Course: Biology 30
Topic Title: Reproduction and
Development
Name: Leah Baker, Jackie Chu
Unit: B
Date: Oct 16, 2012
Grade: 12
Program of Studies Learning Outcomes:
General Outcome #3: Students will explain how cell differentiation and development in the human
organism are regulated by a combination of genetic, endocrine and environmental factors.
Specific Outcome for Skills 30-B3.3s: Students will observe the changes during embryo development,
using preserved material such as chicken embryos, models or computer simulations, and extrapolate
these events to the development of a human
Specific Outcome for Knowledge 30-B3.2k: Students will: describe development from fertilization to
parturition in the context of the main physiological events that occur in the development of organ
systems during each major stage (trimester); i.e., zygote, blastocyst, gastrulation, general
morphogenesis.
Specific Outcome for STS 30-B3.1sts: Students will explain that science and technology are developed to
meet societal needs and expand human capability
Focus Questions:
What is fertilization and what are some technologies used to aid fertilization?
What happens during implantation and what extra-embryonic tissues develop to aid in pregnancy
development?
What hormonal changes occur to initiate parturition and lactation?
Activities
Lesson Introduction:
 Reproduction Anticipation Guide
o Have students fill out the guide and then put it away to
review after the lesson.
Resources, Equipment
Setup & Safety
Anticipation Guide
handout
Lesson Structure
Day 1 Objective: Students will be able to describe the process of fertilization
and the reproductive technologies available to aid in the case of infertility.
They will also be able to explain gastrulation, name the three germ layers and
the major organs and tissues they develop into.
 Talk about the Youtube clip and important terms to remember (10
mins)
o Watch it on mute while pausing at different parts to ask
students questions to check prior knowledge and for any
possible misconceptions. Refer to teacher notes for
questions.
o http://www.youtube.com/watch?v=UgT5rUQ9EmQ
 Technology to help fertilization: Nelson Biology Case Study (60 mins)
o Break students into 4 groups to study the selected sections
(listed below) of the “Human Reproductive Technology” Case
Video from Youtube
Computer projector &
screen
Copies of the case
studies for groups OR
textbooks with the case
study pages

Study in the Nelson Biology textbook (p. 542-543).
Intrauterine Insemination & Gamete Intrafallopian Transfer
(GIFT)
 In-vitro Fertilization
 Egg Donations and Egg/Embryo Freezing
 Embryo Transfer
o When studying their section groups will discuss answers to
the following questions:
 Why might a person decide to use this reproductive
technology?
 What might be the downfalls to using this
technology?
 Describe what problem this reproductive technology
is meant to solve.
 Are there any legal or ethical issues that might come
from using this technology?
o Groups will present a summary their assigned reproductive
technology to the rest of the class as well as describe the
things they discussed.
o If there is time present news story on “Three-Parent IVF”
from The Telegraph and have students discuss two main
points of view:
 It is helpful in that it seeks to eliminate mitochondrial
diseases (e.g. students can look up examples) from
carrier mothers and potentially from mankind.
 It is socially charged because many religions
denounce it and would claim that it is “playing god.”
Finish by teaching about gastrulation (see teacher notes for details)
and writing notes for students to copy on the whiteboard/overhead
projector.
Day 2 Objective: Students will be able to describe the number of trimesters in
a pregnancy with their corresponding major events. They will also describe
the four main extra embryonic tissues formed from the blastocyst and their
functions.
 View the introductory video again at the parts of the later stages of
development
 Teach about trimesters and the development of the extra embryonic
layers Referring to the video as another visual (30 mins)
o Write notes (that students copy) that give information about
what happens during different stages of development
 Teach about the extra-embryonic tissues (not mentioned in the
video) by doing a line drawing (and having students draw along) on
the board, accurately labelling relevant parts (placenta, amnion,
chorion, allantois) (10 mins)
 Lab – Frog/Chick embryo (40 mins)
o Lab Demonstration of Cultured chick embryos: show live
cultured chick embryos at multiple stages in petri dishes to
give students a closer experience with development
Pre-arranged groupings
to ensure fair
arrangement of
students
Video pre-loaded on
Youtube
Computer projector
and screen
Whiteboard to write
notes for students to
copy
Dry-erase markers
Set-up chick embryo
cultures using the
method outlined by
Scadding referenced in


Extrapolate what stage of development the human
would be in compared to the stage of the chick
o Observing Frog Embryo Development Investigations (Nelson
Biology p. 545)
 Students should draw diagrams of each stage in their
Frog Embryo Development Handout
 Also have students discuss and answer review
questions on the same handout
Review Frog Embryo Development Handout for students (10 mins)
o Finish completing handout and questions in-class
o Review the answers to the questions.
o Discuss as a class some of the similarities between human
embryos, chick embryos and frog embryos. (e.g. at what
stage are they similar/different?)
Day 3 Objective: Students will be able to describe the steps of parturition and
the effects of different stimulants such as hormones and physical stimulation.
They will also describe some of the problems during labour that might result
in a caesarian section and how lactation is initialized post-birth.
 Lactation and Parturition
o Handout: Flow chart of Parturition steps (Students fill in the
blanks) (10 mins)
 Oxytocin + Prostaglandins  Uterine Contractions 
cervix dilates water breaks (amniotic fluid =
lubrication)  uterine contractions move baby
through birth canal head first  placenta/after-birth
is delivered
 Possible problems that might require C-section (look
at you-tube video)
 http://www.youtube.com/watch?v=xyN48Vn
RYUY&feature=channel&list=UL
 Baby is wrong side up (feet first)
 Placenta blocking birth canal
 Fetal distress (cord wrapped around neck)
o Lecture: (20 mins) Draw lactation loop (Fig 11 pg. 541)
 Roles of oxytocin (initiating uterine contractions)
(also used in lactation)
 Prostaglandins (also trigger uterine contraction) (can
be used to trigger uterine contractions if labour is
late)
 Prolactin  lactation (stimulate milk production)

Lesson Conclusion: (end of Day 3)
 Formative Assessment: 40 mins
o Students will break into groups to review an assigned process
(fertilization, implantation & development of extra embryonic
tissues, stages of development (trimesters), germ layers,
parturition, lactation)
‘handouts’
Prepared slides from
frog embryology set
Light microscope
Safety:
-Hold microscope by
arm and support weight
at the bottom
Whiteboard and
markers to draw simple
line drawings of
“lactation loop”
Parturition Flow chart
Whiteboard and
markers to draw chart
and help students fill in
the blanks
Youtube video of
caesarian section video
pre-loaded
Computer projector
and screen
Poster board (white) for
diagrams
Markers
o
o
o
o
After 20 mins of drawing their diagrams on posters students
will present diagrams to the class with a quick description of
the important concepts and terminology
Teacher will check for errors, misconceptions and appropriate
coverage of required concepts before students present work
Multiple choice Quiz administered for the last 10 mins –
closed book and marked but does not count toward final
grade.
Lastly – have students pull out the anticipation guides they
filled out the beginning of the lesson and correct any
incorrect answers they filled out.
Evaluation
 Students will write about one of the processes of reproduction listed
below. Students cannot choose the process that they presented to
class. Students are required to provide at least one properly labeled
diagram.
Teacher Notes
 Chick Embryo Demonstration
o Embryo demonstrations must be set up 18 days ahead of
time. There should be at least one demonstration of each of
the following days of incubation: 4 days (1 day after being put
in petri dish), 9 days, 11 days, and 18 days.
o For the handout review questions students may consult any
material (online, textbook, etc.) as the purpose is to get them
thinking about the process of embryo development, not to
memorize facts. Remember to erase the teacher answers to
the questions before printing.
 Frog Embryo development lab
o Make sure that students understand that the cleavage of the
embryo is due to mitosis, not meiosis (common
misconception)
 Formative assessment is a method of having students create their
own study notes
o Check for accuracy so that students aren’t teaching each
other misconceptions
o Also check for depth so that they aren’t skimming important
details
o Point out that that students will be tested on material that
other students are presenting – hence why they should pay
close attention and ask questions if needed
Handouts in following pages
For procedure on culturing chick embryos see the pdf entitled: “SCADDING – culture chick embryos in
petri dishes”


Instruction Notes for the Teacher
Case Study Notes (Reproductive Technology)




Chick Embryo Culture Handout
Frog Embryo Development Handout
Graphic Organizer Parturition Flow Chart handout
Multiple Choice quiz from Formative Assessment
Reference List
Hanlon, M. (2012, September 17). Three-parent IVF is a chance to create a generation free from
mitochondrial diseases. The Telegraph. Retrieved from
http://www.telegraph.co.uk/science/9548387/Three-parent-IVF-is-a-chance-to-create-ageneration-free-from-mitochondrial-diseases.html
Scadding, S.R. (1981). How-To-Do-It: How to Culture Chicken Embryos in Petri Dishes. The American
Biology Teacher, 43(7), p.382-383.
Col, J. (1998). “Label Chicken Egg (10 Days Old) Printout (Simple Version)” Enchanted Learning.
Retrieved from http://www.enchantedlearning.com/subjects/birds/label/chickenegg10days/
Pearson. (2011). Multiple-Choice Quiz (Level I), Human Anatomy & Physiology. Retrieved from
http://wps.aw.com/bc_marieb_happlace_7_oa/42/10973/2809292.cw/index.html
Ritter, B., Burley, K.L., Fraser, D. (2007). Nelson Biology Alberta 20-30. Toronto, ON: Nelson Education
Ltd.
Instructional Notes:
Day 1 Instruction Notes - These notes will be written out on the whiteboard/overhead projector for
students to copy while the teacher explains them.
Class starts by working on an anticipation guide. Explain to the students that it isn’t for marks toward
their grade but is a tool to show where you are in your learning.
Start the lecture section by showing the Youtube clip “Human Development” and stop it at
recommended times to check student knowledge:



0:05 s Have students identify the uterus and ovaries
0:12 s What are the white cells moving quickly? (Sperm)
o What structure are the sperm swimming inside of? (fallopian tube)
0:17 s Ask how many sperm fertilize the egg and where it is fertilized (one sperm, fertilized
inside the fallopian tube)
Notes for students:
Fertilization occurs after ovulation (as an egg needs to be released for it to be fertilized).


Where? Inside the Fallopian Tube
How many? One sperm fertilizes one egg.
o What if there are two eggs?

A fertilized egg is called a zygote
The zygote travels down the fallopian tube and undergoes cleavage. Cleavage is the mitotic splitting of
the zygote to eventually form a hollow ball of cells called a blastula.
Summary diagram of steps:
•Fused sperm
and egg
Cleavage
•Mitosis
Zygote
•Hollow Ball of
cells
•Inner cellmass
Gastrulation
•Endoderm
•Mesoderm
•Ectoderm
Blastula
Gastrula
Teacher Dialogue as in introduction to the class activity: Remember that sometimes things in biology
don’t always work out the way we want them to. Sometimes there is a problem with sperm production
or a woman may not be biologically able to carry a pregnancy to term. What do we do in these cases?
We are going to learn about reproductive technologies that assist people that face these problems. We
will break into 4 groups and each group will read about the reproductive technology they have been
assigned. Discuss the technology as a group to make sure everyone understands how it works and then
answer the review questions on the handout as a group. We will do that for about 20 minutes and then
we’ll spend some time (20 minutes) telling the rest of the class about each type of technology and some
of the issues they present/solve.
Teacher note: Have students open their textbook to the Case study on p. 542-543. Group topics include:
1.
2.
3.
4.
Intrauterine Insemination & Gamete Intrafallopian Transfer (GIFT)
In-vitro Fertilization
Egg Donations and Egg/Embryo Freezing
Embryo Transfer
Write these questions on the whiteboard for them to answer:
1.
2.
3.
4.
Why might a person decide to use this reproductive technology?
What might be the downfalls to using this technology?
Describe what problem this reproductive technology is meant to solve.
Are there any legal or ethical issues that might come from using this technology?
Discuss 3-Parent IVF
After the blastocyst implants into the endometrium in the uterus it undergoes gastrulation.
Gastrulation: the formation of germ layers from the inner cell mass
Teacher Notes: While teaching about the germ layers play the human development video starting at
1:00s and pause at 1:45s (to see the three germ layers). Replicate the image by drawing it as a line
drawing on the board and having the students follow along in their notes. Label the germ layers.
Under these labels write what each germ layer develops into:



Ectoderm: nervous system, epidermis
Mesoderm: skeleton, muscles, reproductive structures
Endoderm: lining of the digestive and respiratory systems, endocrine glands
Day 2 Instruction Notes - These notes will be written out on the whiteboard/overhead projector for
the students to copy while the teacher explains them.
Yesterday we talked about fertilization and reproductive technologies. When the sperm and egg
combine the resulting cell is called a zygote. The zygote undergoes cleavage to form the blastocyst. The
blastocyst undergoes gastrulation where the inner cell mass forms the three germ layers: the
mesoderm, ectoderm and endoderm. What do these germ layers eventually become in the developing
embryo? (Students can refer to their notes and verbally answer the questions)
Remember: the blastocyst is made up of a hollow ball of cells with the inner cell mass inside. The inner
cell mass becomes the germ layers and eventually the embryo. The hollow ball of cells is what becomes
the other embryonic tissues: placenta, amnion, chorion and allantois. When we do the lab today you’ll
see some of these structures in the handout.
Draw the following diagram on the whiteboard and have the students follow along:
What are their functions?
Placenta - the site for the exchange of nutrients and wastes between the mother and fetus.
Amnion - fluid filled ball that the embryo develops inside of
Chorion - The outer structure that becomes part of the placenta
Allantois - the structure that contributes to the blood vessels of the placenta. It helps the for gas
exchange and removal of liquid waste.
The 9 months of pregnancy is broken down into three trimesters:
1. The first trimester starts with fertilization and includes gastrulation and lasts until the third
month. At the end of the first trimester the embryo is about the size of a goose egg.
2. By the start of the second trimester all of the organs have been formed, hair growth begins and
the fetus grows larger in size.
3. The third trimester is generally just growth in size and development of the organs that appeared
in the earlier trimesters.
Note to teacher: This is a lot of information in a short period of time but it is all required by the Program
of Studies so it is important that students get all the notes and that any questions are answered before
moving onto the lab.
Teacher note: give these instructions before moving to the lab. The class will now move to the lab to look
at these stages of development in two other species: the chick and the frog. We will be making drawings
of each stage we learned about today to help supplement our understanding and to have extra diagrams
for study notes. Remember to bring your notebooks and pencils. We will be splitting into (NUMBER)
groups and then rotating through each station. Each group will get (NUMBER) of minutes to look at their
specimens, make a quick diagram and then move to the next station when I announce that (NUMBER) of
minutes is up. If you miss any stations we can find time after the lab to do them again.
Day 3 Instruction Notes: These notes are to be written on the whiteboard/overhead projector for
the students to follow along in their notebooks. Teacher notes: give out the blank “Parturition Handout”
for students to fill out while we do notes.
Parturition is the beginning of labour/birth. It starts with the uterine contractions. These contractions
cause prostaglandins and oxytocin to be released which further stimulates uterine contractions. (Fill in
the first two blocks in the handout).
The cervix thins and begins to dilate (continue filling in the handout) and then the water breaks. The
water is the amniotic fluid from inside the amnion and lubricates the birth canal/vagina. Contractions
force the baby out the birth canal. Once the baby is out, are we done? No! The afterbirth (the placenta)
must follow the baby as that is what the umbilical cord is attached to.
Oxytocin, the hormone that causes uterine contractions is also responsible for starting lactation.
Anticipation Guide for Biology 30
T/F Questions: Read the statement in the left column first. Then write T for true or F for false in the
middle column beside each statement. If a statement is false make a short comment for the reason in
the right column. Teacher key is in blue – remember to erase before sending to printer.
Statements
A zygote is formed from the division of an egg cell
True/False
F
Fertilization occurs in the fallopian tube
Fertilization occurs before ovulation
Only one sperm is required for fertilization
The umbilical cord is attached to the mother
The best orientation for a baby to be born is feet first
The term “test-tube babies” refers to babies being grown
in a laboratory.
T
F
T
F
F
F
Reason
Formed from the fusion of
sperm and egg
Occurs after ovulation
Attached to the placenta
Head first
It refers to In-Vitro
fertilization where
fertilization occurs in a lab
but the baby is grown in a
womb.
Reference:
Created as part of an assignment for EDSE 307 by Leah Baker (in a group assignment with Kyle Van
Camp, Chelsea DePape and Jackie (Wen Yan) Chu)
Reproductive Technology Case Study Pages:
Chick Embryo Culture Handout
Observations:
1. Describe the differences between each of the chick embryos.
2. What structures are visible to the naked eye in each stage of development?
3. Below is a diagram (Col, 1998) of a 10 day old chick embryo. Label the structures and check off
which ones you can see them in the demonstration embryos.
Labels:









air cell - a space at the large end of the egg, between the inner and outer shell membranes.
albumin - the egg white. It provides protein and water for the embryo and protects it from
microorganisms.
eggshell - the hard, protective coating of the egg. It is semi-permeable; it lets gas exchange occur, but
keeps other substances from entering the egg. It is made of calcium carbonate.
embryo - the developing chick inside the egg.
eye - large and prominent on the head.
leg - one of the lower limbs of the chick.
tail - located at the far end (the posterior) of the embryo.
wing - one of the upper limbs of the chick.
yolk - the yellow part of the egg; it contains nourishment (food) for the embryo.
Review Questions:
1. How many days does an egg need to be incubated before hatching?
a. Teacher notes: 21 Days
2. Where does the embryo get calcium from for bone development in birds?
a. Teacher Notes: calcium in bird development comes from the shell.
3. Cultured chick embryos do not survive to “hatching” with this method. Why might that be?
(Hint: What structures are missing in a cultured embryo?) What could we add to increase
survival rates?
a. Teacher Notes: The shell is the missing structure. If we added a form of calcium it may
increase survival.
Frog Embryo Lab from Nelson Biology 20-30
Frog Embryo Development Handout
Draw the following stages in each box:
Zygote at first cleavage:
Blastula: Hollow Ball of cells
Gastrula: Label 3 primary germ layers (mesoderm, endoderm and ectoderm)
Review Questions From today’s Lecture
1) Describe the three trimesters and the main events that occur during each one.
2) Describe the germ layers and what each of them becomes in the developing embryo.
3) From yesterday’s class, describe the 4 extra-embryonic tissues and what their functions are.
Graphic Organizer - Steps of Parturition
Oxytocin &
Prostaglandins
Uterine Contractions
Cervix thins and
dilates
Placenta delivered
last
Contractions move
baby through birth
canal (head first)
Water Breaks
(provides lubrication
of canal)
Describe three problems that require assisted birth (Caesarian Section) from the video.
1.)
2)
3)
Formative Assessment MC Quiz
Circle the answer that is most correct.
1. The term for a fertilized egg from conception until the end of two months development.
a. Embryo
b. Zygote
c. Fetus
d. Ova
2. The usual site of fertilization is the
a. Uterine tube
b. Vulva
c. Ovary
d. Uterus
3. The process which transforms the embryo into a three-layered stage is called
a. Gastrulation
b. Blastulation
c. Cleavage
d. Organogenesis
4. Prolactin causes
a. Uterine contractions only
b. Milk production by the breast tissues
c. Increased hCG excretion during the first month of pregnancy
d. Myometrial contractions and milk letdown.
5. The hormone that induces labor and controls labor via a positive feedback mechanism is
a. Oxytocin
b. Estrogen
c. Progesterone
d. hCG
6. Which structure below is formed from endodermal tissues?
a. Brain
b. Bones
c. Reproductive structure
d. Lining of the digestive system