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Biology 11 and 12Integrated Resource Package 2006

IRP 140

This document represents an updating o the 1996 IRP. This updating has been

undertaken or the purpose o

clariying the Prescribed Learning Outcomes introducing Suggested Achievement Indicators

addressing content overload

Resources previously recommended or the 1996 version o the curriculum,

where still valid, continue to support this updated IRP. (See the Learning

Resources section in this IRP or additional inormation.)

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Library and Archives Canada Cataloguing in Publication Data

Main entry under title:

Biology 11 and 12 : integrated resource package 2006

Also available on the Internet.

ISBN 0-7726-5522-7

1. Biology Study and teaching (Secondary) British Columbia.2. Education, Secondary Curricula British Columbia. I. BritishColumbia. Ministry o Education.

QH320.C3B56 2006 570.71'2711 C2006-960051-1

Copyright 2006 Ministry o Education, Province o British Columbia.

Copyright Notice

No part o the content o this document may be reproduced in any orm or by any means, including electronic

storage, reproduction, execution, or transmission without the prior written permission o the Province.

Proprietary Notice

This document contains inormation that is proprietary and condential to the Province. Any reproduction,

disclosure, or other use o this document is expressly prohibited except as the Province may authorize

in writing.

Limited Exception to Non-Reproduction

Permission to copy and use this publication in part, or in its entirety, or non-prot educational purposes

within British Columbia and the Yukon, is granted to (a) all sta o BC school board trustees, including

teachers and administrators; organizations comprising the Educational Advisory Council as identied

by Ministerial Order; and other parties providing, directly or indirectly, educational programs to entitled

students as identied by the School Act, R.S.B.C. 1996, c.412, or the Independent School Act, R.S.B.C. 1996, c.216,

and (b) a party providing, directly or indirectly, educational programs under the authority o the Minister o

the Department o Education or the Yukon Territory as dened in the Education Act, R.S.Y. 2002, c.61.

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Biology 11 and 12

Acknowledgments

Acknowledgments .................................................................................................................................................. III

PrefAce

Preace ..................................................................................................................................................................... V

IntroductIonto BIology 11 And 12

Rationale .................................................................................................................................................................. 3

Requirements and Graduation Credits ............................................................................................................... 3

Graduation Program Examination ...................................................................................................................... 4

Biology 11 ................................................................................................................................................................ 4

Biology 12 ................................................................................................................................................................ 5

Suggested Timerame ............................................................................................................................................ 5

consIderAtIonsfor ProgrAm delIvery

Alternative Delivery Policy ................................................................................................................................... 9

Addressing Local Contexts ................................................................................................................................... 9

Involving Parents and Guardians ........................................................................................................................ 9

Course Requirements Respecting Belies ........................................................................................................... 10

Saety Considerations ............................................................................................................................................ 10

Condentiality ........................................................................................................................................................ 10

Inclusion, Equity, and Accessibility or All Learners ........................................................................................ 11

Working with the School and Community ........................................................................................................ 11

Working with the Aboriginal Community ......................................................................................................... 11

Inormation and Communications Technology ................................................................................................ 12

Copyright and Responsibility .............................................................................................................................. 12

PrescrIBed leArnIng outcomes

Introduction ............................................................................................................................................................ 17

Wording o Prescribed Learning Outcomes ........................................................................................................ 17

Domains o Learning .............................................................................................................................................. 17

Biology 11 Prescribed Learning Outcomes ......................................................................................................... 18

Biology 12 Prescribed Learning Outcomes ......................................................................................................... 19

student AchIevement

Introduction ............................................................................................................................................................ 23

Classroom Assessment and Evaluation ............................................................................................................... 23Key Elements .......................................................................................................................................................... 26

Achievement Indicators ......................................................................................................................................... 26

Biology 11 Key Elements and Suggested Achievement Indicators ................................................................. 28

Biology 12 Key Elements and Suggested Achievement Indicators ................................................................. 44

leArnIng resources

Introduction ............................................................................................................................................................ 77

Biology 11 and 12 Grade Collections ................................................................................................................... 77

tABleof contents

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Biology 11 and 12

Acknowledgments

This document has been updated rom the 1996 IRP to include suggested achievement indicators, a more

clear and succinct set o prescribed learning outcomes, a snapshot o the courses key elements, and other

minor renements, while maintaining the original intent and essence o the 1996 curricular content.

Many people contributed their expertise to the Biology 11-12 IRP. The Project Manager (2005-2006) was

Mr. Wal A o the Ministry o Education, working with other ministry personnel and our partners ineducation. We would like to thank all who participated in this process, including the teams o educators

who developed the 1996 Biology 11-12 IRP, and the ollowing individuals who contributed to the 2005-2006

updating o this document:

Jim Axord School District No. 68 (Nanaimo)

Darrel Barber School District No. 37 (Delta)

Matthew Bourget School District No. 71 (Comox)

Gerrit Keizer Simon Fraser University

Anne Laite School District No. 46 (Sunshine Coast)

Jeanette Laursoo Independent School (Mulgrave School, West Vancouver)

Barbara McKinley School District No. 44 (North Vancouver)

Megan Ryan School District No. 35 (Langley)

GT Publishing Services, Ltd. project co-ordination, writing, and editing

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Biology 11 and 12

PrefAce

This Integrated Resource Package (IRP)

provides basic inormation teachers will

require in order to implement Biology 11

and 12. This document supersedes the Biology 11

and 12 Integrated Resource Package (1996).

The inormation contained in this

document is also available on the Internet

at www.bced.gov.bc.ca/irp/irp.htm

The ollowing paragraphs provide brie

descriptions o the components o the IRP.

IntroductIon

The Introduction provides general inormation

about Biology 11 and 12, including special eatures

and requirements.

Included in this section are

a rationale or teaching Biology 11 and 12

in BC schools

inormation about graduation program

requirements and provincial examinations

listings o each courses curriculum organizers

and suborganizers groupings or prescribed

learning outcomes that share a common ocus

suggested time allotments or each course

consIderAtIonsfor ProgrAm delIveryThis section o the IRP contains additional

inormation to help educators develop their school

practices and plan their program delivery to meet

the needs o all learners.


This section contains theprescribed learning

outcomes, the legally required content standards

or the provincial education system. The learning

outcomes dene the required knowledge, skills,and attitudes or each subject. They are statements

o what students are expected to know and be able

to do by the end o the course.

student AchIevement

This section o the IRP contains inormation about

classroom assessment and measuring student

achievement, including sets o specic achievement

indicators or each prescribed learning outcome.

Achievement indicators are statements that

describe what students should be able to do in

order to demonstrate that they ully meet the

expectations set out by the prescribed learning

outcomes. Achievement indicators are not

mandatory; they are provided to assist in the

assessment o how well students achieve the

prescribed learning outcomes.

Also included in this section are key elements

descriptions o content that help determine the

intended depth and breadth o the prescribed

learning outcomes.

leArnIng resources

This section contains general inormation on

learning resources, and provides a link to titles,

descriptions, and ordering inormation or the

recommended learning resources in the Biology 11

and 12 Grade Collections.

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introduction

Biology 11 and 12

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Biology 11 and 12

This Integrated Resource Package (IRP) sets

out the provincially prescribed curriculum

or Biology 11 and 12. The development o

this IRP has been guided by the principles o

learning:

Learning requires the active participation

o the student.

People learn in a variety o ways and at

dierent rates.

Learning is both an individual and a group

process.

In addition to these three principles, this document

recognizes that British Columbias schools include

young people o varied backgrounds, interests,

abilities, and needs. Wherever appropriate or

this curriculum, ways to meet these needs and to

ensure equity and access or all learners have been

integrated as much as possible into the learning

outcomes and achievement indicators.

This document represents an updating o the 1996

IRP. This updating has been undertaken or the

purpose o

clariying the prescribed learning outcomes

introducing suggested achievement indicators

addressing content overload

Resources previously recommended or the 1996

version o the curriculum, where still valid,continue to support this updated IRP. (See the

Learning Resources section later in this IRP or

additional inormation.)

Biology 11 and 12, in drat orm, was available

or public review and response rom November

to December, 2005. Feedback rom educators,

students, parents, and other educational partners

inormed the development o this updated IRP.

rAtIonAle

The science curriculum o British Columbiaprovides a oundation or the scientic literacy o

citizens, or the development o a highly skilled

and adaptable work orce, and or the development

o new technologies. It is a oundation on which

teachers can develop a science program that

provides a comprehensive set o knowledge,

skills, and experiences related to science.

School science programs that are planned to

develop scientically literate students provide

experiences that

help students become fexible and adaptable

while acquiring specialized knowledge

develop the capacity to think critically

call or a wide range o knowledge, methods,

and approaches that enable students to analyse

personal and societal issues critically

encourage students to examine the impact o

scientic knowledge on their lives, society, and

the environment

develop a positive attitude toward science

cultivate students appreciation o the scientic

endeavour and their potential to contribute to it

The science curricula o British Columbia provide a

ramework o opportunities or students to become

scientically literate by

examining basic concepts, principles, laws,

and theories through scientic inquiry

actively gaining knowledge, skills, and

attitudes that provide the basis or sound and

ethical problem solving and decision making

developing an understanding o the place o

science in society and history and its

relationships to other disciplines

making inormed and responsible decisions

about themselves, their homes, workplaces,and the global community

requIrementsAnd grAduAtIon credIts

Biology 11 and 12 are two o the courses available

or students to satisy the Grade 11-12 Graduation

Program science requirement.

Biology 11 and 12 are each designated as our-credit

courses, and must be reported as such to the Ministry

o Education or transcript purposes. Letter grades

and percentages must be reported or these courses.

It is not possible to obtain partial credit or thesecourses.

The course codes or Biology 11 and 12 are BI 11

and BI 12. These courses are also available in

French (Biologie 11, Biologie 12: course codes

BIOSR 11, BIOSR 12).

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Biology 11 and 12

BIology 11

Biology is a scientic discipline that studies a great

variety o organisms. It is widely accepted that a

ew major themes exist in biology, and the use o

these can provide an organizational ramework orstudying biology. The three themes or Biology 11

are as ollows:

Unity and Diversity

Evolutionary Relationships

Ecological Relationships

Teachers should provide laboratory and eld

opportunities or students to examine a wide variety

o organisms to develop their understanding o the

three major themes o Biology 11.

The prescribed learning outcomes or Biology 11

are grouped under the ollowing curriculumorganizers and suborganizers:

grAduAtIon ProgrAm exAmInAtIon

Biology 12 has an optional Graduation Program

examination, worth 40% o the nal course mark

or students who choose to write it. Although

students are not required to take this exam toreceive credit or the course, they should be advised

that some post-secondary institutions require

Grade 12 exams to meet entrance requirements,

and that writing Grade 12 exams also provides

opportunities or provincial scholarships.

For more inormation, reer to the Ministry

o Education examinations web site:

www.bced.gov.bc.ca/exams/

Biology 11

Processes

of Science

Taxonomy Evolution Ecology Microbiology

Viruses

Kingdom

Monera

Plant

Biology

Animal

Biology

A curriculum organizer consists o a set oprescribed learning outcomes that share a common

ocus. Note that the ordering o organizers,

suborganizers, and outcomes in the Biology 11

curriculum is not intended to imply an order

o instruction.

The prescribed learning outcomes related toProcesses o Science support the development o

knowledge, skills, and attitudes essential or an

understanding o science. These learning outcomes

should not be taught in isolation, but should be

integrated with activities related to the other six

curriculum organizers.

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Biology 11 and 12

BIology 12

Biology 12 ocusses on human biology, allowing

students to develop an interest in and understanding

o science by looking at themselves and seeing how

the diverse body systems are integrated to maintainhomeostasis.

Laboratory skills are essential to students o

Biology 12. These skills are developed in lab

activities that ocus on the hypothetical as well

as the practical. An emphasis on the processes

o science is integral to the complete study o

Biology 12 and should be integrated throughout

the course.

The order o learning outcomes ollows a sequence

rom cell structure and simple, biochemical

processes to the organ systems themselves.However, this order does not imply a required

sequence o instruction.

The prescribed learning outcomes or Biology 12

are grouped under the ollowing curriculum

organizers and suborganizers:

A curriculum organizer consists o a set o

prescribed learning outcomes that share a commonocus. Note that the ordering o organizers,

suborganizers, and outcomes in the Biology 12

curriculum does not imply an order o instruction.

The prescribed learning outcomes related to

Processes o Science support the development o

knowledge, skills, and attitudes essential or an

understanding o science. These learning outcomes

should not be taught in isolation, but should be

integrated with activities related to the other two

curriculum organizers.

suggested tImefrAme

Provincial curricula are developed in accordancewith the amount o instructional time recommended

by the Ministry o Education or each subject area.

Teachers may choose to combine various curricula

to enable students to integrate ideas and make

meaningul connections.

Biology 11 and 12 each require approximately

90110 hours o instructional time. Although a

our-credit course is typically equivalent to

120 hours, this timerame allows or fexibility

to address local needs. The Student Achievement

section o this IRP provides a suggested breakdowno this suggested time allotment by curriculum

organizer.

Biology 12

Processes

of Science Cell Biology Cell Structure

Cell Compounds and

Biological Molecules

DNA Replication

Protein Synthesis

Transport across Cell

Membrane

Enzymes

Human Biology Digestive System

Circulatory System

Respiratory System

Nervous System

Urinary System

Reproductive System

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considerationsfor

Program delivery

Biology 11 and 12

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Biology 11 and 12


This section o the IRP contains additional

inormation to help educators develop their

school practices and plan their program

delivery to meet the needs o all learners. Included

in this section is inormation about

Alternative Delivery policy

addressing local contexts

involving parents and guardians

course requirements respecting belies

saety considerations

condentiality

inclusion, equity, and accessibility or

all learners

working with the school and community

working with the Aboriginal community

inormation and communications technology

copyright and responsibility

AlternAtIve delIvery PolIcy

The Alternative Delivery policy does not apply

to Biology 11 and 12.

The Alternative Delivery policy outlines how

students, and their parents or guardians, in

consultation with their local school authority, may

choose means other than instruction by a teacher

within the regular classroom setting or addressing

prescribed learning outcomes contained in the

Health curriculum organizer o the ollowingcurriculum documents:

Health and Career Education K to 7, and

Personal Planning K to 7 Personal

Development curriculum organizer (until

September 2008)

Health and Career Education 8 and 9

Planning 10

The policy recognizes the amily as the primary

educator in the development o childrens attitudes,

standards, and values, but the policy still requires

that all prescribed learning outcomes be addressedand assessed in the agreed-upon alternative

manner o delivery.

It is important to note the signicance o the term

alternative delivery as it relates to the Alternative

Delivery Policy. The policy does not permit schools

to omit addressing or assessing any o the prescribed

learning outcomes within the health and career

education curriculum. Neither does it allow

students to be excused rom meeting any learning

outcomes related to health. It is expected that

students who arrange or alternative delivery will

address the health-related learning outcomes and

will be able to demonstrate their understanding o

these learning outcomes.

For more inormation about policy relating

to alternative delivery, reer to

www.bced.gov.bc.ca/policy/

AddressIng locAl contexts

There is some fexibility in the Biology 11 and 12

curriculum, providing opportunities or individual

teacher and student choice in the selection o topicsto meet learning outcomes. This fexibility enables

educators to plan their programs by using topics

and examples that are relevant to their local context

and to the particular interests o their students.

When selecting topics it may be appropriate to

incorporate student input.

In particular, Biology 11 teachers may wish to

customize the curriculum to take advantage o

opportunities to study the seasonal fora and auna

o their region. The prescribed learning outcomes

oer a variety o organisms to choose rom. It isimportant, however, that teachers recognize the

importance o choosing lie activities (such as

energy acquisition) as a thread that relates each

organism studied to those previously studied and

those yet to be studied.

InvolvIng PArentsAnd guArdIAns

The amily is the primary educator in the

development o students attitudes and values. The

school plays a supportive role by ocussing on the

prescribed learning outcomes in the Biology 11 and12 curriculum. Parents and guardians can support,

enrich, and extend the curriculum at home.

It is highly recommended that schools inorm

parents and guardians about the Biology 11 and 12

curriculum, and teachers (along with school and

district administrators) may choose to do so by

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10 Biology 11 and 12


inorming parents/guardians and students o

the prescribed learning outcomes or the subject

by sending home class letters, providing an

overview during parent-teacher interviews, etc.

responding to parent and guardian requests to

discuss course unit plans, learning resources, etc.

course requIrements resPectIng BelIefs

For many students and teachers, the study o some

science concepts may lead to issues and questions

that go beyond the immediate scope o curriculum

(e.g., science is used to meet many industrial

requirements, but industrial decision makers must

consider actors other than scientic easibility

beore adopting a particular process). The

technological application o science in areas such

as genetic engineering, human reproduction, andmedical technology raises questions o ethics and

values. Because these social questions arise, in part,

rom capabilities that science makes possible, they

should be addressed. It must be made clear to

students, however, that science only provides the

background or what is hoped will be inormed

personal and social decisions. Teachers must handle

these questions objectively and with sensitivity.

Reconciling scientic discoveries (or example, in

genetic engineering) and religious aith poses a

particular challenge or some students. Whilerespecting the personal belies o students, teachers

should be careul to distinguish between knowledge

based on the application o scientic methods, and

religious teachings and associated belies such as

creationism, theory o divine creation, or intelligent

design theory.

sAfety consIderAtIons

Science education is an activity-based process

that provides an exciting method o teaching and

learning. However, experiments and demonstrations

may involve inherent risks or both the teacher and

the student.

Saety guidelines must be discussed with students.

These saety guidelines must support and encourage

the investigative approach generally and laboratory

instruction specically, while at the same time

promoting saety in the classroom and laboratory.

Encouraging a positive saety attitude is a

responsibility shared among the board, school

administrators, teachers, and students in every

school district. The co-operation o all these groups

helps develop a strong saety consciousness both

inside and outside our schools.

Field work and eld trips require special vigilance

with respect to trac and road saety, sae practices

in study areas and when obtaining samples, and an

awareness o changes in weather. Teachers are also

reminded o the potential risks associated with

activities that involve extraction and analysis o

human fuids or tissue.

Another important aspect o in-school saety is

the Workplace Hazardous Materials Inormation

Systems (WHMIS). Through labelling, materialsaety data sheets, and education and training,

WHMIS is designed to ensure that those using

hazardous materials have sucient inormation

to handle them saely. Each school district should

have an individual trained in WHMIS who can

work with teachers to establish sae, well-ventilated

classroom and laboratory working conditions.

To assist teachers in providing a sae science-

learning environment, the Ministry o Education

publishes the Science Safety Resource Manual, which

has been distributed to every school.

The Science Safety Resource Manual is available

online at

www.bced.gov.bc.ca/irp/resdocs/scisaety.htm

confIdentIAlIty

The Freedom of Information and Protection of Privacy

Act (FOIPPA) applies to students, to school districts,

and to all curricula. Teachers, administrators, and

district sta should consider the ollowing:

Be aware o district and school guidelines

regarding the provisions o FOIPPA and how

it applies to all subjects, including Biology 11

and 12.

Do not use students Personal Education

Numbers (PEN) on any assignments that

students wish to keep condential.

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Biology 11 and 12 11


Ensure students are aware that i they disclose

personal inormation that indicates they are at

risk or harm, then that inormation cannot be

kept condential.

Inorm students o their rights under FOIPPA,

especially the right to have access to their own

personal inormation in their school records.

Inorm parents o their rights to access their

childrens school records.

Minimize the type and amount o personal

inormation collected, and ensure that it is

used only or purposes that relate directly to

the reason or which it is collected.

Inorm students that they will be the only

ones recording personal inormation about

themselves unless they, or their parents, have

consented to teachers collecting that inormationrom other people (including parents).

Provide students and their parents with the

reason(s) they are being asked to provide

personal inormation in the context o the

Biology 11 and 12 curriculum.

Inorm students and their parents that they can

ask the school to correct or annotate any o the

personal inormation held by the school, in

accordance with Section 29 o FOIPPA.

Ensure students are aware that their parents

may have access to the schoolwork they create

only insoar as it pertains to students progress. Ensure that any inormation used in assessing

students progress is up-to-date, accurate, and

complete.

For more inormation about condentiality, reer

to www.mser.gov.bc.ca/FOI_POP/index.htm

InclusIon, equIty, AndAccessIBIlItyfor All leArners

British Columbias schools include students o

varied backgrounds, interests, and abilities. TheKindergarten to Grade 12 school system ocuses on

meeting the needs o all students. When selecting

specic topics, activities, and resources to support

the implementation o Biology 11 and 12, teachers

are encouraged to ensure that these choices support

inclusion, equity, and accessibility or all students.

In particular, teachers should ensure that classroom

instruction, assessment, and resources refect

sensitivity to diversity and incorporate positive

role portrayals, relevant issues, and themes such

as inclusion, respect, and acceptance.

Government policy supports the principles ointegration and inclusion o students or whom

English is a second language and o students with

special needs. Most o the prescribed learning

outcomes and suggested achievement indicators

in this IRP can be met by all students, including

those with special needs and/or ESL needs. Some

strategies may require adaptations to ensure

that those with special and/or ESL needs can

successully achieve the learning outcomes.

Where necessary, modications can be made to

the prescribed learning outcomes or students

with Individual Education Plans.

For more inormation about resources and

support or students with special needs, reer to

www.bced.gov.bc.ca/specialed/

For more inormation about resources and

support or ESL students, reer to

www.bced.gov.bc.ca/esl/

workIngwIththe schoolAnd communIty

This curriculum addresses a wide range o skillsand understandings that students are developing

in other areas o their lives. It is important to

recognize that learning related to this curriculum

extends beyond the biology classroom.

School and district-wide programs support and

extend learning in Biology 11 and 12. Community

organizations may also support the curriculum

with locally developed learning resources, guest

speakers, workshops, and eld studies. Teachers

may wish to draw on the expertise o these

community organizations and members.

workIngwIththe ABorIgInAl communIty

The Ministry o Education is dedicated to ensuring

that the cultures and contributions o Aboriginal

peoples in BC are refected in all provincial

curricula. To address these topics in the classroom

in a way that is accurate and that respectully

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refects Aboriginal concepts o teaching and

learning, teachers are strongly encouraged to

seek the advice and support o local Aboriginal

communities. Aboriginal communities are diverse

in terms o language, culture, and available

resources, and each community will have its

own unique protocol to gain support or

integration o local knowledge and expertise.

To begin discussion o possible instructional and

assessment activities, teachers should rst contact

Aboriginal education co-ordinators, teachers,

support workers, and counsellors in their district

who will be able to acilitate the identication o

local resources and contacts such as elders, chies,

tribal or band councils, Aboriginal cultural centres,

Aboriginal Friendship Centres, and Mtis or Inuit

organizations.

In addition, teachers may wish to consult the

various Ministry o Education publications

available, including the Planning Your Program

section o the resource, Shared Learnings. This

resource was developed to help all teachers provide

students with knowledge o, and opportunities to

share experiences with, Aboriginal peoples in BC.

For more inormation about these documents,

consult the Aboriginal Education web site:

www.bced.gov.bc.ca/abed/welcome.htm

InformAtIonAndcommunIcAtIons technology

The study o inormation and communications

technology is increasingly important in our society.

Students need to be able to acquire and analyse

inormation, to reason and communicate, to make

inormed decisions, and to understand and use

inormation and communications technology or a

variety o purposes. Development o these skills is

important or students in their education, their

uture careers, and their everyday lives.

Literacy in the area o inormation and

communications technology can be dened as

the ability to obtain and share knowledge through

investigation, study, instruction, or transmission

o inormation by means o media technology.

Becoming literate in this area involves nding,

gathering, assessing, and communicating

inormation using electronic means, as well as

developing the knowledge and skills to use and

solve problems eectively with the technology.

Literacy also involves a critical examination and

understanding o the ethical and social issues

related to the use o inormation and communications

technology. When planning or instruction and

assessment in Biology 11 and 12, teachers should

provides opportunities or students to develop

literacy in relation to inormation and

communications technology sources, and to refect

critically on the role o these technologies in society.

coPyrIghtAnd resPonsIBIlIty

Copyright is the legal protection o literary,

dramatic, artistic, and musical works; soundrecordings; perormances; and communications

signals. Copyright provides creators with the legal

right to be paid or their work and the right to say

how their work is to be used. The law permits

certain exceptions or schools (i.e., specic things

permitted) but these are very limited, such as

copying or private study or research. The

copyright law determines how resources can be

used in the classroom and by students at home.

In order to respect copyright it is necessary to

understand the law. It is unlawul to do theollowing, unless permission has been given by

a copyright owner:

photocopy copyrighted material to avoid

purchasing the original resource or any reason

photocopy or perorm copyrighted material

beyond a very small part in some cases the

copyright law considers it air to copy whole

works, such as an article in a journal or a

photograph, or purposes o research and

private study, criticism, and review

show recorded television or radio programs to

students in the classroom unless these are

cleared or copyright or educational use (there

are exceptions such as or news and news

commentary taped within one year o

broadcast that by law have record-keeping

requirements see the web site at the end o

this section or more details)

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Biology 11 and 12 1


photocopy print music, workbooks,

instructional materials, instruction manuals,

teacher guides, and commercially available

tests and examinations

show videorecordings at schools that are not

cleared or public perormance

perorm music or do perormances o

copyrighted material or entertainment (i.e.,

or purposes other than a specic educational

objective)

copy work rom the Internet without an express

message that the work can be copied

Permission rom or on behal o the copyright

owner must be given in writing. Permission may

also be given to copy or use all or some portion o

copyrighted work through a licence or agreement.

Many creators, publishers, and producers have

ormed groups or collectives to negotiate royalty

payments and copying conditions or educational

institutions. It is important to know what licences

are in place and how these aect the activities

schools are involved in. Some licences may also

require royalty payments that are determined by

the quantity o photocopying or the length o

perormances. In these cases, it is important to

assess the educational value and merits o copying

or perorming certain works to protect the schools

nancial exposure (i.e., only copy or use that

portion that is absolutely necessary to meet an

educational objective).

It is important or education proessionals, parents,

and students to respect the value o original thinking

and the importance o not plagiarizing the work o

others. The works o others should not be used

without their permission.

For more inormation about copyright, reer to

www.cmec.ca/copyright/indexe.stm
http://www.cmec.ca/copyright/indexe.stmhttp://www.cmec.ca/copyright/indexe.stm

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PrescriBed learning outcomes

Biology 11 and 12

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Biology 11 and 12 17

Prescribed learningoutcomes are content

standards or the provincial education

system; they are the prescribed curriculum.

Clearly stated and expressed in measurable and

observable terms, learning outcomes set out the

required knowledge, skills, and attitudes what

students are expected to know and be able to do

by the end o the specied course.

Schools have the responsibility to ensure that all

prescribed learning outcomes in this curriculum are

met; however, schools have fexibility in determining

how delivery o the curriculum can best take place.

It is expected that student achievement will vary

in relation to the learning outcomes. Evaluation,

reporting, and student placement with respect to

these outcomes are dependent on the proessionaljudgment and experience o teachers, guided by

provincial policy.

Prescribed learning outcomes or Biology 11

and 12 are presented by grade and by curriculum

organizer and suborganizer, and are coded

alphanumerically or ease o reerence; however,

this arrangement is not intended to imply a

required instructional sequence.

wordIngof PrescrIBed leArnIng outcomes

All learning outcomes complete the stem, It isexpected that students will.

When used in a prescribed learning outcome, the

word including indicates that any ensuing item

must be addressed. Lists o items introduced by

the word including represent a set o minimum

requirements associated with the general

requirement set out by the outcome. The lists are

not necessarily exhaustive, however, and teachers

may choose to address additional items that also

all under the general requirement set out by

the outcome.

domAInsof leArnIng

Prescribed learning outcomes in BC curricula

identiy required learning in relation to one or

more o the three domains o learning: cognitive,

psychomotor, and aective. The ollowingdenitions o the three domains are based on

Blooms taxonomy.

The cognitive domain deals with the recall or

recognition o knowledge and the development

o intellectual abilities. The cognitive domain can

be urther specied as including three cognitive

levels: knowledge, understanding and application,

and higher mental processes. These levels are

determined by the verb used in the learning

outcome, and illustrate how student learning

develops over time. Knowledge includes those behaviours that

emphasize the recognition or recall o ideas,

material, or phenomena.

Understanding and application represents a

comprehension o the literal message contained

in a communication, and the ability to apply an

appropriate theory, principle, idea, or method

to a new situation.

Higher mental processes include analysis,

synthesis, and evaluation. The higher mental

processes level subsumes both the knowledge

and the understanding and application levels.

The affective domain concerns attitudes, belies,

and the spectrum o values and value systems.

The psychomotor domain includes those aspects

o learning associated with movement and skill

demonstration, and integrates the cognitive and

aective consequences with physical perormances.

Domains o learning and, particularly, cognitive

levels, inorm the design and development o the

Graduation Program examination or Biology 12.

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Prescribed Learning Outcomes: Biology 11

It is expected that students will:

Processesof scIence

A1 demonstrate sae and correct technique or a variety o laboratory proceduresA2 design an experiment using the scientic methodA3 interpret data rom a variety o text and visual sources

tAxonomy

B1 apply the Kingdom system o classication to study the diversity o organisms

evolutIon

C1 describe the process o evolution

ecology

D1 analyse the unctional inter-relationships o organisms within an ecosystem

mIcroBIology

Viruses

E1 evaluate the evidence used to classiy viruses as living or non-livingE2 evaluate the eects o viruses on human health

Kingdom Monera

E3 analyse monerans as a lieorm at the prokaryotic level o organizationE4 evaluate the eectiveness o various antibiotics, disinectants, or antiseptics on bacterial cultures

PlAnt BIology

F1 analyse how the increasing complexity o algae, mosses, and erns represent an evolutionarycontinuum o adaptation to a land environment

F2 analyse how the increasing complexity o gymnosperms and angiosperms contribute to survival in aland environment

AnImAl BIology

G1 analyse how the increasing complexity o animal phyla represents an evolutionary continuumG2 analyse the increasing complexity o the Phylum Poriera and the Phylum CnidariaG3 analyse the increasing complexity o the Phylum Platyhelminthes, the Phylum Nematoda, and the

Phylum AnnelidaG4 analyse the increasing complexity o the Phylum Mollusca, the Phylum Echinodermata, and the

Phylum Arthropoda

G5 relate the complexity o the orm and unction o vertebrates to the evolutionary continuumo animals

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Biology 11 and 12 1



Processesof scIence

A1 demonstrate sae and correct technique or a variety o laboratory proceduresA2 design an experiment using the scientic methodA3 interpret data rom a variety o text and visual sources

cell BIology

Cell Structure

B1 analyse the unctional inter-relationships o cell structures

Cell Compounds and Biological Molecules

B2 describe the characteristics o water and its role in biological systemsB3 describe the role o acids, bases, and buers in biological systems in the human body

B4 analyse the structure and unction o biological molecules in living systems, including carbohydrates lipids proteins nucleic acids

DNA Replication

B5 describe DNA replicationB6 describe recombinant DNA

Protein Synthesis

B7 demonstrate an understanding o the process o protein synthesisB8 explain how mutations in DNA aect protein synthesis

Transport across Cell Membrane

B9 analyse the structure and unction o the cell membraneB10 explain why cells divide when they reach a particular surace area-to-volume ratio

Enzymes

B11 analyse the roles o enzymes in biochemical reactions

Biology 12 Prescribed Learning Outcomes continued on page 20

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Biology 12 Prescribed Learning Outcomes continued from page 19

humAn BIologyDigestive System

C1 analyse the unctional inter-relationships o the structures o the digestive systemC2 describe the components, pH, and digestive actions o salivary, gastric, pancreatic, and intestinal

juices

Circulatory System

C3 describe the inter-relationships o the structures the heartC4 analyse the relationship between heart rate and blood pressureC5 analyse the unctional inter-relationships o the vessels o the circulatory systemC6 describe the components o bloodC7 describe the inter-relationships o the structures o the lymphatic system

Respiratory System

C8 analyse the unctional inter-relationships o the structures o the respiratory systemC9 analyse the processes o breathingC10 analyse internal and external respiration

Nervous System

C11 analyse the transmission o nerve impulsesC12 analyse the unctional inter-relationships o the divisions o the nervous system

Urinary System

C13 analyse the unctional inter-relationships o the structures o the urinary system

Reproductive System

C14 analyse the unctional inter-relationships o the structures o the male reproductive systemC15 analyse the unctional inter-relationships o the structures o the emale reproductive system

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student achievement

Biology 11 and 12

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student AchIevement

Biology 11 and 12 2

This section o the IRP contains inormation

about classroom assessment and student

achievement, including specic achievement

indicators to assist in the assessment o student

achievement in relation to each prescribed learning

outcome. Also included in this section are key

elements descriptions o content that help

determine the intended depth and breadth o


clAssroom AssessmentAnd evAluAtIon

Assessment is the systematic gathering o

inormation about what students know, are

able to do, and are working toward. Assessment

evidence can be collected using a wide variety

o methods, such as

observation student sel-assessments and peer assessments

quizzes and tests (written, oral, practical)

samples o student work

projects and presentations

oral and written reports

journals and learning logs

perormance reviews

portolio assessments

Assessment o student perormance is based on

the inormation collected through assessment

activities. Teachers use their insight, knowledgeabout learning, and experience with students, along

with the specic criteria they establish, to make

judgments about student perormance in relation

to prescribed learning outcomes.

Three major types o assessment can be used in

conjunction to support student achievement.

Assessment for learning is assessment or

purposes o greater learning achievement.

Assessment as learning is assessment as a

process o developing and supporting students

active participation in their own learning. Assessment of learning is assessment or

purposes o providing evidence o achievement

or reporting.

Assessment for Learning

Classroom assessment or learning provides

ways to engage and encourage students to become

involved in their own day-to-day assessment to

acquire the skills o thoughtul sel-assessment and

to promote their own achievement.

This type o assessment serves to answer the

ollowing questions:

What do students need to learn to be

successul?

What does the evidence o this learning

look like?

Assessment or learning is criterion-reerenced,

in which a students achievement is compared to

established criteria rather than to the perormance

o other students. Criteria are based on prescribedlearning outcomes, as well as on suggested

achievement indicators or other learning

expectations.

Students benet most when assessment eedback

is provided on a regular, ongoing basis. When

assessment is seen as an opportunity to promote

learning rather than as a nal judgment, it shows

students their strengths and suggests how they can

develop urther. Students can use this inormation

to redirect their eorts, make plans, communicate

with others (e.g., peers, teachers, parents) abouttheir growth, and set uture learning goals.

Assessment or learning also provides an

opportunity or teachers to review what their

students are learning and what areas need urther

attention. This inormation can be used to inorm

teaching and create a direct link between assessment

and instruction. Using assessment as a way o

obtaining eedback on instruction supports student

achievement by inorming teacher planning and

classroom practice.

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student AchIevement

2 Biology 11 and 12

Assessment as Learning

Assessment as learning actively involves students

in their own learning processes. With support and

guidance rom their teacher, students take

responsibility or their own learning, constructing

meaning or themselves. Through a process o

continuous sel-assessment, students develop the

ability to take stock o what they have already

learned, determine what they have not yet learned,

and decide how they can best improve their own

achievement.

Although assessment as learning is student-driven,

teachers can play a key role in acilitating how this

assessment takes place. By providing regular

opportunities or refection and sel-assessment,

teachers can help students develop, practise, and

become comortable with critical analysis o theirown learning.

Assessment of Learning

Assessment o learning can be addressed through

summative assessment, including large-scale

assessments and teacher assessments. These

summative assessments can occur at the end o the

year or at periodic stages in the instructional process.

Large-scale assessments, such as Foundation Skills

Assessment (FSA) and Graduation Program exams,gather inormation on student perormance

throughout the province and provide inormation

or the development and revision o curriculum.

These assessments are used to make judgments

about students achievement in relation to provincial

and national standards. There is no large-scale

provincial assessment or Biology 11. The large-scale

provincial assessment or Biology 12 is the optional

graduation program examination, worth 40% o the

nal course mark or students who choose to write it.

Assessment o learning is also used to inorm ormalreporting o student achievement.

For Ministry o Education reporting policy,

reer to www.bced.gov.bc.ca/policy/policies/

student_reporting.htm

Assessment forLearning Assessment asLearning Assessment ofLearning

Formative assessment isongoing in the classroom

teacher assessment, studentsel-assessment, and/orstudent peer assessment

criterion-reerenced criteriabased on prescribed learningoutcomes identied in theprovincial curriculum, refectingperormance in relation to aspecic learning task

involves both teacher andstudent in a process ocontinual refection and review

about progress teachers adjust their plans and

engage in corrective teachingin response to ormativeassessment

Formative assessment isongoing in the classroom

sel-assessment provides students with

inormation on their ownachievement and prompts themto consider how they cancontinue to improve theirlearning

student-determined criteriabased on previous learning andpersonal learning goals

students use assessmentinormation to make adaptations

to their learning process and todevelop new understandings

Summative assessment occursatend of year or at key stages

teacher assessment may be either criterion-

reerenced (based on prescribedlearning outcomes) or norm-reerenced (comparing studentachievement to that o others)

inormation on studentperormance can be shared withparents/guardians, school anddistrict sta, and othereducation proessionals (e.g.,or the purposes o curriculum

development) used to make judgments about

students perormance inrelation to provincial standards
http://www.bced.gov.bc.ca/policy/policies/student_reporting.htmhttp://www.bced.gov.bc.ca/policy/policies/student_reporting.htmhttp://www.bced.gov.bc.ca/policy/policies/student_reporting.htm

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student AchIevement

Biology 11 and 12 2

For more inormation about assessment or, as,

and o learning, reer to the ollowing resource

developed by the Western and Northern Canadian

Protocol (WNCP): Rethinking Assessment with

Purpose in Mind.

This resource is available online at

www.wncp.ca/

Criterion-Referenced Assessment and Evaluation

In criterion-reerenced evaluation, a students

perormance is compared to established criteria

rather than to the perormance o other students.

Evaluation in relation to prescribed curriculum

requires that criteria be established based on the

learning outcomes.

Criteria are the basis or evaluating student

progress. They identiy, in specic terms, the

critical aspects o a perormance or a product that

indicate how well the student is meeting the

prescribed learning outcomes. For example,weighted criteria, rating scales, or scoring guides

(reerence sets) are ways that student perormance

can be evaluated using criteria.

Wherever possible, students should be involved in

setting the assessment criteria. This helps students

develop an understanding o what high-quality

work or perormance looks like.

Criterion-referenced assessment and evaluation may involve these steps:

Step 1 Identiy the prescribed learning outcomes and suggested achievement indicators(as articulated in this IRP) that will be used as the basis or assessment.

Step 2 Establish criteria.When appropriate, involve students in establishing criteria.Step 3 Plan learning activities that will help students gain the knowledge, skills, and attitudes

outlined in the criteria.

Step 4 Prior to the learning activity, inorm students o the criteria against which their work willbe evaluated.

Step 5 Provide examples o the desired levels o perormance.Step 6 Conduct the learning activities.Step 7 Use appropriate assessment instruments (e.g., rating scale, checklist, scoring guide) and

methods (e.g., observation, collection, sel-assessment) based on the particular assignment

and student.

Step 8 Review the assessment data and evaluate each students level o perormance or quality owork in relation to criteria.

Step 9 Where appropriate, provide eedback and/or a letter grade to indicate how well the criteriaare met.

Step 10 Communicate the results o the assessment and evaluation to students and parents/

guardians.

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student AchIevement


key elements

Key elements provide an overview o content in

each curriculum organizer and suborganizer. They

can be used to determine the expected depth and

breadth o the prescribed learning outcomes.

AchIevement IndIcAtors

To support the assessment o provincially

prescribed curricula, this IRP includes sets o

achievement indicators in relation to each learning

outcome.

Achievement indicators, taken together as a set,

dene the specic level o knowledge acquired,

skills applied, or attitudes demonstrated by the

student in relation to a corresponding prescribed

learning outcome. They describe what evidence tolook or to determine whether or not the student

has ully met the intent o the learning outcome.

Since each achievement indicator denes only one

aspect o the corresponding learning outcome, the

entire set o achievement indicators should be

considered when determining whether students

have ully met the learning outcome.

In some cases, achievement indicators may also

include suggestions as to the type o task that

would provide evidence o having met the learning

outcome (e.g., a constructed response such as a list,comparison, analysis, or chart; a product created

and presented such as a report, drama presentation,

poster, letter, or model; a particular skill

demonstrated such as microscope use).

Achievement indicators support the principles o

assessmentfor learning, assessment as learning, and

assessment oflearning. They provide teachers and

parents with tools that can be used to refect on

what students are learning, as well as provide

students with a means o sel-assessment and

ways o dening how they can improve their

own achievement.

Achievement indicators are not mandatory; they

are suggestions only, provided to assist in the

assessment o how well students achieve the


Achievement indicators may be useul to provincial

examination development teams and inorm the

development o exam items. However, examination

questions, item ormats, exemplars, rubrics, orscoring guides will not necessarily be limited to

the achievement indicators as outlined in the

Integrated Resource Packages.

Specications or provincial examinations

are available online at

www.bced.gov.bc.ca/exams/specs/

The ollowing pages contain the suggested

achievement indicators corresponding to each

prescribed learning outcome or the Biology 11

and 12 curriculum. The achievement indicatorsare arranged by curriculum organizer and

suborganizer or each grade; however, this order

is not intended to imply a required sequence o

instruction and assessment.

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student achievement

Biology 11

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student AchIevementKey Elements Biology 11

Key Elements: Processes of Science

Estimated Time: integrated throughout

The prescribed learning outcomes related to Processes o Science support the development o knowledge,

skills, and attitudes essential or an understanding o science. These learning outcomes should not betaught in isolation, but should be integrated with activities related to the other curriculum organizers.

Vocabulary

conclusion, control, control group, controlled variable, dependent variable, experimental group,

experimental variable, independent variable, repeatable procedure, sample size, scientic method, testable

hypothesis

Knowledge

independent and dependent variables

controlled and experimental variables

control group, experimental group

Skills and Attitudes

demonstrate sae and correct lab technique (e.g., use o dissection and compound microscopes,

preparation o wet-mount slides, sterile technique, sae dissection technique)

apply the scientic method to design and carry out experiments

make inerences and generalizations

interpret data rom a variety o types o sources

draw conclusions

communicate inormation and results (e.g., graphs, diagrams, models, ormulae)

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Biology 11 and 12 2

student AchIevementSuggested Achievement Indicators Biology 11

Processesof scIence

Prescribed Learning Outcomes Suggested Achievement Indicators


The following set of indicators may be used to assess student achievement

for each corresponding prescribed learning outcome.

Students who have fully met the prescribed learning outcome are able to:

A1 demonstrate sae and correcttechnique or a variety olaboratory procedures

q demonstrate the correct use o a dissection microscopeq prepare wet-mount slidesq demonstrate sae and correct dissection techniqueq demonstrate the correct use o a compound microscopeq demonstrate sterile technique while preparing a streak plate

A2 design an experiment usingthe scientic method

q ormulate a testable hypothesis to investigate a scientic problem(e.g., determining the eectiveness o antibacterial agents on

bacteria, determining the rate o ermentation in yeast)q

ormulate and carry out a repeatable, controlled procedure to testthe hypothesis: identiy controlled versus experimental variables identiy the independent and dependent variables use control and experimental groups, as appropriate use a control as appropriate use appropriate sample size

q observe, measure, and record dataq interpret results to draw conclusionsq determine whether the conclusions support or reject the

hypothesisq determine whether the experiment is reliableq use results and conclusions as a basis or urther comparisons,

investigations, or analyses

A3 interpret data rom a varietyo text and visual sources

q use data rom a variety o representations (e.g., diagrams,electron micrographs, graphs, photographs) to make inerencesand generalizations

q draw and present conclusions, applying the most appropriatemeans to communicate (e.g., graph, diagram, model, ormula,map, visual)

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0 Biology 11 and 12


Key Elements: Taxonomy

Estimated Time: hours

By the end o this course, students will have an understanding o the applications o taxonomy.

Vocabulary

binomial nomenclature, biochemical relationship, class, embryological relationship, eukaryotic cell,

evolutionary relationship, amily, genus, homologous structure, kingdom, order, phylum, prokaryotic cell,

species, sub-phylum, taxonomy/taxon

Knowledge

principles o taxonomy

Kingdom system o classication, taxons, binomial nomenclature

characteristics o the kingdoms Monera, Protista, Fungi, Plantae, and Animalia


use classication keys

demonstrate correct use o a compound microscope

observe organisms to recognize common characteristics

demonstrate ethical, responsible, co-operative behaviour

show respect or living things

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Biology 11 and 12 1







B1 apply the Kingdom systemo classication to study thediversity o organisms

q explain how the ollowing principles are used in taxonomy toclassiy organisms: evolutionary relationships biochemical relationships homologous structures embryological relationships

q compare characteristics o a prokaryotic cell with those o aeukaryotic cell

q describe the uniying characteristics o organisms in each o the

ollowing kingdoms: Monera Protista Fungi Plantae Animalia

q classiy selected organisms using the ollowing taxons: kingdom,phylum (and sub-phylum), class, order, amily, genus, species

q apply binomial nomenclature to name selected organisms

tAxonomy

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2 Biology 11 and 12


Key Elements: Evolution

Estimated Time: 10 hours

By the end o this course, students will have an understanding o the mechanics o evolution.

Vocabulary

complementary base pairing, convergent evolution, divergent evolution, deoxyribonucleic acid (DNA),

double helix, evolutionary change, gene fow, genetic drit, gradual change model, mutation, natural

selection, nitrogenous base, non-random mating, punctuated equilibrium model, speciation, sugar-

phosphate backbone

Knowledge basic structure o DNA

role o DNA in evolution

agents o evolutionary change

patterns o evolution tempo o evolutionary change


create models (e.g., agents o evolutionary change, DNA)

gather data to study variation within a population

communicate results (e.g., using graphs, tables, diagrams, lab reports)


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Biology 11 and 12







C1 describe the processo evolution

q describe the basic structure o deoxyribonucleic acid (DNA) withreerence to the ollowing terms: double helix sugar-phosphate backbone nitrogenous bases (A, T, C, G) complementary base pairing (A-T, C-G)

q explain the role o DNA in evolutionq describe the ve agents o evolutionary change: mutation, genetic

drit, gene fow, non-random mating, and natural selection

q dierentiate among and give examples o convergent evolution,divergent evolution, and speciation

q compare the gradual change model with the punctuatedequilibrium model o evolution

evolutIon

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Biology 11 and 12


Key Elements: Ecology


By the end o this course, students will have an understanding o the role various organisms play in an

ecosystem.

Vocabulary

carrying capacity, cellular respiration, chemical equations, climax community, commensalism, consumer,

cyclic growth, decomposer, density-dependent actors, density-independent actors, ecological succession,

energy fow, exponential growth, logistic growth, mutualism, parasitism, photosynthesis, pioneer species,

population, producer, products, pyramid o energy, reactants, steady state, symbiosis

Knowledge

interdependent roles o organisms in ecosystems

energy fow and energy pyramids

photosynthesis and cellular respiration

actors aecting population growth


create bar graphs, line graphs, pie charts, tables, and diagrams to extract and convey inormation

create models to represent a given type o data (e.g., populations)

conduct experiments (e.g., quadrat study)

relate cause to eect

assess human impacts on an ecosystem


show respect and sensitivity or the environment

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Biology 11 and 12







D1 analyse the unctional inter-relationships o organismswithin an ecosystem

q describe the process o ecological succession, with reerence toterms such as pioneer species and climax community

q explain the roles o producers, consumers, and decomposersin ecosystems

q describe a pyramid o energy in terms o energy fow throughan ecosystem

q describe the roles o photosynthesis and cellular respirationwithin a pyramid o energy

q compare photosynthesis and cellular respiration in terms o the

reactants, products, and chemical equationsq describe the stages a population goes through as it increases in

size, with reerence to terms such as exponential growth, logisticgrowth, cyclic growth, carrying capacity, steady state

q describe density-dependent and density-independent actors thatlimit and control population growth

q dene symbiosis and types o symbiosis:parasitism, commensalism,and mutualism

ecology

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6 Biology 11 and 12


Key Elements: Microbiology


By the end o this course, students will have an understanding o characteristics and unctions o viruses

and bacteria.

Vocabulary

Viruses: antibody, antigen, DNA, host cell, lymphocyte, lysogenic cycle, lytic cycle, membranous envelope,

mucous membrane, nucleic acid core, phagocytic white blood cell, primary line o deence, protein capsid,

RNA, secondary line o deence, tertiary line o deence, viral specicity, white blood cell

Monera: aerobic respiration, antibiotic, antiseptic, bacteria, binary ssion, classication, conjugation,

disinectant, ecological role, ermentation, motility, mutate/mutation, photosynthesis, prokaryote,

resistant/resistance

Knowledge

Viruses

denitions o living vs. non-living

structure o viruses

viral reproduction

eects o viruses on humans

Monera

characteristics o prokaryotic cells

structure and unction o bacteria

moneran diversity

roles and eects o bacteria

eects o antibacterial agents


demonstrate proper techniques or handling and disposing o laboratory materials involving bacteria

use personal protective equipment

demonstrate emergency response procedures

demonstrate sae and correct use o a Bunsen burner

observe organisms to recognize common characteristics


create models (e.g., lie cycle o a virus)

conduct experiments (e.g., antibiotic sensitivity o bacteria)

demonstrate ethical, responsible, co-operative behaviour show respect or living things

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Biology 11 and 12 7







Viruses

E1 evaluate the evidence used toclassiy viruses as living ornon-living

q identiy criteria or classiying organisms as livingq describe the basic structure o a virus, including the antigens, the

membranous envelope, the protein capsid, and the nucleic acidcore (DNA or RNA)

q identiy the role o the host cell in viral reproductionq compare the lytic and lysogenic cycles

E2 evaluate the eects o viruses

on human health

q dene and give examples o viral specicityq

describe the bodys basic lines o deence against a viral attack,including primary line o deence (e.g., skin, mucous membranes, tears) secondary line o deence (e.g., phagocytic white blood cells

engul viruses) tertiary line o deence (e.g., white blood cells called

lymphocytes produce antibodies)q give examples o ways to reduce the spread o viral diseases

Kingdom Monera

E3 analyse monerans as alieorm at the prokaryoticlevel o organization

q examine monerans and identiy the characteristics thatuniy them

q use examples to illustrate moneran diversity with respect to

the ollowing: classication shape and grouping o cells motility ecological role nutrition (ermentation, aerobic respiration, photosynthesis) reproduction (binary ssion, conjugation) human diseases

q give examples o the benecial roles o bacteria

E4 evaluate the eectivenesso various antibiotics,disinectants, or antisepticson bacterial cultures

q conduct an experiment using sterile technique to test the eectso various antibacterial agents (e.g., antibiotics, disinectants, andantiseptics) on bacterial cultures

q analyse and interpret data rom experiments to draw conclusionsabout the eectiveness o particular agents on specic bacteria

q explain how bacteria mutate to become resistant to antibiotics

mIcroBIology

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8 Biology 11 and 12


Key Elements: Plant Biology


By the end o this course, students will have an understanding o the increasing complexity o phyla within

the Kingdom Plantae and the characteristics that place organisms within each phylum.

Vocabulary

adaptation, alternation o generations, colonial, dicots, enclosed seeds, fowers, ruit, leaves, monocots,

multicellular, pollen, roots, seeds, stems, unicellular, vascular tissue

Knowledge

trends o increasing complexity in plant lieorms

characteristics o algae, mosses, erns, gymnosperms, and angiosperms

adaptations o plants to a land environment


observe plants to recognize common characteristics


create models (e.g., vascular tissue o a plant)

conduct experiments (e.g., plant dissection, water transport in vascular tissue)


show respect and sensitivity or the environment

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Biology 11 and 12







F1 analyse how the increasingcomplexity o algae, mosses,and erns represent anevolutionary continuumo adaptation to a landenvironment

q examine green algae and describe the characteristics thatuniy them

q use examples o unicellular, colonial, and multicellular greenalgae to illustrate their increasing complexity

q examine mosses and describe the characteristics that uniy themq examine erns and describe the characteristics that uniy themq describe alternation o generations in algae, mosses, and ernsq describe eatures o mosses and erns that have enabled

adaptation to a land environment

F2 analyse how the increasingcomplexity o gymnospermsand angiosperms contributeto survival in a landenvironment

q examine gymnosperms and describe the characteristics that uniythem

q explain how gymnosperms are adapted or survival in a landenvironment with respect to the ollowing: alternation ogenerations, roots, stems, leaves, seeds, pollen, vascular tissue

q examine angiosperms and describe characteristics that uniythem

q use specimens to dierentiate between monocots and dicotsq describe how angiosperms are adapted or survival in a land

environment, with respect to alternation o generations, fowers,pollen, enclosed seeds, ruit, roots, stems, leaves, vascular tissue

q compare the ways in which mosses, erns, gymnosperms, and

angiosperms have adapted to a land environment

PlAnt BIology

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0 Biology 11 and 12


Key Elements: Animal Biology


By the end o this course, students will have an understanding o the increasing complexity within the

Kingdom Animalia and the characteristics that place organisms within each phylum.

Vocabulary

asexual reproduction, cell, cephalization, closed circulatory system, coelom, colonial, fuid eeding,

endoskeleton, excretion, exoskeleton, lter eeding, ree-living, internal transport, invertebrates, levels o

organization, lie unctions, medusa, motility, motility/motile, multicellular, niche, open circulatory system,

organ, organ system, parasite/parasitic, polyp, reproduction, respiration, response, sessile, sexual

reproduction, symmetry, tissue, vertebral column

Knowledge

trends o increasing complexity in animal lieorms

characteristics o Phylum Poriera, Phylum Cnidaria, Phylum Platyhelminthes, Phylum Nematoda,Phylum Annelida, Phylum Mollusca, Phylum Echinodermata, Phylum Arthropoda, and Subphylum

Vertebrata (Phylum Chordata)

how animals in each phylum carry out their lie unctions

ecological signicance o various animal phyla


demonstrate proper techniques or handling and disposing o laboratory materials involving preserved

specimens

use personal protective equipment

demonstrate sae and correct dissection technique

observe organisms to recognize common characteristics communicate results (e.g., using graphs, tables, diagrams, lab reports)

create models (e.g., o a sponge)

conduct experiments (e.g., light sensitivity in planaria)


show respect or living things

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Biology 11 and 12 1







G1 analyse how the increasingcomplexity o animal phylarepresents an evolutionarycontinuum

q compare phyla in terms o levels o organization cell, tissue, organ, organ system cephalization development o a coelom symmetry reproduction

q describe the lie unctions animals need to survive, including eeding respiration

internal transport excretion reproduction response and motility

q compare the advantages and disadvantages o dierent waysanimals carry out their lie unctions (e.g., lter eeding vs. fuideeding, parasitic vs. ree-living, asexual vs. sexual reproduction,sessile vs. motile)

G2 analyse the increasingcomplexity o the PhylumPoriera and the PhylumCnidaria

Organizer Animal Biology

continued on page 42

q examine members o the Phylum Poriera and identiy theiruniying characteristics

q describe how porierans carry out their lie unctionsq examine members o the Phylum Cnidaria and identiy their

uniying characteristicsq describe how cnidarians carry out their lie unctionsq compare polyp and medusa with respect to structure, general

unction, and motilityq suggest the advantages o a motile orm in the lie cycle o a

cnidarianq explain the evolutionary signicance o colonial (porieran)

versus multicellular (cnidarian) lieormsq describe the ecological roles o sponges and cnidarians

AnImAl BIology

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2 Biology 11 and 12


Organizer Animal Biology

continued from page 41

G3 analyse the increasingcomplexity o the PhylumPlatyhelminthes, the PhylumNematoda, and the PhylumAnnelida

qexamine members o the Phylum Platyhelminthes and describetheir uniying characteristics

q describe how platyhelminthes carry out their lie unctionsq examine members o the Phylum Nematoda and describe their

uniying characteristicsq describe how nematodes carry out their lie unctionsq examine members o the Phylum Annelida and describe their

uniying characteristicsq describe how annelids carry out their lie unctionsq describe the physical changes that were necessary or fatworms

and roundworms to become parasiticq evaluate the characteristics o a successul parasite

q describe human disorders that are caused by non-segmentedwormsq compare platyhelminthes, nematodes, and annelids with respect

to evolutionary changesqdescribe the ecological roles o platyhelminthes, nematodes,

and annelids

G4 analyse the increasingcomplexity o the PhylumMollusca, the PhylumEchinodermata, and thePhylum Arthropoda

q examine members o the Phylum Mollusca and describe theiruniying characteristics

q describe how molluscs carry out their lie unctionsq examine members o the Phylum Echinodermata and describe

their uniying characteristicsq describe how echinoderms carry out their lie unctions

q examine members o the Phylum Arthropoda and describe theiruniying characteristicsq describe how arthropods carry out their lie unctionsq compare how molluscs, echinoderms, and arthropods have

evolved to adapt to dierent nichesq demonstrate a knowledge o the diverse ecological roles o

molluscs, echinoderms, and arthropods

G5 relate the complexityo the orm and unctiono vertebrates to theevolutionary continuumo animals

q examine members o the Subphylum Vertebrata and describetheir uniying characteristics

q compare members o two or more classes o vertebratesq compare the vertebrates and invertebrates in terms o increasing

complexity, with reerence to characteristics including

endoskeleton vs. exoskeleton presence or absence o vertebral column closed vs. open circulatory system

q describe the diverse ecological role o vertebrates


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student achievement

Biology 12

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Biology 11 and 12


Key Elements: Processes of Science

Estimated Time: integrated throughout

The prescribed learning outcomes related to Processes o Science support the development o knowledge,

skills, and attitudes essential or an understanding o science. These learning outcomes should not be

taught in isolation, but should be integrated with activities related to the other curriculum organizers.

Vocabulary

conclusion, control, control group, controlled variable, dependent variable, electron micrograph,

experimental group, experimental variable, independent variable, reliable, repeatable procedure, sample

size, scientic method, testable hypothesis

Knowledge

distinguish between independent and dependent variables

distinguish between controlled and experimental variables

distinguish between control group and experimental group


sae and correct lab technique (e.g., use o dissection and compound microscopes, dissection technique)

applying the scientic method to design and carry out experiments

making inerences and generalizations

interpreting data rom a variety o types o sources (e.g., electron micrographs)

drawing conclusions

communicating inormation and results (e.g., graphs, diagrams, models, ormulae)

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Biology 11 and 12

student AchIevementSuggested Achievement Indicators B

2006 biology 1112

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