merges with a specialized cell from a male. As the fertilized egg, carrying genetic information from each parent, multiplies to form the complete organism with about a trillion cells, the same genetic information is copied in each cell (p. 108).
According to the National Science Educational Standards ,
Students may find it challenging to understand non-observable traits. Understanding adaptations can be difficult at this level (p. 156).
“Students might have a misconception about the role of sperm and eggs and about the sexual reproduction of plants” (p. 156).
According to Making Sense of Secondary Science ,
Students may see a seedling as alive and a seed as nonliving (p. 49).
Students have difficulty understanding reproduction in plants, but seem to understand it in relation to animals. Students may not believe that plants are capable of sexual reproduction (p. 50).
Bristol-Warren, Little Compton, Portsmouth, Tiverton Public Schools, C-15 in collaboration with the Charles A. Dana Center at the University of Texas at Austin