Biology 30 - UNIT B Reproduction and Development

Stage 1 – Desired Results

ESTABLISHED GOALS – GLO(s): Transfer
Students will be able to independently use their learning to…
1. Explain how survival of the human
species is ensured through reproduction Bio 30's reproductive unit has tangible real-world impacts. It illuminates how the survival of the human species relies
on reproduction, guiding decisions in family planning and healthcare. Understanding chemical control systems
2. Explain how human reproduction is informs advancements in reproductive technologies and fertility treatments. Insights into cell differentiation and
regulated by chemical control systems development are crucial for genetic counseling, medical research, and environmental conservation efforts,
emphasizing the practical applications of Bio 30's outcomes in diverse fields.

3. Explain how cell differentiation and Meaning

development in the human organism
are regulated by a combination of
genetic, endocrine and environmental
factors.
UNDERSTANDINGS
Students will understand…
The components and functions of
the parts of male and female
reproductive systems
How the components of male and
female reproductive systems
interact to ensure the survival of
species
Male and female hormones and
their functions in relation to
regulation
ESSENTIAL QUESTIONS
1. How do the reproductive systems function to ensure survival of the
species?
2. What mechanisms are responsible for regulating the reproductive
systems?
3. What are the major processes and events of human embryonic and fetal
development?
4. How do reproductive technologies affect functioning of the reproductive
systems, and what impact do these technologies have on society?

The organ formation timeline and

structures that support the embryo
and fetal development

The mechanisms, benefits and

risks of differing reproductive
technologies
 Acquisition
Students will be able to …
- Identify the structures and functions of human male and female reproductive systems including sperm and egg
cells
- Describe the roles of hormones and chromosomes on embryo and fetus development
- Explain how STIs influence fertility and reproduction
- Explain how hormones are used to regulate male and female reproduction
- Trace the processes of fertilization, implantation and extra-embryonic membrane formation
- Describe development from fertilization to parturition in the context of the main physiological events that
occur in the development of organ systems during each major stage (trimester)
- Identify major tissues and organs that arise from differentiation and morphological development of the
ectoderm, mesoderm and endoderm in the embryo
- Describe the influence of environmental factors on embryonic and fetal development
- Describe the physiological or mechanical basis of different reproductive technologies and explain how
reproductive technologies are used to meet societal needs
- Work in teams to investigate inquiries through planning, data collection and analysis in relation to
reproductive systems

Resources Needed:

- Biology textbook
- Notes package
- Lecture Slides
 Stage 2: Assessments
Male and
Worksheet Jigsaw Case Study Building a
Gonad Female Unit
Title Activity (Reproductive Timeline
Microscope Lab Reproductive Test/Mulligan
STI Tech) Assignment
Learning Outcomes Systems Quiz
Type
(Formative/ Formative Summative Formative Formative Summative Summative
Summative)

Weighting
25% of Unit 25% of Unit 50% of Unit
(Summative — — —
Only) 3.5% of Course 3.5% of Course 7% of course
Learning outcomes of the unit — — — — — —
30–B1.1k identify the structures in
the human female reproductive X X X X X
system and describe their functions
30–B1.2k identify the structures in
the human male reproductive X X X X
system and describe their functions
30–B1.3k distinguish sperm and
egg from their supporting X X X X
structures
30–B1.4k describe the
chromosomal factors and hormonal
influence on the formation of the X X X
gonads and reproductive organs in
the female and male embryo and
fetus
30–B1.5k explain how sexually
transmitted infections (STIs) can X x X
interfere with fertility and
reproduction
30–B2.1k describe the role of
hormones, i.e.,
gonadotropin-releasing hormone
(GnRH), follicle stimulating
hormone (FSH), luteinizing X X X X
hormone (LH), estrogen,
progesterone, testosterone, in the
regulation of primary and
secondary sex characteristics in
females and males
30–B2.2k identify the principal
reproductive hormones in the
female and explain their X X X X
interactions in the maintenance of
the menstrual cycle
30–B2.3k identify the principal
reproductive hormones in the male
and explain their interactions in the X X X
maintenance and functioning of the
male reproductive system
30–B3.1k trace the processes of
fertilization, implantation and X X
extra-embryonic membrane
formation
30–B3.2k describe development
from fertilization to parturition in
the context of the main X X
physiological events that occur in
the development of organ systems
during each major stage (trimester)
30–B3.3k identify major tissues
and organs that arise from
differentiation and morphological X X
development of the ectoderm,
mesoderm and endoderm in the
embryo
30–B3.4k describe the influence of
environmental factors on X X
embryonic and fetal development
30–B3.5k describe the
physiological or mechanical basis X X
of different reproductive
technologies
30-B STS 1: explain that science
and technology are developed to X X
meet societal needs and expand
human capability
30-B STS 2: explain why decisions
regarding the application of
scientific and technological
development involve a variety of X
perspectives, including social,
cultural, environmental, ethical and
economic considerations
Skill 1: Initiating and Planning:
formulate questions about observed
relationships and plan X
investigations of questions, ideas,
problems and issues
Skill 2: Performing and Recording:
conduct investigations into
relationships between and among
observable variables and use a X
broad range of tools and techniques
to gather and record data and
information
Skill 3: Analyzing and
Interpreting: analyze data and
apply mathematical and conceptual X
models to develop and assess
possible solutions
Skill 4: Communication and
Teamwork: work collaboratively in
addressing problems and apply the X X X X
skills and conventions of science in
communicating information and
ideas and in assessing results

Assessment Tool Brief Description
In this activity, students
will take a closer look at
testes, ovaries, and will
Gonad Microscope Lab
identify the important
structures for each under
a microscope.
Students will write a quiz
on the first half of the
unit. They will be tested
Male and Female
on the male reproductive
Reproductive Quiz
system, the female
reproductive system, and
the menstrual cycle.
Assessment FOR
Assessment OF Learning
Learning
Assessment AS Learning
This activity is an
assessment for learning
because students must
work to identify key
structures in the testes and
the ovary. This will help
them to prepare for the
test where they will see
similar pictures as the
microscope slides.
Students will be given
their quizzes back and we
will go over them together
The quiz is a summative
as a class. I will ask
assessment of learning on
students to keep in mind
the first half of the unit.
what they got wrong and
what they should work on
before the unit test.
 Students will work in
groups to fill out the STI
worksheet. They will be
Jigsaw Activity split into 4 groups and
(STI) will focus on 2 STIs as a
group. They will then be
split into separate groups
and share their findings.
This is a summative Students will be asked to
Students will use their
assessment of learning. think about their strengths
knowledge from this unit
Students must use their and weaknesses for tis
to make inferences on
knowledge of reproductive assignment. Feedback will
what is affecting a
Case Study technologies, male and be given to them so they
couple’s fertility. They
(Reproductive Tech) female anatomy, and can see which outcomes
will use clues and their
knowledge of hormones to they excelled in and which
notes to ultimately
provide a treatment plan. ones they need to work on
diagnose the patients and
Students will also be further.
provide treatment plans.
required to interpret data.
Students will be asked to
Students will use their think about their strengths
This is a summative
knowledge on ovulation, and weaknesses for tis
assessment of learning.
fertilization, implantation, assignment. Feedback will
Students must use their
Building a Timeline gastrulation, development be given to them so they
knowledge from this unit to
and birth to create a can see which outcomes
create a timeline from
timeline of events of a they excelled in and which
fertilization to parturition.
growing fetus ones they need to work on
further.
 The first unit test is
assessment as learning
The unit exam is an The unit exam is a
Students will be because students will be
assessment for learning to summative assessment of
Unit Exam summatively tested on all going over what they got
prepare for the learning on all outcomes of
outcomes in this unit. right and wrong in
final/diploma exam. this unit.
preparation for the
mulligan unit test.

Stage 3 – Learning Plan

1. Explain how survival of the human species is ensured through reproduction

2. Explain how human reproduction is regulated by chemical control systems

3. Explain how cell differentiation and development in the human organism are regulated by a combination of genetic, endocrine and environmental
factors.

Lesson # Lesson Activities (Learning Experiences) Assessment Resources

1: Male Learning Intention: Slides:

Reproductive https://docs.google.
System - 30–B1.2k identify the structures in the human male reproductive com/presentation/d
system and describe their functions /1s5as-OxZvEDapL
- 30–B1.3k distinguish sperm and egg from their supporting structures Sj_BgYlOmtk-taX3
- 30–B2.3k identify the principal reproductive hormones in the male sQMaMUKPs6u_
Tuesday March 12 and explain their interactions in the maintenance and functioning of M/edit#slide=id.g17
the male reproductive system 1f81ff4d2_0_82
- 30–B2.1k describe the role of hormones, i.e., gonadotropin-releasing
hormone (GnRH), follicle stimulating hormone (FSH), luteinizing Doodle:
hormone (LH), testosterone, in the regulation of primary and https://docs.google.
secondary sex characteristics in females and males com/document/d/1
 KcmyMDGwfhW
Hook: WrIJ8Dr5b7EM9x
- Introduction to Unit B. Explain what sections we will be learning. I 02PSb0-/edit
will also create a list of important words to put on the board to focus
on while we are going through the notes. Notes Package:
https://docs.google.
Learning Activities: com/document/d/1
- Work through the slide show and have students fill in their notes. TaF6Pryhda80iR2
- Time for diploma review questions (pp. 18-26) YbkRw-RKQ3TA-
6mHBwOUZkOpz
Closure: AMw/edit
- Ask the students if there were any diploma practice questions they
were completing that may have been confusing. We will go over these
questions during the review days.

2: Female Learning Intention: Slides:

Reproductive https://docs.google.
System and - 30–B1.1k identify the structures in the human female reproductive com/presentation/d
Menstruation system and describe their functions /1Gu4kvITOAIOD
- 30–B1.3k distinguish sperm and egg from their supporting structures rSdT24YmQ4htPx
- 30–B2.2k identify the principal reproductive hormones in the female MV8DStWr_GQ3q
and explain their interactions in the maintenance of the menstrual mhoc/edit#slide=id.
cycle p
- 30–B2.1k describe the role of hormones, i.e., gonadotropin-releasing
Wednesday March hormone (GnRH), follicle stimulating hormone (FSH), luteinizing Doodle:
13 hormone (LH), estrogen, progesterone, in the regulation of primary https://docs.google.
and secondary sex characteristics in females and males com/document/d/1
KcmyMDGwfhW
Hook: (5 marks) WrIJ8Dr5b7EM9x
- I will also be going over expectations at the beginning of class today 02PSb0-/edit
- Test marks
- Phones Menstrual Cycle
- Study Habits Ordering Activity:
- I will create a list of important words to put on the board to focus on
while we are going through the notes. Also mention how there are a https://docs.google.
lot of terms on the board which is why studying/reviewing throughout com/document/d/11
 the unit is very important. NFpajUcgfobWkx
WyoKEfe3XzqpEC
DTaoPLcX1CvkYk
Learning Activities: /edit
- We will be going over the female reproductive system and
menstruation. KEY:
- Students will fill in their note packages as we go through the slides https://docs.google.
- Firstly, we will go over the first half of the lesson (female com/document/d/1f
reproductions). (20-25 min) aDG6VD2TazfiscAi
- After we have finished this, I will hand out diagrams of the female y_HqBNGq2Dqd5l
reproductive system for them to fill out. This will take ~15 min. 38Xmbt1PcEZU/ed
- Then, we will focus back to the board and go over the process of it
menstruation (20 min)
Notes Package:
Closure: (Rest of class time) https://docs.google.
- Afterwards. I will get them to put themselves in groups of 2-3 com/document/d/1
- They will turn to page 25 and 26. One partner will work on a, one will TaF6Pryhda80iR2
work on c, and if there is a third, they will pick someone to help. YbkRw-RKQ3TA-
- Afterwards when they are finished, they will teach each other how to 6mHBwOUZkOpz
answer the question and what they know. AMw/edit
- I will explicitly ask them not to just copy, but to really try to
understand.
-

3: Registered Nurse Learning Intention:

Guest Speaker - 30–B1.5k explain how sexually transmitted infections (STIs) can
interfere with fertility and reproduction

Hook:
- I will introduce our guest speaker and the main topics she will be
Thursday March covering in the lesson
14 - Christy

Learning Activities:
- RN guest speaker
 Closure:
- Speaker wraps up
- Exit Slip: Why is it important to get tested for an STI after every new
sexual partner?

4: Quiz Review Learning Intention: Slides:

and STI Jigsaw - 30–B1.5k explain how sexually transmitted infections (STIs) can https://docs.google.
interfere with fertility and reproduction com/presentation/d
- Skill 4: Communication and Teamwork: work collaboratively in /1Gu4kvITOAIOD
addressing problems and apply the skills and conventions of science rSdT24YmQ4htPx
in communicating information and ideas and in assessing results MV8DStWr_GQ3q
mhoc/edit#slide=id.
Friday March 15 Hook: p
- Ask students what they took away from the speaker
- Students will be put into groups to work on the STI jigsaw activity. Doodle:
- (15-20 minutes) In this activity, each group will have 2 STIs they must https://docs.google.
research to fill out the sheet. com/document/d/1
- (15-20 minutes): once they are finished, they will be put into separate KcmyMDGwfhW
groups to share their findings and fill out the whole sheet. WrIJ8Dr5b7EM9x
02PSb0-/edit

Menstrual Cycle
Learning Activities: Ordering Activity:
- STI demonstration
- The students will participate in an STI demonstration. https://docs.google.
- Instructions: com/document/d/11
NFpajUcgfobWkx
1. Round one: WyoKEfe3XzqpEC
a. Students will each receive a cup with a liquid. DTaoPLcX1CvkYk
b. Most will be distilled water, and one or two may be a basic /edit
solution (this will be the “STI”).
c. The students will be asked to transfer fluids with the other KEY:
students. https://docs.google.
d. We will use an acid/base indicator to test who has the STI and com/document/d/1f
to see where it spread aDG6VD2TazfiscAi
2. Round 2: y_HqBNGq2Dqd5l
 a. Students will grab the second set of cups 38Xmbt1PcEZU/ed
b. Most will be distilled water, and one or two may be a basic it
solution (this will be the “STI”)
c. I will ask 2 students to act as a monogamous couple. This Notes Package:
means they can only share fluids with one another https://docs.google.
d. I will ask two other students to be “condom users”. This com/document/d/1
means that the students will TaF6Pryhda80iR2
Closure: YbkRw-RKQ3TA-
- After we are finished, students will have time to work on review for 6mHBwOUZkOpz
the quiz on Monday. AMw/edit
- Things to work on:
- Menstrual Cycle Ordering Activity Study Guide for
- Diploma Questions Quiz:
- Study Guide Gotta make one?

5: Microscope Lab Learning Intention: Reproductive

and Quiz - 30–B1.1k identify the structures in the human female reproductive Technology
system and describe their functions Activity:
- 30–B1.2k identify the structures in the human male reproductive https://docs.google.
system and describe their functions com/document/d/18
- 30–B1.3k distinguish sperm and egg from their supporting structures HWURo1w8vaU74
- 30–B2.1k describe the role of hormones, i.e., gonadotropin-releasing OlzjsVL8CyCOho
hormone (GnRH), follicle stimulating hormone (FSH), luteinizing CStE-8n4RbbcPgw
Monday March 18 hormone (LH), testosterone, in the regulation of primary and /edit
secondary sex characteristics in females and males
- 30–B2.2k identify the principal reproductive hormones in the female Microscope Lab:
and explain their interactions in the maintenance of the menstrual https://docs.google.
cycle com/document/d/1
- 30–B2.3k identify the principal reproductive hormones in the male OJHJazxXsdKxPL
and explain their interactions in the maintenance and functioning of Bq_BRlEApn2qx05
the male reproductive system NBsJg275m-4PmQ/
edit
 - Skill 4: Communication and Teamwork: work collaboratively in
addressing problems and apply the skills and conventions of science Quiz:
in communicating information and ideas and in assessing results https://docs.google.
- com/document/d/1
HZw0yCHHR8Sf9-
Hook: lOYNb2munwl1W
- As a quick review, students will be asked to complete the gonad _7vXcKHvYO2xsu
microscope lab. They will be asked to identify main structures in the ko/edit
ovary and the testis, along with some review questions stated on the
worksheet.
- Students will complete this lab in groups of 2-3

Learning Activities:
- After the microscope lab, students will be asked to turn off the
microscopes and return to their seats. The quiz will then be distributed

Closure:
- Once students have finished the quiz, they will be asked to quietly
work on something at their desk.
- Diploma Review pp. 18-26
- Read textbook pages (508-517) to prepare for the next section of the
unit

6: Fertilization Learning Intention: Slides:

https://docs.google.
- 30–B1.4k describe the chromosomal factors and hormonal influence com/presentation/d
on the formation of the gonads and reproductive organs in the female /1ftpWpSYvXSnBg
and male embryo and fetus 1nPNl_H6DE5PuH
- 30–B3.1k trace the processes of fertilization, implantation and ewy3sYow2q8_W6
extra-embryonic membrane formation DM/edit#slide=id.p
- 30–B3.2k describe development from fertilization to parturition in the
Tuesday March 19 context of the main physiological events that occur in the Doodle:
development of organ systems during each major stage (trimester) https://docs.google.
com/document/d/1
Hook: wl6xtWg1Ma7SF-n
- Warmup: R6v3OG1rCrlTLh
 - Ask the students where fertilization takes place ZRtYzIAxo2_pdg/e
- Ask the students where implantation takes place dit

Learning Activities: Notes Package:

- Stations (in booklet) https://docs.google.
com/document/d/1
Closure: TaF6Pryhda80iR2
YbkRw-RKQ3TA-
6mHBwOUZkOpz
AMw/edit

7: Development Learning Intention: Slides:

and Birth https://docs.google.
(Gastrulation) - 30–B1.4k describe the chromosomal factors and hormonal influence com/presentation/d
on the formation of the gonads and reproductive organs in the female /1zRDLM57X0No
and male embryo and fetus MAnHNXXkufY80
- 30–B3.2k describe development from fertilization to parturition in the F-LY4wcg6Mf3HA
context of the main physiological events that occur in the ElEbI/edit#slide=id
development of organ systems during each major stage (trimester) .p
- 30–B3.3k identify major tissues and organs that arise from
Wednesday March differentiation and morphological development of the ectoderm, Doodle:
20 mesoderm and endoderm in the embryo https://docs.google.
- 30–B3.4k describe the influence of environmental factors on com/document/d/1
embryonic and fetal development wl6xtWg1Ma7SF-n
R6v3OG1rCrlTLh
Hook: ZRtYzIAxo2_pdg/e
- Review fertilization and the processes that come afterwards dit
 (reproductive diagram)

Learning Activities: Notes Package:

- Gastrulation lecture (slides) https://docs.google.
- Students fill in the notes com/document/d/1
- Fill in both gastrulation diagrams TaF6Pryhda80iR2
YbkRw-RKQ3TA-
6mHBwOUZkOpz
Closure: AMw/edit
- Go over the diagrams as a class
- Have students finish stations they did not get to before
- Study time
- Reminder: Test next thursday, project start of next week

8: Parturition and Learning Intention: Video:

Postpartum (Birth https://www.youtube
Video) - 30–B1.4k describe the chromosomal factors and hormonal influence .com/watch?v=7z0G
on the formation of the gonads and reproductive organs in the female mUD4dAs
and male embryo and fetus
- 30–B3.2k describe development from fertilization to parturition in the Worksheet:
context of the main physiological events that occur in the https://docs.google.
development of organ systems during each major stage (trimester) com/document/d/1f
- 30–B3.3k identify major tissues and organs that arise from dA1WBZeb42rYx4
Thursday March differentiation and morphological development of the ectoderm, 92vdqOd5z0rj3hb_
21 mesoderm and endoderm in the embryo uAqn-5oi3Xyg/edit
- 30–B3.4k describe the influence of environmental factors on
embryonic and fetal development

Hook:
- Quick filling of the notes package (birth and development section)

Learning Activities:
- Birth video (53 min)
- Worksheet to go with the video (students will be asked to hand this in
as a formative assessment).
 Closure:
- Fertilization to parturition doodle
- As a class, we will go over all of the important processes and their
corresponding structures from fertilization all the way to parturition.

9: Building a Learning Intention:

Timeline
Performance Task - 30–B3.1k trace the processes of fertilization, implantation and
(Part A) extra-embryonic membrane formation
- 30–B3.2k describe development from fertilization to parturition in the
context of the main physiological events that occur in the
development of organ systems during each major stage (trimester)
- 30–B3.3k identify major tissues and organs that arise from
differentiation and morphological development of the ectoderm,
mesoderm and endoderm in the embryo
- 30–B3.4k describe the influence of environmental factors on
embryonic and fetal development

Hook:
- For the class who did not get to the fertilization to parturition doodle,
we will go over that as a review
- We will briefly go over the assignment together as a class. Make sure
to say if they have any questions about the assignment to please come
ask.
- Part 2 of the assignment is tomorrow. Make sure you finish part A
because we will not have time tomorrow!
- ALso hand out the hormone chart for them to practice for studying

Learning Activities:
- Students will work on the project
- Cut and paste photos and labels in chronological order (timeline)
- Create descriptions of the structures as well as the processes

Closure:
- Students will be able to work until the end of class on their assignment
- Remind them to finish this because we start part B tomorrow.
10: Reproductive Learning Intention:
Technology and - 30–B3.5k describe the physiological or mechanical basis of different
Case Study reproductive technologies
Performance Task - 30-B STS 1: explain that science and technology are developed to
(Part B) meet societal needs and expand human capability
- 30-B STS 2: explain why decisions regarding the application of
scientific and technological development involve a variety of
perspectives, including social, cultural, environmental, ethical and
economic considerations
- Skill 2: Performing and Recording: conduct investigations into
relationships between and among observable variables and use a broad
range of tools and techniques to gather and record data and
information
- Skill 1: Initiating and Planning: formulate questions about observed
relationships and plan investigations of questions, ideas, problems and
issues
- Skill 3: Analyzing and Interpreting: analyze data and apply
mathematical and conceptual models to develop and assess possible
solutions
Hook:
- Remember that this assignment is due on Thursday so we can mark it
during break and give them feedback. This is supposed to help with
test/unit content

Learning Activities:
- Part B
- Students will be given questions in their booklet. After they finish
each page, there will be a prompt to come receive a clue from me.
- They will use their accumulation of clues to figure out what is wrong
with the people in the case study

Closure:
- Reminder: there is a unit review tomorrow. We will be going over
every question/doing the quiz together as a class
- We will also be doing a diploma question workshop with important
diagrams they may see in the future.