Lesson Plans

Biology 5th Edition ©1999

by Campbell, Reece, Mitchell

Week 13: Concepts: Animal Reproduction and Development

Chapter 46: Animal Reproduction
Chapter 47: Animal Development

College Board Performance Objectives:

• Describe the structure and function of the reproductive system.
• Compare and contrast sexual and asexual reproduction.
• Compare and contrast spermatogenesis and oogenesis.
• Explain how hormones regulate the reproductive cycle.
• Explain the stages of embryonic development.

College Board Lab Objectives:

• List the events in early development that are common to all organisms.
• Design a lab that will test environmental factors that influence the number of eggs deposited by the female.
• Compare development of vertebrates and invertebrates.
• Design an experiment that will test environmental influences on development.

Suggested Laboratory Experiments:

Resources:

• Chapter 46: Animal Reproduction, pp. 913–935
• Chapter 47: Animal Development, pp. 936–959
• Instructor's Guide, pp. 687–719
• Student Study Guide, pp. 358–376
• Test Bank, pp. 563–594
• Lab Manual, pp. 627–656
• CD-ROM: Chapters 46 and 47 include narrated presentations, activities, and links to the Internet.

Pacing Guide:

• Chapter 46: Animal Reproduction—2 days
  Use figure 46.15 as an outline to make five sets of cards.
  Set 1: days 0, 5, 10, 14, 20, 25, and 28
  Set 2: low LH, high LH
  Set 3: low, medium, and high estrogen
  Set 4: primary follicle and growing follicle, graafian follicle, ovulation, corpus luteum, disintegrating corpus luteum
  Set 5: thin endometrium lining, medium endometrium lining, thick endometrium lining
  Shuffle the cards and place a card from set one on the table. A card must be placed from each set that would be appropriate to the first card selected.
• Chapter 47: Animal Development—2 days
  Use pictures or a video camera attached to a microscope to examine zebrafish embryos. This is an introduction to the animal development lab.
• Animal Development Lab—1 day
  1. Do the zebrafish portion of the lab (pp. 638–642). Also, place some yeast on agar of petri plates and place fruit flies on the plate so that they can lay eggs. Let students determine various environmental conditions that might influence the number of eggs that are deposited by the female by setting up various plates. They will need to observe them and record data. This lab can be done as a class or in lab partner groups.
  2. Have a pregnant women talk to the class or use videos and CD-ROMs that are available on human development. The woman could come at various times in her pregnancy. The students and woman could also communicate with e-mail, and she could send a journal of her pregnancy. The focus is human development. The students can relate biology concepts to real life.
• Block Scheduling
  Animal Reproduction can be accomplished in one block, Animal Development in one block, and the Animal Development Lab in one block.

Key Words:

Suggested Exercises:
Critical thinking questions and end-of-chapter activities are included in these exercises.

1. Challenge Questions, p. 935 #1–3 and p. 959 #1–2
2. Science, Technology, and Society, p. 935 #1 and p. 959 #1–3

Troubleshooting Tips/Error Traps:

• The menstrual cycle and hormone control are two of the most important concepts that must be emphasized. The feedback mechanisms tend to be confusing and much teaching time is needed to review it more than once.
• An analysis of the patterns of development must be the focus, and detailed vocabulary must be minimized.