| CONTENTS | OVERHEADS | GLOSSARY | REFERENCES | SKILLS |

 TIMING

9/3/97

The idea behind this page is to list a number of scenarios as to how all of these lessons might be laid out in a real class situation. We will include estimated time needed for each lesson. Our web site is meant to complement existing curricula and resource materials.

SCENARIO I

• DRAWING LAB - Drawing is an essential part of biology and a skill that will be useful throughout the year. Start the period with a short drawing exercise, once a week, to develop and maintain this skill. One period.
• BROODERS VS. SPAWNERS - Different life forms use different reproductive strategies. Include this lesson with your relevant lessons on ecology. One to two periods.

• MICROSCOPE - This lesson will reinforce introductory lessons you have done with the microscope. One period.
• SIZE UNDER THE MICROSCOPE - This lesson provides a structured approach to measurement of microorganisms. One period.
• MIXING THE GENE POOL - Why is sexual reproduction an advantage? This lesson complements lessons on genetics. One to two periods.
• DILUTION LABS - These are intended to teach the essential skills of making and using linear and serial dilutions for mixing reagents and diluting sperm for experiments. Three periods.
• Students will need some understanding of mitosis and meiosis before proceeding to the Primary Labs.
• Primary Labs: All use sea urchin gametes.

Three weeks

GAMETES
FERTILIZATION
DEVELOPMENT
EXPERIMENTS

OR

Two weeks

CORE LAB
SPERM EXPERIMENTS

• These lessons are often followed by additional lessons on development and reproduction. A survey of contrasting adaptations from asexual reproduction to human reproduction is recommended.
• For students wishing to do work on their own time or a longer term project, look at the EXTENDED RESEARCH ideas.

SCENARIO II - use in a real high school

This page will be largely the work of our mentor teacher, Ms. Pam Miller, who teaches at Seaside High School. A typical class consists of 30 students from very divergent backgrounds: culturally, ethnically and ability wise.

DEVELOPMENT UNIT FOR BIOLOGY II - as is currently taught at Seaside High School
PLEASE NOTE: the above unit plan does not use every lesson plan we designed. The support lessons may or may not be needed by your students. Selection of lessons will depend on prior knowledge and skills.