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 fission, budding, vegetative propagation, regeneration).__

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

What ideas to students need to understand before they can address the topics described above?
Cell structure Parts of the cell Stages or mitosis and meiosis Types plants Organisms that reproduce sexually and asexually

What misconceptions are students likely to have about these topics?

 * Students believe sexual reproduction always involves mating. They do not understand other mechanisms of sexual reproduction besides mammalian reproduction. || Driver, 1994 ||
 * Students believe Hermaphroditism is the same as asexual reproduction || Driver, 1994 ||
 * Students do not understand the distinction between reproduction and the act of copulation in mammals. || Driver, 1994 ||
 * Students believe plants cannot sexually reproduce. || Driver, 1994 ||
 * Students believe asexual reproduction is restricted to microorganisms only. || Driver, 1994 ||
 * Students believe asexual reproduction results in weakness and sexual reproduction always produces stronger individuals. || Driver, 1994 ||

Taken from: http://departments.weber.edu/sciencecenter/biology%20misconceptions.htm
 * Students do not understand both parents contribute genes for each characteristic. They believe that one parent contribute genes for some characteristics, while the other features come from the other parent. || Kargbo et al., 1980 ||
 * Students believe that inherited traits are blended, but the male parent's characteristics are stronger in expression or always dominant. || Driver, 1994 ||
 * Some students think that boys get their traits from their dadgirls get their mom. || Driver, 1994; Kargbo et al., 1980 ||
 * Students believe male animals are always bigger and stronger than females. || Driver, 1994 ||

What phenomena and representations help students understand these topics?




What activities or activity sequences can be used to address these GSEs?
Bunny activity

[|Monster Manual]

Spongebob punnett squares

Dragon genetics

Related NECAP Items

 * NECAP 2008 Gr 08 08
 * NECAP 2008 Gr 08 08 Analysis