Focus On Science Grade 9 (Teacher's Guide)

9 TEACHER’S GUIDE SCIENCE Active-learning approach Contextual learning 21st Century Learning Skills Hands-on activities Constructivist approach Consulting author Giam Kah How FOCUS-ON ©Praxis Publishing_Focus On Science

Teacher’s Guide Focus-on Science Grade 9 i © Praxis Publishing Singapore Pte. Ltd. CONTENTS Introduction iii Developing an Understanding of Scientific Concepts and Theories iii Developing Scientific and Thinking Skills vi • Inquiry-based Learning vi • Constructivism vii • Contextual Learning vii • Higher-Order Thinking Skills (HOTS) vii • 21st Century Skills viii • STEM/Projects ix Developing Scientific Attitudes and Noble Values ix How to Use the Focus-on Science Series xi Scoring Rubric for Affective Domain xiii Scoring Rubric for Scientific Thinking xiv Scoring Rubric for STEM Activities / Projects xv Scheme of Work xvi Human Reproductive System 1 Lesson 1.1 Cell Division 3 Lesson 1.2 Human Reproductive System 6 Lesson 1.3 Puberty 9 Lesson 1.4 Menstrual Cycle 11 Lesson 1.5 Fertilisation 13 Lesson 1.6 Pregnancy 15 Lesson 1.7 Common Disorders and Diseases of the Male and Female Reproductive Systems 19 Lesson 1.8 Lifestyle Factors that Support the Reproductive System 21 Reproduction in Animals and Plants 26 Lesson 2.1 Sexual Reproduction in Animals 28 Lesson 2.2 Asexual Reproduction in Animals 30 Lesson 2.3 Sexual Reproduction in Flowering Plants 34 Lesson 2.4 Pollination 37 Lesson 2.5 The Development of Fruits and Seeds in Plants 40 Lesson 2.6 Seed Dispersal 43 Lesson 2.7 Germination of Seeds 45 Lesson 2.8 Reproduction of Ferns, Mosses and Conifers 48 Lesson 2.9 Asexual Reproduction in Plants 52 Lesson 2.10 The Use of Reproductive Technologies 55 CHAPTER 1 CHAPTER 2 ©Praxis Publishing_Focus On Science

Teacher’s Guide Focus-on Science Grade 9 ii © Praxis Publishing Singapore Pte. Ltd. Inheritance 61 Lesson 3.1 Genetic Material 63 Lesson 3.2 Inheritance of Traits 66 Lesson 3.3 Laws of Inheritance 69 Lesson 3.4 Inheritance in Humans 74 Lesson 3.5 Genetic Disorders 78 Lesson 3.6 Selective Breeding 82 Lesson 3.7 Adaptations and Natural Selection 86 Biotechnology 92 Lesson 4.1 What is Biotechnology? 93 Lesson 4.2 Applications of Biotechnology and its Importance 96 Electricity 101 Lesson 5.1 Electric Field and Electric Potential Difference 103 Lesson 5.2 Electric Circuits 105 Lesson 5.3 Electric Current, Potential Difference and Resistance 107 Lesson 5.4 Series and Parallel Circuits 111 Lesson 5.5 Electrical Energy and Electrical Power 115 Lesson 5.6 Using Electricity Safely at Home 119 Magnetism and Electromagnetism 123 Lesson 6.1 Magnets and Magnetism 124 Lesson 6.2 Electromagnetism and Lorentz Force 127 Lesson 6.3 Electromagnetic Induction 130 Lesson 6.4 Transformers 132 Lesson 6.5 Applications of Magnetism 134 Pressure 139 Lesson 7.1 Pressure 141 Lesson 7.2 Pressure in Liquids 143 Lesson 7.3 Gas Pressure 145 Lesson 7.4 Pascal’s Principle 147 Lesson 7.5 Archimedes’ Principle 150 Lesson 7.6 Bernoulli’s Principle 153 Lesson 7.7 Osmosis and Osmotic Pressure 155 Lesson 7.8 Applications of Pressure in Organisms 157 Soil 165 Lesson 8.1 What is Soil? 166 Lesson 8.2 Properties of Soil 168 Lesson 8.3 Roles of Soil and Soil Organisms 171 Lesson 8.4 Soil Formation 174 Lesson 8.5 Conservation of Soil 176 CHAPTER 3 CHAPTER 4 CHAPTER 5 CHAPTER 6 CHAPTER 7 CHAPTER 8 ©Praxis Publishing_Focus On Science

Introduction The Focus-on Science Series is designed to support the teaching of science in lower secondary schools by making science learning more engaging for students. The theoretical framework of this series is based on the understanding that science is a body of knowledge and skills that provides an understanding of nature. It is also to nurture curiosity and creativity. This series aims to support the learning of science by focusing on three main objectives: 1. Developing an understanding of scientific concepts and theories 2. Developing scientific and thinking skills 3. Developing scientific attitudes and noble values Developing an Understanding of Scientific Concepts and Theories Scientists have been collecting data, facts and ideas for centuries. From the data, scientists have formulated concepts, principles and theories. This knowledge of science is the product of science. The content in this series sets out the scientific knowledge, facts and ideas that students need to understand. The contents of the series are written to ensure students are able to achieve all the learning goals outlined in the lower secondary science curriculum as follows. At the end of phase D: 1. Students can classify living things and objects based on their observed characteristics, identify the properties and characteristics of substances, differentiate between physical and chemical changes, and separate simple mixtures. 2. Students can describe atoms and compounds as the smallest units of matter, and cells as the smallest units that make up living things. They can identify the organisation of living things and analyse the connections between organ systems and their functions, including abnormalities or disorders that may occur in specific organ systems, such as digestive system, circulatory system, respiratory system and reproductive system. They can also explain the interactions between living things and their environment, develop strategies to prevent and mitigate pollution and address issues related to climate change. Additionally, they are encouraged to explore the concept of inheritance and learn about the practical applications of biotechnology in everyday life. 3. Students are able to measure various physical quantities they encounter and explore different types of motion and forces. They develop an understanding of the relationship between work and energy, measure temperature changes caused by transfer of heat energy, and differentiate between insulators and conductors of heat. 4. Students have a clear understanding of motion, force and pressure, including basic principles of simple machines. They also comprehend vibrations and waves, as well as the characteristics of light, such as reflection and refraction. Furthermore, they are familiar with simple optical tools commonly used in daily life. 5. Students can construct basic electrical circuits and understand the relationship between magnetism and electricity. They can apply this knowledge to solve everyday challenges and problems. Teacher’s Guide Focus-on Science Grade 9 iii © Praxis Publishing Singapore Pte. Ltd. ©Praxis Publishing_Focus On Science

6. Students can explain the relative position of the Earth-Moon-Sun in the Solar System and comprehend the structure of the Earth’s layers. This knowledge enables them to understand deeper natural phenomena and play their roles in disaster mitigation. 7. Students recognise pH as a measure of substance acidity or alkalinity, and utilise it to classify materials based on their pH as acids or bases. With this understanding, students identify the physical and chemical properties of soil and their relationship to organisms and environmental conservation. 8. Students demonstrate the determination to make decisions and avoid harmful additives and addictive substances that can negatively impact both themselves and the environment. Each grade contains a specified and detailed list of lessons based on the learning goals outlined in phase D. Grade 7 Grade 8 Grade 9 Chapter 1 Science and Measurements 1.1 What is Science? 1.2 Science Laboratory 1.3 Measurements 1.4 Measuring Tools Chapter 1 Introduction to Cells 1.1 Cells and Microscopes 1.2 Animal and Plant Cells 1.3 Unicellular and Multicellular Organisms, and Cell Specialisation Chapter 1 Human Reproductive System 1.1 Cell Division 1.2 Human Reproductive System 1.3 Puberty 1.4 Menstrual Cycle 1.5 Fertilisation 1.6 Pregnancy 1.7 Common Disorders and Diseases of the Male and Female Reproductive Systems 1.8 Lifestyle Factors that Support the Reproductive System Chapter 2 Matter 2.1 States of Matter 2.2 Physical and Chemical Changes 2.3 Density Chapter 2 Structures and Functions of the Human Body Systems 2.1 Food and Digestive System 2.2 Circulatory System 2.3 Respiratory System 2.4 Excretory System Chapter 2 Reproduction in Animals and Plants 2.1 Sexual Reproduction in Animals 2.2 Asexual Reproduction in Animals 2.3 Sexual Reproduction in Flowering Plants 2.4 Pollination 2.5 The Development of Fruits and Seeds in Plants 2.6 Seed Dispersal 2.7 Germination of Seeds 2.8 Reproduction of Ferns, Mosses and Conifers 2.9 Asexual Reproduction in Plants 2.10 The Use of Reproductive Technologies Teacher’s Guide Focus-on Science Grade 9 iv © Praxis Publishing Singapore Pte. Ltd. ©Praxis Publishing_Focus On Science

Grade 7 Grade 8 Grade 9 Chapter 3 Temperature and Heat 3.1 Temperature and Scale 3.2 Thermometers 3.3 Expansion and Contraction of Matter 3.4 Heat Capacity 3.5 Heat Transfer 3.6 Heat Conductors and Heat Insulators 3.7 How Types of Surfaces Affect Heat Absorption and Emission 3.8 Body Temperature Regulation Chapter 3 Work, Energy and Simple Machines 3.1 Work 3.2 Power 3.3 Sources and Forms of Energy 3.4 Simple Machines Chapter 3 Inheritance 3.1 Genetic Material 3.2 Inheritance of Traits 3.3 Laws of Inheritance 3.4 Inheritance in Humans 3.5 Genetic Disorders 3.6 Selective Breeding 3.7 Adaptations and Natural Selection Chapter 4 Motion and Force 4.1 Motion 4.2 Force and Motion Chapter 4 Vibrations, Waves and Light 4.1 Vibrations 4.2 Waves 4.3 Light and Optical Instruments Chapter 4 Biotechnology 4.1 What is Biotechnology? 4.2 Applications of Biotechnology and its Importance Chapter 5 Living Things 5.1 Biodiversity 5.2 Living and Non-living Things 5.3 Classification of Living Things Chapter 5 Elements, Compounds and Mixtures 5.1 Atoms and Molecules 5.2 Elements 5.3 Compounds 5.4 Mixtures Chapter 5 Electricity 5.1 Electric Field and Electric Potential Difference 5.2 Electric Circuits 5.3 Electric Current, Potential Difference and Resistance 5.4 Series and Parallel Circuits 5.5 Electrical Energy and Electrical Power 5.6 Using Electricity Safely at Home Chapter 6 Interactions Among Organisms and the Environment 6.1 Biotic and Abiotic Components 6.2 Food Chains and Food Webs 6.3 Nutrient Cycles in an Ecosystem 6.4 Interactions between Organisms 6.5 Factors that Affect the Organisms and Environment Chapter 6 Acids and Alkalis 6.1 Acids and Alkalis 6.2 Neutralisation Chapter 6 Magnetism and Electromagnetism 6.1 Magnets and Magnetism 6.2 Electromagnetism and Lorentz Force 6.3 Electromagnetic Induction 6.4 Transformers 6.5 Applications of Magnetism Chapter 7 Earth and the Solar System 7.1 The Solar System 7.2 Earth and Its Satellite Chapter 7 Structure of the Earth and Natural Disasters 7.1 Structure of Earth 7.2 Movement of Tectonic Plates Chapter 7 Pressure 7.1 Pressure 7.2 Pressure in Liquids 7.3 Gas Pressure Teacher’s Guide Focus-on Science Grade 9 v © Praxis Publishing Singapore Pte. Ltd. ©Praxis Publishing_Focus On Science

Grade 7 Grade 8 Grade 9 7.3 The Sun 7.3 Earthquakes 7.4 Volcanoes 7.4 Pascal’s Principle 7.5 Archimedes’ Principle 7.6 Bernoulli’s Principle 7.7 Osmosis and Osmotic Pressure 7.8 Applications of Pressure in Organisms Chapter 8 Soil 8.1 What is Soil? 8.2 Properties of Soil 8.3 Roles of Soil and Soil Organisms 8.4 Soil Formation 8.5 Conservation of Soil Developing Scientific and Thinking Skills The series promotes the inquiry-based learning method that adopts constructivist and contextual approaches to enable students to master science process skills and manipulative skills. This series also provides activities that develop higher-order thinking skills and the 21st century skills of students in their learning. Inquiry-based Learning Inquirybased Inquiry-based learning is a form of active learning that begins by posing questions, problems or situations, rather than simply presenting established facts and knowledge. In the classroom, students play an active role. They are empowered to pose questions, explore situations, gather information, solve problems, find solutions and communicate their results. They learn more by looking for an answer to a question. In addition, teachers may start with guided inquiry to build up background knowledge of the topic before letting the students take a role in developing their own inquiry. When carrying out inquiry-based activities, students work like scientists and acquire capabilities they need in their future lives. The key to effective scientific inquiry is to master scientific skills which are required to investigate and understand nature, to find solutions to problems and to make decisions in a systematic manner. Scientific skills comprise science process skills and manipulative skills. Science process skills are designed to provide a foundation for the mastering of science concepts and the development of thinking skills needed in the 21st century, while manipulative skills are the skills where students use basic tools in the learning of science. The mastering of science process skills together with scientific attitudes and appropriate knowledge ensure students’ ability to think effectively. The six basic science process skills that form the foundation of science lessons are: • Observation • Communication • Classification • Measurement • Inference • Prediction Teacher’s Guide Focus-on Science Grade 9 vi © Praxis Publishing Singapore Pte. Ltd. ©Praxis Publishing_Focus On Science

Constructivism Constructivism Constructivism helps students understand science better. Students are active learners. They construct their own understanding and knowledge of the world by reflecting on their personal experiences and by relating the new knowledge to what they have already learned. In the classroom, the focus tends to shift from the teacher to students. Teachers prepare students for lifelong learning. Students enjoy learning more when they are active participants rather than passive recipients of information. For example, a group of students are discussing a problem in science. The teacher focuses on helping them to restate their questions in useful ways even though he/she knows the “answer” to the problem. The teacher prompts the students to test their prior knowledge. The teacher lets the students explore and come up with relevant concepts. Constructivism focuses on learning how to think and understand. Students learn to question things and apply their curiosity to the world. Students communicate with others and share their understanding, knowledge and experience to come up with new knowledge. Contextual Learning Contextual Contextual learning helps students to apply new knowledge and skills to real-life situations. Learning is relevant and meaningful when students can apply what they learn in the classroom to their daily life. Teachers can provide a lot of hands-on activities that help students to connect the content of knowledge to application. Students also learn from others through teamwork, discussions, cooperation and selfreflection. Some examples of contextual teaching and learning strategies include: • Using multiple contexts Learning experiences are enriched when students learn skills in multiple contexts such as school, community and family. • Problem-based Learning can begin with a simulated or real problem. Students use critical thinking skills to address and resolve the problem. • Encouraging self-learning Students are lifelong learners who seek out, analyse and use information with little to no supervision. Higher-Order Thinking Skills (HOTS) HOTS Higher-Order Thinking Skills (HOTS) is a concept of education reform that is mainly based on Bloom’s Taxonomy. The levels of thinking in Bloom’s Taxonomy, starting from the lowest to the highest are remembering, understanding, applying, analysing, evaluating and creating. When we talk about HOTS, we are concentrating on the highest four levels, namely, applying, analysing, evaluating and creating. Higher-Order Thinking Skills are activated when students encounter unfamiliar problems, questions or dilemmas. When they apply these skills, they can give explanations, make decisions and produce products that are valid within the context of available knowledge and experience. Appropriate teaching strategies and learning environment help students develop HOTS where they learn how to be self-directed, self-disciplined and self-monitored in their thinking process. Teacher’s Guide Focus-on Science Grade 9 vii © Praxis Publishing Singapore Pte. Ltd. ©Praxis Publishing_Focus On Science

Higher-Order Thinking Skills (HOTS) Lower-Order Thinking Skills (LOTS) Producing an original work Constructing, developing, designing, modifying Justifying a decision Judging, defending, evaluating, concluding Drawing connections among ideas Relating, organising, comparing, differentiating Using information in new situations Solving, predicting, demonstrating, applying Explaining ideas or concepts Summarising, classifying, discussing, identifying Recalling facts and basic concepts Recognising, listing, stating, defining BLOOM’S TAXONOMY CREATING EVALUATING ANALYSING APPLYING UNDERSTANDING REMEMBERING Source: Armstrong, Patricia. “Bloom’s Taxonomy”. Center for Teaching, Vanderbilt University, https://cft.vanderbilt.edu/guides-sub-pages/blooms-taxonomy/ Projects and activities should cover questions that challenge students to clarify their understanding, come up with reasons and pieces of evidence for their thinking, define their views and perspectives, determine consequences and evaluate concepts. Some ideas or activities that promote Higher-Order Thinking Skills are given below: • Applying – Predicting Given the weather report, students could be asked to predict the weather for the next day. • Analysing – Distinguishing Given a list of plant names, students could be asked to distinguish between the flowering plants and the non-flowering plants. • Evaluating – Judging Given some types of materials, students could be asked to judge them to identify which is the best conductor of heat. • Creating – Constructing Students could be asked to construct a model of a submarine. 21st Century Skills 21st Century skills The series is written to help teachers play their roles as facilitators of thinking and reasoning skills. 21st Century Skills are needed by students in order to succeed in the information age. Students should acquire these skills as they complement the science process skills. The 21st Century Skills include: • Critical thinking and problem-solving skills • Interpersonal and self-reliance skills • Information and communication skills Teacher’s Guide Focus-on Science Grade 9 viii © Praxis Publishing Singapore Pte. Ltd. ©Praxis Publishing_Focus On Science

21st Century Skills can be practiced in the learning of science. Examples include: • Communication Students express their ideas and information in words, sounds and images in order to build shared understanding. • Integrating technology Students can apply computer and technology skills to learn and solve problems. Students possess the ability to learn quickly, process information accurately and use information in decision-making. STEM/Projects STEM Students can apply 21st Century skills in STEM activities or projects. STEM stands for science, technology, engineering and mathematics. STEM develops a set of thinking, creative reasoning, teamwork and investigative skills that students can use in their daily lives. A summary of the STEM acronym is as below: Science Focuses on the understanding of our environment, exploring and investigating the world using scientific skills, and critical and creative thinking skills. Technology Focuses on investigations using computers, tools and software applications. Engineering Focuses on solving problems using varied materials and designing, creating and building things that work. Mathematics Focuses on numbers and counting, space, sizes, shapes, measurements and patterns. Some examples of ideas for STEM project-based learning activities are given below: • Creating Earth’s model Students can create a model of the Earth using materials, such as clay, playdough and mashed paper. They can do all the steps by themselves and play a role in their learning. • Creating a hand pollinator Students learn to design, create and test a hand pollinator to transfer pollen grains from one flower to another. The STEM/Project-based activities aim to provide students the opportunities to work in small groups, search for information using technology, be critical in their judgment and decision making, create the endproduct and share with their peers to meet the needs of becoming the 21st century learners. By doing the projects, students explore themes and important issues such as climate change, health, technology and ethical issues of stem cell research. Through this process, students can take real action in addressing these issues based on their stages of learning, individual needs and contribute to their surrounding environment. Developing Scientific Attitudes and Noble Values Scientific attitudes and noble values can be inculcated through science activities. Students will have an interest and curiosity about their surroundings. They will develop an awareness of their responsibility to care for the environment. They learn to be systematic in carrying out activities, to be honest and Teacher’s Guide Focus-on Science Grade 9 ix © Praxis Publishing Singapore Pte. Ltd. ©Praxis Publishing_Focus On Science

accurate in recording their observations or data. Examples of scientific attitudes and noble values that are important in the learning of science are: • Being responsible about the safety of oneself, others and the environment • Realising that science is a means to understand nature • Appreciating the contribution of science and technology • Appreciating and practicing clean and healthy living • Appreciating the balance of nature • Having critical and analytical thinking • Being respectful and well-mannered • Being confident and independent • Being thankful to God • Thinking rationally • Being cooperative • Being objective • Being flexible • Being caring • Daring to try Proper planning is required for effective inculcation of scientific attitudes and noble values during science lessons. Teachers should ensure that students carry out science activities in a careful, cooperative and honest manner during the lessons. Teacher’s Guide Focus-on Science Grade 9 x © Praxis Publishing Singapore Pte. Ltd. ©Praxis Publishing_Focus On Science

How to Use the Focus-on Science Series The series is written to cater for the needs of lower secondary school students in developing scientific knowledge, skills, attitudes and noble values. The series provides key scientific information that makes the learning of science inquiry-based in order to develop scientific thinking and reasoning. The series consists of a Textbook, Workbook and a Teacher’s Guide. The Textbook and Workbook present core science topics in an activity-based environment to develop an inquiring mind in students. The Teacher’s Guide provides support for teachers to help students acquire the key knowledge and skills they need in order to understand and develop their creative and critical thinking skills in science. Textbook Each chapter begins with a highly colourful image to attract the students to the exciting content that follows. The purpose of the opening page is to encourage as much discussion as possible with the probing questions. It provides a good opportunity for teachers to assess students’ prior knowledge. It also tells the students what they are aiming to study. The key information in the text sets out the key facts and ideas that students need to know and understand. The content is presented with attractive visuals, pictures and diagrams to attract the attention of students and is linked directly to the learning objectives of the chapter. The key facts and ideas are reinforced by activities such as “Experiment”, “Activity”, “Project” and “Think About It”. These activities help students understand key ideas better and develop their scientific skills. They are required to work in pairs or small groups to present and share their findings with the whole class. Workbook The exercises provided in the Workbook are closely linked to the respective lessons in the Textbook to facilitate the teaching and learning process. The exercises are presented in a variety of formats and aimed at helping students learn more facts and understand the ideas and concepts better for each lesson. Two sets of assessment papers are included in the workbook to assess how well the students have understood the lessons learned. Teacher’s Guide The Teacher’s Guide is the main resource for teachers to start a chapter. It contains the scheme of work (lesson plan overview) that highlights the resources in the Textbook, Workbook and Teacher’s Guide for all the lessons in the chapter. The scheme of work also indicates the learning outcomes, suggested teaching approaches and estimated time allocation for each lesson in the chapter. The Teacher’s Guide provides guidelines to teachers on how to begin, develop and conclude the lessons in a chapter under several headings. Introduction Provide clear science information and facts to help teachers understand what they are going to teach in the chapter. Lessons and Learning Objectives Indicate all the lessons in the chapter and explain what students should know or do as a result of a learning experience. Teacher’s Guide Focus-on Science Grade 9 xi © Praxis Publishing Singapore Pte. Ltd. ©Praxis Publishing_Focus On Science

Key Terms Specific words or phrases that students are required to learn in the chapter. For each lesson in the chapter, the headings are: Learning Outcomes Describe the knowledge, skills or attitudes that students are expected to achieve after completing the lesson. Key Understanding Core ideas or concepts that students should gain from the lesson. Induction Engage students with the lesson and initiate whole-class discussion. The questioning technique is applied to elicit discussion and to find out what the students already know. Teaching and Learning Activities Set the lesson presentation mode. The activities include discussions, experiments and projects to enable students to master scientific concepts and skills, as well as develop scientific attitudes. Various approaches are suggested, including inquiry-based learning, contextual learning, experiential learning and collaborative learning. Assessment and Evaluation Gather information or evidence and make judgments about students’ learning and progress. Scoring rubrics are guidelines that teachers use to assess students’ performance in tasks, assignments or projects. They provide a standardised framework for evaluating different aspects of the work. Rubrics also provide feedback to students, highlighting their strengths and areas for improvement based on the defined criteria and scoring. Closure Help students reflect and consolidate their learning by summarising the key points of the lesson. Extension / Follow-up Activities Additional activities are provided to further enhance students’ understanding of the concepts and skills learned, making the learning experience more meaningful. Some of these activities include model making, games and quizzes, and research on current issues. Textbook Answers Detailed explanations or solutions provided for questions or problems in the Textbook, such as answers to the questions in “Experiment”, “Activity”, “Think About It”, “Recall” and “Put on Your Thinking Cap”. The answers to the “Exercises” in the Workbook are provided separately as a separate component. The URLs in the Teacher’s Guide were reviewed and deemed suitable at the time of publication. Teacher’s Guide Focus-on Science Grade 9 xii © Praxis Publishing Singapore Pte. Ltd. ©Praxis Publishing_Focus On Science

Teacher’s Guide Focus-on Science Grade 9 xiii © Praxis Publishing Singapore Pte. Ltd. Skill Lacks proficiency (1) Partially proficient (2) Proficient (3) Advanced (4) Self-motivation Consistently fails to meet established deadlines. Takes initiative to complete assignments and improve or correct behaviours. Occasionally completes and turns in assignments before the scheduled deadline. Never misses a deadline and often completes assignments well ahead of deadlines. Communication Unable to speak or write clearly and to correct behaviours despite intervention by instructors, does not listen actively. Needs work to speak or write clearly; sometimes able to identify alternative communication strategies. Speaks clearly, writes legibly, listens actively and adjusts communication strategies to various situations. Comfortably utilises a variety of communication styles, writes legibly, speaks clearly and listens actively. Teamwork Manipulates the team or acts with disregard to the team, disrespectful to team members, resistant to change or refuses to cooperate in attempts to work out solutions. Sometimes acts for personal interest at the expense of the team, acts independent of the team or appears unsupportive, and is occasionally unwilling to work out a solution. Places the success of the team above self-interest, does not undermine the team, helps and supports other team members, and shows respect to all team members. Places success of the team above self-interest, takes a leadership role and uses good management skills while leading, and involves all team members in the decision-making process. Neatness The work appears sloppy and disorganised. It is hard to know what information goes together. The work is organised but may be hard to read at times. The work is neat and organised. It is easy to read. The work is neat, clear and organised. It is easy to read. Completion Most of the work is incomplete even when additional time or suggestions are given. Some work is incomplete and needs additional suggestions. Some work is incomplete and needs additional time. All work is complete. Responsibility Always relies on others to complete assignments. Rarely does the work and needs constant reminders to stay on the task. Rarely does the work and needs constant reminders to stay on the task. Always does assigned work without being reminded. Scoring Rubric for Affective Domain ©Praxis Publishing_Focus On Science

Teacher’s Guide Focus-on Science Grade 9 xiv © Praxis Publishing Singapore Pte. Ltd. Skill Lacks proficiency (1) Partially proficient (2) Proficient (3) Advanced (4) State problem/ question Needs assistance to state the problem or identify the information. Sometimes states the problem or identifies the information correctly. Occasionally states the problem or identifies the information correctly. Works alone and correctly states the problem and identifies the information and the steps needed to arrive at a solution. Conclusion/ Synthesis thinking ability Conclusions drawn are lacking, incomplete or confusing and needs help to write a conclusion or answer questions. Sometimes asks for guidance to write or complete a conclusion. Occasionally answers questions and writes a conclusion in complete sentences. Always writes a response to whether the hypothesis is right or wrong and answers in complete sentences. Using scientific reasoning for explanation No evidence of scientific reasoning is used. Some pieces of evidence of scientific reasoning are used. Effective scientific reasoning is used. Employs refined and complex reasoning and demonstrates understanding of cause and effect. Using scientific concepts and related content Always relies on others in using scientific concepts. Provides minimal reference to relevant scientific concepts, principles or big ideas. Provides evidence of understanding of relevant scientific concepts, principles or big ideas. Provides evidence in depth and sophisticated understanding of relevant scientific concepts, principles or big ideas. Scoring Rubric for Scientific Thinking ©Praxis Publishing_Focus On Science

Teacher’s Guide Focus-on Science Grade 9 xv © Praxis Publishing Singapore Pte. Ltd. Skill Lacks proficiency (1) Partially proficient (2) Proficient (3) Advanced (4) Creativity The project has little creative and unique aspects. The project has some creative and unique aspects. The project has adequate creative and unique aspects. The project has plenty of creative and unique aspects. Communication and collaboration The information is not organised. Data is presented inaccurately. There is no drawing plan. Some information is clear and organised. There is a drawing plan without any labels. Most information is clear and organised. There is a clearly labelled drawing plan. All information and data are clear and organised. They are presented accurately. There is a clearly labelled drawing plan. Technology operations No technological resources are used in the project or are not used correctly. Few technological resources are used in the project or are not used correctly. Technological resources are used in the project correctly. Multiple technological resources are used appropriately. Teamwork Students demonstrate no cooperation, courtesy, enthusiasm, confidence or accuracy. Students demonstrate little cooperation, courtesy, enthusiasm, confidence or accuracy. Most students demonstrate some cooperation, courtesy, enthusiasm, confidence and accuracy. All students demonstrate high levels of cooperation, courtesy, enthusiasm, confidence and accuracy. Presentation Presentation lacks details needed to understand the team’s solution. Presentation provides an adequate explanation of how the solution is developed and how it works. Presentation or visual aids provide a clear, effective, and creative explanation of how the solution is developed and how it works. Presentation and visual aids provide a very clear, effective and creative explanation of how the solution is developed and how it works. Scoring Rubric for STEM Activities / Projects ©Praxis Publishing_Focus On Science

Teacher’s Guide Focus-on Science Grade 9 xvi © Praxis Publishing Singapore Pte. Ltd. Chapter 1: Human Reproductive System Lesson Learning outcomes Resources Time allocation Textbook Workbook Teacher’s Guide Approach 1.1 Cell Division • Explain what cell division is • Define mitosis and meiosis • List the phases of mitosis and meiosis and explain the events that occur during each phase • State the importance of mitosis and meiosis • Compare and contrast mitosis and meiosis Think About It (p. 5) Resource: Mitosis and meiosis (p. 6) Science Facts (p. 6) Exercises 1−7 (pp. 1−4) Induction (p. 3) Teaching and Learning Activities (pp. 3–4) Assessment and Evaluation (p. 4) Closure (p. 5) Extension / Follow-up Activities: Creating a Timeline that Illustrates the Different Stages of Mitosis (p. 5) Textbook Answers (p. 5) Class discussion about cell division: Technology based learning Class discussion about comparison between mitosis and meiosis: Constructivism Think About It: HOTS Creating a timeline: Collaborative learning 6 periods (Week 1) Scheme of Work [Note: The suggested teaching time can be altered according to the needs of the lessons.] ©Praxis Publishing_Focus On Science

Teacher’s Guide Focus-on Science Grade 9 xvii © Praxis Publishing Singapore Pte. Ltd. Lesson Learning outcomes Resources Time allocation Textbook Workbook Teacher’s Guide Approach 1.2 Human Reproductive System • Identify the different parts of the male and female reproductive systems and state their functions • Define gametogenesis and illustrate the types of gametogenesis • Explain the importance of gametogenesis • Identify the different stages of spermatogenesis and oogenesis • Identify the similarities and differences between spermatogenesis and oogenesis • Analyse the role of meiosis in gamete production • Identify the structures of a sperm and an ovum and their roles in reproduction Think About It (p. 8) Exercises 1−8 (pp. 5−9) Extra Info: Spermatogenesis and oogenesis (p. 7) Induction (p. 6) Teaching and Learning Activities (pp. 6–7) Assessment and Evaluation (p. 8) Closure (p. 8) Extension / Follow-up Activities: Factors that Affect Sperm Motility (p. 9) Textbook Answers (p. 9) Class discussion about the male and female reproductive systems: Technology based learning Think About It: HOTS Class discussion about the stages of spermatogenesis and oogenesis: Contextual Class discussion about comparison between sperm and ovum: Collaborative learning Factors that affect sperm motility: Collaborative learning 6 periods (Weeks 1 & 2) ©Praxis Publishing_Focus On Science

Teacher’s Guide Focus-on Science Grade 9 xviii © Praxis Publishing Singapore Pte. Ltd. Lesson Learning outcomes Resources Time allocation Textbook Workbook Teacher’s Guide Approach 1.3 Puberty • Define puberty • Identify physical changes that occur in males and females during puberty • Identify emotional and social changes that occur during puberty • Identify ways of coping with the changes that occur during puberty Science Facts (p. 13) Exercise 1 (pp. 9−10) Induction (p. 9) Teaching and Learning Activities (pp. 9–10) Assessment and Evaluation (p. 10) Closure (p. 10) Extension / Follow-up Activities: Strategies for Coping with Changes during Puberty (p. 11) Class discussion about the changes experienced during puberty: Contextual Class discussion about how to cope with changes during puberty: Collaborative learning 2 periods (Week 2) 1.4 Menstrual Cycle • Define what a menstrual cycle is • Identify the different phases of the menstrual cycle • Understand the symptoms of premenstrual syndrome (PMS) and learn how to manage the symptoms • Understand the importance of personal hygiene during menstruation Exercises 1−6 (pp. 10−11) Induction (p. 11) Teaching and Learning Activities (pp. 11–12) Assessment and Evaluation (p. 12) Closure (pp. 12–13) Extension / Follow-up Activities: Menstrual Hygiene (p. 13) Class discussion about the symptoms of menstruation: Contextual Class discussion about how females cope with menstrual hygiene: Collaborative learning 3 periods (Week 3) ©Praxis Publishing_Focus On Science

Teacher’s Guide Focus-on Science Grade 9 xix © Praxis Publishing Singapore Pte. Ltd. Lesson Learning outcomes Resources Time allocation Textbook Workbook Teacher’s Guide Approach 1.5 Fertilisation • Describe the process of fertilisation • Identify the key structures involved in the fertilisation • Explain the journey of sperms to the Fallopian tube • Explain how the embryo forms from the zygote • Explain the process of development of an embryo until implantation Science Facts (p. 17) Exercises 1−2 (pp. 12−13) Induction (p. 14) Teaching and Learning Activities (p. 14) Assessment and Evaluation (p. 15) Closure (p. 15) Extension / Follow-up Activities: Factors that can Affect Fertilisation (p. 15) Class discussion about the process of fertilisation: Technology based learning Class discussion about the embryonic development until implantation: Technology based learning Factors that can affect fertilisation: Collaborative learning 4 periods (Week 3) ©Praxis Publishing_Focus On Science

Teacher’s Guide Focus-on Science Grade 9 xx © Praxis Publishing Singapore Pte. Ltd. Lesson Learning outcomes Resources Time allocation Textbook Workbook Teacher’s Guide Approach 1.6 Pregnancy • Describe the stages of pregnancy and foetal development • Identify and describe the major structures in the uterus during pregnancy, explain their functions, and understand how they contribute to foetal development • Explain the importance of prenatal care for both the mother and foetus • Discuss the effects of harmful substances during pregnancy Resource: Fertilisation and pregnancy (p. 18) Exercises 1−5 (pp. 13−15) Induction (p. 16) Teaching and Learning Activities (pp. 16–18) Assessment and Evaluation (p. 18) Closure (pp. 18–19) Extension / Follow-up Activities: Risks and Complications of Pregnancy (p. 19) Class discussion about the development of foetus during pregnancy: Technology based learning Class discussion about prenatal care and effects of harmful substances: Technology based learning / Collaborative learning Risks and complications of pregnancy: Collaborative learning 4 periods (Week 4) ©Praxis Publishing_Focus On Science

Teacher’s Guide Focus-on Science Grade 9 xxi © Praxis Publishing Singapore Pte. Ltd. Lesson Learning outcomes Resources Time allocation Textbook Workbook Teacher’s Guide Approach 1.7 Common Disorders and Diseases of the Male and Female Reproductive Systems • Identify and describe some common disorders and diseases of the male and female reproductive systems • Explain the causes and symptoms for these reproductive disorders and diseases Activity 1 (p. 22) Exercises 1−4 (p. 15) Induction (p. 20) Teaching and Learning Activities (p. 20) Assessment and Evaluation (p. 20) Closure (p. 21) Extension / Follow-up Activities: Causes of Infertility (p. 21) Activity 1: Collaborative learning Class discussion about various diseases and disorders of reproductive systems: Collaborative learning Causes of infertility: Collaborative learning 3 periods (Week 4) 1.8 Lifestyle Factors that Support the Reproductive System • Identify lifestyle factors that support the reproductive system • Explain how these lifestyle factors affect reproductive health • Explain how to keep our reproductive system healthy and prevent reproductive diseases • Apply this health knowledge to make reasoned decisions about their own reproductive health Exercise 1 (p. 16) Extra Info: Lifestyle factors that help male fertility (p. 16) Induction (p. 22) Teaching and Learning Activities (pp. 22–23) Assessment and Evaluation (p. 23) Closure (pp. 23–24) Extension / Follow-up Activities: Interview about Lifestyle Choices and their Effects on Reproductive Health (p. 24) Class discussion about lifestyle factors that support the reproductive system: Collaborative learning Interview report: Collaborative learning 2 periods (Week 5) ©Praxis Publishing_Focus On Science

Teacher’s Guide Focus-on Science Grade 9 xxii © Praxis Publishing Singapore Pte. Ltd. Lesson Learning outcomes Resources Time allocation Textbook Workbook Teacher’s Guide Approach End-of-chapter materials Recall (p. 25) Put on your Thinking Cap (p. 26) Project: Birth Control Methods (p. 27) Objective Questions (pp. 17–18) Concept Map (p. 19) HOTS Daily Application (p. 20) Online Quick Quiz (p. 20) Textbook Answers (pp. 24–25) Project Guide: Birth Control Methods (p. 25) Put on your Thinking Cap: HOTS HOTS Daily Application: HOTS Project: 21st century skills 8 periods (Weeks 5 & 6) ©Praxis Publishing_Focus On Science

Teacher’s Guide Focus-on Science Grade 9 xxiii © Praxis Publishing Singapore Pte. Ltd. Chapter 2: Reproduction in Animals and Plants Lesson Learning outcomes Resources Time allocation Textbook Workbook Teacher’s Guide Approach 2.1 Sexual Reproduction in Animals • Define reproduction • Describe the different types of reproduction in animals • Describe the different types of fertilisation in animals • Identify animals that reproduce by internal and external fertilisation Science Facts (p. 30) Think About It (p. 31) Exercises 1−4 (pp. 21−22) Induction (p. 28) Teaching and Learning Activities (pp. 28–29) Assessment and Evaluation (p. 29) Closure (pp. 29–30) Extension / Follow-up Activities: Advantages and Disadvantages of Sexual Reproduction (p. 30) Textbook Answers (p. 30) Think About It: HOTS Class discussion about comparison between sexual and asexual reproduction: Constructivism Class discussion about Internal and external fertilisation: Constructivism Advantages and disadvantages of sexual reproduction: Collaborative learning 3 periods (Week 6) ©Praxis Publishing_Focus On Science

Teacher’s Guide Focus-on Science Grade 9 xxiv © Praxis Publishing Singapore Pte. Ltd. Lesson Learning outcomes Resources Time allocation Textbook Workbook Teacher’s Guide Approach 2.2 Asexual Reproduction in Animals • Identify different types of asexual reproduction in animals • Give examples of animals that reproduce asexually Science Facts (p. 33) Activity 1: Comparing different types of asexual reproduction (p. 34) Think About It (p. 34) Exercises 1−3 (pp. 23−24) Induction (p. 31) Teaching and Learning Activities (pp. 31–32) Assessment and Evaluation (p. 32) Closure (pp. 32–33) Extension / Follow-up Activities: Advantages and Disadvantages of Asexual Reproduction in Animals (p. 33) Textbook Answers (p. 33) Class discussion about types of asexual reproduction in animals: Constructivism Class discussion about comparison between sexual and asexual reproduction: Constructivism Activity 1: Collaborative learning Think About It: HOTS Advantages and disadvantages of asexual reproduction in animals: Collaborative learning 3 periods (Weeks 6 & 7) ©Praxis Publishing_Focus On Science

Teacher’s Guide Focus-on Science Grade 9 xxv © Praxis Publishing Singapore Pte. Ltd. Lesson Learning outcomes Resources Time allocation Textbook Workbook Teacher’s Guide Approach 2.3 Sexual Reproduction in Flowering Plants • Identify the male and female reproductive organs of a flower • Identify the different parts of a flower • Explain the function of each part of a flower • Draw a labelled diagram of a flower • Explain the importance of flowers in the process of sexual reproduction Resource: The sexual reproductive system of flowering plants (p. 35) Activity 2: Comparing different types of flowers (p. 37) Think About It (p. 37) Exercises 1–3 (pp. 24−25) Induction (p. 34) Teaching and Learning Activities (pp. 34–35) Assessment and Evaluation (p. 35) Closure (p. 36) Extension / Follow-up Activities: Hands-on Activity to Create a Model of a Flower (p. 36) Textbook Answers (p. 36) Class discussion about functions of parts of a flower: Contextual Activity 2: Constructivism Think About It: HOTS Hands-on activity to create a model of a flower: Collaborative learning 3 periods (Week 7) ©Praxis Publishing_Focus On Science

Teacher’s Guide Focus-on Science Grade 9 xxvi © Praxis Publishing Singapore Pte. Ltd. Lesson Learning outcomes Resources Time allocation Textbook Workbook Teacher’s Guide Approach 2.4 Pollination • Define pollination • Identify the different types of pollination • Compare and contrast self- pollination and cross-pollination • Identify different types of pollinating agents and their role in pollination • Explain the process of pollination and its importance in plant reproduction • Relate the characteristics of the flowers to their agents of pollination • Compare the characteristics of insect-pollinated and wind- pollinated flowers Activity 3: Comparing insect- pollinated flowers and wind-pollinated flowers (p. 42) Exercises 1−5 (pp. 25−27) Extra Info: Pollination (p. 26) Induction (p. 37) Teaching and Learning Activities (pp. 37–38) Assessment and Evaluation (p. 39) Closure (p. 39) Extension / Follow-up Activities: Pollinators and the Environment (p. 40) Textbook Answers (p. 40) Class discussion about comparison between self- pollination and cross-pollination: Constructivism Class discussion about pollination by different agents: Contextual Activity 3: Constructivism and HOTS Pollinators and the environment: Collaborative learning 4 periods (Weeks 7 & 8) ©Praxis Publishing_Focus On Science

Teacher’s Guide Focus-on Science Grade 9 xxvii © Praxis Publishing Singapore Pte. Ltd. Lesson Learning outcomes Resources Time allocation Textbook Workbook Teacher’s Guide Approach 2.5 The Development of Fruits and Seeds in Plants • Explain the process of fertilisation in plants • Describe the formation of fruits and seeds • Identify the structures involved in pollen tube formation • Describe the process of double fertilisation and explain how it results in the formation of a seed • Describe the structure of a seed, including the seed coat, embryo and endosperm • Identify the different parts of a fruit, including the pericarp Activity 4 (p. 45) Exercises 1−4 (pp. 28−29) Induction (p. 40) Teaching and Learning Activities (pp. 40–41) Assessment and Evaluation (p. 41) Closure (p. 42) Extension / Follow-up Activities: Different Types of Fruits that are Used for Food (p. 42) Class discussion about the formation of seeds and fruits: Constructivism Class discussion about how a flower develops into a fruit: Constructivism Activity 4: Collaborative learning Different types of fruits that are used for food: Collaborative learning 4 periods (Week 8) 2.6 Seed Dispersal • Explain the importance of seed dispersal in plant reproduction • Describe the methods of dispersal of seeds and fruits and their characteristics • Differentiate between the different methods of seed dispersal • Explain the benefits of seed dispersal for plants Activity 5 (p. 48) Exercises 1−4 (pp. 30−31) Induction (p. 43) Teaching and Learning Activities (pp. 43–44) Assessment and Evaluation (p. 44) Closure (pp. 44–45) Extension / Follow-up Activities: Different Types of Seeds for Dispersal (p. 45) Class discussion about different types of dispersal: Constructivism Activity 5: Contextual Different types of seeds for dispersal: Collaborative learning 3 periods (Weeks 8 & 9) ©Praxis Publishing_Focus On Science

Teacher’s Guide Focus-on Science Grade 9 xxviii © Praxis Publishing Singapore Pte. Ltd. Lesson Learning outcomes Resources Time allocation Textbook Workbook Teacher’s Guide Approach 2.7 Germination of Seeds • Identify the structure of a seed and their functions • Define germination and describe the process • Describe the different types of seed germination • Identify the conditions required for germination of seeds • Explain the importance of germination for plant reproduction • Carry out an experiment to study the conditions required for germination of seeds Experiment 1: Determining the conditions required for the germination of seeds (p. 52) Exercises 1−7 (pp. 31−33) Extra Info: Seed germination (p. 32) Induction (p. 45) Teaching and Learning Activities (pp. 46–47) Assessment and Evaluation (p. 47) Closure (p. 47) Extension / Follow-up Activities: Germination of a Specific Type of Seed (p. 48) Textbook Answers (p. 48) Class discussion about the process of germination: Experiential learning Experiment 1: Inquiry Germination of a specific type of seed: Collaborative learning 4 periods (Week 9) ©Praxis Publishing_Focus On Science

Teacher’s Guide Focus-on Science Grade 9 xxix © Praxis Publishing Singapore Pte. Ltd. Lesson Learning outcomes Resources Time allocation Textbook Workbook Teacher’s Guide Approach 2.8 Reproduction of Ferns, Mosses and Conifers • Identify and describe the characteristics of non-flowering plants, such as ferns, mosses and conifers • Explain how non-flowering plants reproduce • Explain the concept of alternation of generations in non-flowering plants Science Facts (p. 59) Activity 6 (p. 59) Exercises 1−5 (pp. 33−36) Induction (p. 49) Teaching and Learning Activities (pp. 49–50) Assessment and Evaluation (p. 50) Closure (pp. 50–51) Extension / Follow-up Activities: Comparison between Non-flowering Plants and Flowering Plants (p. 51) Class discussion on how non-flowering plants reproduce and alternation of generations: Constructivism Activity 6: Collaborative learning Comparison between non-flowering plants and flowering plants: Collaborative learning 4 periods (Weeks 9 & 10) ©Praxis Publishing_Focus On Science

Teacher’s Guide Focus-on Science Grade 9 xxx © Praxis Publishing Singapore Pte. Ltd. Lesson Learning outcomes Resources Time allocation Textbook Workbook Teacher’s Guide Approach 2.9 Asexual Reproduction in Plants • Identify and describe the different methods of asexual reproduction in plants • Explain the advantages and disadvantages of asexual reproduction in plants • Apply the knowledge of asexual reproduction in plants to real- world situations • Identify and describe different methods of artificial vegetative reproduction Science Facts (p. 62) Exercises 1−6 (pp. 36−38) Induction (p. 52) Teaching and Learning Activities (pp. 52–53) Assessment and Evaluation (p. 53) Closure (pp. 53–54) Extension / Follow-up Activities: Growing Their Own Plants by Using Asexual Reproduction Methods (pp. 54–55) Class discussion about vegetative reproduction in plants: Contextual Class discussion about application of artificial vegetative reproduction in daily life: Constructivism Growing their own plants: Experiential learning 3 periods (Week 10) 2.10 The Use of Reproductive Technologies • Understand the basic principles of different types of reproductive technologies • Apply the knowledge of reproductive technologies to make informed decisions about fertility treatment options Activity 7 (p. 65) Exercises 1−3 (p. 39) Induction (p. 55) Teaching and Learning Activities (pp. 55–56) Assessment and Evaluation (p. 57) Closure (pp. 57–58) Extension / Follow-up Activities: Selection of Suitable Reproductive Technologies for Animal Breeding (p. 58) Class discussion about applications of reproductive technologies: Constructivism Activity 7: Collaborative learning Selection of suitable reproductive technologies for animal breeding: Collaborative learning 3 periods (Weeks 10 & 11) ©Praxis Publishing_Focus On Science

Teacher’s Guide Focus-on Science Grade 9 xxxi © Praxis Publishing Singapore Pte. Ltd. Lesson Learning outcomes Resources Time allocation Textbook Workbook Teacher’s Guide Approach End-of-chapter materials Recall (p. 66) Put on your Thinking Cap (p. 67) Project: Creating a Hand Pollinator (p. 68) Objective Questions (pp. 40–41) Concept Map (p. 42) HOTS Daily Application (p. 43) Online Quick Quiz (p. 43) Textbook Answers (p. 59) Project Guide: Creating a Hand Pollinator (pp. 59–60) Put on your Thinking Cap: HOTS HOTS Daily Application: HOTS Project: 21st century skills 8 periods (Weeks 11 & 12) ©Praxis Publishing_Focus On Science

Teacher’s Guide Focus-on Science Grade 9 1 © Praxis Publishing Singapore Pte. Ltd. Human Reproductive System CHAPTER 1 Introduction The human reproductive system is responsible for the production of gametes, fertilisation and the development of a foetus. It includes both male and female reproductive organs, such as the testes, ovaries, uterus and Fallopian tubes. Gametogenesis is the process of producing gametes. Spermatogenesis is the process of producing sperms in males, while oogenesis is the process of producing ova in females. During fertilisation, the ovum and sperm fuse together to form a zygote. During early embryonic development, the zygote undergoes several cell divisions to form a blastocyst, which then implants into the uterine wall. This process triggers the beginning of pregnancy and the formation of the placenta. Some common disorders and diseases of the male and female reproductive systems include congenital abnormalities, infections and cancer. Lifestyle factors that support the reproductive system include maintaining a healthy diet, regular exercise and practicing safe sex. Lessons and Learning Objectives 1.1 Cell Division • Explain the process of cell division • Explain how cells divide by mitosis and meiosis 1.2 Human Reproductive System • Understand the human reproductive system • Identify parts of the male and female reproductive systems and describe their functions • Describe the formation of sperms and ova in humans 1.3 Puberty • Describe the physical, emotional and social changes that take place during puberty 1.4 Menstrual Cycle • Describe the phases of the menstrual cycle 1.5 Fertilisation • Describe fertilisation and early embryonic development 1.6 Pregnancy • Describe how embryonic and foetal development occur during pregnancy • Describe characteristics and functions of the structures in the uterus during pregnancy • Describe the importance of prenatal care 1.7 Common Disorders and Diseases of the Male and Female Reproductive Systems • Identify some disorders and diseases of the reproductive system 1.8 Lifestyle Factors that Support the Reproductive System • Describe the lifestyle factors that support the reproductive system • Explain how to keep our reproductive system healthy and prevent reproductive diseases ©Praxis Publishing_Focus On Science

Teacher’s Guide Focus-on Science Grade 9 2 © Praxis Publishing Singapore Pte. Ltd. Key Terms 1.1 cell division, mitosis, meiosis, interphase, prophase, metaphase, anaphase, telophase, cytokinesis, meiosis I, meiosis II, synapsis, crossing over, chromosomes, daughter cell, diploid, haploid, spindle fibres 1.2 male reproductive system, penis, scrotum, testis, epididymis, sperm duct, prostate gland, seminal vesicles, female reproductive system, ovary, Fallopian tube, uterus, cervix, vagina, gametogenesis, spermatogenesis, oogenesis, gamete, seminiferous tubule, sperm, ovum, ovulation 1.3 puberty, acne 1.4 menstrual cycle, menstruation, menstrual phase, follicular phase, fertile phase, luteal phase, premenstrual syndrome (PMS), menstrual hygiene, menopause 1.5 fertilisation, zygote, embryonic development, implantation, cleavage, morula, blastocyst, embryo, foetus 1.6 pregnancy, foetal development, first trimester, second trimester, third trimester, amniotic sac, amniotic fluid, placenta, umbilical cord, umbilical artery, umbilical vein, prenatal care 1.7 polycystic ovary syndrome (PCOS), uterine fibroids, pelvic inflammatory disease (PID), reproductive cancers, infertility 1.8 lifestyle factors ©Praxis Publishing_Focus On Science

Teacher’s Guide Focus-on Science Grade 9 3 © Praxis Publishing Singapore Pte. Ltd. Lesson 1.1 Cell Division Learning Outcomes • Explain what cell division is • Define mitosis and meiosis • List the phases of mitosis and meiosis and explain the events that occur during each phase • State the importance of mitosis and meiosis • Compare and contrast mitosis and meiosis Key Understanding Cell division is the process by which a parent cell divides into two or more daughter cells. It is important for growth, repair of damaged tissues and reproduction in organisms. Mitosis is a type of cell division that results in two daughter cells with the same number and type of chromosomes as the parent cell, while meiosis is a type of cell division that results in four daughter cells with half the number of chromosomes as the parent cell. The phases of mitosis are prophase, metaphase, anaphase and telophase. During these phases, the cell undergoes various changes such as condensation of chromosomes, alignment of chromosomes at the equator, separation of sister chromatids, and formation of two daughter cells. During meiosis, there are two main phases: meiosis I and meiosis II. Meiosis I involves the separation of homologous chromosomes, while meiosis II involves the separation of sister chromatids. Meiosis introduces variation by producing daughter cells that are different from each other and the parent cell. Induction 1 Ask students if they know how humans grow and how the trillions of cells in a human body are developed from a single cell. 2 Ask students to watch a video that shows a fertilised human egg undergoing a process. Scan the following QR code to watch the video. After watching the video, ask students what process the cell is undergoing. The cell is undergoing cell division. 3 Encourage them to explain what cell division is based on the transformation of a single cell called a zygote into a human body to help develop their critical thinking skills. Teaching and Learning Activities Textbook p. 2 1 Introduce cell division and its types, namely mitosis and meiosis. Get students to understand what type of cells will carry out mitosis and meiosis respectively. 2 Show students a series of pictures and let students identify whether mitosis has taken place. Here are some examples of pictures. • A baby grows into a teenage. • An ovary produces an ovum. • A seed grows into a seedling. • A thin man grows heavier. Encourage students to give more such examples where mitosis has taken place. ©Praxis Publishing_Focus On Science

Teacher’s Guide Focus-on Science Grade 9 4 © Praxis Publishing Singapore Pte. Ltd. 3 Guide students to discuss the importance of mitosis. 4 Introduce the terms such as cell cycle, interphase and cytokinesis. Describe the events including DNA replication that take place during the interphase. Textbook pp. 3–6 5 Introduce the phases of mitosis, namely prophase, metaphase, anaphase and telophase. Describe the major events that take place during each phase of mitosis and cytokinesis. 6 Ask students these questions about mitosis to start a class discussion. • What will happen if a cell cannot undergo mitosis? • What is the difference between cytokinesis and mitosis? • Why does a baby have fewer cells than an adult using the mitotic process? 7 Let students watch this video to learn about meiosis by scanning the QR code below. 8 Introduce more about the two stages of meiosis, namely meiosis I and meiosis II. Describe the major events that take place during each phase of meiosis I and meiosis II. 9 Help students to clear up any misconceptions about mitosis and meiosis. Some misconceptions are given below. • Incorrect: All divided cells have the same genetic material as the parent cell. The facts: Meiosis produces gametes, results in daughter cells that have half the number of chromosomes as the parent cell. • Incorrect: Interphase is the “resting phase” of mitosis. The facts: Interphase is actually a growth phase. In interphase, the cells grow and replicate its DNA before undergoing mitosis and cytokinesis. • Incorrect: Meiosis occurs in all cells. The facts: Meiosis only occurs in reproductive cells such as sperms and ova. 10 Encourage students to develop their critical thinking skills by answering the questions in Think About It. Ask them to recall the concept of cell division. 11 Have students realise the importance of meiosis. 12 Scan the QR code given for an animation on mitosis and meiosis. 13 Guide students to compare and contrast mitosis and meiosis by identifying similarities and differences. 14 Guide students to discuss what will happen if cell division becomes uncontrolled. It can lead to cancer. Refer to Science Facts. Assessment and Evaluation 1 Assess students’ understanding of cell division through their participation and responses in class discussions and activities. 2 Assess students’ critical thinking skills through their answers to the questions in Think About It. 3 Have students complete Exercises 1−7 Workbook pp. 1–4 . 4 Provide feedback to students on their performance, highlighting areas where they have achieved and areas where they need to improve. ©Praxis Publishing_Focus On Science

Teacher’s Guide Focus-on Science Grade 9 5 © Praxis Publishing Singapore Pte. Ltd. Closure To summarise the important ideas and concepts taught in the lesson, consider using the key points provided through strategies such as a class discussion, a summary statement, a quiz, a visual organiser or a reflective writing assignment. Allow students to ask any additional questions for clarification or to clear up any doubts. 1 Cell division is the process by which a parent cell divides into two or more daughter cells. 2 Interphase is the stage of the cell cycle where the cell grows and replicates its DNA in preparation for cell division. 3 There are two types of cell division, namely mitosis and meiosis. Mitosis 4 Mitosis is a process of nuclear division when a parent cell divides into two identical daughter cells, each with the same number and type of chromosomes as the parent cell. 5 Mitosis is divided into four phases, namely prophase, metaphase, anaphase and telophase. 6 Cytokinesis is the division of cytoplasm to produce two daughter cells, each having its own nucleus. Meiosis 7 Meiosis is a process where a parent cell divides twice to produce four daughter cells, each with half the number of chromosomes as the parent cell. 8 There are two stages of meiosis — meiosis I and meiosis II. 9 Meiosis I is composed of four phases: prophase I, metaphase I, anaphase I and telophase I. Telophase I is followed by cytokinesis, which separates the cytoplasm of the two daughter cells. 10 During meiosis I, homologous chromosomes are separated into two daughter cells. 11 Meiosis II begins after the completion of meiosis I. Meiosis II proceeds through four phases: prophase II, metaphase II, anaphase II and telophase II. 12 The random assortment of chromosomes during meiosis II results in each gamete having a unique set of chromosomes. 13 Meiosis II produces haploid gametes, which can fuse to form a new diploid organism. Extension / Follow-up Activities Creating a Timeline that Illustrates the Different Stages of Mitosis 1 Divide students into groups. 2 Ask each group to make a timeline of the different stages of mitosis. 3 Ask each group to use pictures, diagrams, or words to illustrate each stage. Students can use different colours and fonts to make their timeline visually appealing. 4 Be sure to label all of the important parts of the cell. 5 Ask each group to share its timeline to the class. This helps in developing their communication skills. 6 When a group is presenting its outcomes, encourage other groups to think critically and to raise questions. Textbook Answers Think About It p. 5 1 Mitosis 2 Meiosis ©Praxis Publishing_Focus On Science

Teacher’s Guide Focus-on Science Grade 9 6 © Praxis Publishing Singapore Pte. Ltd. Lesson 1.2 Human Reproductive System Learning Outcomes • Identify the different parts of the male and female reproductive systems and state their functions • Define gametogenesis and illustrate the types of gametogenesis • Explain the importance of gametogenesis • Identify the different stages of spermatogenesis and oogenesis • Identify the similarities and differences between spermatogenesis and oogenesis • Analyse the role of meiosis in gamete production • Identify the structures of a sperm and an ovum and their roles in reproduction Key Understanding Reproduction is the process by which organisms produce offspring. It is essential for the continuation of a species. The human reproductive system includes the male reproductive system and the female reproductive system. The male reproductive system includes organs such as the testes, epididymis, sperm duct, seminal vesicles, prostate gland and urethra. It is responsible for producing and delivering sperms to fertilise a female’s egg. The female reproductive system includes the ovaries, Fallopian tubes, uterus, cervix and vagina. It is responsible for producing and transporting eggs, as well as providing an environment for the fertilisation and development of a foetus. Spermatogenesis is the process of producing mature spermatozoa from germ cells in the seminiferous tubules of the testes. It involves mitotic and meiotic divisions, as well as the differentiation and maturation of spermatids into spermatozoa. Oogenesis is the process of female gamete formation, which involves meiosis and the differentiation of oocytes. It occurs in the ovaries and results in the production of one mature ovum and polar bodies. Induction 1 Begin by introducing the topic of reproduction. Explain that reproduction is the process by which organisms produce offspring. 2 Provide a safe and non-judgmental environment for students to ask questions and discuss sensitive topics to help them better understand the complexities of the human reproduction. Pose these questions. • Why do humans need to reproduce? • What will happen if humans stop reproducing? • Do males and females have the same reproductive system? Teaching and Learning Activities Textbook pp. 7–8 1 Introduce both males and females have different reproductive systems. Pose these questions to start a class discussion: • Do males and females have same reproductive organs? • What reproductive organ does a male have that a female does not? 2 Show students diagrams or pictures of the male and female reproductive systems. Point out the different parts of each system and explain their functions. ©Praxis Publishing_Focus On Science

Teacher’s Guide Focus-on Science Grade 9 7 © Praxis Publishing Singapore Pte. Ltd. 3 Ask students to watch a video about the male reproductive system by scanning the following QR code. 4 Ask students some questions about the male and female reproductive systems. • What are the male gonads? • Where are the sperms produced? • What is the function of the seminal vesicles? • Which part connects the ovaries to the uterus? • Which part connects the uterus to the vagina? • What is the function of the uterus? 5 Encourage students to enhance their critical thinking skills by answering the questions in Think About It. Textbook pp. 9–12 6 Explain what gametogenesis is. Stress the importance of gametogenesis, which is essential for sexual reproduction. Without gametogenesis, the continuation of a species would not be possible. 7 Introduce the two types of gametogenesis, namely spermatogenesis and oogenesis. 8 Explain the process of spermatogenesis and let students to watch this video by scanning the following QR code. Highlight the different stages involved in the formation of sperms. 9 Explain the structure of a sperm and its role in reproduction. 10 Explain the process of oogenesis and highlight the different stages involved in the formation of ova. 11 Explain the structure of an ovum and its role in reproduction. 12 Ask students these questions about the sperm and ovum. • Why do you think an ovum doesn’t have a tail? • Why do sperms have lots of mitochondria? • Why is the sperm smaller in size than the ovum? 13 Ask students to compare the differences between a sperm and an ovum in terms of size, number produced, motility and food storage. 14 Compare and contrast oogenesis and spermatogenesis. 15 At the end of the lesson, encourage students to develop their critical thinking skills by answering the following questions. • What is the importance of gametogenesis in human reproduction? Give one importance. • What is the process of spermatogenesis? • What types of cells are found in the seminiferous tubules? • How many sperms are formed by one primary spermatocyte? • Arrange the following stages of oogenesis in sequential order. Secondary oocyte, oogonium, ovum, primary oocyte • What are the cells that secondary oocyte divides into called? • What are the main differences between oogenesis and spermatogenesis? State two differences. ©Praxis Publishing_Focus On Science

Teacher’s Guide Focus-on Science Grade 9 8 © Praxis Publishing Singapore Pte. Ltd. Assessment and Evaluation 1 Assess students’ understanding of all the concepts learned by observing their participation and responses in class discussions and activities. 2 Assess students’ critical thinking skills through their answers to the questions in Think About It. 3 Have students complete Exercises 1−8 Workbook pp. 5–9 . Students can get extra information on spermatogenesis and oogenesis via the QR code given. 4 Provide feedback to students on their performance, highlighting areas where they have achieved and areas where they need to improve. Closure To summarise the important ideas and concepts taught in the lesson, consider using the key points provided through strategies such as a class discussion, a summary statement, a quiz, a visual organiser or a reflective writing assignment. Allow students to ask any additional questions for clarification or to clear up any doubts. 1 The human reproductive system includes the male reproductive system and the female reproductive system. Male Reproductive System 2 The male reproductive system includes the penis, scrotum, testes, epididymis, sperm duct, prostate gland and seminal vesicles. 3 The testes are the male reproductive organs, which produce sperms and male sex hormones. 4 The epididymis stores sperms until they are mature enough to be ejaculated. 5 The sperm duct is a short tube that carries sperms from the testis to the urethra. 6 The penis is used to deliver sperms to the female reproductive tract during intercourse. Female Reproductive System 7 The female reproductive system is responsible for the production of ova and hormones, as well as the development of a foetus. 8 The female reproductive system consists of a pair of ovaries, the Fallopian tubes, uterus, cervix, vagina and external genital organs. 9 The ovaries are the female reproductive organs, which produce ova and female sex hormones. 10 The Fallopian tubes are two narrow tubes that connect the ovaries to the uterus. The Fallopian tubes are where fertilisation occurs. 11 The uterus is a muscular organ that holds a foetus during pregnancy. Gametogenesis 12 Gametogenesis is the process by which male and female gametes are formed through meiosis. 13 Spermatogenesis is the formation of sperms in the seminiferous tubules of testis. 14 Each sperm consists of a head, a middle piece and a long tail. 15 Oogenesis is the formation of female gametes (secondary oocytes) in the ovary. 16 The ovum is larger than the sperm and it is spherical-shaped. It is not mobile. ©Praxis Publishing_Focus On Science

Teacher’s Guide Focus-on Science Grade 9 9 © Praxis Publishing Singapore Pte. Ltd. Extension / Follow-up Activities Factors that Affect Sperm Motility 1 Let students work in groups. 2 Ask each group to search for information about factors that can affect sperm motility and write it on a piece of paper. 3 Ask each group to choose two representatives to present their findings. This helps in developing their communication skills. 4 When a group is presenting its outcomes, encourage other groups to think critically and to raise questions. Textbook Answers Think About It p. 8 1 Sperm production would be affected because it is too warm. 2 The sperm cannot fertilise the ovum and a zygote will not be produced. The woman will have difficulty in getting pregnant. Lesson 1.3 Puberty Learning Outcomes • Define puberty • Identify physical changes that occur in males and females during puberty • Identify emotional and social changes that occur during puberty • Identify ways of coping with the changes that occur during puberty Key Understanding Puberty is the period when a child changes physically into an adult. It is the stage of human development at which the reproductive system matures and begins to produce reproductive cells. It typically begins between the ages of 10 and 13 in girls and 12 and 15 in boys. This process involves hormonal changes that lead to physical, emotional and social changes. Induction 1 Begin by creating a safe and inclusive learning environment where students feel comfortable asking questions and sharing their thoughts. Try to acknowledge students’ reactions to the subject by saying that it can be difficult to talk about puberty and body parts and it is normal to feel a bit uncomfortable. 2 Ask students if they experience any changes during puberty. Ask them when this happens to a person. Teaching and Learning Activities Textbook p. 13 1 Ask for a volunteer to define puberty. 2 Ask students to bring two pictures to the class. • The first picture should show the whole body of the student as a toddler (0–3 years). • The second picture should show the whole body of the student as a teenager (11–14 years). ©Praxis Publishing_Focus On Science

Teacher’s Guide Focus-on Science Grade 9 10 © Praxis Publishing Singapore Pte. Ltd. 3 Let students have a look at the pictures of the peers. Form small mixed-gender groups (if possible: 2 boys and 2 girls). Ask students to discuss in groups, the changes of the bodies shown in the pictures and the differences between girls and boys. Guide students to think critically by asking some questions. • Do boys and girls go through puberty at the same age? • For boys/males, what happens to the body during puberty? What changes are experienced by boys only? • For girls/females, what happens to the body during puberty? What changes are experienced by girls only? • What are the changes that are experienced by both genders? • How would these changes from puberty impact things like moods, sense of identity, and relationship with peers? 4 Ask one or two students to share the changes they experienced during the onset of puberty. 5 Discuss with students ways to cope with puberty. 6 Set up a box by the front of the classroom and encourage students to write their own anonymous questions and drop them in. Teacher reads some aloud together and answer their questions in the class. 7 Ask them to brainstorm some misunderstandings people may make about puberty changes. Some myths that may be raised include: • Puberty is scary and unpleasant. • Puberty happens overnight. • All teens argue with their parents during adolescence. • Teens get pimples because they do not wash often enough. • All girls are emotional and tearful before their periods. 8 Guide students to understand hormones and the types of hormones that are involved in puberty. Refer to Science Facts. Assessment and Evaluation 1 Assess students’ understanding of puberty through their participation and responses in class discussions and activities. 2 Assess students’ collaboration skills through the activity of group discussion. 3 Assess students’ critical thinking skills through observation of their responses in answering questions. 4 Have students complete Exercise 1 Workbook pp. 9–10 . 5 Provide feedback to students on their performance, highlighting areas where they have achieved and areas where they need to improve. Closure To summarise the important ideas and concepts taught in the lesson, consider using the key points provided through strategies such as a class discussion, a summary statement, a visual organiser or a reflective writing assignment. Allow students to ask any additional questions for clarification or to clear up any doubts. 1 Puberty is the growth stage of a human when the reproductive system becomes mature and starts producing reproductive cells. 2 It is a process that usually happens between ages 10 and 13 for girls and ages 12 and 15 for boys. 3 It causes physical, emotional and social changes, and affects boys and girls differently. ©Praxis Publishing_Focus On Science

Teacher’s Guide Focus-on Science Grade 9 11 © Praxis Publishing Singapore Pte. Ltd. Extension / Follow-up Activities Strategies for Coping with Changes during Puberty 1 Ask students to work in groups. 2 Let each group to brainstorm as many strategies as possible for coping with changes during puberty and write them down on a poster. Provide students with a safe and supportive environment to talk about their feelings. 3 Ask each group to present the outcomes of their brainstorming. This helps in developing their communication skills. 4 When a group is presenting its outcomes, encourage other groups to think critically and to raise questions. Encourage students to share their experiences with puberty. Lesson 1.4 Menstrual Cycle Learning Outcomes • Define what a menstrual cycle is • Identify the different phases of the menstrual cycle • Understand the symptoms of premenstrual syndrome (PMS) and learn how to manage the symptoms • Understand the importance of personal hygiene during menstruation Key Understanding The menstrual cycle is a natural process that occurs in females, which involves the shedding of the uterine lining and the release of an egg from the ovaries. It typically lasts around 28 days, but can vary from person to person. Menstruation is one part of a person’s menstrual cycle which includes the shedding of the uterine lining. With each monthly cycle, the uterus prepares itself to nourish a foetus. The menstrual cycle of a female is divided into four phases: menstrual phase, follicular phase, fertile phase and luteal phase. Induction 1 Begin by asking what students know about ‘periods’ or ‘menstruation’. 2 Explain that about once a month for a few days, girls who have reached puberty experience a period. Teaching and Learning Activities Textbook pp. 14–15 1 Explain that females will experience the menstrual cycle when they reach puberty. This repeats almost every 28 days. It prepares the uterus for pregnancy. 2 Watch the animation by scanning the QR code below to understand more about the menstrual cycle. 3 Ask students to work in groups to create a visual timeline of the different phases of the menstrual cycle using diagrams or illustrations and discuss the changes that occur in each phase. ©Praxis Publishing_Focus On Science

Teacher’s Guide Focus-on Science Grade 9 12 © Praxis Publishing Singapore Pte. Ltd. 4 Explain the four phases of the menstrual cycle and how the lining of the uterus and ovum change or develop. 5 Have female students track their own menstrual cycles and discuss any patterns or irregularities they notice. 6 Introduce some symptoms of premenstrual syndrome (PMS). Ask students to discuss on how to manage the symptoms through lifestyle changes, such as exercise and a healthy diet. 7 Emphasise that personal hygiene is important during menstruation. 8 Try to invite a guest speaker or a healthcare assistant come in and talk about menstrual hygiene and answer any questions students may have. 9 Read the following situations and have students explain what they would do in each case. • A young woman checks her calendar and notices that her period is supposed to begin this week. • A young woman starts her period at home for the first time. • A young woman is in class when she feels her period start. 10 At the end of the lesson, encourage students to develop their critical thinking skills by answering the following questions. • What is the menstrual cycle? • How long does the menstrual cycle usually last? • What is menstruation? • How often does menstruation occur? • Can stress affect the menstrual cycle? • Is it normal to experience irregular periods? • How can one track their menstrual cycle? Assessment and Evaluation 1 Assess students’ understanding of the menstrual cycle through their participation and responses in class discussions and activities. 2 Assess students’ collaboration skills and digital skills through the activity of creating the timeline of the phases of the menstrual cycle. 3 Assess students’ critical thinking skills through their answers to the questions at the end of the lesson. 4 Have students complete Exercises 1−6 Workbook pp. 10–11 . 5 Provide feedback to students on their performance, highlighting areas where they have achieved and areas where they need to improve. Closure To summarise the important ideas and concepts taught in the lesson, consider using the key points provided through strategies such as a class discussion, a summary statement, a visual organiser or a reflective writing assignment. Allow students to ask any additional questions for clarification or to clear up any doubts. 1 The menstrual cycle is the monthly cycle of changes in the ovaries and the uterine lining to prepare for a possible pregnancy. 2 Menstruation is the regular discharge of blood and tissue from the uterine lining through the vagina. 3 A female’s menstrual cycle is divided into four phases: menstrual phase, follicular phase, fertile phase and luteal phase. ©Praxis Publishing_Focus On Science

Teacher’s Guide Focus-on Science Grade 9 13 © Praxis Publishing Singapore Pte. Ltd. 4 The menstrual phase is the first phase of the menstrual cycle, and it is characterised by the shedding of the uterine lining. 5 The follicular phase is characterised by the development of follicles in the ovary and the thickening of the uterine lining. 6 The fertile phase is the period when a woman is most likely to conceive. It occurs around ovulation when an egg is released from the ovary and can be fertilised by a sperm. 7 The luteal phase occurs after ovulation. During this phase, it prepares the uterus for potential pregnancy by thickening the uterine lining. 8 Premenstrual syndrome (PMS) is a combination of physical, emotional and behavioural symptoms that occur in women before their menstrual cycle. These symptoms can include abdominal pain, mood swings and headache. 9 Personal hygiene during menstruation refers to the practices and habits that individuals adopt to maintain cleanliness and prevent infections during their menstrual cycle. It includes changing sanitary products regularly and maintaining genital hygiene. Extension / Follow-up Activities Menstrual Hygiene 1 Have students research a specific topic related to the menstrual cycle such as menstrual hygiene. 2 Ask them to gather information using the Internet or other resources. Create a presentation about menstrual hygiene. 3 Ask each group to present the outcomes of their findings. This helps in developing their communication skills. 4 When a group is presenting its outcomes, encourage other groups to think critically and to raise questions. Lesson 1.5 Fertilisation Learning Outcomes • Describe the process of fertilisation • Identify the key structures involved in fertilisation • Explain the journey of sperms to the Fallopian tube • Explain how the embryo forms from the zygote • Explain the process of development of an embryo until implantation Key Understanding After being produced in the testes, the sperms travel through the epididymis, sperm duct and urethra before being released into the female reproductive tract during ejaculation. From there, they must travel through the cervix and uterus to reach the Fallopian tube where fertilisation can occur. Fertilisation is the process by which a sperm cell fuses with an ovum to form a zygote. After fertilisation, the zygote undergoes multiple cell divisions to form a ball of cells called blastocyst. The blastocyst then implants into the lining of the uterus, where it continues to develop into an embryo, then a foetus. ©Praxis Publishing_Focus On Science

Teacher’s Guide Focus-on Science Grade 9 14 © Praxis Publishing Singapore Pte. Ltd. Induction 1 Begin by asking students what fertilisation is. 2 Make a worksheet that students can answer. Include in the worksheet a portion where the students can write their prior knowledge on fertilisation and embryonic development. The sample statements may include: • This is what I know. • This is what I want to know. • This is what I learned. (The last statement may be filled up at the end of the day’s lesson.) Teaching and Learning Activities Textbook pp. 16–17 1 Watch this animation to know how fertilisation occurs by scanning the QR code below. Discuss how fertilisation occurs and leads to pregnancy. 2 Explain the journey of sperms, starting from their production in the testes to their release during ejaculation and subsequent journey through the female reproductive system to fertilise an egg. 3 Ask students to work in pairs to create a flowchart that explains the journey of a sperm, from production to fertilisation. Choose one or two pairs of students to share their flowcharts in class. 4 Divide students into groups and ask them these questions to start a class discussion. Randomly select a few groups to share their results. • How many sperms are released during each ejaculation? (As many as two million sperms can be released during each ejaculation.) • What can happen if more than one egg is released? (If both eggs are fertilised, it means a woman may have fraternal twins.) • How long does an ovum “live” inside a female’s body? (12–24 hours from the time of ovulation.) • Will a pregnancy occur every time intercourse occurs? (No. Pregnancy only occurs if a sperm can fertilise an egg and the zygote is implanted into the wall of the uterus.) 5 Briefly explain how the zygote develops into a foetus during pregnancy. Watch this animation by scanning the QR code below. Introduce the different stages of embryonic development. 6 Guide students to learn more about the blastocyst and its structures. Refer to Science Facts. 7 At the end of the lesson, encourage students to develop their critical thinking skills by answering the following questions. • What is fertilisation and how does it occur? • What is implantation? • What are the different stages of embryonic development until implantation? • How long does it take for an embryo to develop into a foetus? 8 Ask students to review and complete the worksheet prepared at the beginning of this lesson. ©Praxis Publishing_Focus On Science

Teacher’s Guide Focus-on Science Grade 9 15 © Praxis Publishing Singapore Pte. Ltd. Assessment and Evaluation 1 Assess students’ understanding of fertilisation through their participation and responses in class discussions and activities. 2 Assess students’ collaboration skills through the activity to create a flowchart that explains the journey of a sperm to the egg. 3 Assess students’ critical thinking skills through their answers to the questions at the end of the lesson. 4 Have students complete Exercises 1−2 Workbook pp. 12–13 . 5 Provide feedback to students on their performance, highlighting areas where they have achieved and areas where they need to improve. Closure To summarise the important ideas and concepts taught in the lesson, consider using the key points provided through strategies such as a class discussion, a summary statement, a visual organiser or a reflective writing assignment. Allow students to ask any additional questions for clarification or to clear up any doubts. 1 Sperms are produced in the testes and then travel through the epididymis, sperm duct and urethra before being released during ejaculation. 2 The sperms then travel through the cervix and uterus to reach the Fallopian tube where fertilisation can occur. 3 Fertilisation is the process by which a sperm cell fuses with an ovum to form a zygote. 4 Cleavage is the rapid cell division of the zygote that results in a ball of cells called morula. 5 The morula then develops into a blastocyst, which is a hollow ball of cells with an inner cell mass. 6 The blastocyst undergoes implantation when it embeds into the uterine lining and develops into an embryo, and then a foetus. Extension / Follow-up Activities Factors that can Affect Fertilisation 1 Divide students into groups. 2 Ask each group to brainstorm as many factors as possible that can affect fertilisation and write them down on a poster. 3 Ask each group to choose one volunteer to present the outcomes of their brainstorming. This helps in developing their communication skills. 4 When a group is presenting its outcomes, encourage other groups to think critically and to raise questions. Lesson 1.6 Pregnancy Learning Outcomes • Describe the stages of pregnancy and foetal development • Identify and describe the major structures in the uterus during pregnancy, explain their functions, and understand how they contribute to foetal development • Explain the importance of prenatal care for both the mother and foetus • Discuss the effects of harmful substances during pregnancy ©Praxis Publishing_Focus On Science

Teacher’s Guide Focus-on Science Grade 9 16 © Praxis Publishing Singapore Pte. Ltd. Key Understanding Pregnancy is the period during which a fertilised egg develops into a foetus inside a woman’s uterus. Foetal development involves the growth and maturation of the foetus, including the formation of organs, limbs, and features such as hair and nails. During pregnancy, the uterus undergoes several changes to accommodate the growing foetus. The structures that develop include the placenta, amniotic sac and umbilical cord. Induction 1 Begin by asking students to share what they already know about pregnancy. 2 Call on volunteers to share what they know about pregnancy. 3 Pregnancy is a sensitive topic for some people, so it is important to be respectful of all students’ feelings during the discussion. Avoid making any personal comments or judgments, and be sure to create a safe and supportive environment for all students to learn. Teaching and Learning Activities Textbook p. 18 1 Explain what pregnancy is. 2 Watch this video to know the foetal development that occurs during pregnancy by scanning the QR code below. After watching the video, engage students in a group discussion and create a timeline of the different stages of foetal development. This can help students gain a deeper understanding of the foetal development and encourage critical thinking. 3 Define the three trimesters of pregnancy and explain the major foetal developmental milestones that occur during each trimester. Textbook pp. 19–20 4 Explain the changes that occur in the uterus during pregnancy. The uterus grows and changes shape to accommodate the growing foetus. The walls of the uterus thicken and become more muscular. 5 Identify the structures that develop in the uterus during pregnancy. The placenta, amniotic sac and umbilical cord are all structures that develop in the uterus during pregnancy. 6 Define the three stages of labour during childbirth and explain the major events that occur during each stage. 7 Ask students to brainstorm common early symptoms of pregnancy and write the symptoms on a paper and share it in the class. 8 Conduct a role play session to help students understand the challenges of pregnancy. Use real-life scenarios to help students learn. Here are examples of scripts for a pregnancy role play. ©Praxis Publishing_Focus On Science

Teacher’s Guide Focus-on Science Grade 9 17 © Praxis Publishing Singapore Pte. Ltd. Scenario: A couple discussing their pregnancy Wife : (excitedly) Dear, I have some news! I’m pregnant! Husband: (surprised) Wow, that’s amazing! How far along are you? Wife : (smiling) About 8 weeks now. I have been feeling a little nauseous and tired lately. Husband: (concerned) Is there anything I can do to help? Wife : Just be supportive and understanding. And maybe help me with some of the household chores. Husband: Have you seen a doctor yet? Wife : Yes, I just had my first prenatal appointment. The doctor said everything looks good so far. Husband: That’s great news. Have you thought about how you’re going to prepare for the baby? Wife : Yes, I have started reading books and researching online about pregnancy. Scenario: A patient talking to a doctor about her pregnancy Patient : Hi, doctor. I think I might be pregnant. Can you help me confirm it and give me some advice on how to take care of myself and my baby? Doctor : Of course. Let’s start by doing a pregnancy test and some blood tests to check your hormone levels. Patient : OK, doctor. Doctor : Congratulations! You are pregnant. Let’s discuss your prenatal care and any concerns you may have. Patient : Thank you, doctor. I am excited but also nervous about what to expect. Can you walk me through the different stages of pregnancy? Doctor : OK, sure. No worries. 9 Introduce prenatal care to students. 10 Watch this video to understand the importance of prenatal care by scanning the QR code below. 11 Have students research different prenatal vitamins and nutrients a woman needs before and during pregnancy. Find out the benefits of these nutrients for the mother’s and the foetus’s health during pregnancy. Refer to page 20. 12 Ask students to think critically about what behaviours put one at risk for pregnancy. 13 Explain the effects of harmful substances during pregnancy. 14 Divide students into groups to research on a specific harmful substance (such as alcohol, drugs or cigarette smoke) and its effects on foetal development. Then, have students create posters that educate others on the dangers of harmful substances during pregnancy. ©Praxis Publishing_Focus On Science

Teacher’s Guide Focus-on Science Grade 9 18 © Praxis Publishing Singapore Pte. Ltd. 15 At the end of the lesson, encourage students to develop their critical thinking skills by answering the following questions. • What are the functions of the amniotic fluid? • How does the foetus receive nutrients and oxygen from the mother? • What is the function of the umbilical arteries and umbilical vein in foetal circulation? • Why is prenatal care important? • What are the benefits of prenatal care? • What are the risks of not getting prenatal care? • What are the harmful substances that can affect a pregnant woman and her foetus? Assessment and Evaluation 1 Assess students’ understanding of pregnancy through their participation and responses in class discussions and activities. 2 Assess students’ digital skills and collaboration skills through the activity to search for the benefits of different prenatal vitamins and nutrients. 3 Assess students’ critical thinking skills through their answers to the questions at the end of the lesson. 4 Have students complete Exercises 1−5 Workbook pp. 13–15 . 5 Provide feedback to students on their performance, highlighting areas where they have achieved and areas where they need to improve. Closure To summarise the important ideas and concepts taught in the lesson, consider using the key points provided through strategies such as a class discussion, a summary statement, a visual organiser or a reflective writing assignment. Allow students to ask any additional questions for clarification or to clear up any doubts. 1 Pregnancy is a biological process where a woman carries a developing foetus in her uterus. It typically lasts around 9 months and involves various physical and emotional changes for the mother. Foetal Development and Birth 2 The stages of foetal development can be divided into three trimesters, with each trimester marking significant changes in the growth and development of the foetus. 3 During the first trimester, the major organs and systems begin to form, while in the second and third trimesters, the foetus continues to grow and mature in preparation for birth. 4 The amniotic sac is a fluid-filled membrane that surrounds and protects the developing foetus during pregnancy. 5 The amniotic fluid within the amniotic sac provides a cushion for the foetus, helps regulate temperature, and allows for foetal movement. 6 The placenta connects the developing foetus to the mother’s blood supply. It provides oxygen and nutrients to the foetus while also removing waste products from its blood. 7 The umbilical cord is a flexible tube that connects a developing foetus to the placenta. It contains two umbilical arteries and one umbilical vein, which transport oxygen and nutrients from the mother to the foetus and remove waste products from the foetus. ©Praxis Publishing_Focus On Science