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Lesson Plan 6- Reproduction and Puberty

Subject / Course:
Science
Grade Level: 9
Topic:
Reproduction and Puberty
Cooperating Teacher Name:

TC Name: Nicole Marquis

Date: Nov. 17th, 2015
Time of Class: 10:05 11:10
a.m.
Room # / Location:

1. Broad Areas of Learning and Cross Curricular Competencies

a)

Outcomes:
RE9.4 Analyze the process of human reproduction, including the influence of

reproductive and contraceptive technologies.

b)

Indicators:

a. Pose questions about the process of human reproduction.

b. Compare the structure and function of the male and female human
reproductive systems, including the role of hormones.
c. Describe the major stages of human development from conception to birth,
including reference to signs of pregnancy, X and Y chromosomes, zygote,
embryo, and fetus.
d. Acknowledge differing cultural perspectives, including First Nations and Metis
perspectives, regarding the sacredness, interconnectedness, and beginning of
human life.
c)

Cross Curricular Competencies: (approx. 2+ other learning expectations not assessed, eg. learning that
happens as a result of the lesson, organization, group work, listening, co-operation, reading, writing skills etc.)

Students will demonstrate social responsibility through the use of moral reasoning
by examining how values and principles of various cultures guide their conduct
and behaviour in relation to rites of passage, ceremonies, and rituals surrounding
puberty, pregnancy, and birth. They will also engage in communitarian thinking
and dialogue by being sensitive and respectful to diversity within the classroom
and different ways of participating due to the sensitive nature of this chapter.
Students will demonstrate development in literacies by exploring and interpreting
the world, inquiring and making sense of ideas and experiences of different
cultures by using a variety of strategies, perspectives, resources, and
technologies such as the internet, group discussion, reading literature. They will
think and learn creatively, critically, and contextually, by analysing relationships
between human and chicken eggs, by experimenting with ideas, hypotheses, and
predictions in lab work, and by distinguishing between facts, opinions, beliefs, and
preferences among science and other perspectives.
d)

Professional Growth Portfolio Goal(s):

3.2 The ability to use a wide variety of responsive instructional strategies and
methodologies to accommodate learning styles of individual learners and support
their growth as social, intellectual, physical, and spiritual beings.
4.1 knowledge of Saskatchewan curriculum and policy documents and applies
this understanding to plan lessons, units of study and year plans using curriculum
outcomes as outlined by the Saskatchewan Ministry of Education.

4.2 ability to incorporate First Nations, Metis, and Inuit knowledge, content, and
perspective into all teaching areas.

2. Assessment and Evaluation:

(What assessment and/or evaluation strategies do you need to have to ensure you are accountable for students
learning and addressing curriculum outcomes? What formative and summative assessment should you include?
e.g., sample questions, activities or attach tests, homework, rubrics, evaluation schemes, answer keys etc.)

-This lesson lends itself to diagnostic assessment. The teacher can read through the
Question Box submissions, and will be able to assess how much information, and
misinformation, is possessed by students. This will also assist teachers in developing
relevant curriculum certain classes may express an interest in a particular sexualityrelated issue. The nature of the discussion may be difficult for some students,
therefore, teachers may refrain from giving a mark for participating in class
discussions.
-Students will participate in creating graphic organizer charts to compare male and
female reproductive anatomy structures and functions. They will also participate in
various labs, handing in data charts, hypotheses, predictions, and answers to Check
& Reflect questions. Rather than assess students based on group participation due to
the sensitive nature of this chapter, they will complete a various mini-assignments
and small group tasks
-In addition to a few lab assignments and individual or group Check & Reflect
questions, students will complete two independent inquiry-based assignments: Poster
for museum walk of a different cultures perspectives on puberty; Promoting Healthy
Pregnancies poster or brochure.
3.

Pre-assessment and Accommodations/Modifications

a) Students
(consider the students you will be teaching and anything that will affect their learning or your teaching strategies (e.g.,
include cognitive, social/emotional, physical and diversity needs,+ provide accommodations/modifications - how you will
differentiate learning for each student and/or type of need N.B. use initials of students rather than full names)
Preassessment:

Accommodation/Modification:

-There is a culturally and religiously diverse student

population in this class.

-Be sensitive to the fact that not all students will

participate in group discussion about puberty and the
sexual reproduction process in humans.

-there will be a lot of comparing, contrasting, definitions,

and material on structure and function of parts that
make up the human anatomy

-Use various organizer, compare/contrast charts, so

students can gain a clear understanding.

-Some students play on their cell phones if content is

uninteresting or teacher lacks class management skills.

-Advise students they will be allowed to use their phone

in group task for research, but during instruction; create
interactive opportunities to engage students

b)

Learning Environment:
(describe the learning environment such as the set up/location of desks, where audio-visual equipment will
be, where the teacher stands, where the students are working etc. you may wish to include a map/layout of
the classroom on a separate sheet and reference it with modifications if lesson changes)

This lesson will take place in a regular classroom, with desks in pairs facing the

front in rows. A projector is available for multi-media use and power-point

presentations for lesson content. The teacher will address students from the
front of the room during instruction, but will cover the whole room in group
work tasks. For individual work and class discussion students will remain in
their desks; and for small group work tasks students will cluster in groups
around the room.

4. Required Resources
(list ALL resources required to conduct this lesson with detailed specifics such as textbook titles, chapters, page
numbers, author/publishers, website URLs, resources like paper, pencils, protractors, chalk, rulers, paint, specimens,
books, maps, videos, posters, lab materials, handouts include name of handout and number of copies, etc.)

-Students will need pens/pencils, erasers, and paper to take additional notes.
- Hounjet, C., Phillipchuk, K., Kvamme, B., View, T., & Mohr, P. (2013). Pearson
Science 9: Saskatchewan Edition. Toronto, ONT: Pearson Canada Inc., p.40 75.
-Power-point lecture notes will be provided in print form containing chapter content
and definitions.
-25 Ice-breaker exercise sheet: Find someone who
-25 Divergent & Convergent Thinking Webs Graphic Organizers
-Private blog for Question Box questions for this class
-Male and Female anatomy diagrams (4 each)
-25 key word lists printed
-Youtube: National Geographic Girls Rite to Passage https://youtu.be/5B3Abpv0ysM
-several packages of recipe cards, markers, scissors, elastic bands
-graph paper, rulers
-9 raw chicken eggs
-9 bowls
-9 dissecting probes
-water
-Youtube: From Sperm to Fetus in 3D https://youtu.be/R-lrEBevJ60
-templates for brochure project

5. Content and Teaching Strategies of Lesson

a) Overview/Agenda/Review
(consider a quick overview of the lesson and/or list key elements in lesson which may be written on white/blackboard
as an agenda for students and you to follow, you may also choose to consider a review of previous days work)

Day 1:
-Establishing classroom rules
-Ice-breaker exercise
-Discussion: Confronting apprehension about topic
-Introduction to puberty direct instruction
-Introduce independent research assignment
Day 2:
-Review relevant major Question Box questions
-Key terms given for chapter
-Learn about Aboriginal perspectives on puberty
-Check & Reflect questions
-Youtube: National Geographic Girls Rite to Passage https://youtu.be/5B3Abpv0ysM

about a Mexican Apache girl (4:40)

-Learn about Male puberty and reproductive anatomy
-Matching/Memory game: structure & function
-Check & Reflect questions take home (includes graphic organizer)
Day 3:
-Review relevant major Question Box questions
-Review Check & Reflect homework questions and graphic organizers
-Why is it important to understand the biology of the opposite sex?
-Learn about female puberty and reproductive anatomy
-Matching/Memory game: structure & function
Day 4:
-Relay-anatomy activity
-Learn about the menstrual cycle, hormones, and feedback cycles
-Lab activity- begin
Day 5:
-Continue lab-activity; hand in data table assignment
-Review lab questions as a class
-Learn about connections between hormones, menstrual cycle, and ovarian cycle
-Other cultures perspectives on menstruation
-Question Box answers
-Small group discussion questions
Day 6:
-Jeopardy game- review
-Questions open forum to probe for prior knowledge on pregnancy and babies
-Intro to Human Development, fertilization, developmental stages of the embryo
-Other cultures perspectives on when human life begins
-lab activity: Egg Structure
Day 7:
-Review relevant major Question Box questions
-Learn about stages of embryo development
-Youtube: From Sperm to Fetus in 3D https://youtu.be/R-lrEBevJ60 (14:16 mins)
-Brainstorm groups signs of pregnancy
-Learn about developmental stages of the fetus, the stages of birth
-First Nations & Metis perspectives
-Inquiry-based independent assignment: Promoting Healthy Pregnancies
b) Introduction (motivational start, minds-on, hook, etc.)
(describe how you will motivate students, get their attention, relate the lesson to their lives, such as a minds-on activity,
a hook or something that will pull learners into lesson)

Day 1
-Discuss classroom rules and expectations for appropriate behaviour, conduct,
language, and respect. Students may also suggest rules they would like in place.
Rules will be posted for all to see so there is a clear sense of acceptable behaviour

during this unit.

-Ice-breaker exercise: Find someone who students will walk around the room
collecting signatures of people who possess the characteristics outlined on the
activity sheet.
Day 2
-Discuss relevant major Question Box questions
Day 3
-Discuss relevant major Question Box questions
-Review Check & Reflect questions from prior day; review graphic organizer task
-talk about why it is important for individuals to understand the opposite sexs
biology too
Day 4
-Relay-anatomy activity
Day 5
-Start second half of lab-activity
Day 6
-Jeopardy game- review
Day 7
-Answers to Question Box questions & recap
c) Subject Content and Teaching Strategies
(include the subject content - what you are teaching; detail the instructional strategies / teaching strategies for
teaching the subject content - how you are teaching it; write some guiding questions - actual questions (variety of
thinking levels) and suggested and anticipated answers; possibly include time approximations/timelines such as 10:00
10:30 a.m. or 25 minutes; and include application activities/components - how the content will be applied such as an
activity, problems to solve, worksheets etc.).

Students will be taught about pubertal development in both males and females, and
how puberty is treated in various cultures and religions, including First Nations &
Metis perspectives. Students will examine the male and female reproductive
anatomy and the structures and functions of the major components. Students should
gain an understanding of the role of hormones, as well as the process of human
development from conception to birth. They will examine how the menstrual cycle is
linked to conception, and will know the major phases of fetal development. The main
teaching methods utilized will be direct and independent instruction, interactive,
indirect, inquiry, and experiential methods.
Direct instruction will be used to disseminate foundational content information about
puberty, anatomy, stages of development, and various cultural perspectives.
Independent instruction and inquiry will be used as students explore Check & Reflect
questions, and research topics relevant to the course. Interactive learning will take
place during group matching games, diagram labelling activities and Videos.
Indirect strategies will be utilized through the use of charts, thinking web, and
graphic organizer exercises. Experiential methods will take place through class
discussion and reflection, oral presentations, as well as through lab activities.

Key questions:
1) How does the molecule we learned about relate to human reproduction?
2) What has to happen in order for human beings to be sexually mature enough to
reproduce?
3) How do views about puberty, menstruation, life, and birth differ across
cultures?
4) What hormones are involved in puberty, menstruation, and pregnancy, and
how do they interact?
5) What are the differences and similarities in male and female reproductive
anatomy?
Day 1
I will introduce the lesson by putting an overview up on the PowerPoint projector. I
will then explain the rules and expectations for student behaviour, conduct,
language, and respect required for this unit. Students may also add their input (10
mins). Next, students will participate in an ice-breaker exercise, to ease any feelings
of tension or discomfort they may have relating to this topic of puberty (10 mins).
The next part of the lesson will confront student and teacher apprehension in talking
about puberty, sexuality, reproduction, etc. I will explain that it is perfectly normal to
feel embarrassed when it comes to talking about these topics, then we will causally
explore some open questions: What is puberty? What topics do you think we will
study in a unit about puberty and reproduction? Why do students laugh when they
are asked to talk about puberty? Students will be invited to participate in large group
discussion. I will explain that puberty is a long, slow process (not a specific event),
and it starts around ages 6-8, as hormone production starts, until approximately 1317, when sexual maturity is usually complete. We will also discuss how
embarrassment is natural because this is not a topic often discussed in families or
the classroom, and some cultural, religious or family traditions discourage such
discussions, so we need to be sensitive to our peers situations. Explain that it is
common for students to have many questions during the course of this unit. As such,
each class they will be encouraged to write 1-2 anonymous questions and deposit
them in a Question Box, to which I will prepare answers for and post on a private
class blog. A few major questions will be reviewed next class (19 mins). Next I will
deliver some introductory content on puberty via direct instruction (6 mins). Lastly, I
will explain an independent inquiry-based research assignment that students will
complete. Students will research a culture or religious group (their choice) who has
traditions related to puberty (e.g., Africans, Brazilians, Australian Aboriginals, South
Americans, Muslims, and Malaysians. Students will be asked to compare and
contrast male and female rituals in this culture with the help of a Divergent &
Convergent Thinking Web (Graphic Organizer). They will look at various ceremonies,
physical procedures, traditions, or rituals performed. Once their research is
complete, students will prepare a poster to summarize their findings, which will then
be shared in a Museum-Walk during a later classroom period. Any spare time left for
this class will be spent starting research and writing questions for the Question Box
(20 mins).
Day 2:
For the next few classes, students will be paired with a member of the same sex at
their partnered tables, simply to provide comfort and focus. Question Box cards &
Exit Slips will be placed on their desk at the beginning of class, so they can write

down their question or comment as soon as they have one, versus waiting until the
end of class. This procedure will be in place for the remainder of the chapter. I will
begin this lesson by addressing some major relevant Question Box questions from the
prior day. The rest will be posted on the blog for students to read (6 mins). I will
then provide students with a list of key terms listed on a sheet of paper, that they
should be looking for during this chapter. I will provide some direct instruction
pertaining to First Nations & Metis perspectives on puberty. Students may add any
information they wish to share about their culture at this time. Then as a class, we
will go over some Check & Reflect questions pertaining to this section. This will give
students an idea as to how to answer similar upcoming questions in the next sections
(15 mins). Next, we will watch a short National Geographic video on a Mexican
Apache girls Rite of passage ceremony (4:40 mins). This will give students some
insight into their individual research assignments/poster presentation. I will then
deliver some more direct instruction on Male puberty and reproductive system. This
will include a diagram of the male anatomy (15 mins). Students will then partner
with the same-sex classmate beside them for a matching/memory game activity.
Each student will be given 8 recipe cards, markers, and scissors. They will cut the
cards in half making two stacks of 8 each. On one stack students will write the name
of 8 different structures belonging to the male anatomy, and on the other 8, the
function of the structures. Partners will then play a matching/memory game, flipping
over 2 cards at a time, with a pair being the match of a structure and its function.
Students will keep their individual set of cards to use again later (10 mins). Lastly,
students will be assigned the respective Check & Reflect questions for this section to
complete at home. I will provide them with a graphic organizer chart that is needed
for one of the questions which asks them to identify the definition, location, structure,
and function of various key words related to this section. In addition to their
Questions Box questions, students will complete an exit slip sharing their most and
least favourite components of class.
Day 3:
I will begin this lesson by addressing some major relevant Question Box questions
from the prior day. We will also review the Check & Reflect questions students were
to complete at home, as well as their graphic organizer for study purposes. We will
also talk about why it is important to learn about the biology of the opposite sex too
(15 mins). I will then provide some direct instruction through PowerPoint on puberty
and reproductive anatomy in females. We will recap on cell division and meiosis,
primary and secondary sex characteristics, and the role of hormones (20 mins). In
partners students will repeat the Matching/memory game as last day, using 7 major
female structures and functions (10 mins). For the remainder of class, students will
complete their Question Box questions, and may work on their Puberty in Other
Cultures research and poster (20 mins). Students should do some pre-reading for
next days topic on the Menstrual Cycle.
Day 4:
This lesson will begin with a mini-relay activity where students will be grouped in
same-sex groups of approximately 4 or 5. Each group will be given two diagrams of
the male and female reproductive anatomy as a review task, which will be taped to
the wall. All groups will have their separate space to work in. Each group will pass
one pen as their relay torch to the next person, who will then run to the diagrams,
label one part, then run back to their group to exchange the torch. As soon as a

group finishes and is satisfied with their diagram labelling, they can call for the
teacher to check. The winning team will earn candy. This exercise will refresh
students on the last two days of material, and show them what parts they should
study better for the unit test (10 mins). Direct instruction will provide students with
real-world knowledge and examples about negative and positive feedback. We will
discuss how this is related to hormone production that regulates the menstrual cycle.
We will explore how FSH, LH, estrogen, and progesterone are involved and the
biological response the human female body has in response (20 mins). Next,
students begin a lab activity. They will pair up to complete an inquiry-activity where
they will have to make a hypothesis and explain their predictions while referring to a
data table showing various levels of the hormones just covered. They will predict at
which point ovulation and menstruation would occur based on the hormone levels.
Students will construct their own data table to reflect how the hormones vary one
day at a time, using graph paper. The lab will be continued next day (20 mins).
Day 5:
Students will start by continuing to work on their Female Reproductive Hormone
Cycle lab activity. As soon as their data graphs are complete, students will work with
their partner to answer some analysing and interpreting questions. As a class, we
will review these questions, then students will submit their individual data tables
based on the exercise (25). Next we will analyse how hormones in the bloodstream,
the menstrual cycle, and ovarian cycles are inter-linked by taking an in depth look at
some graphs. We will then take a look at how other cultures, including First Nations
and Metis cultures consider menstruation to be connected to the lunar cycle, and a
time of sacred ceremony (15 mins). To close, relevant Question Box questions will be
addressed (3 mins). For the remainder of class, students will form into small pods of
3-4 to talk about Check & Reflect questions that conclude this section, and complete
their Question Box questions, and Exit Slips asking whether they benefited from
group work in the lab and during Check & Reflect questions. Students will be given
another graphic organizer to help students map the 14 key terms for this section,
along with their definition, location, structure, and function (similar to the male
reproductive chapter organizer). Answers to this set of questions should be either
written or typed, and handed in next class (22 mins).
Day 6:
This class will begin with a quick jeopardy review game, tapping into students
knowledge from earlier parts of this chapter (10 mins). I will then probe the class
with questions that test their critical thinking about what we have learned so far, and
what information they already know relating to babies and pregnancy (7 mins). We
now move into a section on Human Development. I will provide students with some
notes on fertilization of the egg starts to divide in stages, which will ultimately
develop into a baby. We will also discuss how different groups of people have
differing perspectives on when a human life begins, namely First Nations and Metis
people (20 mins). Students will then form in to their lab groups of 3-4 classmates. In
this lab they will examine the structure of an egg to compare it with the structure of a
human egg. Each group will receive an egg, a shallow bowl half-filled with water, and
dissecting probes. They will examine the egg, record their observations, and then
crack the egg in the water, and record observations of the shell and the structures of
the egg. In their groups, students will predict what the functions of each structure
may be, then research the correct answers using the internet. Together they will

compare and contrast how this egg is related to a human egg cell (28 mins).
Students will submit Question Box questions at the end of class.
Day 7:
I will begin this lesson with answers to Question Box questions, and recap on how
fertilization begins (5 mins). I will then provide direct instruction, continuing with the
stages of embryo development to implantation (10 mins). The class will then watch a
Youtube video called From sperm to fetus in 3D (14:16 mins). Next I will ask
students to form into their pod groups to brainstorm various signs of pregnancy; each
group will write what they consider to be the 3 most accurate signs on a recipe card,
and hand it in. I will then read the submissions out in a class discussion, then we will
see how student predictions line up with my instructional notes (6 mins). Next I will
provide some instruction on the developmental stages of the fetus, the stages of
birth, and some First Nations and Metis perspectives surrounding birth, and the
ceremonies performed (15 mins). For the remaining part of class, I will explain a
Promoting Healthy Pregnancies assignment. Students will create a poster or
brochure (templates are provided on the library computers, as well as suggested
websites for accurate information) that provides information about healthy
pregnancies. This will be their final independent and inquiry based assignment for
this chapter (14 mins).
d)

Consolidation

(indicate how you will review concepts taught, wrap up lesson, confirm students know what next tasks are e.g.,
having class to give you feedback on what was taught, review key application of concepts this is important in
terms of assessing the effectiveness of the lesson)

Day 1: Question Box questions answers to be provided next day.

Day 2: Question Box questions answers to be provided next day; Exit Slip
sharing most and least favourite components of class.
Day 3: Question Box questions answers to be provided next day.
Day 4: Students will apply knowledge learned and the scientific process in a labactivity.
Day 5: Question Box questions answers to be provided next day; Exit Slip
asking their students opinions on group work; small group discussion over question
assignment.
Day 6: Question Box questions answers to be provided next day; application of
knowledge in Egg Structure lab activity.
Day 7: Question Box questions answers to be provided next day

6. Reflections
a)

Effectiveness of Lesson
What was effective / ineffective in your lesson? include at least 3 lesson elements that were ineffective /
effective? or What went well in your lesson? Or What did not go so well? Or What did the students enjoy? How
did your planning or delivery turn out? Did your teaching / learning strategies work effectively or not for subject
content and class? Consider the entire lesson and the reaction of students.
How do you know? Provide evidence from student work, student questions asked and informal assessment.
Think about examples of how the lesson progressed, engagement of students, flow of delivery, time management.
Next steps? Indicate what steps you are going to take to continue to work on your three elements identified.

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b)

Effectiveness as a Teacher
What was effective / ineffective about you as a teacher? include at least 3 teacher elements that you did that
were effective or ineffective. Did you ask good questions? Did you motivate students? What did YOU do well?
This would be a section describing your strengths and areas for improvement volume, eye contact, body
language, questioning skills, responding to questions, comfort with material, confidence, delivery, use of
technology, vocabulary.
How do you know? What evidence do you have that you, as a teacher, were or were not effective? Think about
examples of what you said, did, reacted to, felt as examples of your three elements.
Next steps? Indicate what steps you are going to take to continue to work on your three elements identified.

This was a hypothetical lesson, and as such, I cannot adequately complete this
section. However, as I teacher, I would examine the questions I was receiving in the
Question Box to assess student interest, understanding, and engagement with the
material and techniques used in the lesson. Through the use of exit slips I could ask
students to share their opinion about questions of my choice: What new thing did you
learn today? What was one thing you already knew from todays lesson? What part
of the lesson did you find most interesting/least interesting? Most engaging/least
engaging? Etc. I would also look at the students work being handed in, projects they
created, and the depth and quality of their work to guide my teaching.

References
Hounjet, C., Phillipchuk, K., Kvamme, B., View, T., & Mohr, P. (2013). Pearson
Science 9: Saskatchewan
Edition. Toronto, ONT: Pearson Canada Inc., p.40 75.
From Sperm to Fetus in 3D, Youtube. Retrieved from https://youtu.be/R-lrEBevJ60
Girls Rite to Passage, National Geographic, Youtube. Retrieved from
https://youtu.be/5B3Abpv0ysM

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