Download Rachel Tulk, Rebecca Fidgen, Amanda Campbell, Nicole Leblanc

Rachel Tulk, Rebecca Fidgen, Amanda Campbell,
Nicole Leblanc
Biology 11 Curriculum Document
Scope
The Biology eleven curriculum is intended to provide teachers with an overview of the
framework of the Biology eleven course (Biology eleven curriculum,2000). Learning experiences
may vary but should include group and individual work, discussion and hands on activities.
Students will develop an understanding of the nature of science and technology, as well as the
environmental context. The program emphasizes change, diversity, energy, equilibrium, matter
and systems. Safety guidelines and key questions are in each unit’s chapter to start of each units
discussion. The curriculum has 4 units consisting of matter and energy, biodiversity, maintaining
equilibrium, and interactions among living things
Reason for the order
We recommend starting with “Matter and Energy for life” because it describes the basic unit of
life in which biology is based off of. We then suggest “Maintaining Dynamic Equilibrium”
because it builds from the first unit. Next we have “Biodiversity” because it teaches the
fundamentals of ecology and then flows nicely into “Interactions among living things”.
Unit 1: Matter and Energy for Life
Overview
This unit introduces students to cells as the basic unit of life. This unit specifically investigates
cell structure, matter exchange and energy flow within cell processes.
Specific Curricular Outcomes
The development of cell theory, introduction to laboratory work, basic cell structures,
membrane function, photosynthesis and respiration are all discussed into further detail. The
order of the unit starts with general cellular structure and advances onto specific processes,
such as photosynthesis. A general understanding of cells is needed before moving onto more
advanced topics.
Subunits
1. Introduction to cells: both animal and plant cell structures are to be taught
 The difference between prokaryotic and eukaryotic cells along with cell theory
should be understood
 **A project could include having every student making a cell using household
items, and say why they picked those materials to represent specific cell
structures.
2. Introductions to the laboratory
 Safety concerns as well as basic laboratory technology should be explained (ie
proper use of microscope)
 Having specific labs based on how to use the microscope and looking at basic
structures may be included
3. Introduce how cellular structures and membranes function together in the cell

Describe how cell processes such as ingestion, digestion, transportation and
excretion occur
4. Photosynthesis and respiration
 Compare and contrast
 **Labs could include placing green plants in different amounts of light, seeing
how they grow and/or die over time.
Safety Concerns
1. Students and teachers are to use authorized supplies from a scientific company only. No
Human sampling.
2. Clean and disinfect all work surfaces
3. Treat any plant as poisonous
4. Ensure all equipment is rust-free and in good working order
Key Questions
1. What do you think the difference is between plant and animal cells?
2. What do you know about cell theory? Who, what, when, where, how?
3. What are different kinds of microscopes? What’s the difference?
4. What are the different parts to a scientific lab write up?
5. What is the function of photosynthesis? Does every plant do it?
6. Is respiration in plants the same as in humans?
Materials and Resources
1. Campbell, Neil A., and Jane B. Reece. Biology, Sixth Edition. San Francisco: Benjamin
Cummings, 2001
2. www.emc.maricopa.edu/faculty/farabee/BIOBK/BioBooktransp.html (M.J. Farabee
June 06 2007)
- has a lot of useful information and diagrams for educational use
Unit 2: Maintaining Dynamic Equilibrium
Overview
This unit deals with homeostasis; the struggle of organisms to maintain an internal balance. In
this unit, students will learn about how the body systems seek to maintain equilibrium as well as
the influence of behaviour on achieving homeostasis.
Specific Curricular Outcomes
Grade 11 students need to learn about the immunity and HIVAIDS unit and at least one other
system (see below). (Page 18)
Subunits
1. Maintaining a balance with living things (homeostasis) *** we suggest this unit should
be taught first as it contains the introduction of homeostasis which is the key concept of
this unit.
 Homeostasis
2. Circulatory System
3.
4.
5.
6.
 Transport of nutrients and energy to maintain equilibrium
Respiratory System
 The gas exchange of plants and animals
Digestive System
 Matter and energy exchange in plants and animals
Excretory System
 Maintenance of internal homeostasis
Immune System
 Plant and animal including vascular and nervous systems act to maintain
balance
 Discuss HIVAIDS
Safety Considerations
1. Labs
a. Dissections
i. Proper lab etiquette
ii. Everything must be purchased from science supply company
iii. Clean rust free instruments must be used
iv. Disposable latex/silicon gloves must be worn
v. Proper attire
vi. Any use of poisonous chemicals must be used in the fume hood
Key Questions
1. Homeostasis
a. What are examples of your body trying to maintain itself? Ie what happens
when you are cold?
2. Immunity
a. When you get sick (ie a cold) you usually get better, why does this happen?
b. What does HIVAIDS mean to you? What is it ? / How do you get it?
3. Circulatory System
a. What are the major organ(s) of this system?
b. Do you think every organism has the same circulatory system?
4. Respiratory System
a. Why do we breathe?
5. Digestive System
a. Why do we need food?
6. Excretory
a. What does caffeine do?
Materials and Resources
1. The Human Body Series; The Kidneys, The Heart, Blood, Digestion.
Bruce Marshal, Torstar Books New York 1985
2. Biology 6th Edition. Campbell Reece 2002, San Francisco
3. http://digestive.niddk.nih.gov/ddiseases/pubs/yrdd/ (Digestive System)
4. http://www.youtube.com/watch?v=D3ZDJgFDdk0 (Circulatory System)
5. http://www.youtube.com/watch?v=qfBaMiYFa5s (Example of making projects for the
systems)
6. http://www.phac-aspc.gc.ca/aids-sida/publication/index-eng.php (HIV AIDS) but could
be used for information for other diseases
7. http://www.youtube.com/watch?v=BqqxehIV71c&feature=related (Anti Smoking
campaign commercial, potential for application of information).
Unit 3: Biodiversity
Overview
This unit deals with the classification of living things for their study. This unit provides the
investigation and overview of life's unity and diversity within the biosphere.
Specific Curricular Outcomes
Grade 11 students need to learn about the classification of living organism and to be able to
understand their diversity
Subunits
1. Classification **we suggest this subunit should be taught fist so that students can get a
background knowledge of taxonomy
 understanding the fundamental principles of taxonomy
2. Diversity among living things
 comparing and contrasting different things from different kingdoms
Safety Considerations
1. When working with plants, you must:
 treat any plant as if it were poisonous
 handle every plant with care
 do not put any part of any plant near their mouths
 avoid skin contact with the juice or sap of plants
 wash hands before and after handling plants
Key Questions
1. What is biodiversity short for?
2. What is an ecosystem?
3. What are the taxa in hierarchical order?
4. Where is most of the biodiversity on the earth located?
Materials and Resources
1. Biology 6th Edition. Campbell Reece 2002, San Francisco
2. http://nationalzoo.si.edu/ConservationAndScience/MAB/about/faqs.cfm
3. http://www.youtube.com/watch?v=WWN4nM_AmLY&feature=PlayList&p=986BAE2FE1
655FF8&index=0 (Bill Nye the Science Guy: Biodiversity 1/3)
4. http://www.youtube.com/watch?v=_GFXadhGDFI&feature=PlayList&p=986BAE2FE1655
FF8&index=25 (Bill Nye the Science Guy: Biodiversity 2/3)
5. http://www.youtube.com/watch?v=nj0Fg6s2G_Q&feature=PlayList&p=986BAE2FE1655
FF8&index=26 (Bill Nye the Science Guy: Biodiversity 3/3)
Unit 4; Interactions among living things
Overview
This unit introduces students to basic concepts involving the ecosystem. Students will explore
all biotic and abiotic components and how they interact. The ecosystem consists of numerous
parts and students will become aware how the sum as a whole is greater than the sum of its
individual parts.
Subunits
1. General geography and ecology.
 The biosphere; living things and their environment
 Biomes; where plants and animals can be located.
2. Ecosystems interacting as a whole.
 Ecosystem, populations, communities, and food chains.
 Interspecific and intraspecific population interactions
 Energy flow in the ecosystem
3. Factors affecting population size and change.
 Liming growth factors for population size. Four factors that affect population
change are birth rates, death rates, immigration, and emigration.
 Extinction and overpopulation.
4. Human population and its affect on resources.
 Human Impact
Safety Concerns:
Most lab work would consist of building a biome, food web and ecosystem. If possible, a lab
could consist of being outside discovering ecosystems in the community. For this lab you would
need to talk to the principal and receive permission and have permission slips if necessary.
Key Questions
What is the biosphere and name some components of the biosphere?
Name three different biomes found throughout the world and one biome which is found in
Canada?
What is the difference between a community and a population?
How much does energy decrease each trophic level?
What factors affect the size of a population?
What happens to two populations which share a common limited resource?
Materials and resources
http://www.ucmp.berkeley.edu/exhibits/biomes/index.php
http://www.youtube.com/watch?v=kFIMWyo8P_4&feature=related -Biomes
http://www.youtube.com/watch?v=P22epOXwJHg&feature=related -Biomes
http://www.abheritage.ca/abnature/Ecosystems/intro.htm
http://www.youtube.com/watch?v=O3CZFfyed3M&feature=related -Ecosystems
http://www.youtube.com/watch?v=7lmvBWEqusk&feature=related – Bill Nye Food web
References
1. Atlantic Canada Science Curriculum Biology 11, Crown Copyright, Province of Nova Scotia
(2000).
2. Science Safety Guidelines, Grades Primary -12, Crown Copyright, Province of Nova Scotia
(2005).