2006 Biology 1112
Transcript of 2006 Biology 1112
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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.
PrescrIBed leArnIng outcomes
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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IntroductIonto BIology 11 And 12
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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IntroductIonto BIology 11 And 12
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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IntroductIonto BIology 11 And 12
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
consIderAtIonsfor ProgrAm delIvery
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
consIderAtIonsfor ProgrAm delIvery
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
consIderAtIonsfor ProgrAm delIvery
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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12 Biology 11 and 12
consIderAtIonsfor ProgrAm delIvery
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
consIderAtIonsfor ProgrAm delIvery
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
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PrescriBed learning outcomes
Biology 11 and 12
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PrescrIBed leArnIng outcomes
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
18 Biology 11 and 12
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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PrescrIBed leArnIng outcomes
Biology 11 and 12 1
Prescribed Learning Outcomes: Biology 12
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
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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PrescrIBed leArnIng outcomes
20 Biology 11 and 12
Prescribed Learning Outcomes: Biology 12
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
prescribed learning outcomes.
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
26 Biology 11 and 12
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
prescribed learning outcomes.
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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28 Biology 11 and 12
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
It is expected that students will:
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
student AchIevementKey Elements Biology 11
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
Skills and Attitudes
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
student AchIevementSuggested Achievement Indicators Biology 11
Prescribed Learning Outcomes Suggested Achievement Indicators
It is expected that students will:
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:
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
student AchIevementKey Elements Biology 11
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
Skills and Attitudes
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)
demonstrate ethical, responsible, co-operative behaviour
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Biology 11 and 12
student AchIevementSuggested Achievement Indicators Biology 11
Prescribed Learning Outcomes Suggested Achievement Indicators
It is expected that students will:
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:
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
student AchIevementKey Elements Biology 11
Key Elements: Ecology
Estimated Time: 1012 hours
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
Skills and Attitudes
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
demonstrate ethical, responsible, co-operative behaviour
show respect and sensitivity or the environment
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Biology 11 and 12
student AchIevementSuggested Achievement Indicators Biology 11
Prescribed Learning Outcomes Suggested Achievement Indicators
It is expected that students will:
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:
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
student AchIevementKey Elements Biology 11
Key Elements: Microbiology
Estimated Time: 202 hours
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
Skills and Attitudes
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
communicate results (e.g., using graphs, tables, diagrams, lab reports)
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
student AchIevementSuggested Achievement Indicators Biology 11
Prescribed Learning Outcomes Suggested Achievement Indicators
It is expected that students will:
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:
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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student AchIevementKey Elements Biology 11
Key Elements: Plant Biology
Estimated Time: 202 hours
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
Skills and Attitudes
observe plants to recognize common characteristics
communicate results (e.g., using graphs, tables, diagrams, lab reports)
create models (e.g., vascular tissue o a plant)
conduct experiments (e.g., plant dissection, water transport in vascular tissue)
demonstrate ethical, responsible, co-operative behaviour
show respect and sensitivity or the environment
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student AchIevementSuggested Achievement Indicators Biology 11
Prescribed Learning Outcomes Suggested Achievement Indicators
It is expected that students will:
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:
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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student AchIevementKey Elements Biology 11
Key Elements: Animal Biology
Estimated Time: 2 hours
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
Skills and Attitudes
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)
demonstrate ethical, responsible, co-operative behaviour
show respect or living things
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Biology 11 and 12 1
student AchIevementSuggested Achievement Indicators Biology 11
Prescribed Learning Outcomes Suggested Achievement Indicators
It is expected that students will:
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:
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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Prescribed Learning Outcomes Suggested Achievement Indicators
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
student AchIevementSuggested Achievement Indicators Biology 11
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student achievement
Biology 12
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student AchIevementKey Elements Biology 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
Skills and Attitudes
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