Senior 1 Science
Manitoba Curriculum Framework of Outcomes
Specific Learning Outcomes
Senior 1: Reproduction
Overview
Reproduction is an essential biological mechanism for the continuity and diversity of species. Students compare sexual and asexual methods of reproduction in this cluster. They learn how the human reproductive system functions and describe the major stages of human development from conception to birth. Students recognize that the nucleus of a cell contains genetic information and is responsible for the transmission of traits from one generation to the next. They also discuss factors that may change a cell’s genetic information, including environmental factors. Using the knowledge they have gained, students also address a current biotechnology issue.
Students will...
| S1-1-01 | Illustrate
and explain the process of mitotic cell division
in plants and animals. Include: chromosomes, mitosis, cytoplasmic division, cell cycle |
GLO: D1, E1, E2 |
| S1-1-02 | Observe and explain the dynamic nature of cell division. | GLO: C2, D1, E3 |
| S1-1-03 | Describe
various types of asexual reproduction that occur
in plant and animal species. Examples: fission, budding, sporulation, vegetative propagation, regeneration |
GLO: D1, E1 |
| S1-1-04 | Investigate
and describe agricultural applications of asexual
reproduction. Examples: cloning, cuttings, grafting, bulbs |
GLO: A5, B1, B2, D1 |
| S1-1-05 | Illustrate and explain the production of male and female gametes by meiosis. | GLO: D1, E1, E2 |
| S1-1-06 | Compare
and contrast the functions of mitosis to that of
meiosis. Include: diploid cells, haploid cells |
GLO: D1, E1 |
| S1-1-07 | Compare sexual and asexual reproduction in terms of their advantages and disadvantages for plant and animal species. | GLO: D1, E1 |
| S1-1-08 | Investigate
and explain adaptations of plant and animal species
which enhance reproductive success. Examples: appearance, behaviour, number of gametes or offspring, chemical cues |
GLO: D2, E1, E2 |
| S1-1-09 | Describe
the structure and function of the male and female
human reproductive systems. Include: role of hormones |
GLO: D1, E1, E2 |
| S1-1-10 | Outline
human development from conception through birth. Include: X and Y chromosomes, zygote, embryo, fetus |
GLO: D1, E1, E2, E3 |
| S1-1-11 | Observe,
collect, and analyze class data of single trait inheritance. Examples: hand clasping, earlobe attachment, tongue rolling |
GLO: C2, D1 |
| S1-1-12 | Differentiate
between dominant and recessive genes. Include: genotype, phenotype |
GLO: D1, E1, E2 |
| S1-1-13 | Describe
the relationship among DNA, chromosomes, genes, and
the expression of traits. Include: genetic similarity among all humans |
GLO: A2, D1, E1, E2 |
| S1-1-14 | Explain
the inheritance of sex-linked traits in humans and
use a pedigree to track the inheritance of a single
trait. Examples: colour blindness, hemophilia |
GLO: D1, E1, E2 |
| S1-1-15 | Investigate
and describe environmental factors and personal choices
that may lead to a genetic mutation or changes in
an organism's development. Examples: fetal exposure to alcohol, overexposure to sunlight, toxins, hormone mimics, food additives, radiation |
GLO: B1, B3, D1, D2 |
| S1-1-16 | Investigate
Canadian and international contributions to research
and technological development in the field of genetics
and reproduction. Examples: Human Genome Project |
GLO: A3, A4, B1, B2 |
| S1-1-17 | Discuss
current and potential applications and implications
of biotechnologies including their effects upon personal
and public decision-making. Include: genetic engineering, genetic screening, cloning, DNA fingerprinting |
GLO: B1, B2, C4, C8 |
| S1-1-18 | Use the decision-making process to address a current biotechnology issue. | GLO: C4, C6, C7, C8 |
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