BIOLOGY

Biology is a branch of science that builds curiosity and fascination about all aspects

of life.

Biology is a dynamic and ever changing field.

“Scientists continuously assess and judge the soundness of scientific knowledge claims by testing laws and theories, and modifying them in light of compelling new evidence or a re-conceptualization of existing evidence.”SCCAO and STAO/APSO, “Position Paper: The Nature of Science” (2006), pp.1-2

Recent developments in biology

Stem cells can now be used to create hollow organs such as a trachea for transplants so that compatibility issues with donors is no longer an issue.

New molecular imaging

machine detects cellular

processes instead of

anatomical changes.

This shows malfunction

of organs before structural

damage has occurred.

Scientists have found that people who live in higher latitudes have bigger brains because they have bigger vision areas to cope with low light.

Nanotechnology allows transistors to slip into cells undetected and sense faint electrical signals inside cells

My goals as a teacher…

To create a safe learning environment To create an inclusive classroom environment

where students are involved in all aspects of learning (designing, teaching, evaluating)

To encourage active and co-operative participation

My goals as a teacher…

To make you a better learner by… Providing you with multiple learning strategies. Encouraging you to think about your own

learning (allow time to reflect and re-formulate your existing knowledge, self-assessment).

Providing descriptive feedback (teacher and peer) that will guide your effort towards improvement.

Engaging you by providing multiple learning opportunities (group, individual, kinesthetic, visual, auditory, and written).

My vision for students in biology…

SCIENTIFIC LITERACY“A scientifically and technologically literate person is one who can read and understand common media reports about science and technology, critically evaluate the information presented, and confidently engage in discussions and decision-making activities regarding issues that involve science and technology.”Science Co-ordinators’ and Consultants Association of Ontario (SCCAO) and Science Teachers’ Association of Ontario (STAO/APSO), “Position Paper: The Nature of Science” (2006), p. 1

Students in biology classes will gather information from a wide variety of sources and then synthesize and derive meaning from that knowledge to better understand and make informed decisions about problems facing today's world. Only then will they be able to propose highly effective courses of action. Today's students are tomorrows leaders.

Students will use a number of resources to develop their scientific literacy.

Interactive simulations and animations World Web and databaseshttp://www.theglobeandmail.com/

http://www.cbc.ca/science/

Text resources Discussions

With experts as guest speakers, on field trips, with fellow students.

Lab Inquiry and collected data

My vision for students in biology…

To enable you to relate and apply biology concepts to the world in which you live by… Inviting guest speakers into the classroom Providing educational field trip opportunities Creating mentor opportunities in biology

related fields in the community for students. Challenging you to propose highly effective

courses of action and make informed decisions for some of the “issues in biology or society” today.

Science is used to understand and solve challenges faced by societyClimate Energy

Food

production

Health

Communication

Students will become proficient at communicating using a variety of media such as;

Word processors Spreadsheets Graphing software Video Dialogue PowerPoint presentations

My vision for students in biology…

To refine your investigation skills, problem solving skills and critical thinking skills by… Using inquiry based lab skills associated with

scientific investigation to discover concepts.

Providing open ended lab activity opportunities where students will create their own questions and procedures for which results are unknown.

My vision for students in biology…

To stimulate you to be a lifelong learner in science, to be curious and fascinated by the world around you, and to ask questions and seek answers.

To widen your views and challenge you!

So lets get started…

1. Including you in the decision making process.Our first task will be to generate class expectations.We will break into small groups. Each group will brainstorm the expectations for the following headings;

“Characteristics of a Good Student”“Characteristics of a Good Teacher”“Lab Safety”

Then we will synthesize and post these in the classroom. A typed version will be available on the course website.adapted from www.peelweb.org (F16: Student generated list of good learning behaviours)

Next…

2. Creating an inclusive co-operative learning environment. We’re going to try an activity called Ice Breakers.adapted from www.peelweb.org

1. List 5 events which have had significance/importance in your life. Examples are getting my first cell phone, when my mom and dad separated, etc. You will only be required to reveal some of this list, according to your selection

2. You will now circulate around the class and have one-to-one discussions with each member of the class. You will ask one another “What is one of your events?” and possibly follow with something such as “Why was that really important to you?”

3. Each student will record the name, significant event, and reason for its significance for each student that they talk to.

Follow up & reflection

1. What was the purpose of the exercise

2. What did you learn about yourself during this experience?

3. What did you learn about other members of the class?

ACTIVITY 2Scientific curiosity, literacy, biology and society

Your job is to research and learn more about a recent development in any one of the biology disciplines that interests you? What questions do you have?

What disciplines are there in biology? How do you get started? Where can you access information that is

relevant and current? How do I know if the source is credible?

Credible resources

Refine your search engine beyond google. Examples are googlesource and pubmed. The library databases are also great places to look.

Clues about URL’s http://www.vtstutuorials.ac.uk/detective/urlclues.html

Snopes at http://www.snopes.com/ can help you determine if a site is credible

Examples of sources to check;

http://www.theglobeandmail.com/ http://www.thestar.com http://www.canada.com/nationalpost/index.html http://www.nytimes.com http://www/pbs.org http://www.bbc.co.uk http://whyfiles.org http://www.sciencenews.org http://www.googlesource.ca Our library databases can be accessed online. Go to the school

website, click on library, and then databases. If you need any help please see me or access the library help page.

FOLLOW UP

Use the provided peer assessment form and obtain feedback from at least two fellow students. Make the necessary corrections and bring a completed final copy in to post on our “Science in the News” bulletin board tomorrow.

Teachers As Learners

I welcome constructive feedback.

I will also self reflect so that I can better meet the needs of all learners in my class and to achieve my goals for students in biology.

I will periodically ask for student feedback to help direct my reflection.

TEACHERS AS LEARNERSEnd of Week 1: Please respond to the following questions

Was I (as a student) on task during independent activities? Were the conversations generated on task? Comment on how the class worked together during group interactions. Was I encouraged to use critical thinking and problem solving? Were opportunities for feedback presented and how effective was I at

using the feedback to improve my learning? Were any opportunities provided to make connections about biology to

the real world? Did this stimulate curiosity about this subject? What techniques for learning did your teacher employ this week?

Which did you like the most? Which didn’t you like? Explain. What is one part of this week that you really liked? What part would

you improve upon?