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Curriculum Review_ Science Grade 7

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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)   Maintaining Dynamic Equilibrium II (pg. 19)
             2)   Reproduction and Development (pg. 25)
             3)   Genetic Continuity (pg. 31)
             4)   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     Key               Sub-units                                                                       Safety
Overall           questions         Specific Curriculum Outcomes
expectations                            Resources/Ideas
Maintaining
Dynamic
Equilibrium II
Student should    ―How does            1) Neuron Type and Function (5 Hours)
understand        the nervous           How do animals nervous systems help maintain
Homeostasis in    system help              homeostasis: Comparative study
all contexts as   maintain              Identify roles for ATP, water and glucose in living
well as the       Homeostasis?             systems: Diagrams, Charts, Biology Online:
basics of the     ‖                       http://www.biology-online.org/1/2_ATP.htm
Endocrine
system, the       ―How does            2) Structure of Nervous System (3 Hours)
nervous system,   the Endocrine         Explain nervous systems structure and dynamics: Data
distinguish       system help              Collection, mapping specific variables, interpret data,
between           maintain                 design experiment
different         Homeostasis?
sensory organs,   ‖                    3) Organisms’ Homeostasis to Combat Diseases (2 Hours)
and basic                                Impacts of viral, bacterial, genetic, and environmental
feedback          ―Distinguish             diseases on homeostasis: MS, Alzheimer's, Parkinson’s,
systems in the    between the              meningitis, epilepsy.
body              different types        Analysis of technologies used to treat nervous system
                  of sensory               disorders
                  neurons and            Prescription and non-prescription drug uses and effects on
                  what their               maintaining or disrupting homeostasis
                  functions are‖
                                       4) Sense Organs (2 Hours)
                  ―How are              Technologies for auditory and visual defects
                  blood-sugar           Ethics for treatments: Comparative Diagrams
                  levels                Structure and function of the eye, ear, and different health
                  regulated in             effects from exposure to loud noises and contact lenses,
                  the body, and            Science Psychic:
                  what are the            http://www.scientificpsychic.com/workbook/chapter2.htm
                  consequences
                  of any               5) Endocrine System Maintaining Homeostasis (4 Hours)
                  malfunctions?         How does the endocrine system help maintain
                  ‖                        homeostasis?
                                        Hormones and target cells or organs. As well as location
                  ―What are                and functions or different hormones: Hormone --> target --
                  some                     >effect
                  disorders             Protein and steroid hormones: Comp/Diff
                  linked to the
                                        Enzymes and cellular metabolism
                  Endocrine
                                        Importance of hormone control in plants (ie. Lock and
                  system?‖
                                           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
                                      Disorders relating to the secretions of the endocrine
                                       system: hyper/hyposecretion, debate
Reproduction
and
Development
The primary       ―How has         1) Cell Division and Genetic Continuity (9 hours)                Standard
focus is on       technology         Describe mitosis and meiosis: draw and label diagrams         Microscope
scientific        been used to       Use microscope and/or computers to observe and research       Safety
inquiry and       benefit the         stages of cell cycle in plants and animals
observation and   advancement        Research technologies and form a timeline indicating the      Cleanliness
integrating       of research of      advances in technology which are related to cell biology
decision making   the cell?‖         Cell Jeopardy
into the
classroom         ―What are        2) Humans and Other Organisms (1 hour)                           Check for
                  some               Detailed description of plant structures                      allergies
                  negatives          Bring in flowers and identify reproductive structures
                  related to                                                                        Treat as if
                  technology       3) Reproductive Systems and Other Control Systems (5             plant is
                  and scientific      hours)                                                        poisonous
                  research?‖
                                     Draw and label sperm and egg cells through stages of
                                       development
                                                                                                    Scissor
                                     Label structures of the male and female reproductive
                                                                                                    safety
                                       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

                                   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      ―What needs    1) Molecular Level of Genetics (15 hours)
be able to           to happen in    A brief historical summary of major genetic discoveries
understand the       order for a     Information on DNA structure and replication: building
basics of DNA:       gene encoded      blocks for DNA
what it is, how      in DNA to       Causes and effects of mutations
it works, how        become a        Structure and function of carbohydrates, proteins, lipids,
and why              fully-            nucleic acids
humans are           functioning     Protein synthesis: describe process – DNA makes mRNA
manipulating it,     protein?‖         makes protein
and why it is
important.           ―What is the   2) Inheritance (18 hours)
                     genotype and    Mendelian inheritance (complete/incomplete dominance,
                     phenotype         segregation, mono/dihybrid crosses)
                     ratio for a       o University of Arizona Biology:
                     given                   http://www.biology.arizona.edu/mendelian_genetics/mendelian_ge
                     dihybrid                netics.html
                     cross?‖            Genetic probability: pedigrees and Punnet squares
                                        Data analysis (support of hypothesis, find trends)
                     ―Should we
                     genetically    3)   Genetics and Society (5 hours)
                     modify             Causes and effects of genetic diseases
                     commercial         Basic knowledge of genetic engineering
                     food?‖             Ethical considerations: use hypothetical’s at first, real-
                                         world scenarios are also possible
                                         o Thinkquest:http://library.thinkquest.org/24355/home.html?tqski
                                             p=1
                                        Pros and cons of biotechnology

Evolution,
Change, and
Diversity
The main focus       ―How is the    1) Development of Modern Evolution Theory (1 hour)
of this unit falls   theory of       History of Charles Darwin the theory of Evolution
within the realm     evolution         o Construct a timeline of discoveries, show short video,
of scientific        constantly           use illustrations, what constitutes a theory, connecting
inquiry and          changing?‖           the dots activity to illustrate Darwin’s process
observation, as                      Barriers to peer and societal acceptance of the theory
it transposes        ―How do           o Add to timeline when theory was accepted, show old
from a               humans have          articles, involve students by asking why they think it
historical to        an impact on         wasn’t accepted immediately
modern               the             Current findings supporting and debating evolution,
perspective on       biodiversity      gradualism, and punctuated equilibrium
the scientific       of                o Add to timeline the alternate theories and discoveries
thought and          organisms?‖          that cause debate, compare and contrast each theory
techniques
involving                           2) Evidence of Genetic Equilibrium and Evolutionary
evolution,                             Change (9 hours)
change, and                          Explain the roles of evidence, theories and paradigms in
diversity.                             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.teach-
                                  nology.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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