North East School Division
Unpacking Outcomes
Unpacking the Outcome
Examine  process of transfer of genetic information
Examine  influence on the transfer of genetic information
Examine  impact of transfer of genetic information on society past and present
Outcome (circle the verb and underline the qualifiers)
RE 9.1 Examine the process of and influence on the transfer of genetic information and the impact of that understanding on
society past and present.
KNOW
 Genetic conditions with unknown causes/ cures
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- some causes of male infertility, cystic fibrosis,
Down’s syndrome, and muscular dystrophy
Inherited traits - eye colour, chin shape, ear
lobes, and tongue rolling
Factors leading to cell changes - toxins,
carcinogens, pesticides, smoking, overexposure
to sunlight, and alcohol abuse
Vocabulary – genetics, condition, technological,
nucleus, cell, dominant, recessive, data, traits,
inherit, environmental factors, reproductive
biology, gene therapy, genetic engineering,
population, disease, chromosome, gene, DNA,
transmitting, impact, influence, process
Parts of a cell related to the transfer of genetic
information
Examples of dominant and recessive traits
How to observe properly, collect data, analyze
data
Family data of human traits
Saskatchewan and Canadian contributions to
the science and technology of genetics and
reproductive biology
How to research effectively from a variety of
sources
Related careers
UNDERSTAND
 That genetics is an area still
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being vastly studied – many
unanswered questions
There is a cellular process in
which genetic information is
transferred
Who we are and how we look
is decided by our genes, which
come from our parents
There are dominant and
recessive traits which impact
things differently when
combined in different ways
There are factors that can
change a cell’s genetic
information
Saskatchewan and Canada
have contributed to the study
of genetics and reproductive
biology
Genetics has had a
tremendous impact on many
aspects of our world
We have to understand
chromosomes, genes and
DNA as well as reproduction in
order to understand genetics
BE ABLE TO DO
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Identify questions to investigate related to genetics.
Provide examples of genetic conditions whose causes
and cures are not understood according to current
scientific and technological knowledge.
Recognize that the nucleus of a cell contains genetic
information and identify the relationship among
chromosomes, genes, and DNA in transmitting genetic
information.
Identify examples of dominant and recessive traits in
humans and other living things.
Observe, collect, and analyze class and/or family data
of human traits that may be inherited from parents
Discuss environmental factors and personal choices
that may lead to changes in a cell’s genetic information
Provide examples of Saskatchewan and Canadian
contributions to the science and technology of genetics
and reproductive biology in plants and animals.
Select and synthesize information from various sources
to illustrate how developments in genetics, including
gene therapy and genetic engineering, have had an
impact on global and local food production,
populations, the spread of disease, and the
environment.
Describe careers in Saskatchewan or Canada that
require an understanding of genetics or reproductive
biology.
ESSENTIAL QUESTIONS
Why are we still so engaged in genetic research? Why is it so interesting? What questions do we still have?
How is genetic information transferred and where does it happen?
Why are we the way we are? How is it decided? What do genes have to do with it really?
How do dominant and recessive traits work?
How can the cell’s genetic information be changed?
How has Saskatchewan and Canada contributed to this field? What jobs are available?
How can I understand genetics? What do I need to know?
North East School Division
Unpacking Outcomes
Unpacking the Outcome
Observe  significance
Describe  significance
Outcome (circle the verb and underline the qualifiers)
RE 9.2 Observe and describe the significance of cellular reproductive processes, including mitosis and meiosis.
KNOW
 Types of cell division –
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binary fission, mitosis,
meiosis
Ways to represent cell
division
How to use a microscope,
prepare a slide
Vocabulary and concepts –
binary fission, mitosis,
meiosis, cell cycle, cell
membrane, nucleus, cellular
process, cell growth, cell
theory, diploid cell, haploid
cell, theory
How to observe and
describe effectively
UNDERSTAND
 There are ways to observe and describe
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cell division
Representations help with understanding
The nucleus of a cell determines the
cellular processes
As technology and equipment has changes,
so has our understanding of cell growth and
division
Cell theory is a theory that explains cell
division but theories can change as
understanding develops
Mitosis is different from meiosis in many
ways
Cancer can be understood through an
understanding of cellular processes
BE ABLE TO DO
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Observe and describe cell division (e.g., binary fission, mitosis,
and meiosis) using microscopes, prepared slides, and/or
videos.
Construct a visual, dramatic, or other representation of the
basic process of cell division as part of the cell cycle, including
what happens to the cell membrane and the contents of the
nucleus.
Recognize that the nucleus of a cell determines cellular
processes.
Identify major shifts in scientific understanding of cell growth
and division, including the role of microscopes and related
technologies.
Explain how the cell theory accounts for cell division.
Compare binary fission, mitosis, and meiosis, and distinguish
between cell division processes during meiosis and mitosis
including the creation of diploid and haploid cells.
Relate cancer to cellular processes.
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ESSENTIAL QUESTIONS
How can I observe and describe something as small as cell division?
Why is cell division important to understand?
How is the nucleus related to cellular processes?
Why does our understanding change in science?
How is a theory important in science? How does the cellular theory describe cell division?
How are mitosis and meiosis the same? How are they different?
How can understanding cellular processes help me understand cancer?
North East School Division
Unpacking Outcomes
Unpacking the Outcome
Describe  processes
Describe  implications
Outcome (circle the verb and underline the qualifiers)
RE 9.3 Describe the processes and implications of sexual and asexual reproduction in plants and animals.
KNOW
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Vocabulary – sexual reproduction, asexual
reproduction, population, species,
agricultural sector, forestry sector,
pollination, hermaphroditic, bud, graft.
Binary fission, spore, vegetative
reproduction, fragmentation,
parthenogenesis
Methods of asexual reproduction in plants budding, grafting, binary fission, spore
production, fragmentation, and vegetative
reproduction
Methods of asexual reproduction in
animals – budding, parthenogenesis
Examples of asexual animal reproducers –
hydra, aphid, hammerhead shark
Methods of sexual reproduction in plants
Hermaphroditic animal examples Clownfish, wrasses, snails, and
earthworms
UNDERSTAND
 That plants and animals can
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reproduce sexually and asexually,
depending on the species
That each type of reproduction is
unique with its own processes,
advantages and challenges
That there are different ways to
reproduce sexually and asexually,
too.
That asexual reproduction
knowledge and techniques are
important in the agricultural and
forestry sectors
That variety truly is the spice of life!
BE ABLE TO DO
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Identify questions to investigate about sexual and
asexual reproduction in plants.
Compare advantages and disadvantages of sexual
and asexual reproduction for individual plants and
animals, and for populations.
Describe various methods of asexual reproduction in
plant species and list specific examples.
Describe various methods of asexual reproduction in
animal species and list specific examples
Investigate and describe applications of asexual
reproduction knowledge and techniques in the
Saskatchewan agricultural and/or forestry sector.
Describe the process of sexual reproduction in seed
plant species, including methods of pollination.
Describe examples of sexual reproduction in animal
species, including hermaphroditic species
ESSENTIAL QUESTIONS
How do plants and animals reproduce? Why does it differ from species to species? How did these differences occur?
How are sexual and asexual reproduction similar and different?
What are the advantages, disadvantages and processes associated with each type of reproduction?
Why is asexual reproduction knowledge important in agriculture and forestry?
Why is variety good?
North East School Division
Unpacking Outcomes
Unpacking the Outcome
Analyze  process
Outcome (circle the verb and underline the qualifiers)
RE 9.4 Analyze the process of human reproduction including the influence of reproductive and contraceptive technologies.
KNOW
 Reproductive technologies - in vitro
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fertilization, artificial insemination, and
embryo transfer
Contraceptive technologies - condoms, oral
contraceptive pill, diaphragm, intra-uterine
devices, sterilization, and the morning after
pill
Vocabulary – reproduction, structure,
function, hormone, conception, birth,
chromosome, zygote, embryo, fetus,
sacredness, interconnectedness, technology,
contraceptive, reproductive, social, cultural,
controversial
How to ask good questions
Structure of male and female reproductive
system
Role of hormones
Major stages of human development from
conception to birth
Various cultural perspectives – places to look
for information
How to create a defense of a position on an
issue
UNDERSTAND
 That human reproduction has
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many controversial elements
about which people often feel
very passionate
That scientific understanding
does not always cover the
spectrum of understanding about
an issue
That hormones play a role in
human growth and development
That there are known stages of
human development from
conception to birth
That there are many technologies
associated with contraception
and reproduction
That understanding a topic helps
us defend a position more
thoroughly (ELA integration)
Human reproduction is big
business ( Social integration)
BE ABLE TO DO
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Pose questions about the process of human
reproduction.
Compare the structure and function of the male and
female human reproductive systems, including the role
of hormones.
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.
Acknowledge differing cultural perspectives, including
First Nations and Métis perspectives, regarding the
sacredness, interconnectedness, and beginning of
human life.
Provide examples of scientific knowledge that has
resulted in the development of reproductive
technologies and contraceptive technologies
Examine social and cultural issues related to the use of
reproductive and/or contraceptive technologies in
humans and defend a given position on an issue
related to the use of reproductive and/or contraceptive
technologies in humans.
ESSENTIAL QUESTIONS
Why is human reproduction controversial?
In what ways is there more to understanding something than just science?
How do hormones work?
How do humans develop from conception to birth?
How have humans designed ways to increase and decrease reproduction? Why is this such a big business?
How can I successfully defend a position?