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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. 1 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 4 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 5