Unit B

Print current page (1 page) 6
B Reproduction Unit guide
M W
Where this unit fits in Prior learning
p ?
This unit builds on:
unit 5B Life cycles and unit 7A Cells.
t u This unit relates to: To make good progress, pupils starting this unit
PSHE, drugs education, sex education. need to understand:
^ _ • the human life cycle in terms of infancy,
childhood, adolescence, maturity and ageing
The concepts in this unit are:
• that organisms are made of cells that have a
ET ET Human reproduction including puberty, the menstrual cycle, development of the fetus and the role nucleus and that cells are adapted for their
of the placenta. Protection and nurture of offspring. Reproductive patterns in other animals functions.
TY PC compared with those in humans. ➞ Transition quiz for unit B
This unit leads onto:
G K unit 9A Inheritance and selection.
Framework yearly teaching objectives – Cells

Explain that in multi-celled organisms certain cells may become specialised, e.g. sperm and egg cells.
Describe fertilisation as the joining of the nucleus of a male sex cell (e.g. sperm) to the nucleus of a female sex cell (e.g. egg) and use this knowledge
to explain that the resulting offspring are always similar to their parents but never identical.
Expectations from the QCA Scheme of Work

At the end of this unit …
… most pupils will … … some pupils will not have made so … some pupils will have progressed
much progress and will … further and will …
in terms of scientific enquiry NC Programme of Study Sc1 2b, d, e, f, g, h, i, j, k, l, m, n, o
• select information about reproduction from • with help, find information from selected • explain whether the sample size in their
secondary sources secondary sources and present data in tables investigation of growth was sufficient for
• present and interpret data about growth in and bar charts. comparisons to be made with national data
bar charts and graphs, indicating whether • describe how reproduction was explained
increasing the sample they used would have before the role of cells was understood.
improved the work.
in terms of life processes and living things NC Programme of Study Sc2 1d, e, 2f, g, h
• identify and name the main reproductive • identify and name the main reproductive • explain how egg and sperm cells are
organs and describe their functions organs specialised; and
• describe fertilisation as the fusion of two • describe fertilisation as the fusion of egg and • describe how they carry the information for
cell nuclei sperm; and development of a new life.
• describe egg and sperm cells • identify the importance of the placenta in
• explain how the fetus obtains the materials it supplying food for a developing fetus.
needs for growth
• describe differences between the gestation
periods and the independence of the young of
humans and other mammals; and
• describe the menstrual cycle.
Suggested lesson allocation (see individual lesson planning guides)

Direct route
B1 B2 B3 B4 B5 B6
Spot the difference A new generation Pregnancy The menstrual Adolescence Pregnant pause:
cycle Think about
looking at graphs
Extra lessons (not in pupil book)
B5 Investigate: Are Review and assess
we all the same progress (distributed
height? appropriately)
Misconceptions
Pupils may come with an array of myths and legends about when a woman can become pregnant and ways of avoiding pregnancy.
Additional information
Teachers should make reference to their school’s sex-education policy and personal, social and health education (PSHE) programme. They will also be
aware of the need for sensitivity to the personal circumstances of pupils and their families.
Citizenship: discuss the possible causes of infertility, technological solutions available and some ethical and social issues that may arise.
© Harcourt Education Ltd 2003 Catalyst 1

This worksheet may have been altered from the original on the CD-ROM. Sheet 1 of 1
Lesson planning
B1 Spot the difference guide
M W
Learning objectives
p ? i The structure and function of the human male and female reproductive systems.
ii How sperm and eggs are made and how they meet.
iii Periods of parental care of offspring.
t u
^ _
Suggested alternative starter activities (5–10 minutes)
UG Introduce the unit Share learning Brainstorming Capture interest (1) Capture interest (2)
objectives
Unit map for Reproduction. • Find out about male and Pupils sort part of the With pupils, develop a set Pupils write a timeline to
female reproductive reproductive system into of rules to follow in lessons show the different stages
systems. female and male. about reproduction. of the human life cycle.
• Be able to label
diagrams of the male and
female reproductive
systems.
Suggested alternative main activities

Activity Learning Description Approx. Target group
objective timing
see above C H E S
Textbook B1 i, ii and iii Teacher-led explanation and questioning OR pupils work individually, in 20 min R/G G R S
pairs or in small groups through the in-text questions and then onto
the end-of-spread questions if time allows.
Activity B1a i and ii Male parts Pupils label a diagram of the male reproductive system and 15 min ✓ ✓
Paper state, or sort from a list, what each part does.
Activity B1b i and ii Male parts Pupils use drop and drag technique to label a diagram of the 15 min ✓ ✓
Catalyst Interactive male reproductive system and state what each part does.
Presentations 1
Activity B1c i and ii Female parts Pupils label a diagram of the female reproductive system 15 min ✓ ✓ (✓)
Paper and state, or sort from a list, what each part does.
Activity B1d i and ii Female parts Pupils use drop and drag technique to label a diagram of 15 min ✓ ✓
Catalyst Interactive the female reproductive system and state what each part does.
Presentations 1
Suggested alternative plenary activities (5–10 minutes)

Review learning Sharing responses Group feedback Word game Looking ahead
Pupils label different view Whole-class discussion of Pupils discuss responses to Pupils match structure and Pupils make hypotheses
diagrams of male and pupils’ responses to a couple of questions. function of parts of the about the numbers of
female reproductive Activities B1a to B1d. reproductive systems. offspring produced by
systems. animals.
Learning outcomes
Most pupils will … Some pupils, making less progress will … Some pupils, making more progress will …
• identify and name the parts of the male • identify and name the parts of the male and • explain how egg and sperm contain the
and female reproductive systems and female reproductive systems. characteristics of male and female parents
describe their functions. respectively and contain information for
development of a new life
• be able to discuss infertility.
Key words Out-of-lesson learning

sperm, eggs, testes, sperm tube, semen, penis, glands, scrotum, ovaries, Homework B1. Textbook B1 end-of-spread questions. Make models of male
oviduct, uterus, vagina, red only: infertility and female reproductive systems. Find out about the social, ethical and
technical issues relating to test tube babies and fertility drugs.

Lesson planning
B2 A new generation guide
M W
Learning objectives
p ? i Sperm and egg cells are specially adapted for their functions.
ii A new life starts when a sperm fertilises an egg and that fertilisation involves the fusion of the nuclei of sperm and egg.
iii Male and female nuclei of sperm and egg each contain half the inherited information needed.
t u iv Fertilisation can be internal or external; comparison of the numbers of eggs produced by different animals related to the care given to offspring.
(extension activity only)
^ _ Scientific enquiry
v Describe relationships in data. (Framework YTO Sc1 7g part) (extension only)
UG
Recap last lesson Share learning objectives Brainstorming Capture interest (1) Capture interest (2)
Pupils sort • Be able to describe sperm and Pupils recap cell Show a video clip of Show a spider plant and discuss
flashcards into male egg cells and how they do their structure by labelling fertilisation. how it can produce offspring alone,
and female parts job. diagrams of a plant Catalyst Interactive whereas most living things need a
related to • Find out what fertilisation is cell and an egg cell. Presentations 1 male and female.
reproduction. and how it happens. Catalyst Interactive Presentations 1

objective timing
see above C H E S
Activity B2a i Fertilisation Pupils sequence statements to explain how fertilisation 15 min ✓
Paper happens in humans and apply this knowledge to explain infertility.
Activity B2b iv Sperm meets egg Pupils compare internal and external fertilisation in 15 min ✓
Paper terms of the numbers of eggs produced by different animals.
Activity B2c iv and v Fertilisation in and out Pupils watch video clips to illustrate numbers 20 min ✓
Catalyst Interactive of eggs produced by different animals and compare internal and
Presentations 1 external fertilisation in terms of the numbers of eggs produced.
Activity B2d i and ii The sperm’s story Pupils write the story of a sperm’s journey to 15 min ✓
Paper fertilise the egg using writing frames to support the textbook question.
Activity B2e i Special cells Pupils describe drawings of egg and sperm cells, 15 min ✓
Paper identifying their main features and how these are adapted to their
function.

Pupils sequence stages in Whole-class discussion in Pupils discuss the Pupils sort statements Pupils suggest how a
fertilisation. (Avoid if which pupils read out their sequencing Activity B2a. about internal and external human baby builds up from
Activity B2a is used.) accounts from Activity fertilisation. a single sperm and an egg
B2d. cell.
Learning outcomes
• describe fertilisation in humans as the • describe fertilisation as the fusion of egg and • explain how male and female nuclei contain half
fusion of two cell nuclei sperm the inherited information needed
• describe egg and sperm cells and how • describe egg and sperm cells. • describe the relationship between internal and
they are adapted to their function. external fertilisation and the number of eggs
produced. Then relate this to the care given to
offspring.

sexual intercourse, fertilisation, red only: specialised Homework B2
Textbook B2 end-of-spread questions
Find out about twins from the internet

Lesson planning
B3 Pregnancy guide
M W
Learning objectives
p ? i How the fertilised egg divides as it passes down the oviduct.
ii How the fetus develops.
iii The role of the placenta.
t u iv The birth process.
^ _
UG
Pupils make a flicker • Find out how a baby develops Pupils think about the Pupils discuss Show pictures of a fetus
book showing sperm during pregnancy and how it is conditions provided by the discrepancies between using ultrasound scans.
and egg moving in the born. mother’s body that are maternal mortality in the Catalyst Interactive
reproductive tract, • Find out what the placenta is needed for a fetus to developed and developing Presentations 1
leading to and what it does. survive. world.
fertilisation.

objective timing
see above C H E S
Textbook B3 i, ii, iii and Teacher-led explanation and questioning OR pupils work individually, in 20 min R/G G R S
iv pairs or in small groups through the in-text questions and then onto
Activity B3a ii and iii The fetus Pupils label a diagram of a woman nearing the end of her 20 min ✓ ✓ ✓
Paper pregnancy.
Activity B3b iii What mum does, baby does! Internet search about smoking, drugs and 20 min ✓ (✓)
ICT viruses getting across the placenta.
Activity B3c ii and iii Support activity using drop and drag technique to label a diagram of a 20 min ✓
Catalyst Interactive woman nearing the end of her pregnancy.
Presentations 1

Pupils use cards to review Whole-class comparison of Pupils review each other’s Present pupils with a true/ Pupils suggest what
the functions of the fetus/pregnancy at 3- posters from Activity B3b. false quiz on ‘myths and happens when a newborn
placenta and movement of months and nearing full- legends’ about pregnancy baby can no longer depend
substances. term (Activity B3a). and birth. on a placenta.
Learning outcomes
• describe how the fertilised egg divides • identify the importance of the placenta in • explain that breast milk provides nutrients and
into 2, 4, 8, etc., cells as it passes down supplying food for a developing fetus protects from infection.
the oviduct • label a diagram of a pregnant woman; and
• explain the role of the placenta • state that during birth the baby is pushed out
including how harmful substances can of the uterus by muscle contractions and then
pass across it feeds on its mother’s milk.
• describe the birth process.

embryo, pregnant, fetus, pregnancy, placenta, cord, contractions, Homework B3
afterbirth, red only: implantation, antibodies Textbook B3 end-of-spread questions
Find out about life support systems for newborn babies and children with
prenatal problems
Find out about the need to immunise girls against rubella

Lesson planning
B4 The menstrual cycle guide
M W
Learning objectives
p ? i The menstrual cycle (and menopause red only).
ii The difference between identical and non-identical twins.
t u
^ _ Suggested alternative starter activities (5–10 minutes)

UG Recap last lesson Share learning objectives Problem solving Capture interest (1) Capture interest (2)
Pupils produce a flow • Explain what happens in the True/false quiz on some Pupils make a flicker book Show pupils pictures of
chart to describe menstrual cycle. preconceptions about the showing movement of an twins and Siamese twins
events leading to • Find out the difference between menstrual cycle and about egg when fertilisation does to begin your discussion
pregnancy. identical and non-identical twins. not happen. of how twins are
twins. produced.
Catalyst Interactive
Presentations 1

objective timing
C H E S
Textbook B4 i and ii Teacher-led explanation and questioning OR pupils work individually, in 25 min R/G G R S
Activity B4a i The menstrual cycle Pupils watch animation to introduce the stages of 20 min ✓ ✓ ✓ ✓
Catalyst Interactive the monthly cycle.
Presentations 1
Activity B4b Paper ii Identical or not? Difference between identical and non-identical twins. 30 min ✓

Pupils list facts about Pupils discuss word pairs Pupils share their stories Pupils look at some Pupils suggest what factors
menstruation. about the menstrual cycle. about identical twins from answers and decide what might affect menstruation
Activity B4b. the questions were. taking place.
Learning outcomes
• be able to describe the menstrual cycle • identify some of the changes that happen to • explain the term menopause
• recognise egg production as a cyclic boys and girls at puberty and the stages in the • make calculations, e.g. ovulation date and
activity menstrual cycle. menstruation date for regular cycles of different
• make calculations, e.g. ovulation date lengths.
and menstruation date for a regular 28
day cycle
• understand the difference between
identical and non-identical twins.

menstrual cycle, hormones, ovulation, period, identical, non-identical, Homework B4
twins, red only: menopause Textbook B4 end-of-spread questions
Follow up work to visits from personal hygiene companies

Lesson planning
B5 Adolescence guide
M W
Learning objectives
p ? i The physical and emotional changes that take place during adolescence.
ii Periods of rapid growth during the human life cycle.
t u Scientific enquiry
iii Analyse growth data. (Framework YTO Sc1 7f)
^ _ iv Describe and explain what results show and draw conclusions. (Framework YTO Sc1 7g part)
UG
Predict ovulation dates from • Find out what happens What kind of care and Video of sea horses caring Show a photo of a boys’
given information about the during adolescence. guidance teenagers need for their offspring. choir to stimulate
menstrual cycle. • Be able to explain why and and don’t need from Catalyst Interactive discussion of changes
when growth spurts occur. their parents. Presentations 1 during adolescence.
• Be able to describe what Catalyst Interactive
growth data shows. (Sc1) Presentations 1

objective timing
see above C H E S
Activity B5a iii and iv Growth spurts Pupils analyse data to show height changes as children 20 min ✓
Paper get older.
Activity B5b i Dear Teen World Pupils produce an agony aunt column dealing with the 20 min ✓ ✓
Paper physical and emotional aspects of adolescence, pregnancy, parenting,
etc.

Pupils identify changes Pupils discuss their Pupils share their ‘Teen Pupils check progress using Pupils revise and
associated with responses to analysing data World’ responses from a loop game of key words consolidate knowledge
adolescence. in Activity B5a. Activity B5b. from the unit. from the unit.
Learning outcomes
• define the terms adolescence and • identify some of the changes that happen to • recognise the names testosterone and oestrogen
puberty boys and girls at puberty • reflect upon why different parts of the human
• describe how the changes that happen • with help, interpret growth data for teenage body do not all grow at the same rate.
during puberty are brought about by boys and girls.
hormones
• explain that cell division and increased
cell size lead to growth of the body
• interpret growth data for teenage boys
and girls.

adolescence, puberty, growth, red only: testosterone, oestrogen Homework B5
Textbook B5 end-of-spread questions

Lesson planning
B5 Investigate: Are we all the same guide
height?
M W
Learning objectives
p ? i Plan and carry out an investigation into growth by measuring the range of heights in the class and comparing the results with expected heights
at this age.
t u Scientific enquiry
ii Use equipment to obtain a set of results and identify and control variables. (Framework YTO Sc1 7c, d, e)
^ _ iii
iv
Present results in charts/graph form and analyse them by comparing with secondary source data. (Framework YTO Sc1 7f)
Evaluate the sample size in the light of comparison with the secondary source data and discuss whether increasing the sample size would have
strengthened the conclusion. (Framework YTO Sc1 7g, h)
UG

Setting the context Introduce the apparatus Safety Brainstorming (1) Brainstorming (2)
Explain the reason for Demonstrate how to measure Discuss the safety hazards The variables in the The need for a fair test in
comparing experimental pupils using a tape measure with the class. investigation. the investigation.
results with secondary data. or rule.
Investigation
objective timing
see above C H E S
Activity B5c i Are we all the same height? Planning and predicting 20 min ✓ ✓
Discussion Paper Pupils read and discuss some ideas about an investigation to compare
heights of pupils in the class with the average heights of children in the
whole country. They then write their plans and make a prediction.
Activity B5d ii and iii Are we all the same height? Obtaining evidence 20 min ✓ ✓
ICT Pupils carry out their investigation and enter their data into a
spreadsheet of class heights.
Activity B5e iv Are we all the same height? Considering and evaluating evidence 20 min ✓ ✓
ICT Pupils consider and evaluate the evidence they have collected and
compare it with secondary data.

Review learning Group feedback Analysing Evaluating
Teacher-led review of the main Pupils suggest conclusions they Teacher-led discussion about Teacher-led evaluation of the
planning issues in the can make from comparing their whether the data shows pupil reliability of pupils’ data.
investigation. data with secondary data. heights match the average in the
country.
Learning outcomes
• select information about reproduction • with help, find information from selected • explain whether the sample size in their
from secondary sources secondary scources and present data in tables investigation of growth was sufficient for
• present and interpret data about growth and bar charts. comparisons to be made with national data.
in bar charts and graphs, indicating
whether increasing the sample they used
would have improved the work.

Lesson planning
B6 Pregnant pause – Think about guide
looking at graphs
M W
Learning objectives
p ? i Bigger animals are pregnant for longer (green and red) because they are made of more cells and are more complex (red only).
ii Animals that are predators have shorter gestation periods than animals that are prey.
The structure of this lesson is based around the CASE approach. The starter activities give concrete preparation. The main activities move away from the
t u concrete towards a challenging situation, where pupils need to think. The extended plenary gives pupils time to discuss what they have learnt, to
negotiate a method to commit to paper and express their ideas verbally to the rest of the class.
^ _ Scientific enquiry
UG iii Present data as bar charts and line graphs (Framework YTO Sc1 7f part) and use them to draw conclusions. (Framework YTO Sc1 7g part).

Bridging to the unit Setting the context Concrete preparation
Brainstorm the different ways available to Pupils make conclusions from the graphs on the Pupils decide which type of graph is needed to
present data. pupil sheet. come to a conclusion.
Suggested main activities

objective timing
see above C H E S
Activity B6a i Support activity using templates in Excel to display data in pupil book 10 min ✓
Catalyst Interactive spread as bar charts and line graphs.
Presentations 1

Group feedback Bridging to other topics
Discuss what sort of things to look out for when looking for patterns. Looking for patterns and describing relationships are very important skills
in science.
Learning outcomes
• draw bar charts and line graphs of • with help draw bar charts and line graphs of • identify results that do not fit the pattern and
results results use data to make predictions
• use their graphs to conclude that bigger • state that bigger animals are pregnant for • explain how bigger animals are pregnant for
animals are pregnant for longer longer longer because they are made of more cells and
• realise that animals that are predators • realise that animals that are predators have are more complex.
have shorter gestation periods than shorter gestation periods than animals that are
animals that are prey. prey.
Key words
gestation period, predators, prey

B1 Spot the difference Starters
M Suggested alternative starter activities (5–10 minutes)

Introduce the unit Share learning Brainstorming Capture interest (1) Capture interest (2)
p ? objectives
Unit map for ● Find out about male and Pupils sort parts of the With pupils, develop a set Pupils write a timeline to
t u Reproduction. female reproductive reproductive system into of rules to follow in lessons show the different stages
systems. female and male. about reproduction. of the human life cycle.
^ _ ● Be able to label diagrams
of the male and female
UG LP reproductive systems.
Introduce the unit

● Either draw the outline of the unit map on the board ➔ Unit map
then ask pupils to give you words to add, saying where
to add them. Suggest some yourself when necessary to
keep pupils on the right track.
● Or give out the unit map and ask pupils to work in
groups deciding how to add the listed words to the
diagram. Then go through it on the board as each
group gives suggestions.
Share learning objectives

● Ask pupils to write a list of FAQs they would put on a
website telling people about the parts of the male and
female reproductive systems. Collect suggestions as a
whole-class activity, steering pupils towards those
related to the objectives. Conclude by highlighting the
questions you want them to be able to answer at the
end of the lesson.
Brainstorming
● Display as an OHT the list of scientific names used for ➔ Pupil sheet
parts of the body connected with reproduction. Ask
pupils to group them into male and female parts.
● This activity should reveal pupils’ prior knowledge. You
could include some words that no pupils will have
heard of, to help prevent less knowledgeable pupils
feeling intimidated.
Capture interest (1)

● To prevent problems in subsequent lessons and reassure Rules
less confident pupils, it is often a good idea to get No making fun of someone’s level of
pupils to establish a set of rules to follow in knowledge.
reproduction lessons. No making fun of someone’s answers to
questions.
● These rules will make it easier for you to deal with
No talking about one’s own experience.
immature pupils who insist on asking others (and
No asking anyone else about their own
possibly yourself) about their prior experience.
experience.

● Ask pupils to write a timeline to show the different
stages in the growth and development of humans
(babyhood, childhood, adolescence, adulthood),
indicating the relative length of each phase.

B Reproduction Unit map
p ? Reproductive
system Fertilisation
t u
^ _
UG LP
TN
Reproduction
Adolescence Pregnancy
Menstrual
cycle

Copy the unit map and use these words to help you complete it.
You may add words of your own too.
afterbirth ovary
cervix oviduct
contractions ovulation
cord penis
egg period
embryo placenta
female pregnant
fetus puberty
glands semen
hormones sexual intercourse
identical twins sperm
implantation R sperm tube
male testis
menopause R uterus
non-identical twins vagina

B1 Spot the difference Starters
p ?
t u Brainstorming
^ _
UG LP
TN penis
testis
sperm duct
ovary
oviduct
uterus
womb
vagina
cervix
B2 A new generation Starters

Recap last lesson Share learning Brainstorming Capture interest (1) Capture interest (2)
p ? objectives
Pupils sort flashcards into ● Be able to describe Pupils recap cell structure Show a video clip of Show a spider plant and
t u male and female parts sperm and egg cells and by labelling diagrams of fertilisation. discuss how it can produce
related to reproduction. how they do their job. a plant cell and an egg Catalyst Interactive offspring alone, whereas
^ _ ● Find out what cell. Presentations 1 most living things need a
fertilisation is and how male and female.
UG LP it happens. Catalyst Interactive
Presentations 1
Recap last lesson

● Make flashcards from the pupil sheets, showing the ➔ Pupil sheets
names of parts of the male and female reproductive
systems.
● Hand out each flashcard to a different pupil. Ask these
pupils to hold up their cards then, as a class, decide
which group each person carrying a card should go
into: male or female reproductive systems.

website telling people about sperm, egg cells and
fertilisation. Collect suggestions as a whole-class
activity, steering pupils towards those related to the
objectives. Conclude by highlighting the questions you
want them to be able to answer at the end of the
lesson.
Brainstorming
● To recap cell structure from unit 7A, ask pupils to label ➔ Pupil sheet
the diagrams of the egg cell and plant cell.

● Show pupils the video clip of fertilisation happening. ➔ Catalyst Interactive Presentations 1
Ask them to identify the sperm and eggs, and to write
for 1 minute about what is happening.
● Arrange pupils into fours to combine their accounts,
ready to feedback their ideas to the rest of the class.

● Show pupils a real spider plant, or the OHT drawing, or ➔ Pupil sheet
a photo of a spider plant. ➔ Catalyst Interactive Presentations 1
● Discuss how spider plants can produce offspring alone,
whereas most living things need a male and female to
reproduce.

M Recap last lesson

p ?

t u
^ _
UG LP
TN ovary
testis

M Recap last lesson

p ?

t u
^ _
UG LP
TN
oviduct
uterus

M Recap last lesson

p ?

t u
^ _
UG LP
sperm tube
TN
penis

M Recap last lesson

p ?

t u
^ _
UG LP
TN
vagina
cervix

M Brainstorming
p ?
Egg cell
t u
^ _
UG LP
TN
Plant cell

p ?
t u Capture interest (2)

^ _
UG LP
TN

B3 Pregnancy Starters

p ? objectives
Pupils make a flicker book ● Find out how a baby Pupils think about the Pupils discuss Show pictures of a fetus
t u showing sperm and egg develops during conditions provided by discrepancies between using ultrasound scans.
moving in the pregnancy and how it is the mother’s body maternal mortality in the Catalyst Interactive
^ _ reproductive tract, born. which are needed for a developed and developing Presentations 1
leading to fertilisation. ● Find out what the fetus to survive. world.
UG LP placenta is and what it
does.
Recap last lesson

● Photocopy the pupil sheet onto flexible card, two ➔ Pupil sheet
sheets per pupil (or pair of pupils). Equipment
felt-tip pens, scissors, elastic bands and/or a
● Explain quickly how to make a flicker book.
heavy duty stapler
● Pupils then make a flicker book showing the movement
of a sperm and an egg in the female reproductive tract,
leading to fertilisation.

website telling people about pregnancy and birth.
Collect suggestions as a whole-class activity, steering
pupils towards those related to the objectives. Conclude
by highlighting the questions you want them to be able
to answer at the end of the lesson.
Brainstorming
● Pupils think about the conditions that the mother’s
body provides which are needed for a fetus to survive
through pregnancy.

● Show the statements from the World Health ➔ Pupil sheet
Organisation on the OHT.
● With the class, brainstorm as many reasons as possible
to explain the discrepancy between the developed and
developing world.

● Show pupils the video of a (moving) fetus using ➔ Catalyst Interactive Presentations 1
ultrasound scanning.
● As a class, pick out the different parts of the fetus on
the video.

M Recap last lesson

p ?
✂
✂
t u
^ _
UG LP
TN

p ?
t u Capture interest (1)

^ _
UG LP
TN
ev elo pin g countries,

In d
a re 4 80 m a ternal
there
ry
deaths for eve
irths.
100 000 live b In develo
ped cou
there are ntries
27 mate
deaths fo rnal
r every
100 000
live birth
s.
man in 16
In Africa, one wo
ill die o f p reg nancy-related
w
with
causes compared
5 in Asia
one woman in 6
m an in 130 Only one w
and on e w o oman in 18
will die 00
in Latin A m erica . of pregnancy-re
causes in d lated
eveloped
countries.
Source: World Health Organisation

B4 The menstrual cycle Starters

Recap last lesson Share learning Problem solving Capture interest (1) Capture interest (2)
p ? objectives
Pupils produce a flow ● Explain what happens in True/false quiz on some Pupils make a flicker book Show pupils pictures of
t u chart to describe events the menstrual cycle. preconceptions about the showing movement of an twins and Siamese twins
leading to pregnancy. ● Find out the difference menstrual cycle and about egg when fertilisation to begin your discussion
^ _ between identical and twins. does not happen. of how twins are produced.
non-identical twins. Catalyst Interactive
UG LP Presentations 1
Recap last lesson

● Pupils produce a flow chart to describe the events that
lead to pregnancy. Encourage them to include as much
detail as possible, including the movement of sperm
cells from testes to oviduct.
● Look at their charts as they complete them to assess
any inconsistencies in their understanding.

website telling people about the menstrual cycle and
twins. Collect suggestions as a whole-class activity,
steering pupils towards those related to the objectives.
Conclude by highlighting the questions you want them
to be able to answer at the end of the lesson.
Problem solving
● Pupils do the true/false quiz to reveal their ➔ Pupil sheet
misconceptions about the menstrual cycle. Answers
1 true; 2 false; 3 false; 4 true; 5 true; 6 false;
Capture interest (1) 7 false
● Pupils make a flicker book showing the movement of ➔ Pupil sheet

the egg within the reproductive tract when fertilisation Equipment
does not happen. felt-tip pens, scissors, elastic bands and/or a
heavy duty stapler
● Show pupils pictures of identical twins and Siamese ➔ Catalyst Interactive Presentations 1
twins. Use them to begin your discussion of how twins
are produced.

M Problem solving
p ? Decide if the following statements are true or false.
t u 1 A period happens approximately once every month. true/false
^ _ 2 Every woman has a period exactly once every 28 days. true/false
UG LP 3 All girls start their periods at the same age. true/false
TN 4 A period involves loss of blood through the vagina. true/false
5 If you are pregnant, you no longer get periods. true/false
6 Non-identical twins are always the same sex. true/false
7 Identical twins will look exactly the same throughout their lives. true/false


Problem solving
Decide if the following statements are true or false.
1 A period happens approximately once every month. true/false

2 Every woman has a period exactly once every 28 days. true/false
3 All girls start their periods at the same age. true/false
4 A period involves loss of blood through the vagina. true/false
5 If you are pregnant, you no longer get periods. true/false
6 Non-identical twins are always the same sex. true/false
7 Identical twins will look exactly the same throughout their lives. true/false

M Capture interest (1)

?
p

t u
^ _
UG LP
TN

B5 Adolescence Starters

p ? objectives
Predict ovulation dates ● Find out what happens What kind of care and Video of sea horses caring Show a photo of a boys’
t u from given information during adolescence. guidance teenagers need for their offspring. choir to stimulate discussion
about the menstrual ● Be able to explain why and don’t need from their Catalyst Interactive of changes during
^ _ cycle. and when growth spurts parents. Presentations 1 adolescence.
occur. Catalyst Interactive
UG LP ● Be able to describe what
growth data shows.
Presentations 1
(Sc1)
Recap last lesson

● Use the pupil sheet to get pupils to predict dates ➔ Pupil sheet
according to given information and their knowledge of Answers
the menstrual cycle. 1 14 Sept; 2 28 May; 3 29 April; 4 10 Jan;
5 thicken/build up
website telling people about adolescence and puberty.
Collect suggestions as a whole-class activity, steering
pupils towards those related to the objectives. Conclude
by highlighting the questions you want them to be able
to answer at the end of the lesson.
Brainstorming
● Divide pupils into threes. Show the items listed on the ➔ Pupil sheet
OHT. Ask pupils to divide the items into two groups:
1 Things that they do not need their parents for.
2 Things that they do need their parents for.
● Take feedback as a class.

● Show pupils a video of the male sea horse giving birth. ➔ Catalyst Interactive Presentations 1
Explain that male sea horses carry and care for the
young.
● Ask them to suggest how their childhood and
adolescence may have been different if this was the
case in humans.

● Show the class a picture of a teenage boys’ choir. ➔ Catalyst Interactive Presentations 1
● Ask pupils to suggest how the choir sounds. Many of
them should predict that the boys sound like girls.
● Ask pupils to explain why none of the boys went on to
make their fortunes by becoming professional soprano
or ‘high-pitched’ singers.
● Use the activity as a starter for discussion of other
changes during adolescence.

M Recap last lesson

p ?
1 If a woman’s period started on 1 September, when will she ovulate?
t u
2 If a woman ovulates on 10 June, when did her last period start?
^ _
UG LP 3 If a woman’s period ends on 6 April, when will her next period start?
TN 4 If a woman’s period ends on 2 January, when will she ovulate?
5 A woman’s period ends on 23 December. What will happen to the lining

of her uterus over the next ten days?


Recap last lesson
1 If a woman’s period started on 1 September, when will she ovulate?
2 If a woman ovulates on 10 June, when did her last period start?
3 If a woman’s period ends on 6 April, when will her next period start?
4 If a woman’s period ends on 2 January, when will she ovulate?
5 A woman’s period ends on 23 December. What will happen to the lining

of her uterus over the next ten days?

p ?
t u Brainstorming
^ _
UG LP money
TN
home
clothes
food
transport
safety and protection
making friends
studying
going to university
getting a part-time job
having a good time
getting over personal problems
girlfriends and boyfriends

B5 Investigate: Are we all the Starters

same height?
M
p ? Suggested alternative starter activities (5–10 minutes)

Setting the context Introduce the Safety Brainstorming (1) Brainstorming (2)
t u apparatus
^ _
Explain the reason for Demonstrate how to Discuss the safety hazards The variables in the The need for a fair test in
comparing experimental measure pupils using a with the class. investigation. the investigation.
results with secondary tape measure or rule.
UG LP data.
Setting the context

● Explain that pupils are going to undertake an
investigation into the average height of pupils in the
class. They are then going to compare their results with
data for the heights of pupils in the whole country.
● Explain that this sort of comparison of experimental
results against secondary data is an important part of
the work of scientists in order to check their results
with a larger sample.
Introduce the apparatus

● Demonstrate how to measure pupils using a tape
measure or rule.
Safety
● Ask pupils for ideas about how to use metre rules safely.
If necessary, suggest taping them to the wall.
Brainstorming (1)
● Ask pupils to discuss in groups what the variables are in
the investigation.
● Ask them to decide what variable should be changed
(input variable) and what should be measured during
the investigation (outcome variable).
● Ask individual pupils for their ideas. Use a class
discussion to finalise details of the two variables.
Brainstorming (2)
● Ask pupils to work in groups to consider what needs to
be done to make this a fair test.
● Use answers from individual pupils to initiate class
discussion about fair testing and reliability of results.

B6 Pregnant pause – Think about Starters

Bridging to the unit Setting the context Concrete preparation
p ?
Brainstorm the different ways Pupils make conclusions from the Pupils decide which type of graph
available to present data. graphs on the pupil sheet. is needed to come to a conclusion.
t u
^ _ Bridging to the unit

UG LP ● Brainstorm with pupils the different ways available to
present data. You can include bar charts, histograms,
pie charts, line graphs and any others they suggest.
Setting the context

● Ask pupils to make conclusions from the graphs on the ➔ Pupil sheet
pupil sheet.
Answers
A Females are taller than males.
B Zebras have longer tails than horses do.
C White flowers have more anthers than yellow
flowers, which have more than pink flowers.
D Plants with long stems have longer petals.
E Older organisms have longer legs.
F The more exercise you take, the higher your pulse
rate goes.
Concrete preparation
● Pupils decide which of two graphs is needed to come to ➔ Pupil sheet
the conclusions on the pupil sheet.
Answers
1A 2B 3A 4A 5B 6A

B6 Pregnant pause Starters
M Setting the context

p ? Each graph below shows the data from a pupil’s investigation.
For each one, write down the conclusion the pupil could make.
t u
^ _
A B
UG LP
TN
Average tail length

Average height
female male zebra horse

C D
No. of anthers
Petal length
white pink yellow Stem length

E F
Leg length
Pulse rate
Age Amount of exercise

B6 Pregnant pause Starters
M Concrete preparation Graph A

p ? Discuss in pairs which graph, A or B, would allow you
t u to make the following conclusions:
1 Taller people have longer fingers.
^ _
2 People with blue eyes have longer legs than people
UG LP
with brown eyes.
TN 3 People with longer noses have longer necks.
4 Boys are taller than girls. Graph B
5 Girls are more intelligent than boys.
6 People with longer legs have longer toes.


B6 Starters
Pregnant pause
Concrete preparation Graph A
Discuss in pairs which graph, A or B, would allow you

to make the following conclusions:
1 Taller people have longer fingers.
2 People with blue eyes have longer legs than people
with brown eyes.
3 People with longer noses have longer necks.
4 Boys are taller than girls. Graph B
5 Girls are more intelligent than boys.
6 People with longer legs have longer toes.

Teacher
B1a Male parts activity notes
M Type Purpose Differentiation

p ? Paper Pupils label a diagram to reinforce details about the male reproductive system. Core, Help
t u Running the activity

Core: Pupils copy a diagram of the male reproductive system and label it with the
^ _ name and what each part does. You may choose to give some pupils a photocopy
to label.
UG LP
Help: Pupils write the name of each part on the diagram (from a given list), then
cut out, sort and stick down boxes giving the job for each part. (You will need to
provide scissors and glue.)
Answers
Core/Help:
1 2 Diagram labelled clockwise from top right:
glands – add fluids to sperm to make semen
sperm tube – carries sperm to the penis
testis – where the sperm are made
scrotum – a bag of skin which holds the testes
penis – carries sperm out of the body

Activity
B1a Male parts Core
M W The different parts of the male reproductive system do different

jobs. You are going to label a diagram to show what these are.
p ?
Copy and label the diagram below.
t u
1 Write the name of each part of the system on the diagram.
^ _
2 Under each name, write a few words to describe what job it
UG LP does.
TN

Activity
B1a Male parts Help
M W The different parts of the male reproductive system do different

jobs. You are going to label a diagram to show what these are.
p ?
t u
^ _
UG LP
TN
Use these words to label each part of the diagram.
testes scrotum sperm tube penis glands
The boxes below describe what each part does. Cut out each box
and stick it by the correct label.
carries sperm to the penis
carries sperm out of the body
where the sperm are made
add fluids to sperm to make semen
a bag of skin which holds the testes

Teacher
B1c Female parts activity notes

p ? Paper Pupils label a diagram to reinforce details about the female reproductive system. Core (Extension), Help

Core/Extension: Pupils copy a diagram of the female reproductive system and label
^ _ it with the name and what each part does. You may choose to give some pupils a
photocopy to label. Able pupils can answer the extension question on infertility.
UG LP
Help: Pupils write the name of each part on the diagram (from a given list), then
cut out, sort and stick down boxes giving the job for each part. (You will need to
provide scissors and glue.)
Answers
Core/Help:
1 2 Diagram labelled clockwise from top left:
oviduct – carries the egg to the uterus
ovary – where the eggs are made
vagina – receives the sperm
cervix – the opening of the uterus
uterus – where the baby grows
Extension:
3 Not many sperm – less chance of a sperm reaching the egg; oviducts blocked –
sperm cannot get to the egg; not making an egg – no egg for sperm to fertilise.

Activity
B1c Female parts Core
M W You are going to label a diagram of the female reproductive system

to show the different parts and what they do.
p ?
t u Copy and label the diagram below.
^ _ 1 Write the name of each part of the system on the diagram.

2 Under each name, write a few words to describe what job it does.
UG LP
TN

Extension
Sometimes a couple find they are unable to have a baby. There may be
something wrong with the male or the female reproductive system so
fertilisation doesn’t happen. This is called infertility.
Possible problems are:
● the man is not producing much sperm
● the woman’s oviducts are blocked
● the woman is not making an egg every month.
3 Explain for each of these problems why fertilisation may not happen.

Activity
B1c Female parts Help
M W You are going to label a diagram of the female reproductive

system to show the different parts and what they do.
p ?
t u
^ _
UG LP
TN
1 Use these words to label each part of the diagram.
uterus cervix oviduct ovary vagina
2 The boxes below describe what each part does. Cut out each box
and stick it by the correct label.
the opening of the uterus
receives the sperm
where the eggs are made
carries the egg to the uterus
where the baby grows

Teacher
B2a Fertilisation activity notes

p ? Paper Pupils sequence the events leading up to fertilisation to reinforce how sperm and egg
meet, and to apply this knowledge to explain infertility.
Core
t u
Running the activity
^ _ This is a simple sequencing activity. Pupils write out the statements in the correct
order.
UG LP
For less able pupils, you may photocopy the Core sheet to allow them to cut out
the boxes and arrange them in the correct order. These can then be stuck into
their books. (You will need to provide scissors and glue.)
Answers
1 The correct order is: C, E, A, D, B

Activity
B2a Fertilisation Core
M W In this activity you are going to describe how fertilisation

happens in humans.
p ?
t u The statements below describe how fertilisation happens in humans.

They have been mixed up.
^ _
1 Write out the statements in the correct order.
UG LP
TN
the
s ta rt to swim from
rm
A The spe u te ru s. The sperm
th e
vagina into u te rus and the
n
g h th e
swim throu
viducts.
into both o
B The nucle
us of the sperm
the nucleus o joins with
f the egg. This
called fertilisa is
tion. The fert
egg will beco ilised
me a baby.
e
a n d a w oman hav
a man man’s pen
is
C When u r s e , t h e
erco
sexual int n’s vagina
.
e w o m a
enters th
D If there is
an egg in the
sperm will su oviduct the
rround it. The
sperm to reac first
h the egg bu
into it. rrows
m th e penis
p e rm a re released fro
E S
ina.
into the vag

Teacher
B2b Sperm meets egg activity notes

p ? Paper Pupils compare internal and external fertilisation, in terms of the numbers of eggs
produced by different animals.
Core
t u
^ _ Pupils read some text and study a table, then answer questions based on the
information.
UG LP
Answers
1 Animals with external fertilisation produce large numbers of eggs. Animals
with internal fertilisation produce only a small number of eggs.
2 There is a good chance of the egg being fertilised. Because the human looks
after its offspring for many years, it is better to have just one baby at a time to
care for.
3 The chances of sperm fertilising eggs externally are much smaller, so the more
eggs that are produced, the greater chance there is of some being fertilised.
Also, many of the eggs may die as the trout does not look after its young.
4 Human, cat, dog, eagle; fewer eggs, easier to care for a small number of
offspring.
5 Because the babies are left to fend for themselves and many die; it has a lot of
eggs to make sure that some might survive.

Activity
B2b Sperm meets egg Core
M W In some animals the sperm meets the egg inside the female’s
body. In others, this takes place outside the body. You are going
p ?
to compare animals with these different types of fertilisation.
t u
In humans, fertilisation takes place inside the woman’s body. This is
^ _ called internal fertilisation. The advantage of this is that there is a
UG LP good chance of a sperm meeting the egg and a baby developing.
The human looks after its offspring as it develops.
TN
In some animals, such as frogs and
fish, fertilisation takes place outside
their bodies. This is called external
fertilisation. The female frog
produces many eggs so that there is
a chance that some of these eggs
will be fertilised. The frog does not
look after its offspring. They develop
independently.
This table shows the average number of eggs released at one time.
Animal Type of fertilisation Number of eggs

human internal 1
cat internal 4
frog external 250
dog internal 6
trout external 5000
eagle internal 2
1 Compare the number of eggs for each animal. Describe the

relationship between the type of fertilisation and the number
of eggs.
2 Why do you think a human needs only one egg at a time?
3 Why do you think a trout needs thousands of eggs?
4 Which of these animals look after their babies once they are
born/hatched? Why might this affect the number of eggs
they make?
Turtles have internal fertilisation, but lay over 100 eggs at a time.
They bury their eggs in a beach and then leave them. When the
babies hatch they have to make their own way to the water.
5 Why do you think the turtle lays so many eggs?

Teacher
B2d The sperm’s story activity notes

p ? Paper Pupils write a story to consolidate the process of fertilisation in humans. Core

The sheet can be used to give prompts for answering the question in the pupil
^ _ book. Some pupils may choose to present the information as a strip cartoon.
UG LP

Activity
B2d The sperm’s story Core
M W To make a baby, a sperm must meet an egg to fertilise it. You are
going to write a story about how this happens.
p ?
t u 1 Imagine you are a sperm. Write a story or make a strip cartoon

about your journey to the egg to fertilise it. Use the ideas below
^ _ to help you.
UG LP
THE JOURNEY OF A SPERM
TN
Hello, my name is...
and I am...
I started my journey inside the...
where it was...
which is an ideal place for making...
After that I...
Once inside the vagina I...
Finally I made it to the egg. I had to...

Activity
B2d The sperm’s story Core
To make a baby, a sperm must meet an egg to fertilise it. You are
going to write a story about how this happens.
1 Imagine you are a sperm. Write a story or make a strip cartoon

about your journey to the egg to fertilise it. Use the ideas below
to help you.
THE JOURNEY OF A SPERM

Hello, my name is...
and I am...
I started my journey inside the...
where it was...
which is an ideal place for making...
After that I...
Once inside the vagina I...
Finally I made it to the egg. I had to...
Teacher
B2e Special cells activity notes

p ? Paper Pupils do a matching activity to consolidate learning about the adaptations of egg and
sperm cells.
Core
t u
^ _ Pupils match diagrams of a sperm and an egg cell to some adaptations, then
match these adaptations to reasons.
UG LP
This sheet could be adapted as a Help sheet by allowing students to cut the labels
out, rearrange the statements and stick them in their notebook.
Answers
1 Sperm:
This cell is small but many of them are made – This increases the chances of
one finding the egg;
This cell has a tail – This means it can swim to find the egg;
This cell’s head is able to burrow through the egg’s outer layer – This helps it
to get into the egg to fertilise it.
2 Egg cell:
This cell is large and cannot move – It helps the sperm cells to find it;
This cell is big and has an outer layer that stops more than one sperm
entering – This means that only one sperm can fertilise one egg.

Activity
B2e Special cells Core
M W Egg and sperm cells have adaptations to make them perfect for
the jobs they have to do. You are going to match these cells with
p ?
some adaptations and reasons.
t u
protective outer
^ _ coating
head
UG LP
TN
tail
nucleus
sperm egg cell
Adaptations Reasons
This cell is small but many This means it can

of them are made. swim to find the egg.
This cell is big and has an outer layer that This increases the chances
stops more than one sperm entering. of one finding the egg.
This cell’s head is able to burrow It helps the sperm

through the egg’s outer layer. cells to find it.
This cell This helps it to get into

has a tail. the egg to fertilise it.
This cell is large and This means that only one

cannot move. sperm can fertilise one egg.
Look carefully at the diagrams of the sperm and egg. Read the information.
1 Copy the diagram of the sperm.
a Find three adaptations of sperm cells. Write them next to your diagram.
b Find the reasons that match your adaptations. Write them next to the adaptations.
2 Do the same with the egg cell. There are two adaptations and reasons.

Teacher
B3a The fetus activity notes

p ? Paper Pupils reinforce learning about how the womb is the life support system for the fetus. Core, Help, Extension

Core: Pupils label a diagram of a pregnant woman showing the fetus. The names
^ _ of the parts and what they do are not given on the sheet.
UG LP Help: Pupils label the same diagram with the name of each part (chosen from a
given list). They then complete a table about the job of each part in the diagram.
Extension: Pupils consider the mother’s body as resembling a life support machine.
They describe the parts of the mother’s body that give support to the fetus, then
consider the needs of premature babies.
Answers
Core: Labels clockwise from top right:
fetus – the developing baby
uterus – the place that feeds and shelters the fetus
vagina – the baby is pushed out here
cervix – a ring of muscle at the entrance of the uterus which widens to let
the baby out
bag of fluid (amniotic fluid) – protects the fetus from bumps
cord – joins the placenta to the fetus
placenta – supplies the fetus with food and oxygen
Help:
1 Labels clockwise from top right: fetus, uterus, vagina, cervix, bag of fluid,
cord, placenta
2 Left-hand column: bag of fluid, cord, placenta, uterus, fetus, vagina, cervix
Extension:
1 Description of the parts (see Core above).
2 Can provide: warmth, protection from bumps
Cannot provide: food, water, waste removal

Activity
B3a The fetus Core
M W The human fetus takes about nine months to develop fully.

This is the time a woman is pregnant. You are going to label
p ?
a diagram of a woman nearing the end of her pregnancy.
t u
1 Label the diagram below.
^ _ ● Write the name of each part.
UG LP ● Write a few words to describe what each part does.
TN

Activity
B3a The fetus Help

This is the time a woman is pregnant. You are going to label
p ?
a diagram of a woman nearing the end of her pregnancy.
t u
^ _
UG LP
TN
1 Use these words to label each part of the diagram.
fetus placenta bag of fluid

cord
uterus vagina
cervix
2 Use the same words to complete this table.
Name of part Job of part
protects the baby from bumps
joins the placenta to the baby
supplies the baby with food and oxygen
place that feeds and shelters the baby
the developing baby
the baby is pushed out here
ring of muscle at entrance of uterus which

widens to let the baby out

Activity
B3a The fetus Extension

During this time, the mother’s body is like a life support machine
p ?
for the baby. You are going to describe the parts of the mother’s
t u body that perform this job.
^ _ 1 Imagine you are a growing fetus. Write a description of the parts
UG LP of the life support machine and how they work to help you live
and grow.
TN
Use the diagram below to remind you of the parts that you need
to describe.
placenta
fetus
cord
uterus
amniotic
fluid
vagina
cervix
When babies are born before 39 weeks they may need special care.
Babies that are born too early are called premature. They are put
into an incubator machine that provides some of the same support
as the mother’s body.
2 List the things you think an incubator can provide in place of the
mother. List the things it cannot provide.

Teacher
B3b What mum does, baby does! activity notes

p ? ICT Pupils develop awareness that harmful substances can cross the placenta. Core (Extension)

Pupils carry out research using a variety of sources, then make a poster. You may
^ _ wish to set the research part of this as homework. If it is to be done in class, a
selection of leaflets from health education organisations would be helpful. You
UG LP
may wish to allow weaker pupils to cut up and use parts of such material as their
finished piece.
Pupils could work in groups and present their work to the rest of the class. You
will need to provide large sheets of paper and coloured pens for poster work.
Other relevant material

Skill sheet 4: Web searches
Skill sheet 19: Writing frame: Research
ICT opportunities
Quite a lot of health education material is available on the internet. Warn pupils
about bias and tell them to look at the authors of sites.
Answers
Core:
1 a Babies are smaller, born early, increased risk of Cot Death
b Babies are smaller, born earlier, learning difficulties, Fetal Alcohol
Syndrome
c Various problems including withdrawal symptoms at birth and similar
problems to above
d Deafness, blindness and heart disease
2 Pupils’ own work
Extension:
3 The more people vaccinated in a community, the fewer people have the
disease. It is therefore less likely that anyone will pass the disease onto a
pregnant woman.

Activity
B3b What mum does, baby does! Core
M W Some substances taken by a woman during pregnancy can harm

the fetus. You are going to do some research into these
p ?
substances. You will use the information to design a poster.
t u
Although the placenta and cord keep the blood of the mother and
^ _ fetus separate, some substances can cross from mother to baby.
Some of these substances are very helpful. For example, a fetus
UG LP
needs food and oxygen from the mother. But others can be very
TN harmful. As the fetus is very small and growing very rapidly, even
small amounts of harmful substances can do a lot of damage.
1 Using leaflets, books, the internet and any other suitable material,
find out briefly what damage the following substances can do to
a developing fetus.
a cigarettes smoked by the mother
b alcoholic drinks drunk by the mother
c illegal drugs taken by the mother
d rubella (German measles) caught by the mother if she hasn’t
been vaccinated against it
2 Choose one of the substances from the list above. Design a
poster to explain to a pregnant woman what the effects of the
substance can be on the fetus and how she should reduce the
risk. Make sure any facts you use come from a reliable source.
Write a list of your sources.

Extension
3 Can you explain why boys and girls are now vaccinated against
rubella, even though in children and adults it is usually a mild
disease?

Teacher
B4b Identical or not? activity notes

p ? Paper Pupils check their understanding of how twins are formed, and imagine what it might
be like to meet their identical twin after 11 years separation.
Core
t u
^ _ You may wish to initiate a discussion of twins and multiples first.
UG LP If pairing the diagrams and descriptions by number and letter is too problematic,
less able pupils could be given a photocopy of the sheet to cut up and stick down
in the correct sequences.
More able pupils could just be given the diagrams and asked to write their own
descriptions to go with them saying what is happening.
Pupils are fascinated by this topic and time may become a factor.
Pitfalls
Be sensitive to pupil’s own personal circumstances, particularly separated siblings.
Answers
1 a Pairs: 1G, 2E, 3A, 4F, 5D, 6C, 7B
b Order for identical twins: 4F, 7B, 6C, 2E
c Order for non-identical twins: 1G, 3A, 5D
2 Non-specific, but you are looking for some appreciation of one fertilised egg
splitting, same sex, same genes. (Different types of identical twins exist – some
have two amniotic sacs, etc. Twins in your teaching group may/may not have
some knowledge of this.)

Activity
B4b Identical or not? Core
M W You are going to match diagrams and descriptions to show how

identical and non-identical twins are formed.
p ?
t u 1 a Sort the diagrams and descriptions below into matching pairs

(a number and a letter).
^ _ b Choose the diagrams and descriptions which show how a set
UG LP of identical twins are formed. Write the pairs (numbers and
letters) in the correct order.
TN
c Choose the diagrams and descriptions which show how a set
For
of non-identical twins are formed. Write the pairs (numbers example, 7B
and letters) in the correct order. is a matching
pair.
1 4 7
D Two babies of
different sexes
or the same
sex
2 5 A Each fetus has E Two babies of

its own bag of the same sex
fluid and
placenta
B Fertilised egg F One fertilised

splits in two egg
3 6
C Two fetuses G Two eggs are

share a bag of fertilised by
fluid and two sperm
placenta
2 Imagine you are a twin. You have just learned that you have an
identical twin you have never met.
● Write a story describing how you began your life together
before you were born.
● Continue with your first meeting as 11 year olds.
● Include your observations about the things you notice you
have in common.
Teacher
B5a Growth spurts activity notes

p ? Paper Pupils analyse a graph to reinforce understanding of growth spurts at puberty. Core

Pupils are given a graph showing how height changes as girls and boys grow up
^ _ and develop. They then analyse the graph and answer the questions.
UG LP
Answers
1 10–12 years
2 13–14 years
3 1 or 2 cm
4 15–16 cm
5 2 or 3 cm
6 4–5 cm
7 Boys
8 Girls
9 Boys
10 Between 0–4 years
11 Better diet, healthier lifestyle, etc.

Activity
B5a Growth spurts Core
M W Children are growing all the time, but as teenagers you grow
faster for a couple of years. This fast growth is called a growth
p ?
spurt. You are going to analyse a graph showing growth of
t u children.
^ _ The graph below shows the average height of girls and boys today. A
UG LP graph can tell you how fast or slow something is happening. A steep
line shows faster growth. A less steep line shows slower growth.
TN
1 Between what ages are girls 180
×
taller than boys? ×
2 At age 12 girls are taller 170 × = boys
than boys. At what age will • = girls × • •
160 •
boys be taller than girls
again? •
150 ×
3 At age 6, how much taller
are boys than girls? 140 ×
•
4 At age 18, how much taller
130
are boys than girls? ×
•
5 How much do girls grow 120
between ages 16 and 18? ×
•
6 How much do boys grow 110
Height in cm
between ages 16 and 18? •

×
100
7 Who grows the most
between ages 16 and 18? 90
8
1
At age 10 2 are girls or boys ×
•
growing faster? 80
1
9 At age 13 2 are girls or boys
70
growing faster?
10 At what age between 0 and 60
18 do girls and boys grow
fastest? 50 ×
•
11 The estimated average
40
height data for a man aged
18 years in the 19th century 30
is 165 cm. Why do you think
this differs from the recently 20
collected data above?
10
This data was obtained from Davidson

and Passmore Human Nutrition and 0 2 4 6 8 10 12 14 16 18
Dietetics [Passmore and Eastwood] Age in years

Teacher
B5b Dear Teen World activity notes

p ? Paper A fun opportunity for pupils to consolidate their learning on some aspects of puberty. Core, Help

This activity lends itself to presentation in many ways and could prompt or
^ _ follow a general class discussion.
UG LP The Help sheet provides write-on writing frames with key words for those who
struggle with more independent writing. Pupils using it will also need access to
the letters on the Core sheet.
ICT opportunities
Pupils could use a desktop publishing package to produce the letters and answers
as a magazine page.
Pitfalls
You need to be very sensitive to the personal circumstances of pupils.
Answers
Answers will be pupil’s own but you are looking for sensible answers with some
factual content.

Activity
B5b Dear Teen World Core
M W Imagine you are an agony aunt or uncle working for a teen magazine.
You are going to respond to some problem page letters.
p ?
t u 1 Read the letters below, sent to the problem page of ‘Teen World’
magazine.
^ _
2 Write a reply to each person. Don’t forget that you need to be
UG LP sympathetic, but you also need to give as many facts as possible.
TN
W orld
e n o Dea
r Te ing s r Tee
Dea f e e l n Wo
I k eep I’m
rld
do
Why ? o m ake think
13 y
ears
s t
cros s a lot even th t
e
haven I migh old and I
k e e t
e n it ta t lately to ups ’
yet t starte be ill. I
Oft ngry bu s seem my –
Why all my f my per
d
g s
me a est thin ays “it’ am I riend iods
l l s Pleas s
sma y mum e hel d i ffere h a
nt? ve.
M p.
me. ones”.
horm n? Sara
h e mea h, ag
s e 13
a t does e?
Wh w i th m
g
i s wron
t
Wha
12
t a , age
Ser i
Dea
r Te e a r T e e n World
D
I fe
en W
orld d a b o u t one of
worrie aying
e
cove so ul I’m very s. She keeps s ave a
it’s red in gly. M d
my frien would like to h it
is a sore a spots y face that she . She says tha really
t
happ cne bu nd red all the is w
baby no one person tha think
t
ened t wh . I t e
so s y has think ime, would b She seems to she’s
Will udd .
loved her will be easy – to
enly it it
it g ?
Rob
o a
way that this What can I say
only 15! er otherwise?
ert, ?
age h
14 convince
e 15
Kelly. ag

Activity
B5b Dear Teen World Help
M W Imagine you are an agony aunt or uncle working for a teen

magazine. You are going to respond to some problem page
p ?
letters.
t u
1 Read the letters on the other sheet, sent to the problem page of
^ _ ‘Teen World’ magazine.
UG LP 2 Use the writing tips below to help you write a reply to each
person. Don’t forget that you need to be sympathetic, but you
TN
also need to give as many facts as possible.
Dear Serita Dear Sarah

Your mum is right when she says that You are not ill. You are normal…
it’s your hormones. What she means is…
Key words: puberty, emotional changes, Key words: puberty, different times, by
physical changes age 16 or 17
Dear Robert Dear Kelly

It sounds like you do have acne… You are right to worry about your
friend…
Key phrases: very hard, 24 hours a day,

Key words: hormones, puberty, your enjoy being young, school, job, money,
doctor, creams tell an adult you trust

Teacher
B5
cde Investigate: Are we all the same activity notes
height?
M
Type Purpose Differentiation
p ?
Discussion/Paper/ICT Pupils carry out a full investigation and consider if sample size affects the outcome Core, Help
t u
^ _ This PC-based activity uses a Microsoft ® Excel spreadsheet available on this
CD-ROM.
UG LP
This investigation compares the average height of pupils in the class with the
SS average height of Year 7 children in the country.
Pupils plan an investigation and think about how they might design a fair test.
You can conclude this as a class discussion. Before they begin, ask pupils what the
best measure of growth is. They should be encouraged to think about cell division
leading to growth. Mass would be the ideal measurement, but this would be
difficult to do so explain that height is being used as a measurement of growth.
Pupils work in groups of four (or two) and every group should measure each
member’s height and complete a results table. This can be added to a class results
table on the board for pupils to copy, or into the spreadsheet provided on this
CD-ROM. Their plans should identify the different pupils as the input variable
and the heights as the outcome variable. They should make sure that all pupils
take their shoes off and stand flat on the floor. They can use a book or a ruler to
put on top of pupils’ heads to get an accurate measurement.
Growth charts used by health professionals including the kind of charts found in
family health books at home often give lines from the 10th to the 90th percentile.
This is too difficult a concept for pupils at this level and if you use these as a
resource it may be best to describe the area between the lines as ‘usual’, i.e. there is
a broad spread of ‘normal’ values, and the 50th percentile as the ‘average’. This is
‘fudging’ the issue but it makes the concept more accessible to pupils at this age.
The child health record given to parents by most Health Authorities currently
contains the height/weight charts for boys or girls up to age 20, and pupils may
have one of these at home. Racial origin has an impact on height and depending
on the make-up of your class this could skew your class average although
probably not as significantly as one very short or tall pupil.
Overall, useful national figures are:
Girls (cm) Boys (cm)
Average height at age 11 144 143
Average height at age 12 150 148
Pupils who research this on the internet will find North American growth charts
most easily. These differ slightly from the UK. However, in the interests of getting
pupils to use their own research the differences are probably of little importance.
Other relevant material

Skill sheet 5: Drawing charts and graphs
metre rulers or tape measures
Expected outcomes
Each pupil should have a set of class height results to enter into a spreadsheet.
They calculate average height of boys, girls and the class and then compare these
with growth height charts for the whole country. Pupils predict what they will
find when they make this comparison.
More able pupils will be able to assess their sample size in relation to the class
versus national results.

Teacher
B5 Investigate: Are we all the same height? activity notes
cde
(continued)
M
p ? Pitfalls
Be aware that some pupils will be very sensitive about their height.
t u
Safety
^ _ Beware the use of metre rules as swords, etc. A small number could be taped to
walls/doors starting one metre from the ground. Plastic height measures which
UG LP
can be stapled to doors, walls, etc. are readily available.
SS

Activity
B5c Investigate: Are we all the Core
same height?
M W
p You are going to carry out an investigation to compare heights of

?
pupils in your class with the average heights of children in the
t u whole country. You will read and discuss some ideas about the
^ _ investigation, then write your plan.

UG LP 1 Some pupils in Class 7E were asked to carry out an investigation to
TN find out how the heights of children in their class compare with
average heights of children in the whole country. Read some of
their thoughts and comments, and then answer the questions.
We That
should would take
measure too much
everyone. time.
How We’ll
will we know need to look for
what ‘average’ information on
is? children’s
heights.
How
will we Boys
measure height and girls can
to make it be different
fair? heights.
There are We
different numbers of should ask
boys and girls in our people what
class. Should we their height
include them is.
all?
We could
To be measure each
certain, we other and share
need to measure the heights with
everyone the whole
ourselves. class.
2 Discuss these thoughts and comments in pairs. What do you think

of each idea? Write down the statements that you agree with most.
3 Check what you have written with your teacher.
Activity
B5c Investigate: Are we all the same height? Core
(continued)
M W
p ? Planning
t u 4
What is the aim of your investigation? Write down the question
you are trying to answer.
^ _
5 Discuss with a partner the number of different pupils you will
UG LP need to measure to get a reliable result. Write down your
TN decision.
6 Discuss how you will measure heights so that each measurement
is fair.
7 Decide how you will organise your results. Where will you write
them?
8 Where will you find information on the average height of
children in this country? For example, you could look a health
record book, an encyclopedia or on the internet. Ask your
teacher if you are not sure where to start looking.
9 Complete your plan. Make sure it says:
● what one thing you will change when making each
measurement (this is the input variable)
● what you will measure or observe (this is the outcome
variable)
● what you will keep the same to make it a fair test
● how you will make the measurements (Hint: pupils may be
wearing shoes with different size heels).
● whether you will repeat the measurements, and why.
10 Check your plan with your teacher.
Predicting
11 What do you think the result of the investigation will be? Do you
think that the average height of pupils in your class will be the
same as the average height for children of your age across the
whole country? Write down your prediction on your plan.

Activity
B5c Investigate: Are we all the Help
same height?
M W
p ?
You are going to carry out an investigation to compare heights of
pupils in your class with the average heights of children in the
t u
whole country. You will read and discuss some ideas about the
^ _ investigation, then write your plan.
UG LP
1 Some pupils in Class 7E were asked to carry out an investigation to
TN find out how the heights of children in their class compare with
average heights of children in the whole country. Read some of their
thoughts and comments, and then answer the questions.
We That
should would take
measure too much
everyone. time.
How We’ll
will we know need to look for
what ‘average’ information on
is? children’s
heights.
How
will we Boys
measure height and girls can
to make it be different
fair? heights.
There are We
different numbers of should ask
boys and girls in our people what
class. Should we their height
include them is.
all?
We could
To be measure each
certain, we other and share
need to measure the heights with
everyone the whole
ourselves. class.
2 Discuss these thoughts and comments in pairs. What do you think

of each idea? Write down the statements that you agree with most.
3 Check what you have written with your teacher.
Activity
B5c Investigate: Are we all the same height? Help
(continued)
M W
p ?
Planning
4 Discuss each point below in your group. Fill in the gaps as you go.
t u
^ _
A Aim: The question we want to answer is ...............................................................................................
UG LP
.................................................................................................................................................................................................
TN
.................................................................................................................................................................................................
B Input variable: You are going to measure the heights of different pupils. The
pupils in your class are your input variable.
C Outcome variable: We will measure/observe ...................................................................................
.................................................................................................................................................................................................
D Fair test: We will keep these variables the same (make a list): .............................................
.................................................................................................................................................................................................
.................................................................................................................................................................................................
(Hint: you will have to make sure that everyone is standing flat without shoes.)
E Equipment we will need:
...................................................................................................
...................................................................................................
...................................................................................................
...................................................................................................
...................................................................................................
...................................................................................................
...................................................................................................
F Predicting: When we compare the average height of our class with the average
height of children our age in the whole country, we think that we will notice that
.................................................................................................................................................................................................
.................................................................................................................................................................................................
.................................................................................................................................................................................................
5 Check your plan with your teacher.

Activity
B5d Investigate: Are we all the Core
same height?
M W
p ? You are going to carry out the investigation you have planned.
You will enter your data into a spreadsheet of class heights so
t u
that you can analyse the data.
^ _
UG LP Obtaining evidence
TN 1 In groups, measure each member of the group (including
yourself) according to your plan.
2 Record your results in a table.
3 Enter the data for your group in Table 1 of the spreadsheet.
When all groups have entered their data, you can start to
consider the evidence.
Presenting the results

4 Sort the data in ascending order, from the shortest to the tallest.
1 What is the range of heights in the class?

2 What was the shortest height?
3 What was the tallest height?
5 Use the sorted data to fill in Table 2 of your spreadsheet.

● Find the Range cm column.
● Fill in the Number in range categories.
6 Produce a bar chart of the data in Table 2.

Activity
B5d Investigate: Are we all the Help
same height?
M W
p ? You are going to carry out the investigation you have planned.
You will enter your data into a spreadsheet of class heights so
t u
that you can analyse the data.
^ _
UG LP Obtaining evidence
TN 1 Measure each member of your group according to your plan.
2 Record your results in this table.
Pupil name Height in cm
3 Enter the data for your group in Table 1 of the spreadsheet.

When all the groups have entered their data, you can start to
consider the evidence.
Presenting the results

4 Sort the data in ascending order, from the shortest to the tallest.
Skill sheet 5 tells you how to do this.
What is the range of heights in the class?

What was the shortest height?
What was the tallest height?
5 Use the sorted data to fill in Table 2 of your spreadsheet.

● Find the Range cm column.
● Fill in the Number in range categories.
6 Using the spreadsheet produce a bar chart of the data in Table 2.

Activity
B5e Investigate: Are we all the Core
same height?
M W
p ?
Your investigation is to compare heights of pupils in your class
with the average heights of children in the whole country. You
t u
are now going to consider and evaluate the evidence you have
^ _ collected.
UG LP
TN Considering the evidence

1 Compare your bar chart (heights of pupils in your class) with the
bar chart below (heights of all Year 7 pupils in the country).
No. of children (1000s)
270
240
210
180
150
120
90
60
30
130–134 135–139 140–144 145–149 150–154
Height (cm)
1 Was your prediction correct?

2 What is the average height of Year 7 pupils in the whole country?
3 What is the average height of Year 7 pupils in your class?
4 What is the lowest height of pupils in your class?
5 What is the lowest height of pupils in the whole country?
6 Explain why the results for your class are not exactly the same as
the results for the whole country.
7 Could any other variable have affected your results?
(Hint: think about how you made the measurements.)
Evaluating
8 Did you carry out your plan exactly as you wrote it? If not, what
did you change, and why?
9 Did you have enough results to make a reliable conclusion?
Would the results be more reliable if you had a larger sample
size?
10 In what ways could you have improved what you did?

Activity
B5e Investigate: Are we all the Help
same height?
M W
p ? Your investigation is to compare heights of pupils in your class with

the average heights of children in the whole country. You are now
t u
going to consider and evaluate the evidence you have collected.
^ _
UG LP Considering the evidence
TN 1 Compare your bar chart (heights of pupils in your class) with the
bar chart below (heights of all Year 7 pupils in the country).
No. of children (1000s)
270
240
210
180
150
120
90
60
30
130–134 135–139 140–144 145–149 150–154
Height (cm)
1 Was your prediction correct? ......................................
2 How tall are most Year 7 children? ......................................
Are you above or below this height? ......................................

3 Is the average height of your whole class above or below the
average for the whole country? ......................................
4 Did you carry out your plan exactly as you wrote it? ......................................
If not, what did you change and why? .......................................................................
....................................................................................................................................................................
5 Did you have enough results for a reliable conclusion, or would it

have been more reliable with a larger sample size? Remember that if
even one of the members of your class has a height very different to
the rest it will have affected your average.
....................................................................................................................................................................
6 Complete this sentence using the words: smaller bigger
The ...................................... the sample size, the ...................................... the efffect

of an unusual reading.
B1 Spot the difference Plenaries
M Suggested alternative plenary activities (5–10 minutes)

p ?
Pupils label different view Whole-class discussion of Pupils discuss responses to Pupils match structure and Pupils make hypotheses
diagrams of male and pupils’ responses to a couple of questions. function of parts of the about the numbers of
t u female reproductive Activities B1a to B1d. reproductive systems. offspring produced by
systems. animals.
^ _
UG LP Review learning
● Present pupils with diagrammatic representations of ➔ Pupil sheet
the human male and female reproductive systems that
are different to those used in the main body of the
lesson (i.e. front view/side view). Pupils have 2–3
minutes to label their copy.
● Then invite individuals to share their suggestions with
the class using an OHT version of the diagram. Pupils
verbalise what clues they used to help them locate the
various sections.
Sharing responses
● Ask pupils to summarise learning by asking them to
identify which terms they were familiar/unfamiliar
with.
● Comment on features of the male and female
reproductive systems by describing which parts look
very different and which parts look the same in each.
● Suggest what tips can they give each other to help
them distinguish between the two systems.
Group feedback
● Pupils have 2–3 minutes to think about the questions Questions
on the right. This can be done as individuals or in pairs. Do all living things need to breed?
● Ask pupils to give a yes/no response and at least one Do all offspring result from two parents?
reason to support their view. Other pupils can then
indicate whether their response supports/challenges
this and add their reasons.
● The class view can then be recorded in their books with
the supporting reasons.
Word game
● Pupils match statements with given parts of the male ➔ Pupil sheet
and female reproductive systems. These can be
presented either as a sheet for matching or enlarged
and cut up into cards for sorting.
Looking ahead
● Set the questions on the right for individuals to Questions
consider and suggest answers to. Why do frogs, ducks and mice produce a
● Pupils then share responses with each other. Make it large number of offspring?
clear that they may not know the answer and need to Why do humans and other large
suggest their ideas. mammals such as elephants produce only
● Suggestions can be summarised and recorded in the one or two offspring?
pupils’ books to then reconsider after further lessons.

M Review learning
p ?
t u
to the bladder
^ _
UG LP
TN
to the
bladder

M Word game
p ? Match each part of the male or female reproductive system to its function.
t u
^ _
Carries sperm to
Testis
UG LP the penis
TN
Cervix Receives the sperm
Carries sperm out

Scrotum
of the body
Where the eggs

Oviduct
are made
Add fluids to sperm
Penis
to make semen
The opening of
Uterus
the uterus
A bag of skin which
Glands
holds the testes
Carries the egg to
Ovary
the uterus
Where the baby
Vagina
grows
Where sperm
Sperm tube
are made
B2 A new generation Plenaries

p ?
Pupils sequence stages in Whole-class discussion in Pupils discuss the Pupils sort statements Pupils suggest how a
fertilisation. (Avoid if which pupils read out sequencing Activity B2a. about internal and human baby builds up from
t u Activity B2a is used.) their accounts from external fertilisation. a single sperm and an egg
Activity B2d. cell.
^ _
● Pupils sequence diagrams to represent stages in fertilisation ➔ Pupil sheet
that will lead to a single offspring. Either prepare cards
from the Pupil sheet in advance, or pupils could cut out
the diagrams and stick them down in the correct order.
● Depending on the teaching group, pupils could then
describe what is happening in each stage of the sequence
and/or add a description.
Sharing responses
● Pupils read out their accounts for ‘The Sperm’s Story’
(Activity B2d).
● They then identify 3–5 points/key terms they have in
common and anything which they may have omitted in
their account.
Group feedback
● Ask a pair of pupils to suggest their sequencing for the
statements (Activity B2a). Other groups are asked to
confirm if they agree or disagree.
● Ask pupils to identify any statement that they found
difficult to place and say why. Ask what reasoning they
used to decide where to place it.
Word game ➔ Pupil sheet

● Pupils work in pairs or individually to group a series of Reasons
statements under the headings external and internal External fertilisation is an adaptation of
fertilisation. living in water. The sperm can swim easily
to the eggs and fertilise them. In water no
● Draw out the reasons (see right) for the type of external shell is needed because the eggs
fertilisation. will not dry out. The large numbers of
● As an extension, ask pupils how they would classify a eggs produced is because of the dangers of
test tube baby – as an example of internal or external predators.
fertilisation? Why? Internal fertilisation tends to produce
fewer eggs because of higher survival
Looking ahead rate of young. Young are born live.
● Look ahead to embryo development by revisiting the idea Questions

of cell division, growth and specialisation from unit 7A. What changes must occur once the sperm
● The questions on the right can be set for individuals to has fertilised the egg cell, in order for a
consider and suggest answers to. They then share baby to develop?
responses with other pupils. Make it clear they may not Which organs develop first – brain, lungs
know the answer and need to suggest their ideas and or blood vessels?
make hypotheses.
● Suggestions can be summarised and recorded in the
pupils’ books to then reconsider after further lessons.
M Review learning
p ? Cut out and order the diagrams, to show how fertilisation happens in humans.
t u
^ _ a b c
UG LP
TN
d e

M Word game
p ? Look at these statements about reproduction in different animals. How does fertilisation
take place in each species?
t u
✓ Tick on the left if it is internal fertilisation, and on the right if it is external fertilisation.
^ _
UG LP Internal External
TN fertilisation fertilisation
1 Reptiles’ eggs have leathery shells

and contain lots of stored food.
2 Amphibians such as frogs lay lots

of eggs in water.
3 An elephant’s egg grows inside

the uterus.
4 Frogs’ eggs contain only a little

stored food.
5 The sperm from the male frog

can swim to the eggs and
fertilise them.
6 Birds produce much smaller

numbers of eggs than fish or
frogs.
7 Female fish release eggs in very

large numbers into the water.
The eggs are then fertilised by
the sperm from male fish.
8 Birds’ eggs have shells.
9 Frogspawn is a food source for

other aquatic animals.

B3 Pregnancy Plenaries

p ?
Pupils use cards to review Whole-class comparison of Pupils review each other’s Present pupils with a Pupils suggest what happens
the functions of the fetus/pregnancy at 3- posters from Activity B3b. true/false quiz on ‘myths when a newborn baby can
t u placenta and movement of months and nearing full- and legends’ about no longer depend on a
substances. term (Activity B3a). pregnancy and birth. placenta.
^ _
● Go over which substances pass from the mother to the ➔ Pupil sheet
fetus and which pass from fetus to the mother, and
review which substances are harmful or beneficial.
● Give pupils 3 minutes to place the cards they think will
pass from the mother to the fetus on the left and those
that will pass from the fetus to the mother on the right.
Follow up with class feedback.
● Then ask pupils to sort the cards into harmful
substances and beneficial substances. Follow up with
class feedback.
Sharing responses
● Pupils look at an OHT diagram of a woman after 3 ➔ Pupil sheet
months of pregnancy and compare similarities and
differences between this diagram and the one they have
just labelled in Activity B3a (of a woman nearing full
term).
● Ask pupils to suggest a reason for the change or lack of
change observed.
Group feedback
● In groups, pupils review each other’s poster ideas for
Activity B3b and identify where in the poster have they
have used facts, scientific vocabulary, a description and
an explanation relating to this topic.
Word game
● Read out the statements about pregnancy on the ➔ Teacher sheet
Teacher sheet and ask pupils to decide if the statements
are true or false.
Looking ahead
● Set the questions on the right for individuals to Questions
consider and suggest answers to. What replaces the placenta after the baby
is born?
● Pupils then share responses with each other. Make it
clear they may not know the answers and need to Who or what takes over each function
suggest their ideas and predictions. from the placenta after the baby is born?
● Suggestions can be summarised and recorded in pupils’ What happens if the baby is born
books to reconsider after further lessons. prematurely (early)?

M Review learning
p ?

t u

^ _
UG LP
TN
oxygen alcohol
nicotine heroin
water urea
blood rubella
carbon dioxide
M Sharing responses
p ?
t u
^ _
UG LP
TN

M Word game
Read out the questions below and ask pupils to answer true
p ? or false.
t u 1 Pregnant women need extra protein and calcium
in their diet. [True]
^ _ 2 The gestation period for a human being is
exactly 40 weeks. [False]
UG LP
3 Smoking during pregnancy can result in
TN underweight babies. [True]
4 The cord never has to be cut at birth. [False]
5 Labour lasts for 2 hours. [False]
6 A baby is usually born head first. [True]
7 You can determine the sex of your baby by
including certain foods in your diet. [False]
8 Contractions are made by strong muscles. [True]
9 When the placenta leaves the uterus it is called
the afterbirth. [True]

B4 The menstrual cycle Plenaries

p ?
Pupils list facts about Pupils discuss word pairs Pupils share their stories Pupils look at some Pupils suggest what factors
menstruation. about the menstrual cycle. about identical twins from answers and decide what might affect menstruation
t u Activity B4b. the questions were. taking place.
^ _
Review learning
UG LP
● Pupils write down three facts about menstruation. They
could use whiteboards to jot their ideas down. Ask all
the class to show their boards after a count of three.
Every one scans the responses.
● Draw out similarities and differences to obtain a class
summary.
Sharing responses
● Organise the class into groups of four. Give each group Word pairs
one word pair from the list on the right. Pupils talk menstruation / ovulation
about what links/connects the two words and in what ovulation / fertilisation
ways they are different. fertilisation / pregnancy
menopause / menstruation
● Menopause is covered in the Red book only, so give the
last word pair to more able pupils.
● Each group summarises information on
OHT/PowerPoint or as individual notes for the class to
discuss.
Group feedback
● Pupils share their stories of the first meeting with an
imaginary identical twin (Activity B4b).
● Ask them to check their sequence of diagrams for how
identical twins are formed.
Word game
● Pupils work in pairs to agree a question corresponding Answers
to a given answer (see right). Everyone scans the 6 days
responses. 7th June
pregnant
the production of an egg
summary.
it is a monthly cycle
Looking ahead
● Set the question for individuals to consider and suggest Question
answers to. What factors might affect menstruation
taking place?
● Pupils then share responses with each other. Make it
clear they may not know the answer and need to
suggest their ideas and predictions.
● Suggestions can be summarised and recorded in pupils’
books to reconsider after further lessons.

B5 Adolescence Plenaries

Review learning Sharing responses Group feedback Word game Looking back
p ?
Pupils identify changes Pupils discuss their Pupils share their ‘Teen Pupils check progress Pupils revise and
associated with responses to analysing World’ responses from using a loop game of key consolidate knowledge from
t u adolescence. data in Activity B5a. Activity B5b. words from the unit. the unit.
^ _
Review learning
UG LP
● Pupils recall changes in adolescence by giving examples List
for the list on the right. Every one scans the responses. One change that both boys and girls share.
Two changes that affect boys only.
Two changes that affect girls only.
summary.
Sharing responses
● Pupils describe in a sentence the pattern for the graph Scenarios
showing height of boys and girls with age. Girls and boys 100 years ago
Male and female rabbits
● They sketch what the graph shape might look like if the
All pupils in the year group at this school
data was collected for the scenarios on the right.
Group feedback
● In groups, pupils read out their ‘Teen World’ letters to
each other and compare the advice they gave as agony
aunts and uncles.
● Ask pupils to think about whether they would be
happy to receive the advice they have heard from other
pupils’ responses.
Word game
● Give each pupil a card containing a question and an ➔ Pupil sheet
answer. Ask one pupil to stand up and read out just the
question on their card, then sit down. The pupil who
has an appropriate answer to this question stands up,
reads out their answer, then asks the question on their
card and sits down, and so on.
● The game is complete when the pupil who started the
game stands up for a second time to read out the
answer on their card. The loop is complete.
● If there are not enough cards for the whole class, pairs
of pupils can share a card. One pupil reads out the
response (when they hear the appropriate question)
and the other reads out the question on the card.
Looking back
● Pupils revise and consolidate knowledge from the unit. ➔ Unit map
They can use the Unit map, Pupil check list, or the Test ➔ Pupil check list
yourself questions.
➔ Test yourself

B5 Adolescence Plenaries
M Word game
p ?

t u
Q A Q A
^ _ The fertilised egg Cervix What substances in Uterus
UG LP settles into which the body make
organ’s soft lining to changes happen in
TN grow? adolescence?
Q A Q A
Name the monthly Hormones What is the male Menstrual cycle
cycle in a female, sex cell called?
when an egg is
released and the
female has a period.
Q A Q A
What is the female Sperm What do we call the Ovum or egg
sex cell called? tiny ball of cells
formed after
fertilisation in
animals?
Q A Q A
What do we call a Embryo At which stage in Fetus
developing baby the menstrual cycle
inside the uterus of does the lining of
a female mammal? the uterus break
down?
Q A Q A
What do we call the Period What is the tube Gestation period
time a baby takes to called through
develop inside its which an egg
mother? travels down from
the ovary?

B5 Adolescence (continued) Plenaries
M Word game
p ?

t u
Q A Q A
^ _ Name the process Oviduct Name the time in a Fertilisation
UG LP that takes place young person’s life
when a sperm cell when physical and
TN fuses with an egg emotional changes
cell. happen.
Q A Q A
Which organ Adolescence What connects the Placenta
provides a placenta to the
developing fetus fetus?
with food and
oxygen?
Q A Q A
What do we call the Cord Name the process Infertile
placenta when it by which all living
passes out of the things produce
uterus after the young.
baby is born?
Q A Q A
Which male organ Reproduction Where are egg cells Testes
makes the sperm formed?
cells?
Q A Q A
What do we call the Ovaries What is the name Afterbirth
ring of muscle at for someone who is
the opening of the unable to
uterus? reproduce?

B5 Investigate: Are we all the Plenaries

same height?
M
p ? Suggested alternative plenary activities (5–10 minutes)

Review learning Group feedback Analysing Evaluating
t u
Teacher-led review of the main Pupils suggest conclusions they Teacher-led discussion about Teacher-led evaluation of the
planning issues in the can make from comparing their whether the data shows pupil reliability of pupils’ data.
^ _ investigation. data with secondary data. heights match the average in the
country.
UG LP
Review learning
● Discuss the decisions pupils made on the number of
pupils to use.
● Discuss what method they used to measure heights.
● Discuss what decisions they made about repeating their
measurements.
● Ask pupils to say how they laid out their results tables.
● Discuss the predictions they made. Ask them to justify
why they made them.
Group feedback
● In groups, pupils describe the range of heights in their
data.
● Then they use their data and compare it with secondary
data to see how closely it matches, and to make
suggestions as to why there is variation.
Analysing
● Ask pupils to describe the range of height they can see
in the data they have collected.
● Pupils compare their data with secondary data and
discuss how closely they compare for
lowest/highest/average height.
Evaluating
● Ask a pupil from each group to describe how they
collected their data, i.e. what strategies they used.
● Ask each pupil to state one strength in their strategy as
a reason for why they think their data is reliable.
Alternatively, they could identify one weakness in their
approach or another group’s approach as a reason for
suggesting the data is unreliable.
● Discuss whether they changed their method during the
investigation from what they had written in the plan.
● Discuss pupil suggestions as to how their investigation
could be improved.

B6 Pregnant pause – Think about Plenaries

Group feedback Bridging to other topics
p ?
Discuss what sort of things to look out Looking for patterns and describing
for when looking for patterns. relationships are very important skills in
t u science.
^ _
Group feedback
UG LP
● Ask pupils to explain what tactics they used to find
patterns in the gestation data and how they decide if a
relationship exists between two sets of data. Mention
that sometimes there is no relationship.
Bridging to other topics

● Explain that looking for patterns and describing Examples
relationships between two sets of data are very There is a relationship between:
important skills for science. ● the length of a shadow and the time of
day
● Give some examples of patterns and relationships in
● temperature and how quickly an ice
data (see right) and ask pupils to suggest some more.
cube melts
● the temperature of water and how
much sugar will dissolve.

B1 Spot the difference Specials
M W 1 This diagram shows the male reproductive system.

p ?
t u
^ _
UG LP
TN
a Use these words to label the diagram.
scrotum gland
penis
sperm tu testis
be
b Colour the path a sperm takes from the testis to the

end of the penis.
c Match the part of the man’s reproductive system to
the job it does.
The bag of skin that
gland holds the testes.
These make
sperm tube the sperm.
This carries sperm

testes
to the penis.
scrotum This adds a liquid to the

sperm to make semen.
B1 Spot the difference (continued) Specials
M W 2 This diagram shows the female reproductive system.

p ?
t u
^ _
UG LP
TN
a Use these words to label the diagram
ovary vagina oviduct cervix uterus
b Match each part of the woman’s reproductive

system to the job it does.
The ovum travels through this
ovary
from the ovary to the uterus.
oviduct This makes an ovum once a month.

The ovum is the female sex cell.
uterus The opening of the uterus.
A flexible tube through

vagina which a baby is born.
This is where a baby will grow if

cervix
the ovum is fertilised.
B1 Spot the difference (continued) Specials
M W
3 The parts of the male and female reproductive systems
p ? are hidden in this wordsearch.
t u a Use this list to help you find each word.
^ _ oviduct scrotum testis
UG LP
gland semen cervix
TN
ovary sperm uterus
penis sperm tube vagina Circle

each word
then tick it
off the list.
s s s i n e p d n a l g
p m c e r v i x a u v t
e u s p e r m t u b e o
r t s u t t c u d i v o
m o e t e o v a r y x o
j r m e s a q r p t s l
a c e r t t o e e a r b
c s n u i s h t e e t a
k i d s s v a g i n a g
b Find the male parts in the word list.

Colour them green.
c Find the female parts in the word list.
Colour them yellow.

B2 A new generation Specials
M W
1 Use these words to fill in the gaps.
p ? You may use words more than once.
t u
ovary fertilisatio sperm egg cell
n testes
^ _
UG LP
a The female sex cell in humans and other animals is
TN
called an ....................................... . It is made in the ....................................... .
b The male sex cell in humans and other animals is

called a ....................................... . It is made in the ....................................... .
c To make a new life the ...................................... and the ......................................

must join together. This is called ................................................... .
2 a Draw a picture of an egg

cell in this space.
Add these labels.
nucleus
protective lay
er
b Draw a picture of a sperm

cell in this space.
Add these labels.
pointed
head
long tail
nucleus

B2 A new generation (continued) Specials
M W 3 a Look carefully at these diagrams of sexual reproduction.

p ? b Read the captions below. Cut out the captions.
t u
c Match the captions to the diagrams.
^ _ When you’re sure, stick them down.
UG LP
TN 1 2 3
vagina
✂ e sperm swim
Th ina, ✂ g sexual
vag Du rin
up the the o urse, th
e
gh ✂ in te rc
throu n the enis
cervix
, th e The sp
erm m man’s p erm
a n d into an egg eet
release
s sp
uter u s cell in w oman’s
iduct. the ovi into t h e
the ov duct. O
ne .
sperm
breaks vagina
into th
e egg a
fertilise nd
s it.

B3 Pregnancy Specials
M W
1 a Use these words to label the diagram of a baby
p ? inside a pregnant woman.
fetus
t u cord placenta uterus amnion
^ _
UG LP
TN
b Colour each label a different colour.

Colour the diagram to match the labels.
2 Match the words to their descriptions.

This connects the fetus to the placenta
fetus
and carries things between the two.
This is what the fertilised

placenta egg grows into.
This is the life support for the fetus. It takes

amnion food and oxygen from the mother to the
fetus. It takes waste away from the fetus.
This bag of fluid protects

cord
the fetus from bumps.
B3 Pregnancy (continued) Specials
M W
3 a Count the number of cells in each picture. Use the
p ? numbers to fill in the gaps.
t u This is 1 fertilised egg cell.
^ _ It splits to become …
UG LP
TN cells,
...................
which split to become …
cells,
...................
which split to become …
cells,
...................
which split to become

16 cells, and so on.
b The egg splits again and again to form a small

ball of cells. This ball of cells is called the:
placenta Tick
the box to
embargo show the right
answer.
embryo
fetus.
4 Complete these sentences about pregnancy. Underline

the right words.
a The growing baby in the mother’s Cross out the
wrong words.
uterus is called a fetus / ovum / sperm.
b A human pregnancy lasts for
13 weeks / 40 weeks / 56 weeks.
c The baby is born after several
minutes / hours / weeks of labour.

B4 The menstrual cycle Specials
M W
1 This diagram shows what happens during a woman’s
p ? menstrual cycle.
t u Use these words to fill in the gaps.
^ _
on ovary
UG LP
period ovulati
egg
TN
lining fertilise
d
Days 15 to 28 Days 1 to 5
The lining of the The ............................................. is lost from the
uterus stops uterus. This is called a ............................................. .
developing if the
egg cell was not
. 27 28 1 2
............................................. 26 3
25 4
period days 1–5
24 5
23 6 period
22 7
21 8
20 9
19 ovulation 10 day 12
18 11
17 12 egg starts
16 15 14 13
to ripen
Day 14 The menstrual cycle
A ripe egg cell
Days 6 to 13
is released from
The lining of the
an ............................................. .
uterus thickens to get
This is called ready for a fertilised
day 14
............................................. . egg released ............................................. .

B4 The menstrual cycle (continued) Specials
M W 2 Choose a word from each list to fill in the gaps.

p ?
t u
18 sperm oviduct ripened hours
^ _
UG LP 28 ovum vagina fertilised days
TN
38 uterus lost weeks
a The menstrual cycle lasts for around ...................................... days.

In this time, one ...................................... ripens in the ovary.
b At the same time, the lining of the ...................................... builds up.
c If the ovum is .................................................. it sticks to the lining to

grow into a baby.
d If the egg is not fertilised, the lining is lost as the monthly

period, which lasts for a few ...................................... .
3 Write true or false for each sentence.

a Twins made by two different sperm and egg cells are
called identical twins. ..........................
b Twins made by one sperm and one egg cell are called
identical twins. ..........................
c Non-identical twins look different. ..........................
d Identical twins are always the same sex. ..........................

B5 Adolescence Specials
M W
1 Read carefully through this list of changes that take
p ? place at puberty.
t u
^ _
UG LP A Hair
starts t
o grow
TN B Bod on the
y shape face.
C Bod c h a n g es.
y hair s
tarts to
D Pub grow.
ic hair
groin a grows
nd und around the
E Sho er the a
ulders rms.
wider t a n d chest b
han th ecome
F Hip e h i p s.
s widen
.
G Brea
sts and
larger. nipples
becom
e
H Mon
thly pe
riod be
I Test gins.
es and
penis g
J Gro row lar
w quic ger.
and ne k l y d u ring pu
arly rea berty
K Test ch adu
es start lt heigh
making t.
sperm.
Use the letters A to K to answer these questions.
a Which changes happen to boys? ......................................
Which of these would be the most difficult to get used to? ......................................
b Which changes happen to girls? ......................................
Which of these would be the most difficult to get used to? ......................................
c Which changes happen to both boys and girls? ......................................

B5 Adolescence (continued) Specials
M W 2 Match the words to their meanings.

p ?
t u The emotional and physical changes

puberty that happen as I become an adult.
^ _
UG LP
TN
Cells divide into two and the
adolescence new cells increase in size.
Substances that trigger the

hormones start of puberty.
growth A time of rapid growth.
The changes that take place in

growth spurt my body as I become an adult.

B6 Pregnant pause Specials
M W 1 Look at the information

Animal Gestation period
p ? in this table.
in days
It shows the gestation
t u
period for different
^ _ mouse 21
animals.
UG LP The gestation period is
squirrel 30
TN how long the animal
is pregnant. kangaroo 40
a Show these gestation ape 200

periods as a bar chart
on the grid below. human 280
Label the axes.
300
200
100
80
60
40
20
0
b Which is the biggest animal? ......................................

c Which animal has the longest gestation period? ......................................
d Which is the smallest animal? ......................................
e Which animal has the shortest gestation period? ......................................
f The smaller / bigger an animal is, the shorter / longer it is pregnant.
B6 Pregnant pause (continued) Specials
M W
2 Here is a bar chart. It shows the gestation periods for
p ? some predators and some prey animals.
t u 400 Predators
^ _
cheetah
UG LP
Gestation period in days
TN 300 lion
tiger
200
Prey
antelope
100
wildebeest
zebra
0
cheetah lion tiger antelope wildebeest zebra
Use the bar chart to answer these questions.

a Colour the bars for the predators in red.
Colour the bars for the prey in green.
b Which have the longest gestation periods,
predators or prey? ......................................
c Why do you think these animals are pregnant for longer?
Tick ✓ the reasons.
● The babies need to be able to run and move with the
herd soon after birth.
● The babies are looked after by their mothers.
● The babies need to be bigger to run with the herd.
● The babies have their eyes closed for a week after birth.
● The babies are more developed when born, so they are
more likely to survive.
B Reproduction Specials answers
M B1 Spot the difference B3 Pregnancy

1 a Correct labels, anticlockwise from top left – 1 a Correct order from the top – uterus,
p ? gland, sperm tube, testis, scrotum, penis. placenta, cord, fetus, amnion.
b Path correctly coloured. b Labels and diagram coloured correctly.
t u c gland – This adds a liquid to the sperm to 2 fetus – This is what the fertilised egg grows into.
make semen. placenta – This is the life support for the fetus.
^ _ sperm tube – This carries sperm to the penis. It takes food and oxygen from the mother to
testes – These make the sperm. the fetus. It takes waste away from the fetus.
UG scrotum – The bag of skin that holds the amnion – This bag of fluid protects the fetus
testes. from bumps.
2 a Correct labels from top to bottom – oviduct, cord – This connects the fetus to the placenta
ovary, uterus, cervix, vagina. and carries things between the two.
b ovary – This makes an ovum once a month. 3 a (1) → 2 → 4 → 8 b embryo
The ovum is the female sex cell. 4 a fetus b 40 weeks c hours
oviduct – The ovum travels through this
from the ovary to the uterus. B4 The menstrual cycle
uterus – This is where a baby will grow if the
ovum is fertilised. 1 Days 1 to 5 – lining, period. Days 6 to 13 –
vagina – A flexible tube through which a egg. Day 14 – ovary, ovulation.
baby is born. Days 15 to 28 – fertilised.
cervix – The opening of the uterus. 2 a 28, ovum b uterus
3 a c fertilised d days
s s s i n e p d n a l g 3 a false b true c true d true
p m c e r v i x a u v t
e u s p e r m t u b e o B5 Adolescence
r t s u t t c u d i v o
1 a A, B, C, D, E, I, J, K b personal answer!
m o e t e o v a r y x o c B, D, F, G, H, J d personal answer!
j r m e s a q r p t s l e B, D, J
a c e r t t o e e a r b 2 puberty – The changes that take place in my
c s n u i s h t e e t a body as I become an adult.
adolescence – The emotional and physical
k i d s s v a g i n a g
changes that happen as I become an adult.
b Male parts coloured green – gland, penis, hormones – Substances that trigger the start of
scrotum, semen, sperm, sperm tube, testis. puberty.
c Female parts coloured yellow – oviduct, growth – Cells divide into two and new cells
ovary, cervix, uterus, vagina. increase in size.
growth spurt – A time of rapid growth.
B2 A new generation
1 a egg cell, ovary b sperm, testes B6 Pregnant pause
c sperm, egg cell, fertilisation 1 a
2 a protective 300
layer
Gestation period in days
200
nucleus
pointed
b head
100
80
60
nucleus 40
long tail 20
0
3 c Correct order is – During sexual intercourse, mouse squirrel kangaroo ape human
the man’s penis releases sperm into the
woman’s vagina. The sperm swim up the b human c human d mouse e mouse
vagina, through the cervix, then the uterus f smaller and shorter or bigger and longer
and into the oviduct. The sperm meet an egg 2 a First three bars coloured red, last three green.
cell in the oviduct. One sperm breaks into b prey
the egg and fertilises it. c Ticks in first, third and fifth boxes.
B1 Spot the difference Homework
M W HELP
p ? 1 a Jim has written a list of labels for this diagram of the male
reproductive system. But he has got them all wrong! Jim’s labels
t u
1 = glands
^ _ 4 2 = scrotum
UG LP 3 = testis
4 = penis
TN 5 5 = sperm tube
2
1
Make a list like Jim’s, but write the correct word for each part
numbered 1 to 5.
b Semen is a mixture of two things. One is made in the testes and
the other in the glands. What are these two things?
2 a Stick down the diagram of the female reproductive system.

Label the diagram by choosing from the words below.
uterus oviduct ovary
vagina cervix cord
b On the diagram, draw a circle around the place where

fertilisation takes place.
CORE
3 For each of the following parts, write a sentence to explain its job
in the male or female reproductive system.
a testis b uterus c scrotum
d vagina e oviduct

B1 Spot the difference (continued) Homework
M W EXTENSION
p ?
4 John and Jenny had been trying to have a baby for three years but
Jenny had, so far, failed to become pregnant. Failure to become
t u
pregnant is called infertility and it can be due to a problem with
^ _ either the man’s or the woman’s reproductive system.
UG LP After several visits to their doctor, John and Jenny were referred to
TN the fertility clinic at their local hospital. Several tests were done on
both of them and Jenny was given a special drug. Some weeks
later, to their great delight, Jenny became pregnant and went on
to give birth to a boy.
a Suggest a reason why Jenny might not have been able to
become pregnant.
b From the information given, say whether it was John or Jenny
who was infertile and explain your reasoning.
c How might the treatment given at the hospital have made a
pregnancy possible?
d Sometimes a woman needs an operation to correct infertility.
Explain what causes the type of infertility that needs surgery.

HELP
M W
Female reproductive system
p ?
t u
^ _
UG LP
TN

✂
HELP
Female reproductive system

B2 A new generation Homework
M W HELP
p ? 1 Copy this diagram of a sperm cell. Label the head, the tail and the
nucleus.
t u
^ _
UG LP
TN
2 The tail of a sperm cell is a special feature that only sperm cells
have. Copy and complete these sentences.
a To fertilise an egg cell, sperm cells must …
b To do this, sperm cells have a tail that …
3 Copy and complete this sentence about fertilisation.

When fertilisation happens, the nucleus of the sperm cell must ...
CORE
4 a An egg cell is smooth and spherical. Suggest how this helps it
to move from the ovary to the uterus.
b Frogs eggs are surrounded by waterproof jelly. Suggest a reason
why this might help them to survive in a pond.
5 a Sometimes, when sperm reach the oviduct, there is no egg

there. What happens to these sperm?
b Explain briefly what happens to sperm if an egg is in the
oviduct when they reach it.
c During sexual intercourse, an enormous number of sperm are
released into the woman’s vagina. Explain why so many are
needed.

B2 A new generation (continued) Homework
M W EXTENSION
p ? 6 Read this information about the number of eggs different animals
produce.
t u
^ _ Eggs can be fertilised in one of two ways.

UG LP Internal fertilisation is when the male releases sperm inside the
TN female’s body. They swim up to the egg.
External fertilisation is when the male releases sperm around the
area where the female is laying eggs. There is nothing to contain the
sperm and fertilisation happens outside the female’s body.
Frogs, toads and newts lay hundreds of eggs into water. These are
fertilised externally as the female lays them. The animals then
abandon their eggs and leave the pond soon after.
Turtle’s eggs are fertilised internally, while the turtle is at sea. The
female turtle comes ashore and lays many eggs in a shallow pit in a
sandy beach. She then returns to the sea leaving the eggs to hatch
some weeks later. The young turtles have to make their way to the
sea as soon as they are hatched.
Blackbirds lay four or five internally fertilised eggs in a nest. When
the eggs hatch, the parents look after their chicks until they can fly.
They keep on feeding them until the young birds are able to survive
on their own.
Elephants’ eggs are internally fertilised and the baby elephant grows
inside its mother for nearly two years. The baby elephant can walk
as soon as it is born but the mother feeds it and looks after it for
another two or three years, as part of the elephant herd to which
she belongs.
a Why do turtles lay many eggs, even though they have been
fertilised internally?
b Newts need to lay hundreds of eggs. Suggest at least two
reasons why only a small percentage of their eggs become
adult newts.
c Suggest why an elephant fertilises only one egg at a time
whereas a blackbird, which also looks after its offspring, needs
to fertilise four or five.

B3 Pregnancy Homework
M W HELP
p ? 1 Look at this diagram of a fetus inside the uterus of a woman who
will soon have her baby.
t u
^ _
UG LP
X
TN Y
bag of fluid
cervix
vagina
a What is the name of the part labelled X?

b What is the name of the part labelled Y?
c What is one of the jobs of the bag of fluid?
d What are two different jobs of the placenta?
e Write a sentence about why a growing fetus needs the cord.
2 Here are the missing words from the sentences below.

List the missing words in the correct order.
milk placenta cord contract
uterus
afterbirth breathing
When a baby is born it must leave the ....................................... This takes

a long time. The muscles of the uterus ....................................... These
contractions push the baby out.
The baby is still attached to its ......................................, which is cut by

the nurse. The ...................................... leaves the uterus soon after the
baby is born. This is often called the .......................................
The baby then gets the air it needs by ...................................... and the
food and water it needs by drinking its mother’s .......................................
B3 Pregnancy (continued) Homework
M W CORE
p ? 3 These sentences are in the wrong order. Copy them out in the
correct order to describe what happens during pregnancy.
t u
A After about 9 weeks the baby is big enough to be called a fetus.
^ _
B The fertilised egg divides to become a ball of cells.
UG LP
C The baby is born at 39 weeks.
TN
D The fertilised egg settles into the soft wall of the uterus.
E Soon the baby has a heartbeat and its mother can feel it
kicking.
4 Copy the diagram below. Make it about the same size.

It shows a small section of placenta joined onto the uterus.
Substances can pass across the join.
placenta
wall of mother’s
uterus
cord
a On your diagram, draw two arrows going from the uterus to

the placenta. Label each arrow with a different substance that
the baby must get from its mother to survive.
b Draw two more arrows, from the placenta to the uterus. Label
each arrow with a different substance that the baby must get
rid of.

B3 Pregnancy (continued) Homework
M W EXTENSION
p ? 5 Explain why a pregnant woman should not smoke.
t u6 Premature babies need more care than those born after a full 39
^ _ weeks of pregnancy. This is because their organs have not yet
become fully developed, so they need help to cope with living
UG LP
outside the uterus.
TN
Suggest two types of special care that might be given to a
premature baby and explain how each might help the baby to
survive.
7 The table shows the constituents of human breast milk and

powdered baby milk.
Nutrient Human breast milk Typical powdered baby milk

1 g per 100 ml 1.5 g per 100 ml
Protein casein 40% casein 80%
whey 60% whey 20%
Carbohydrate lactose sugar lactose sugar
Fat human milk fat vegetable oil mixture
Others minerals minerals
Energy 150 kJ per 100 g of milk 150 kJ per 100 g of milk
Casein is a protein that forms solid ‘curds’ in the stomach and can
be hard to digest. Whey is a more liquid protein that is easy to
digest.
a Write a sentence comparing the constituents of both types of
milk.
b Human breast milk contains another ingredient, which is not a
nutrient but which is important for the health of the baby.
What is this ingredient and why is it important?
c There are different opinions about whether it is better to breast-
feed or bottle-feed a baby. Think about the information you
have, then write a paragraph explaining your advice about
which method is best.

B4 The menstrual cycle Homework
M W HELP
p ?
1 Here are the missing words from the sentences below.
List the missing words in the correct order.
t u
l
period egg menstrua
^ _
pregnant
UG LP
vagina hormones uterus
TN
A woman’s monthly cycle is called the ...................................... cycle. It is
controlled by ...................................... that move in her bloodstream.
The cycle begins with her ......................................, which is when blood
and dead cells pass out of her .......................................
The dead cells come from the lining of her ......................................,
which had thickened ready for a fertilised .......................................
A woman has her period only if she is not .......................................
2 Copy and complete these sentences by choosing from the words

in bold.
When an egg splits into two after fertilisation, the twins born are
identical / non-identical. They look different / the same.
When two eggs are fertilised at the same time, the twins born are
identical / non-identical. They look different / the same.
CORE
3 You will need a calendar for these questions.
a Lucie begins her period on 3rd April. She has a regular 28-day
menstrual cycle.
i On which date would ovulation happen?
ii When would Lucie expect her next period to begin?
iii On which date, in March, did her last period start?
b With a 28-day menstrual cycle, how many periods should Lucie
expect to have every year?
c Lucie had her first period on her thirteenth birthday, and had
481 eggs in her ovaries. At what age would she stop having
periods if she never became pregnant?
B4 The menstrual cycle (continued) Homework
M W EXTENSION
p ? 4 Use this information to answer the questions.
t u
le of
a in w it h in a coup
^ _ nant a g
24 days. If
c a n b e c ome preg g e r b il is
fertile and ra
UG LP A gerbil is g e s t a t io n period fo a b ie s a re born, h
e
Th e the b
ing birth. mediately hin seven
days.
TN days of giv n o t r e m o v e d im
n a n t w it
gerbil is preg tter
the male t h e fe m ale will be li t t e r. If another li
c h
again and six babies
in ea
first litter
and
will mate a s fi v e o r d o n t h e
a gerbil h aban
Typically, h , t h e m other will
t
hin a mon
is born wit
s will die.
the babie
a How many babies could a female gerbil have in a year if the

male is not removed when a litter is born? Show your working.
b A gerbil typically lives for 2 12 to 3 years and the female is fertile
from about 2 months old to 18 months old. Why do you think
she reproduces so frequently in this time?
c If you are a gerbil breeder you usually keep a male with four or
five females. Suggest why this might help the babies to survive.
5 When a woman reaches around 50 years of age she begins her

menopause. This is when her ovaries contain very few eggs.
Explain why this causes her periods to stop.

B5 Adolescence Homework
M W HELP
p ?
1 These diagrams show where D
A
physical changes take place to
t u
your body when you are a B G
^ _ teenager.
UG LP a Copy and complete the table
E
TN below. The first one has been
done for you.
H
Physical change Boy Girl

A Hair grows on face
B
C
D
E
F
G
H
b Other changes that are not physical happen during adolescence.

What changes are these?

B5 Adolescence (continued) Homework
M W CORE
p ? 2 a Write a definition of the term ‘adolescence’.
t u b Explain how puberty is different from adolescence.
^ _ 3 Your body consists of lots of cells made by cell division. Each cell
UG LP lives for a time, then dies. Cell division can happen faster, slower
or at the same speed as cell death. This controls how much we
TN
grow.
Explain how the rates of cell division and cell death compare
during adolescence.
4
180
160
140
Height in cm
120
100
Average growth
80 of boys
Average growth
60 of girls
40
0 2 4 6 8 10 12 14 16 18
Age in years
a Look at the graph. Who grows faster, boys or girls:

i at age 12?
ii at age 15?
b How does this difference relate to the start of puberty in boys
and girls?

B5 Adolescence (continued) Homework
M W EXTENSION
p ? 5 a Testosterone and oestrogen are very important body chemicals.
What is the general name for these chemicals?
t u
b Write a paragraph to explain how these two chemicals are
^ _
linked to boys and girls, and why they are important.
UG LP
6 Read the following information about hormones and the
TN
menstrual cycle.
called
b y t h e h ormones
ontrolled in
c y c le is c e g g is d e veloping
trual e an
The mens r o g e s t e r one. Whil v id uct, oestr
ogen
a n d p t h e o
oestrogen d into
r e a d y t o be release t h icker, read
y to
the o v a r y, g r o w
terus
t h e li n in g of the u
makes gg
e c e iv e a fertilised e
r
The graph shows how the oestrogen levels change during the first
half of the menstrual cycle.
Level of oestrogen
0 7 14 21 28
Day of menstrual cycle
a Copy the graph and continue the curve to show what you think
happens to the oestrogen level after day 14.
b Explain why you think this happens.
c Mark an X on the curve to show when ovulation takes place.
d Circle the days on the horizontal axis when the woman is most
likely to have her period.

Homework
B1 Spot the difference mark scheme
M W HELP
p ? Question Answer Mark
1 a 1: Testis
t u 2: Penis
3: Scrotum
^ _ 4: Sperm tube
5: Glands 4
UG LP Four or five correct, four marks; three correct, three marks; two correct, two marks;
one correct, one mark.
HM
b Sperm (from the testes) and liquid (from the glands) 1
2 a Labels in the following order (clockwise from the top):
Oviduct
Uterus
Cervix
Vagina
Ovary 4
Four or five correct, four marks; three correct, three marks; two correct, two marks;
one correct, one mark.
b Circle somewhere on one of the oviducts. 1
Total for Help 10
CORE
Question Answer Mark
3 Sentences that include the following information:
a Testis – makes sperm 1
b Uterus – where the baby develops/grows 1
c Scrotum – contains the testes 1
d Vagina – where the sperm enter from the penis 1
e Oviduct – where fertilisation happens 1
Total for Core 5
EXTENSION
4 a John or Jenny may have been infertile. 1
Accept other references to infertility.
b Jenny – she was given the treatment/drugs, not John 1
c Helped her to release a mature egg (or other correct response) 1
d Her oviduct is blocked 1
so sperm cannot reach the egg. 1
Total for Extension 5

Homework
B2 A new generation mark scheme
M W HELP
1 tail head 2
t u
^ _ nucleus
Two or three labels correct, two marks; one correct, one mark.
UG LP
2 a To fertilise an egg cell, sperm cells must reach an egg cell. 1
HM Accept equivalent answers.
b To do this, sperm cells have a tail that can beat to make it swim to the egg. 1
Accept equivalent answers.
3 When fertilisation happens, the nucleus of the sperm cell must join with
the nucleus of an egg. 1
Total for help 5
CORE
4 a It is better able to roll along the oviduct. 1
b It keeps the egg away from the water or puts off predators. 1
5 a The sperm die. 1
b One sperm fertilises the egg. 1
c Many will die/not reach the egg 1
so many are needed to make sure one sperm does. 1
or Some are not healthy (1)
so are not able to fertilise the egg. (1)
Maximum two marks for part c.
Total for Core 6
EXTENSION
6 a Predators might dig up the eggs before they hatch or
baby turtles might be eaten before they are fully grown. 1
b Any two answers from:
Not all the eggs are fertilised.
Some of the eggs are eaten by fish.
Some of the tiny newts/tadpoles are eaten. 2
c A baby elephant is more developed at birth than a blackbird, so is more likely
to survive. 1

Homework
B3 Pregnancy mark scheme
M W HELP
1 a Placenta 1
t u b Cord 1
c To protect the fetus from bumps/infection 1
^ _
d To supply the fetus with oxygen/water/nutrients 1
UG LP To remove carbon dioxide/other waste from the fetus 1
e The fetus needs the cord to move materials to and from the placenta or baby. 1
HM Accept equivalent answers.
2 Correct order of missing words:
uterus, contract, cord, placenta, afterbirth, breathing, milk
All correct, four marks; five or six correct, three marks, three or four correct, two marks;
one or two correct, one mark. 4
Total for Help 10
CORE
Correct order is:
3 B: The fertilised egg divides to become a ball of cells.
D: The fertilised egg settles into the soft wall of the uterus.
A: After about 9 weeks the baby is big enough to be called a fetus.
E: Soon the baby has a heartbeat and its mother can feel it kicking.
C: The baby is born at 39 weeks.
One mark for B somewhere before D; one mark for D somewhere before A;
one mark for A somewhere before E; one mark for E somewhere before C. 4
4 a, b
placenta wall of mother’s uterus
oxygen
cord
water/nutrients
do not accept food
carbon dioxide
water/urine/waste
accept any correct waste material
One mark for each correctly labelled arrow. 4

Total for Core 8

Homework
B3 Pregnancy (continued) mark scheme
M W EXTENSION
5 Harmful substances/nicotine can pass across the placenta to the fetus. 1
t u
6 One mark each, for any two types of special care, with the reason it might help.
For example:
^ _ Incubator – to help the baby keep warm
UG LP Breathing apparatus – to make sure it gets enough oxygen
Drip feed – to make sure it gets enough nutrients 2
HM 7 a Sentence to include:
Powdered milk contains more casein/ protein that is harder to digest than
human milk. 1
Powdered milk contains vegetable oil mixture whereas human milk contains
human milk fat. 1
Accept other sensible comparisons. Maximum two marks.
b Antibodies 1
They give the baby protection against disease. 1
c Award two marks for relevant points that support the choice, and one mark for
coherence and quality of communication of ideas. 3

Homework
B4 The menstrual cycle mark scheme
M W HELP
1 Correct order of missing words:
t u menstrual, hormones, period, vagina, uterus, egg, pregnant.
All correct, four marks; five or six correct, three marks; three or four correct, two marks;
^ _ one or two correct, one mark. 4
UG LP 2 When an egg splits into two after fertilisation, the twins born are identical.
They look the same. 1
HM When two eggs are fertilised at the same time, the twins born are non-identical.
They look different. 1
Underscores show correct choices of words.
Total for Help 6
CORE
th
3 a i 16 April 1
ii 30th April 1
iii 6th March 1
b 13 1
c (481 13) 13 50 years old 1
Total for Core 5
EXTENSION
4 a 365 ÷ (24 + 2) = 14 pregnancies 1
6 up to 84 babies could be born in a year 1
b She doesn’t have a very long fertile life in which to maximise the chances of
the species surviving. 1
Accept equivalent answers or other sensible reasons.
c The male will have other females to mate with, so the mother is less likely to
become pregnant again and abandon her litter. 1
5 The ovaries stop making the hormones that control the menstrual cycle. 1

Homework
B5 Adolescence mark scheme
M W HELP
1 a B: shoulders broaden (boy) 1
t u C: penis/testes get bigger (boy) 1
D: voice deepens/breaks (boy) 1
^ _ E: hair under arms (boy and girl) 1
F: pubic hair grows (boy and girl) 1
UG LP G: breasts develop (girl) 1
H: hips widen (girl) 1
HM b Emotional changes/attracted to the opposite sex 1
Total for Help 8
CORE
2 a Definition should include: physical changes 1
and emotional changes 1
b Puberty is just the first part 1
where most physical changes take place 1
3 Cell division is faster than cell death during adolescence 1
because the body is growing. 1
4 a i Girls 1
ii Boys 1
b Puberty starts earlier in girls. 1
Total for Core 9
EXTENSION
5 a Hormones 1
b Paragraph should include:
Testosterone is a male hormone. Oestrogen is a female hormone. 1
They both trigger sexual development. 1
6 a Graph should drop from Day 14 to the level shown at day 1. 1
b The uterus lining needs to break down so oestrogen must reduce or
there is no need for oestrogen once the uterus lining has built up. 1
c X above day 14. 1
d Circle drawn from day 1 to around day 5 (accept some error around day 6). 1

B Reproduction Transition quiz
M 1 The diagram below shows the life cycle of an ant. Complete the
diagram by adding the appropriate labels.
p ?
t u
^ _
UG
TN
larva
2 The words describe the life cycle of a human. But the words have
been put into the wrong order. Can you sort them out?
Adolescent ......................................
Child ......................................
Adult ......................................
Old age ......................................
Baby ......................................

Transition
B Reproduction worksheet
M 1 Draw a line between each clue and the part that it describes.
p ? a Carries water and food through the plant. fruit

t u
b Carries and protects the seed. flower
^ _
c Allows the plant to reproduce. stem
UG
TN d Helps the plant to produce seeds. seed
2 This is the life cycle for a frog. But the sentences have all been
mixed up.
Draw a line between each sentence and the picture it describes.
Now we have an adult frog and the cycle

can begin again.
The tadpole begins to grow bigger and its

back legs start to develop.
The female frog lays eggs, which are

fertilised by the male frog. The jelly-like
eggs are called frog spawn.
Tiny tadpoles begin to develop inside the

eggs. They grow tails and begin to swim
around.
The tadpole keeps growing. It grows front

and back legs and its tail begins to get
smaller.

B Reproduction Test yourself
M 1 Complete this sentence by underlining the correct ending.
p ? Fertilisation in humans happens when ...
t u A ... a sperm cell joins together with an egg cell.
^ _ B ... two eggs join together.
UG C ... two sperm join together.

D ... a pollen cell joins together with an egg cell.
TN
E ... a cell divides.
2 Complete the sentences by crossing out the wrong words.

a Sometimes an egg splits in two immediately after fertilisation.
This can result in identical/non-identical twins.
b Sometimes two egg cells are released from the ovary
at the same time. If fertilised, these can result in
identical/non-identical twins.
3 Label the diagram of the male

reproductive system using
these words.
penis testis
sperm tube
4 Label the diagram of the female

these words.
uterus vagina
ovary

B Reproduction (continued) Test yourself
M 5 Draw lines to match these parts with their functions (jobs) in

reproduction.
p ?
Part Function
t u
penis ● ● carries eggs from the ovaries to the uterus
^ _
vagina ● ● a new baby grows and develops here
UG
oviduct ● ● place sperm inside the vagina during sexual intercourse
TN
ovary ● ● where sperm are placed during sexual intercourse
testis ● ● eggs are made here
uterus ● ● sperm are made here
6 Fertilisation produces the first cell of a new human being.

Put these sentences in order, to show what happens after fertilisation.
Write 1 to 4 in the correct boxes.
The embryo grows and develops into a fetus.
The cell divides lots of times to make an embryo.
The embryo passes down the oviduct.
The embryo settles into the soft lining of the uterus.
7 Complete these sentences by crossing out the wrong words.

a The length of time that an animal is pregnant is called the
germination/gestation period.
b A human pregnancy lasts for about 29/39/49 weeks.
c Generally, a large animal is pregnant for a longer/shorter
time than a small animal.
d Animals that are prey give birth to babies that are
well developed/need lots of care.

B Reproduction (continued) Test yourself
M 8 Complete these sentences by crossing out the wrong words.
p ? a An egg is released from a woman’s ovaries once every month/two months.
t u b When an egg is released from an ovary, it is called ovulation/menstruation.
^ _ c If an egg is not fertilised, the lining of the uterus gets thicker/breaks down.
UG
9 Complete these sentences using the words below. You may use a
TN word once, more than once, or not at all.
amniotic uterus
placenta
pregnant cervix cord
a When a woman has a baby inside her uterus, she is ...................................... .

b The fetus gets food and oxygen from its mother through the ...................................... .
c The ...................................... fluid protects the baby inside the uterus.
d During birth, the muscles of the ...................................... contract to push out the baby.
10 Which of these physical changes happen to boys at puberty?

Circle the correct letters.
A nose gets bigger
B body hair grows
C voice gets deeper
D breasts develop
E penis gets larger
F hips get wider

Test yourself
Answers
B Reproduction
M 1 Complete this sentence by underlining the correct ending.
p ? Fertilisation in humans happens when ...
t u A ... a sperm cell joins together with an egg cell.
^ _ B ... two eggs join together.
UG C ... two sperm join together.

D ... a pollen cell joins together with an egg cell.
TY
E ... a cell divides.
2 Complete the sentences by crossing out the wrong words.

a Sometimes an egg splits in two immediately after fertilisation.
This can result in identical/non-identical twins.
b Sometimes two egg cells are released from the ovary
at the same time. If fertilised, these can result in
identical/non-identical twins.
3 Label the diagram of the male

these words.
penis testis sperm

tube
testis
sperm tube
penis
4 Label the diagram of the female

these words. uterus
ovary
uterus vagina
vagina
ovary

Test yourself
Reproduction (continued) Answers
B
M 5 Draw lines to match these parts with their functions (jobs) in
reproduction.
p ?
Part Function
t u
penis ● ● carries eggs from the ovaries to the uterus
^ _
vagina ● ● a new baby grows and develops here
UG
oviduct ● ● place sperm inside the vagina during sexual intercourse
TY
ovary ● ● where sperm are placed during sexual intercourse
testis ● ● eggs are made here
uterus ● ● sperm are made here
6 Fertilisation produces the first cell of a new human being.

Put these sentences in order, to show what happens after fertilisation.
Write 1 to 4 in the correct boxes.
4 The embryo grows and develops into a fetus.
1 The cell divides lots of times to make an embryo.
2 The embryo passes down the oviduct.
3 The embryo settles into the soft lining of the uterus.
7 Complete these sentences by crossing out the wrong words.

a The length of time that an animal is pregnant is called the
germination/gestation period.
b A human pregnancy lasts for about 29/39/49 weeks.
c Generally, a large animal is pregnant for a longer/shorter
time than a small animal.
d Animals that are prey give birth to babies that are
well developed/need lots of care.

Test yourself
Reproduction (continued) Answers
B
M 8 Complete these sentences by crossing out the wrong words.
p ? a An egg is released from a woman’s ovaries once every month/two months.
t u b When an egg is released from an ovary, it is called ovulation/menstruation.
^ _ c If an egg is not fertilised, the lining of the uterus gets thicker/breaks down.
UG
9 Complete these sentences using the words below. You may use a
TY word once, more than once, or not at all.
amniotic uterus
placenta
pregnant cervix cord
pregnant .
a When a woman has a baby inside her uterus, she is ......................................
placenta .
b The fetus gets food and oxygen from its mother through the ......................................
amniotic fluid protects the baby inside the uterus.
c The ......................................
uterus
d During birth, the muscles of the ...................................... contract to push out the baby.
10 Which of these physical changes happen to boys at puberty?

Circle the correct letters.
A nose gets bigger
B body hair grows
C voice gets deeper
D breasts develop
E penis gets larger
F hips get wider

End of unit test
B Reproduction Green
M 1 Reproduction is a complicated process in many animals. Which

two of these pictures show different stages of reproduction? 2 marks
p ?
A B C
t u
^ _
UG SS
D E
MS ET
2 a The diagram shows a man’s reproductive system.

Write down the name of parts A and B, choosing
words from this list. 2 marks
penis testis scrotum
sperm duct gland
A
B
b The diagram shows a woman’s reproductive

system. Write down the name of parts
C and D, choosing words from this list. 2 marks
ovary uterus oviduct D
C
vagina cervix
c i What do the testes make? Choose from the list below 1 mark
ii What do the ovaries make? Choose from this list. 1 mark
sperm cells egg cells nerve cells
blood cells brain cells

End of unit test
B Reproduction (continued) Green
M 3 Humans are pregnant for 9 months, whereas dogs are pregnant

for only 9 weeks. Human babies are looked after for about 18 years
p ?
after birth. Puppies are looked after for only 12 weeks.
t u
a Which animal (human or dog) can give birth to the largest
^ _ number of offspring in 1 year? 1 mark
UG SS Any offspring (of a dog or a human) needs a certain amount of
energy to survive. A mother only has a certain amount of energy
MS ET
to spend on getting pregnant and looking after her offspring.
b Think about your answer to a. Explain why there is less energy
available to each puppy compared to each human baby. 1 mark
c Think about the amount of energy available to each puppy.
Why is it important that puppies mature quickly and become
able to fend for themselves? 1 mark
4 During sexual intercourse, the man releases sperm into a woman’s

vagina.
a Which part of the man’s reproductive system is inserted into
the vagina during sexual intercourse? 1 mark
b When an ovary releases an egg, the uterus wall becomes thick
with blood. What happens to this blood if the egg is not fertilised? 1 mark
c How do the sperm reach the egg? 1 mark
d Which diagram shows the exact moment of fertilisation? 1 mark
A B C
5 After fertilisation, the embryo develops into

a fetus, which is shown in the diagram of a
pregnant woman. E
a Which letter is pointing to the cord? 1 mark
C
b Which letter is pointing to the
placenta? 1 mark D
c In which part does food and oxygen B
move from the mother’s blood to the
fetus’s blood? 1 mark
A

End of unit test
B Reproduction (continued) Green
M 6 Look at the graph showing how infancy childhood adolescence adulthood

people grow between birth and 70
p ?
Body mass (man) in kg

30 years of age. When people grow, 60
t u new cells are made.
50
^ _ a During which period are new
cells being made most quickly? 1 mark 40
UG SS
b During which period are cells 30
MS ET
dying at the same speed as new 20
cells are being made? 1 mark
10
0
0 1 3 5 7 9 11 13 15 17 19
Age
7 Katie collected data in the table on the right.

Animal Pregnancy
a Which animal has the shortest pregnancy? 1 mark in days
b How many days is the longest pregnancy? 1 mark giraffe 450
horse 330
Katie used the data to construct the graphs
human 267
below.
mouse 19
c What type of graphs are these? 1 mark
pig 112
d Which graph, A or B, shows the data
rabbit 31
most clearly? 1 mark
sheep 154
e Give a reason for your answer to d. 1 mark
zebra 375
A B
zebra giraffe
sheep zebra
rabbit horse
pig human
mouse sheep
human pig
horse rabbit
giraffe mouse
0 50 100 150 200 250 300 350 400 450 0 50 100 150 200 250 300 350 400 450
Pregnancy in days Pregnancy in days

End of unit test
B Reproduction Red
M 1 Look at these diagrams of the male and female reproductive

systems.
p ?
t u B
^ _
UG SS
MS ET
D
A
A E
B
a Which letter is pointing to the testis? 1 mark

b Which letter is pointing to the ovary? 1 mark
2 Humans are pregnant for 9 months, whereas dogs are pregnant

for only 9 weeks. Human babies are looked after for about 18 years
after birth. Puppies are looked after for only 12 weeks.
a Which animal (human or dog) can give birth to the largest
number of offspring in 1 year? 1 mark
Any offspring (of a dog or a human) needs a certain amount of
energy to survive. Imagine a mother has 100 units of energy to
spend on getting pregnant and looking after her offspring. The
human mother can spend 50 units on being pregnant and 50
units looking after a single child after birth. The dog mother must
spend the energy across all of her offspring.
b Explain why there is less energy available to each puppy
compared to each human baby. 1 mark
c Think about the amount of energy available to each puppy.
Why is it important that puppies mature quickly and become
able to fend for themselves? 1 mark

End of unit test
B Reproduction (continued) Red
M 3 During sexual intercourse, the man releases sperm into a woman’s

vagina.
p ?
a Which part of the man’s reproductive system is inserted into
t u
the vagina during sexual intercourse? 1 mark
^ _ b When an egg is released inside the female’s reproductive system,
UG SS the uterus wall becomes thick with blood. What happens to this
blood if the egg is not fertilised? 1 mark
MS ET
c How do sperm reach the egg? 1 mark
d Why is the egg cell so much bigger than the sperm cell? 1 mark
e Which diagram shows the exact moment of fertilisation? 1 mark
A B C
f Which part of the egg and sperm cells carry the information
needed for a new human being to develop? 1 mark
g Egg and sperm cells each carry only half the number of
instructions as a normal body cell. Explain why. 1 mark
4 After fertilisation, the embryo develops into

a fetus, which is shown in the diagram of a
pregnant woman. E
a Which letter is pointing to the cord? 1 mark
C
b Which letter is pointing to the
placenta? 1 mark D
c In which part are food and oxygen B
transferred from the mother’s blood
to the fetus’s blood? 1 mark
A
d Name one other substance which
passes from the baby to the mother. 1 mark
e The fetus is surrounded by amniotic fluid. What does this fluid do? 1 mark
f Why should a mother not smoke or drink during pregnancy? 1 mark

End of unit test
B Reproduction (continued) Red
M 5 Look at the graph showing how people infancy childhood adolescence adulthood
grow between birth and 30 years of age. 70

p ?
Body mass (man) in kg

When people grow, new cells are made. 60
t u
a During which period are new 50
^ _ cells being made most quickly? 1 mark
40
UG SS b During which period are cells
dying at the same speed as 30
MS ET
new cells are being made? 1 mark 20
10
0
0 1 3 5 7 9 11 13 15 17 19
Age
6 Katie constructed some graphs

A zebra
from data about gestation periods.
sheep
a What type of graphs are rabbit
these? 1 mark pig
b i Which graph, A or B, mouse
shows the data most human
clearly? 1 mark horse
ii Give a reason for hamster
your answer. 1 mark guinea pig
c Katie says that she giraffe
cow
can see a pattern in
0 50 100 150 200 250 300 350 400 450
the data.
Pregnancy in days
i Describe the pattern
in the length of B giraffe
pregnancy in the zebra
different animals. 1 mark horse
ii Suggest a reason cow
why this pattern exists. 1 mark human
sheep
pig
guinea pig
rabbit
mouse
hamster
0 50 100 150 200 250 300 350 400 450
Pregnancy in days
End of unit test
B Reproduction mark scheme
Green (NC Tier 2–5)

M
Question Answer Mark Level
p ?
1 A, C 2 2
t u 2 a A testis; B penis 2 3
b C uterus; D ovary 2 3
^ _ c i Sperm cells 1 3
UG SS ii Egg cells 1 3
3 a Dog 1 4
MS ET b Because the mother has to share her energy out between more
offspring 1 4
c As the puppies grow, the amount of energy available from the
mother is not enough to keep them alive. 1 4
4 a Penis 1 4
b Leaves the body through vagina/during menstruation 1 4
c Swim 1 4
d C 1 4
5 a C 1 4
b E 1 4
c E (placenta) 1 4
6 a Adolescence 1 5
b Adulthood 1 5
7 a Mouse 1 3
b 450 1 3
c Bar 1 4
d B 1 4
e Data is in order 1 4
Scores in the range of: NC Level

4–6 2
7–12 3
13–17 4
18–25 5

End of unit test
B Reproduction mark scheme
Red (NC Tier 3–6)

M
Question Answer Mark Level
p ?
1 a A 1 3
t u b D 1 3
2 a Dog 1 4
^ _ b Because the mother has to share her energy out between more
UG SS offspring 1 4
c As the puppies grow, the amount of energy available from the
MS ET mother is not enough to keep them alive. 1 4
3 a Penis 1 4
b Leaves the body through vagina/during menstruation 1 4
c Swim 1 4
d Because it stores food for the developing embryo 1 5
e C 1 4
f Nucleus 1 6
g Because when they join together they can make a full set of
information in the cell produced 1 6
4 a C 1 4
b E 1 4
c E (placenta) 1 4
d One from: waste; carbon dioxide 1 5
e Protects the fetus from bumps 1 5
f Harmful substances can pass into the baby’s blood 1 5
5 a Adolescence 1 5
b Adulthood 1 5
6 a Bar 1 4
b i B 1 4
ii Data is in order 1 4
c i The bigger the animal, the longer the pregnancy 1 5
ii Babies take longer to develop in bigger animals/are more developed
at birth 1 5
Scores in the range of: NC Level

4–9 3
10–14 4
15–18 5
19–25 6

B Reproduction Pupil check list
M
Learning outcomes I can do I can do I need to
p ? this very this quite do more
t u well well work on this
^ _ I can name and locate parts of the male

and female reproductive systems in
UG
humans.
I can describe the adaptations of sperm

and egg cells.
I can describe how fertilisation occurs in

humans.
I can describe the functions of the

placenta in helping the fetus develop.
I can give a reason for why alcohol and

smoking can be harmful during pregnancy.
I can describe and sequence the main

stages in the menstrual cycle.
I can use data about the menstrual cycle

to make predictions.
I can describe how identical and

non-identical twins are produced.
I can use my ideas of cells to explain

how we grow.
I can give at least one example of a

physical and emotional change associated
with adolescence.
I can analyse data about growth and

compare it with secondary data.
I can give one reason why sample size

may lead to unreliable data.
I can describe the pattern in data about

gestation in animals.

B Reproduction Glossary
M Word Definition
p ? adolescence The male sex cells in an animal. The sperm joins with
t u the egg in reproduction.
afterbirth
^ _ The female sex cell in an animal or plant. The egg joins
antibodies R
with the male sex cell in reproduction.
UG cervix
Parts that make hormones and other substances in
contractions animals. In male animals, the glands in the
cord reproductive system make a liquid which mixes with
sperm to make semen.
egg
A mixture of sperm and a special liquid to help them
embryo swim.
fertilisation A tube in the reproductive system of a male animal.
fetus Sperm swim from the testis to the penis through the
sperm tube.
gestation period
Part of the reproductive system in a male animal. The
glands
scrotum is a bag of skin that holds the testes.
growth
Part of the reproductive system in a male animal. The
hormone testes make the sperm.
identical twins Part of the reproductive system in a male animal. The
implantation R penis allows the sperm to be placed inside the vagina.
infertility R In an animal, part of the female reproductive system

that makes the eggs. In a plant, part of the carpel that
menopause R makes the egg cells.
menstrual cycle A tube in the reproductive system of a female animal.
non-identical twins The eggs travel down the oviduct to the uterus.
oestrogen R Part of the reproductive system in a female animal. The

baby grows and develops in the uterus.
ovary
A ring of muscle at the opening of the uterus.
oviduct
Opening to the reproductive system in a female
ovulation
animal. Sperm enter the woman’s body through the
penis vagina, and the baby leaves through the vagina when
period it is born.
Not being able to reproduce naturally. If the man or
placenta
woman is infertile, the couple cannot have babies
predator without treatment. R

B Reproduction (continued) Glossary
M Word Definition
p ? pregnancy A cell that is adapted to carry out a particular function
t u is specialised. R
pregnant
^ _ The man’s penis enters the woman’s vagina, and
prey
sperm are released into the vagina.
UG puberty
In an animal, a sperm joining with an egg to make a
scrotum baby. In a plant, a pollen grain joining with an egg cell
semen to make an embryo plant.
sexual intercourse A tiny ball of cells formed from the fertilised egg in
animal reproduction.
specialised R
A developing baby inside the uterus of a female
sperm mammal.
sperm tube A female animal is pregnant when there is a baby
testis growing inside her uterus.
testosterone R An egg is released into the oviduct from the ovary.
twins The time when a female animal has a baby growing

inside her uterus.
uterus
Structure formed in a pregnant female mammal. The
vagina
developing baby gets its food and oxygen from the
placenta.
This links the developing baby to the placenta in a
pregnant female animal.
The muscles of the uterus wall squeeze when a baby is
born.
The placenta comes out of the uterus after the baby is
born. It is called the afterbirth.
In animal reproduction, a fertilised egg settles into the
soft lining of the uterus. R
Substances in the blood and in breast milk, that
protect the body from disease. R
A monthly cycle in women. During the cycle an egg is
released, and the woman has a period.
Part of a woman’s menstrual cycle. The lining of the
uterus breaks down and leaves the body through the
vagina.

B Reproduction (continued) Glossary
M Definition
p ? A substance in the body that makes changes happen.
t u Two babies that develop together inside the mother
^ _ and are born at the same time.
UG Two babies that came from the same sperm and egg.
They are born at the same time and they look exactly
the same.
Two babies that came from different sperm and eggs.
They are born at the same time, but look different.
Time in a woman’s life when her periods stop. R
The time in a young person’s life when physical and
emotional changes happen.
The first part of adolescence, when physical changes
happen.
An increase in size of an organism, caused by cells
dividing and then getting bigger.
A hormone in male animals that makes changes
happen at puberty. R
A hormone in female animals that makes changes
happen at puberty. R
The time a baby takes to develop inside its mother
before it is born.
An animal that hunts other animals.
Animals that are hunted and eaten by predators.

B Reproduction Key words
M adolescence implantation R prey

afterbirth infertility R puberty
p ?
antibodies R menopause R scrotum
t u
cervix menstrual cycle semen
^ _ contractions non-identical twins sexual intercourse
UG cord oestrogen R specialised R
egg ovary sperm
embryo oviduct sperm tube
fertilisation ovulation testis
fetus penis testosterone R
gestation period period twins
glands placenta uterus
growth predator vagina
hormone pregnancy
identical twins pregnant

B Reproduction Key words
adolescence implantation R prey

afterbirth infertility R puberty
antibodies R menopause R scrotum
cervix menstrual cycle semen
contractions non-identical twins sexual intercourse
cord oestrogen R specialised R
egg ovary sperm
embryo oviduct sperm tube
fertilisation ovulation testis
fetus penis testosterone R
gestation period period twins
glands placenta uterus
growth predator vagina
hormone pregnancy
identical twins pregnant
B Reproduction Book answers
M B1 Spot the difference 1 Sperm cells surround the egg, one sperm
burrows into the egg, the nucleus of the sperm
Green
p ? a So that they can produce children.
joins with the nucleus of the egg.
2 To give a good chance that many sperm will
b In the testes.
t u c From the testes, along the sperm tube, joined
reach the egg and ensure that one will penetrate
it.
by semen to leave the body through the penis.
^ _ d In the ovaries.
3 Fertilisation is the joining together of the
nucleus of the sperm cell with the nucleus of
e Into the oviduct or egg tube.
UG f The uterus is where the baby develops.
the egg cell.
1 a Sperm are made in the testes. When the Red
sperm leave the testes, they pass down the a Fertilisation occurs when the nucleus of the
sperm tube. Glands add a special liquid to sperm cell fuses with the nucleus of the egg cell.
make semen. The sperm then leave through b The sperm will die.
the penis. 1 Sperm pass from the testes of the man through
b Eggs are made in the ovary. Every month the penis and into the vagina of the woman.
an egg leaves one of the ovaries and passes 2 Sperm cells have long tails to help them to
down the oviduct to the uterus. swim. They have only a small amount of
2 Twelve cytoplasm which reduces their size and gives
3 The muscle opens to let the baby out at birth. them a streamlined shape. Egg cells are large to
store a lot of food in the cytoplasm. They have
Red a protective layer so that only one sperm can
a A sperm and an egg must join together. get through.
1 a In the testes. 3 To give a good chance that many sperm will
b In the ovaries. reach the egg and ensure that one will penetrate
2 The uterus is where the baby develops. it.
The cervix is made of muscle so that it can 4 Individual answers.
stretch to allow the baby to pass when being 5 The egg and sperm nuclei each carry half the
born. information needed to make the baby. The
3 The male system has testes to produce sperm sperm contain information from the father and
which discharges through the penis. Sperm can the egg contains information from the mother.
be produced at any time to cause fertilisation. So both parents contribute to the characteristics
The female system has ovaries to produce eggs. of the new baby.
These are available for fertilisation at only
certain days in the menstrual cycle. A uterus is
used as a place for keeping the baby during B3 Pregnancy
development.
4 Any two from the following: Green
The woman may not be having intercourse at a The tiny ball of cells which form after
the proper time during the menstrual cycle. fertilisation and division.
She should be made aware of when is the best b The cord.
time for intercourse. c Food and oxygen are brought to the baby in the
The woman’s ovaries may not be working placenta. At the same carbon dioxide and waste
properly to produce egg cells at regular products are carried away from the baby in the
intervals. She should visit a doctor who will placenta.
prescribe drugs to help solve the problem. d About nine months.
The woman may have a blocked oviduct that e The placenta which is pushed out of the uterus
prevents the sperm from meeting the egg. after the baby is born.
The blockage can be removed by surgery. 1 cord – joins the placenta to the fetus; placenta –
5 Some men’s testes produce fewer sperm than supplies the fetus with food and oxygen;
normal which makes it less likely that a sperm afterbirth – pushed out of the uterus after the
cell will reach the egg to cause fertilisation. baby is born.
2 Pregnancy lasts about nine months. The baby
is pushed out by the strong contractions of
B2 A new generation the uterus. The cord that joins the baby to the
Green placenta is cut and tied when the baby is born.
a Sperm and egg. The placenta also comes out of the uterus a
b From the man’s penis. few minutes later. This is known as the
c The sperm burrows into the egg; the nucleus of afterbirth.
the sperm joins with the nucleus of the egg. 3 Individual answers.
B Book answers
M Red Red
a The fertilised cell divides into 2, then 4, then a The lining of dead cells and blood in the uterus
p ? 8 cells and so on. breaks down and leaves the body through the
b The baby is fully developed at 39 weeks and all vagina. This is called the period.
t u of its limbs and human characteristics can be b Day 14.
seen. It is living in the air and not in fluid as c i 28 days
^ _ the 4 week embryo. At only 4 weeks, the ii 4th June
embryo resembles that of many other animals iii Between 25th and 27th March
UG and shows no particularly human 1 a The period starts.
characteristics. b The egg is released from the ovary
c They will need special care in feeding. (ovulation).
d The placenta provides oxygen and food passed c The uterus lining begins to thicken.
through the cord attached to the baby. The 2 Diagram showing days 1 to 4 coloured in red
waste products also pass through the cord and and a pointer to day 14 labelled ‘ovulation’.
back into the mother’s placenta. 3 The days around day 14 when ovulation occurs.
1 a The amniotic fluid protects the baby from 4 The developing baby is embedded in the uterus.
physical knocks. If a woman was to have a period during
b The cord is used as a pipeline to carry food pregnancy, the baby would be lost.
and oxygen to the baby and to pass the 5 Identical twins are made from the same egg.
baby’s waste products back to the mother’s Non-identical twins are made from two eggs
placenta. which are fertilised at the same time by two
c The placenta provides the food and oxygen different sperm.
for the baby.
d The placenta leaves the uterus a few minutes
after the baby is born. It is called the
afterbirth.
B5 Adolescence
2 To force the baby through the cervix during Green
birth. a Physical and emotional changes occur at
3 The mother’s abdomen swells to allow room to adolescence.
accommodate the baby. Her breasts swell in b Puberty
preparation for feeding the baby after birth. c The testes produces and stores sperm.
Her tastes for food change in different ways. d Ovaries start to release eggs at puberty.
4 Breast feeding is better because it is very e At adolescence.
nutritious and contains many valuable f To begin to prepare the body for reproduction.
antibodies which protect the baby from 1 Growth – cells divide into two and the new cells
catching common diseases. increase in size.
5 Individual answers. Puberty – the first part of adolescence, when
most of these changes take place.
Adolescence – a time in everyone’s life when
physical and emotional changes take place.
B4 The menstrual cycle Hormones – substances that cause the changes
in boys and girls.
Green 2 a Any three from: sudden increase in height,
a The lining of dead cells and blood in the uterus hair starts to grow on body, voice deepens,
breaks down and leaves the body through the testes start to make sperm and hormones,
vagina. This is called the period. shoulders broaden, sexual organs get bigger.
b Day 14. b Any three from: sudden increase in height,
c The periods stop. hair starts to grow on body, breasts grow,
d 28 days. ovaries start to release eggs and hormones,
e Identical twins are made from the same egg. hips widen, periods start.
Non-identical twins are made from two eggs 3 The egg dies and the lining of dead cells and
which are fertilised at the same time by two blood breaks down and leaves the body through
different sperm. the vagina.
1 Day 1, period starts; day 6, uterus starts to
thicken; day 14, egg is released (ovulation). Red
2 So that only one baby is produced. a Physical and emotional changes occur at
3 The developing baby is embedded in the uterus. adolescence.
If a woman was to have a period during b Hormones are substances which cause changes
pregnancy, the baby would be lost. to happen to boys and girls at puberty.
B Book answers
M c i Two i 400
ii At about 0–2 years and 8–16 years prey
p ? iii At about 18–22 years

300
1 a Physical and emotional changes.
Gestation
t u b Puberty
period 200
2 a Any three from: sudden increase in height, (days)
^ _ hair starts to grow on body, voice deepens, predators
testes start to make sperm and hormones, 100
UG shoulders broaden, sexual organs get bigger.
b Any three from: sudden increase in height,
0
hair starts to grow on body, breasts grow, 0 50 100 150 200 250 300
ovaries start to release eggs and hormones, Adult mass in kg
hips widen, periods start.
j About 190 days.
3 In boys, testosterone; in girls, oestrogen.
k Prey
4 The head is proportionally large in a baby.
The head does not need to grow very much as l Predators are born after a shorter gestation
it contains all the necessary parts to function period. The young are not able to look after
properly. But the other parts of the body need themselves and need close parental care.
to grow for physical strength, support and Animals which are prey have a longer gestation
movement. period. Their new-born babies are much better
5 Table similar to: able to look after themselves.
babyhood fast physical growth, steep learning m The newly born zebra is much more able to
curve, etc look after itself. It therefore has a better chance
childhood fast physical growth, begin of survival.
learning at school, etc.
adolescence slower physical growth
puberty the start of adolescence, hormones Red
cause physical changes, etc. a
adulthood no physical growth 700
600
500
B6 Pregnant pause Gestation
400
Green period
(days)
a 300
700
200
600
100
500
Gestation 0
e
rel
an
el
ino
400
ca
an
s
ap
aro
period
m
ou
m
uir
rh
ph
ca
hu
ng
m
(days)
sq
ele
300
ka
200 b The larger the animal size, the longer the

gestation period.
100
c A longer gestation period will cause the newly
0 born animal to be more fully developed. It will
se
rel
an
el
ino
t
ca
an
therefore be more likely that the new-born will

ap
ro
m
ou
m
uir
rh
ph
a
ca
hu
ng
m
be able to look after itself, independently from

sq
ele
ka
its parents, at a younger age. Animals that have

b Elephant short gestation periods produce babies which
c Mouse need long and close supervision and attention
d Elephant before they are able to fend for themselves.
e Mouse
d Kangaroo
f No, the graph shows that the bigger the animal
the longer the gestation period. e It keeps its baby protected in the mother’s
g Kangaroo pouch until it is more fully developed.
h It keeps its baby protected in the mother’s f About 30 to 40 days, depending on the size of
pouch until it is more fully developed. the rabbit.

B Book answers
M g 400 h Yes. The larger the animal, the longer the

prey gestation period.
p ? 300
i Prey
j About 190 days.
t u Gestation
period 200
k You can find information at exactly any point,
not just in a range.
(days)
^ _ predators
l Prey babies stay protected longer within the
adult mother. When prey babies are born, they
100
UG are more fully developed than predators and
can therefore be able to escape predators at an
0 early age.
0 50 100 150 200 250 300
Adult mass in kg


Unit B

Uploaded by

Document Information

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Unit B

Uploaded by

Copyright:

Available Formats

Print current page (1 page) 6

B Reproduction Unit guide

Framework yearly teaching objectives – Cells

Expectations from the QCA Scheme of Work

Suggested lesson allocation (see individual lesson planning guides)

© Harcourt Education Ltd 2003 Catalyst 1

Suggested alternative main activities

Suggested alternative plenary activities (5–10 minutes)

Key words Out-of-lesson learning

© Harcourt Education Ltd 2003 Catalyst 1

Suggested alternative main activities

Suggested alternative plenary activities (5–10 minutes)

Key words Out-of-lesson learning

© Harcourt Education Ltd 2003 Catalyst 1

Suggested alternative main activities

Suggested alternative plenary activities (5–10 minutes)

Key words Out-of-lesson learning

© Harcourt Education Ltd 2003 Catalyst 1

^ _ Suggested alternative starter activities (5–10 minutes)

Suggested alternative main activities

Suggested alternative plenary activities (5–10 minutes)

Key words Out-of-lesson learning

© Harcourt Education Ltd 2003 Catalyst 1

Suggested alternative main activities

Suggested alternative plenary activities (5–10 minutes)

Key words Out-of-lesson learning

© Harcourt Education Ltd 2003 Catalyst 1

Suggested alternative starter activities (5–10 minutes)

Suggested alternative plenary activities (5–10 minutes)

© Harcourt Education Ltd 2003 Catalyst 1

Suggested alternative starter activities (5–10 minutes)

Suggested main activities

Suggested alternative plenary activities (5–10 minutes)

© Harcourt Education Ltd 2003 Catalyst 1

B1 Spot the difference Starters

M Suggested alternative starter activities (5–10 minutes)

Introduce the unit

Share learning objectives

Capture interest (1)

Capture interest (2)

© Harcourt Education Ltd 2003 Catalyst 1

B Reproduction Unit map

© Harcourt Education Ltd 2003 Catalyst 1

B1 Spot the difference Starters

B2 A new generation Starters

M Suggested alternative starter activities (5–10 minutes)

Recap last lesson

Share learning objectives

Capture interest (1)

Capture interest (2)

© Harcourt Education Ltd 2003 Catalyst 1

B2 A new generation Starters

M Recap last lesson

© Harcourt Education Ltd 2003 Catalyst 1

B2 A new generation Starters

M Recap last lesson

© Harcourt Education Ltd 2003 Catalyst 1

B2 A new generation Starters

M Recap last lesson

© Harcourt Education Ltd 2003 Catalyst 1

B2 A new generation Starters

M Recap last lesson

© Harcourt Education Ltd 2003 Catalyst 1

B2 A new generation Starters