LS1+(5-6)+-+3


 * Students demonstrate an understanding of reproduction by …**

3a __defining reproduction as a process through which organisms produce offspring.__

3b __describing reproduction in terms of being essential for the continuation of a species.__

3c __investigating and comparing a variety__ of plant and animal life cycles.

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These GSEs are an introduction to the topic of reproduction in why it is necessary for the continuation of species and how it differs in plant and animal life cycles. Prior to learning these topics students should have learned about life cycles of plants and animals through observation at an elementary level. They also should be able to recognize the sequence of those life cycles and be able to compare the life cycles of 2 plants or 2 animals when given a set of data prior to learning this next set of GSEs.=====

What ideas to students need to understand before they can address the topics described above?
Students need to understand some of the differences between plant and animal life cycles. Students will need to know the parts of a plant, such as, where reproduction occurs in the plant and the structures involved. What make a plant a plant? How are they different from animals? How are they the same? Students will also need to have background information on unicellular and multi-cellular organisms. Students will need to know the definition of an organism. Students will need to know basic information about how ecosystems function. Students will need to know the definitions of offspring, budding, fission, cloning, sperm, and egg. All of these terms will be used to describe either sexual or asexual reproduction.

What misconceptions are students likely to have about these topics?
Most students understand that they came from their mother, and apply that mammalian style of reproduction to other living things. Students may not understand that how a father or a second parent is involved during sexual reproduction. Clarifying that both parents contribute half the genetic information will make this topic easier to understand. Students may not understand that single celled organisms can reproduce without a mate or only single parent is involved. For example, students may not understand that a plant, such as, mint can reproduce asexually.

Biology Book

**What phenomena and representations help students understand these topics** Diagrams and short video clips can be used in class to help students better understand these topics, as well as, teaching them how a species reproduces. This can be tied directly to the environment that animal/plant lives/grows in. Live plants can show where reproduction take place. (See below for activities)

What activities or activity sequences can be used to address these GSEs?
Lab activities where students can watch live cells divide, such as, fertilized sea urchin eggs will help students understand sexual reproduction. Gravid sea urchins can be purchased at a low cost and overnighted from Florida. Fertilizing the eggs and having the students watch the cells divide, either under a microscope or on a monitor connected to a microscope is a great way to show sexual reproduction. Additionally, propagating plants or vegetables is way to show students asexual reproduction. Diagrams or models will also be useful to convey these concepts.