<<

Grade 7 Science, Quarter 2, Unit 2.1

Overview

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 with . 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 . •

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)

Written Curriculum

Grade-Span Expectations

LS1 - All living have identifiable and characteristics that allow for survival (organisms, , & ).

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).

3b describing forms of asexual reproduction that involve the genetic contribution of only one parent (e.g., binary , , vegetative propagation, ).

3c describing sexual reproduction as a process that combines genetic material of two parents to produce a new (e.g., /egg, /ova)

Clarifying the Standards

Prior Learning

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 stages of and . 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.

Current Learning

This unit is at the instructional level of reinforcement with respect to . 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)

Future Learning

Students in will use data and observation to make connections between, to explain, or to justify how specific produce/regulate what the needs or what a unicellular or needs for survival. Additional Findings

According to Benchmarks for Science Literacy ,

In some kinds of organisms, all the come from a single parent, whereas organisms that have typically half of the genes come from each parent (p. 108).

In sexual reproduction, a single specialized cell from a 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 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 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