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Curriculum Review
Biology 12
Released June 2001
Scope: This curriculum document has been prepared using the pan-Canadian Common Framework of
Science Learning Outcomes K-12. The document is meant to aid educators in understanding the essential
outcomes for Biology 12 while including suggestions to assist teachers in designing learning experiences
and assessment tasks. (pg. iii)
Aim: The aim of science education in the Atlantic Provinces is to develop scientific literacy. Scientific
literacy is an evolving combination of the science-related attitudes, skills, and knowledge students need to
develop inquiry, problem-solving, and decision making abilities; to become lifelong learners; and to
maintain a sense of wonder about the world around them. To develop scientific literacy, students require
diverse learning experiences, which provide opportunity to explore, analyze, evaluate, synthesize,
appreciate, and understand the interrelationships among science, technology, society, and the environment
(pg. 1).
General Curriculum Outcomes (pg.8):
1) Science, Technology, Society, and the Environment (STSE) – Students will develop an
understanding of the nature of science and technology, of the relationship between science and
technology, and of the social and environmental contexts of science and technology.
2) Skills—Students will develop the skills required for scientific and technological inquiry, for solving
problems, for communicating scientific ideas and results, for working collaboratively, and for making
informed decisions.
3) Knowledge—Students will construct knowledge and understandings of concepts in life science,
physical science, and Earth and space science, and apply these understandings to interpret, integrate,
and extend their knowledge.
4) Attitudes—Students will be encouraged to develop attitudes that support the responsible acquisition
and application of scientific and technological knowledge to the mutual benefit of self, society, and
the environment.
The Biology 12 curriculum covers four units:
1)
2)
3)
4)
Maintaining Dynamic Equilibrium II (pg. 19)
Reproduction and Development (pg. 25)
Genetic Continuity (pg. 31)
Evolution, Change, and Diversity (pg. 35)
The present order of units proves to be effective and allows students to gradually develop skills,
knowledge, and understandings, which aid in preparation for the following unit. However, depending on
which semester the course is taught (Fall/Winter vs. Winter/Spring), it may be opportunistic to teach the
Evolution, Change, and Diversity unit at the beginning or the end for cooperation from the weather in
terms of outdoor incorporation.
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Title of Unit
Overall
expectations
Maintaining
Dynamic
Equilibrium II
Student should
understand
Homeostasis in
all contexts as
well as the
basics of the
Endocrine
system, the
nervous system,
distinguish
between
different
sensory organs,
and basic
feedback
systems in the
body
Key
questions
Sub-units
Specific Curriculum Outcomes
 Resources/Ideas
“How does
the nervous
system help
maintain
Homeostasis?
”
1) Neuron Type and Function (5 Hours)
 How do animals nervous systems help maintain
homeostasis: Comparative study
 Identify roles for ATP, water and glucose in living
systems: Diagrams, Charts, Biology Online:
“How does
the Endocrine
system help
maintain
Homeostasis?
”
2) Structure of Nervous System (3 Hours)
 Explain nervous systems structure and dynamics: Data
Collection, mapping specific variables, interpret data,
design experiment
“Distinguish
between the
different types
of sensory
neurons and
what their
functions are”
“How are
blood-sugar
levels
regulated in
the body, and
what are the
consequences
of any
malfunctions?
”
“What are
some
disorders
linked to the
Endocrine
system?”
Safety
http://www.biology-online.org/1/2_ATP.htm
3) Organisms’ Homeostasis to Combat Diseases (2 Hours)
 Impacts of viral, bacterial, genetic, and environmental
diseases on homeostasis: MS, Alzheimer's, Parkinson’s,
meningitis, epilepsy.
 Analysis of technologies used to treat nervous system
disorders
 Prescription and non-prescription drug uses and effects on
maintaining or disrupting homeostasis
4) Sense Organs (2 Hours)
 Technologies for auditory and visual defects
 Ethics for treatments: Comparative Diagrams
 Structure and function of the eye, ear, and different health
effects from exposure to loud noises and contact lenses,
Science Psychic:
http://www.scientificpsychic.com/workbook/chapter2.htm
5) Endocrine System Maintaining Homeostasis (4 Hours)
 How does the endocrine system help maintain
homeostasis?
 Hormones and target cells or organs. As well as location
and functions or different hormones: Hormone --> target ->effect
 Protein and steroid hormones: Comp/Diff
 Enzymes and cellular metabolism
 Importance of hormone control in plants (ie. Lock and
key/induced fit)
6) Feedback Mechanisms to Maintaining Homeostasis (3
Hours)
 Homeostatic phenomena to identify feedback systems:
Feedback loops ---> effects, Homeostasis:
http://www.occc.edu/biologylabs/Documents/Homeostasis/Feedback_Loop.htm
2

Reproduction
and
Development
The primary
focus is on
scientific
inquiry and
observation and
integrating
decision making
into the
classroom
“How has
technology
been used to
benefit the
advancement
of research of
the cell?”
“What are
some
negatives
related to
technology
and scientific
research?”
Disorders relating to the secretions of the endocrine
system: hyper/hyposecretion, debate
1) Cell Division and Genetic Continuity (9 hours)
 Describe mitosis and meiosis: draw and label diagrams
 Use microscope and/or computers to observe and research
stages of cell cycle in plants and animals
 Research technologies and form a timeline indicating the
advances in technology which are related to cell biology
 Cell Jeopardy
Standard
Microscope
Safety
2) Humans and Other Organisms (1 hour)
 Detailed description of plant structures
 Bring in flowers and identify reproductive structures
Check for
allergies
3) Reproductive Systems and Other Control Systems (5
hours)
 Draw and label sperm and egg cells through stages of
development
 Label structures of the male and female reproductive
systems
 Identify hormones related to reproduction and make
connections between hormone and action (mix and match
activity)
 Find info in real world applications of hormones (news
paper, magazines etc..) and make class poster
Cleanliness
Treat as if
plant is
poisonous
Scissor
safety
4) Ethical and Societal Issues about Reproductive
Technologies (2 hours)
 How technology can support science: Google activity
 Class debate: ethical issues surrounding medical advances
(the pill, Viagra, vasectomy etc)
o Birth Control:
http://www.biology.arizona.edu/human_bio/human_bio.html
 Bring in newspaper articles about science technologies and
reproduction
5) Embryonic Development (3 hours)
 Identify and describe basic stages of embryonic
development
 Use microscopes and draw what you see
3
Genetic
Continuity
Students should
be able to
understand the
basics of DNA:
what it is, how
it works, how
and why
humans are
manipulating it,
and why it is
important.
“What needs
to happen in
order for a
gene encoded
in DNA to
become a
fullyfunctioning
protein?”
“What is the
genotype and
phenotype
ratio for a
given
dihybrid
cross?”
“Should we
genetically
modify
commercial
food?”
1) Molecular Level of Genetics (15 hours)
 A brief historical summary of major genetic discoveries
 Information on DNA structure and replication: building
blocks for DNA
 Causes and effects of mutations
 Structure and function of carbohydrates, proteins, lipids,
nucleic acids
 Protein synthesis: describe process – DNA makes mRNA
makes protein
2) Inheritance (18 hours)
 Mendelian inheritance (complete/incomplete dominance,
segregation, mono/dihybrid crosses)
o University of Arizona Biology:
http://www.biology.arizona.edu/mendelian_genetics/mendelian_ge
netics.html


Genetic probability: pedigrees and Punnet squares
Data analysis (support of hypothesis, find trends)
3)



Genetics and Society (5 hours)
Causes and effects of genetic diseases
Basic knowledge of genetic engineering
Ethical considerations: use hypothetical’s at first, realworld scenarios are also possible
o Thinkquest:http://library.thinkquest.org/24355/home.html?tqski
p=1

Evolution,
Change, and
Diversity
The main focus
of this unit falls
within the realm
of scientific
inquiry and
observation, as
it transposes
from a
historical to
modern
perspective on
the scientific
thought and
techniques
involving
evolution,
change, and
diversity.
“How is the
theory of
evolution
constantly
changing?”
“How do
humans have
an impact on
the
biodiversity
of
organisms?”
Pros and cons of biotechnology
1) Development of Modern Evolution Theory (1 hour)
 History of Charles Darwin the theory of Evolution
o Construct a timeline of discoveries, show short video,
use illustrations, what constitutes a theory, connecting
the dots activity to illustrate Darwin’s process
 Barriers to peer and societal acceptance of the theory
o Add to timeline when theory was accepted, show old
articles, involve students by asking why they think it
wasn’t accepted immediately
 Current findings supporting and debating evolution,
gradualism, and punctuated equilibrium
o Add to timeline the alternate theories and discoveries
that cause debate, compare and contrast each theory
2) Evidence of Genetic Equilibrium and Evolutionary
Change (9 hours)
 Explain the roles of evidence, theories and paradigms in
the development of evolutionary knowledge
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o The scientific method, expose students to current
research articles, PBS Evolution Library:
http://www.pbs.org/wgbh/evolution/library/09/index.html

Explain how knowledge of evolution evolves as new
evidence comes to light and as laws and theories are tested
and subsequently restricted, revised, or replaced
o Why constant research is needed to question and
solidify theories, new technology allows for new
methods of research, Teachnology: http://www.teachnology.com/teachers/lesson_plans/science/biology/evolution/

Analyze and describe examples where scientific
understanding was enhanced or revised as the result of the
invention of a technology
o Microscope, DNA double helix, Human Genome, etc
3) Mechanisms Affecting Biodiversity (5 hours)
 Identify questions to investigate that arise from practical
problems and issues
o Have students research a current topic/question using
library and electronic resources
 Construct arguments to support a decision or judgment,
using examples and evidence and recognizing various
perspectives
o Organize debate, use current research topics in news to
facilitate critical thinking, Teachnology: http://www.teach- Field trip
nology.com/teachers/lesson_plans/science/biology/
safety:
 Analyze evolutionary mechanisms such as natural
Number
selection, genetic variation, genetic drift, artificial
counts,
selection, and biotechnology, and their effects on
familiarity
biodiversity
with area,
o Identify new questions that arise from what was
appropriate
learned, use newspaper to bring real issues into class
number of
discussion, refer back to genetics; ex. Genetically
chaperones
modified food products
, students
 Outline evidence and arguments pertaining to the origin,
equipped
development, and diversity of living organisms on Earth
with proper
o Refer to classification of organisms, clips from Planet
materials
Earth video series, museum visits, field trip to identify
and gear,
biodiversity of areas, visit a park protected by Parks
proper
Canada, Project Wild Activity Guide, University of
emergency
Michigan Museum of Zoology:
procedures
http://animaldiversity.ummz.umich.edu/site/index.html
in place
Resources
1) Atlantic Canada Science Curriculum for Biology 12, Implementation Draft June 2001
2) Nova Scotia Education Science Safety Guidelines for Grades Primary-12, 2005
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