Unit 1: Matter and Energy for Life Specific Curriculum Outcomes … · 2016. 5. 20. · MATTER AND...

BIOLOGY 2201 CURRICULUM GUIDE

MATTER AND ENERGY FOR LIFE

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Unit 1: Unit 1: Unit 1: Unit 1: Unit 1: MatMatMatMatMatter and Energy fter and Energy fter and Energy fter and Energy fter and Energy for Lifor Lifor Lifor Lifor LifeeeeeSpecific CurSpecific CurSpecific CurSpecific CurSpecific Curriculum Outcomesriculum Outcomesriculum Outcomesriculum Outcomesriculum Outcomes

Suggested Time: 27 Hours

BIOLOGY 2201 CURRICULUM GUIDE2222222222

IntroductionIntroductionIntroductionIntroductionIntroduction

MatMatMatMatMatter and Energy fter and Energy fter and Energy fter and Energy fter and Energy for Lifor Lifor Lifor Lifor Lifeeeee

“Biology” is the study of life. However, the study of the science of lifeis far from simple, it is complex as living things are complex anddiverse. Living things are much more than a mere set of chemicalreactions or a physical machine. They are composed of individualunits called cells, considered to be the basic unit of structure andfunction and the smallest independent unit capable of displaying thecharacteristics of life. During this unit, the historical development ofcell theory and the role of the microscope in the advancement ofbiological knowledge will be discussed. Students will gain anappreciation for the complexity of life at the cellular level oforganization and the delicacy of interactions between components atthis level as they study cell structures and their functions.

Focus and ContextFocus and ContextFocus and ContextFocus and ContextFocus and Context In its consideration of the cell as the fundamental unit of life, thefocus of this unit is placed within the area of scientific inquiry. Thisinvolves primarily an emphasis on observation and inquiry. Sectionswithin this unit ask students to consider structures, processes andinteractions within cells and to gain familiarity with basic laboratorytechniques.

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This preliminary discussion of cells builds upon clusters ofinformation that have preceded it in the student’s earlier study of thescience curriculum. Characteristics and needs of living things andtheir dependence on the environment are first introduced in ageneral format in primary grades. This base is built upon with thediscussion of the interaction of plants with the environment.Students in elementary grades begin to become familiar with the useof magnifying tools to observe microorganisms. By the end of theintermediate grades, students have been introduced to plant andanimal cells as living systems exhibiting the characteristics of life. Inaddition, structural and functional relationships between cells,tissues, organs and body systems and their relationship to thefunctioning of the human organism as a whole have beeninvestigated.

BIOLOGY 2201 CURRICULUM GUIDE 2323232323


SSSSSTSETSETSETSETSE SkillsSkillsSkillsSkillsSkills KnoKnoKnoKnoKnowledgewledgewledgewledgewledge

CurCurCurCurCurriculum Outcomesriculum Outcomesriculum Outcomesriculum Outcomesriculum Outcomes

Students will be expected to

NatNatNatNatNature of Science and ure of Science and ure of Science and ure of Science and ure of Science and TTTTTececececechnologyhnologyhnologyhnologyhnology

114-1 explain how a paradigmshift can change scientific worldviews

114-2 explain the role ofevidence, theories, andparadigms in the development ofscientific knowledge

114-5 describe the importanceof peer review in thedevelopment of scientificknowledge

114-9 explain the importance ofcommunicating the results of ascientific or technologicalendeavour, using appropriatelanguage and conventions

115-5 analyze why and how aparticular technology wasdeveloped and improved overtime

Relationships between ScienceRelationships between ScienceRelationships between ScienceRelationships between ScienceRelationships between Scienceand and and and and TTTTTececececechnologyhnologyhnologyhnologyhnology

116-2 analyze and describeexamples where scientificunderstanding was enhanced orrevised as a result of theinvention of a technology

116-6 describe and evaluate thedesign of technological solutionsand the way they function,using scientific principles


Performing and RecordingPerforming and RecordingPerforming and RecordingPerforming and RecordingPerforming and Recording

213-2 carry out procedurescontrolling the major variablesand adapting or extendingprocedures where required

213-3 use instruments effectivelyand accurately for collecting data

213-5 compile and organizedata, using appropriate formatsand data treatments to facilitateinterpretation of the data

213-8 select and use apparatusand materials safely

Analysing and InterpretingAnalysing and InterpretingAnalysing and InterpretingAnalysing and InterpretingAnalysing and Interpreting

214-3 compile and displayevidence and information, byhand or computer in a variety offormats, including diagrams,flow charts, tables, graphs, andscatter plots

Communication and Communication and Communication and Communication and Communication and TTTTTeamweamweamweamweamworkorkorkorkork

215-6 work co-operatively withteam members to develop andcarry out a plan, andtroubleshoot problems as theyarise


314-5 explain the cell theory

314-6 describe cell organellesvisible with the light andelectron microscopes

314-7 compare and contrastdifferent types of procaryotic andeucaryotic cells

314-8 describe how organellesmanage various cell processessuch as ingestion, digestion,transportation and excretion

314-9 compare and contrastmatter and energytransformations associated withthe processes of photosynthesisand aerobic respiration

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OutcomesOutcomesOutcomesOutcomesOutcomes


Elaborations—Strategies for Learning and Elaborations—Strategies for Learning and Elaborations—Strategies for Learning and Elaborations—Strategies for Learning and Elaborations—Strategies for Learning and TTTTTeachingeachingeachingeachingeaching


Historical Development of the Cell TheoryHistorical Development of the Cell TheoryHistorical Development of the Cell TheoryHistorical Development of the Cell TheoryHistorical Development of the Cell Theory

• explain the cell theory (314-5)

- define biogenesis andabiogenesis

• describe how the contributions ofscientists lead to a betterunderstanding of biogenesis andabiogenesis (114-1, 114-2, 114-5,114-9) Include:

(i) Aristotle(ii) Redi(iii) Needham(iv) Spallanzani(v) Pasteur

It is important that students understand the concepts of biogenesisand abiogenesis before discussing the experiments of scientists whofueled this debate.

The concepts of biogenesis and spontaneous generation could beapproached historically through the investigation of thecontributions of philosphers, such as Aristotle, and scientists such asRedi, Needham, Spallanzani, and Pasteur. Sketches of theirexperimental setups are a useful visual representation and are valuableto students’ understanding of the progression in cell theorydevelopment. Questions such as, “How did the scientists’ equipmentevolve?” and “What are the strengths and weaknesses of theirresearch?” could be pursued.

This historical approach can be used to illustrate the developmentand functioning of the scientific method. Spontaneous generation(abiogenesis) resulted from conclusions drawn from faulty ormisinterpreted observations and lack of experimental control. Thisconcept was discredited, and biogenesis supported, through the useof controlled experiments.

It is important to recognize that the debate between biogenesis andabiogenesis contributed to the development of the cell theory andresulted in a significant paradigm shift.

Students should understand that the development of the microscopeand the development of the cell theory were directly related.

• analyze and describe how scientificunderstanding was revised as aresult of the invention of themicroscope (116-2)– explain how the invention of the

microscope permitted scientiststo discover the existence of cells

- explain the contributions of(i) Hooke(ii) Leeuwenhoek

• describe how the contributions ofscientists lead to the progressivedevelopment of the cell theory(114-1, 114-2, 114-5, 114-9)

(i) Brown(ii) Schleiden(iii) Schwann(iv) Braun(v) Virchow(vi) Pasteur

The accomplishments of the early cell biologists paved the way forstudy. Emphasis should be placed on the way this scientificknowledge developed. As each scientist worked, they built onprevious knowledge, modified present techniques and changed theway science viewed the origins of life (i.e., a paradigm shift occured).

To put these developments into a historical perspective, studentscould be asked as groups to create a time line to chronicle thedevelopment of this theory.


Suggested Suggested Suggested Suggested Suggested AAAAAssessment Strategiesssessment Strategiesssessment Strategiesssessment Strategiesssessment Strategies ResourcesResourcesResourcesResourcesResources


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Historical Development of the Cell TheoryHistorical Development of the Cell TheoryHistorical Development of the Cell TheoryHistorical Development of the Cell TheoryHistorical Development of the Cell Theory

Presetation

• Teachers could provide students with a list of individuals who havecontributed historically to the development of the cell theory.Students could collect information on the researcher assigned to themor their group and prepare a brief oral presentation to be given to theclass. Students could create index cards providing in point form theindividuals name, the time frame in which he or she worked, andtheir main contributions to the development of the cell theory.Presentations could be made in chronological order and the indexcards affixed to the time line prepared at the front of the class.(114-1, 114-2, 114-5)

Paper and Pencil

• Teachers could provide students with the statements on cell theoryand ask them to identify the research and scientist that contributed toeach particular cell theory statement. Students should organizestatements and researchers in chronological order. (314-5, 114-5)

• Students could construct a concept map involving the work ofscientists who were pro-spontaneous generation and anti-spontaneousgeneration. (213-5)

• Teachers could invite students to debate biogenesis and abiogenesis.(314-5, 116-2)

MGH Biology, pp. 6-11

MGH Biology, p. 6

MGH Biology, p. 11



www.gov.nl.ca/edu/science_ref/main.htm






Introduction to the MicroscopeIntroduction to the MicroscopeIntroduction to the MicroscopeIntroduction to the MicroscopeIntroduction to the Microscope

• select and use apparatus andmaterials safely (213-8)

– identify the microscope as animportant tool for biologicalresearch

The Laboratory outcomes (213-3, 213-5, 213-8, 214-3, 215-6) areaddressed by completing “Caring for and Using a Microscope”, ANDMini Lab “Observing Stained Cells” CORE LAB #1. Teachers shouldnote that this lab will take at least 2-3 class periods.

Students should develop the techniques and skills required for amicroscope’s efficient use. Students will arrive in Biology 2201 withvarying levels of competency in the use of the microscope andaccommodations will need to be made for this.

Hands on activities are useful for students to become acquaintedwith the proper use of the instrument, its parts and their functions,and specimen preparation. Students will require practice withfocusing techniques and they should be made aware of the propercare and cleaning of the microscope and safety concerns. If both acompound microscope and dissecting (stereo) microscope areavailable, a look at the contrasts and different uses for these twoinstruments would be valuable. Teachers should demonstrate theproper preparation and staining of a temporary, or wet mount slide,in order to minimize air bubbles and distractions to viewing.

• use instruments effectively andaccurately for collecting data(213-3)

– identify microscope parts andtheir function

– demonstrate general care,focusing techniques and safetyconcerns

– prepare, stain, and observe awet mount of a specimen

• compile and organize data, usingappropriate formats and datatreatments to facilitateinterpretation of the data (213-5)

• work co-operatively with teammembers to develop and carry out aplan, and troubleshoot problems asthey arise (215-6)

It is important for students to realize that the image they view underthe microscope may not be exactly how the cell always appears, as theprocedures and material (stains) used to prepare specimens may altertheir appearance, and the microscope yields a two-dimensional viewof a three-dimensional object. A good extension of this activitymight be for students to look at pond water, as this woulddemonstrate whether students fully comprehend the proper use ofthe microscope. The importance of the contrast added by thestaining technique could be illustrated by having students alternatelyobserve the same specimen unstained, and then stained.

This microscope work complements and reinforces the conceptspreviously discussed and teachers may choose to align theirinstruction into this section. Students are presented here with theopportunity to practice and build on the knowledge from theprevious section. They have been introduced to the propertechniques for slide preparation and staining and now have additionalopportunities to use these techniques.




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Introduction to the MicroscopeIntroduction to the MicroscopeIntroduction to the MicroscopeIntroduction to the MicroscopeIntroduction to the Microscope

This section involves an emphasis on hands on laboratory experiences

Pencil and Paper

• Students could draw a freehand diagram of a specimen provided.They should label it, title it, and estimate size and/or scale. (213-3,213-5, 214-3)

Performance

• Students could prepare and stain a wet mount slide. A visual scan oftheir product will allow an assessment of their slide preparation andfocusing techniques. (213-3, 214-3)

• Students should be prepared to answer questions on the parts of themicroscope, their purposes, focussing techniques (including depth offield), and safety concerns. (213-3, 214-3, 213-8)

Laboratory Activities

• Students could sketch on a piece of paper a tiny upper case “H”. Itmust be small enough that the entire letter can be seen under lowpower of the microscope. They should prepare a wet mount,position the slide on the stage in its normal orientation, observe, andsketch the image of the letter as viewed through the microscope.They could repeat with the letter “A” and letter “F”. Students shouldmake a summary statement describing how the microscope influencesthe orientation of all images produced. (213-5, 214-3, 213-8)

• Each group could be given a variety of samples of fibres (e.g., linen,wool, cotton, silk, nylon). Students would make wet mounts,examine, and sketch. Each group would develop a crime scenescenario using one or a number of these fibres. These would beexchanged between groups to be solved. Alternatively, a number ofhair samples might be considered for use. (213-5, 213-8)

Core Lab #1: “Caring for andUsing a Microscope”, pages 15-19AND Mini Lab “Observing StainedCells” p. 24






Introduction to the Microscope Introduction to the Microscope Introduction to the Microscope Introduction to the Microscope Introduction to the Microscope (continued)(continued)(continued)(continued)(continued)

• compile and display, using linediagrams and/or digital imagery,evidence and information collectedthrough the use of the microscope(214-3)

– draw a biological drawing whichincludes the concept of field ofview and calculation of specimensize

– define depth of field

Note: Biological drawings should indicate the structure within thefield of view that is to be studied e.g., a single onion cell. It isnot necessary to draw all structures found within the field of viewor to draw a circle to illustrate the field of view. Teachers couldreference rules for biological drawings on the Department ofEducation website.

Ideally, each student should be assigned his or her own microscope.The specimens utilized for the activities involving line diagramsshould have distinct colour and contrast and be easy for the studentsto distinguish. A brief introduction to the concept of field of viewand estimation of specimen size is useful to help students maintainthe proper perspective of what they are viewing through themicroscope.

Opportunity exists here to link the use of the electron microscope inbiology with the physical sciences and the basic technology of themicroscope. Students can research the development of the light and/or electron microscopes from a historical perspective, and theirassociation with cell theory development and knowledge of cellulardetail. Like any technology, the microscope has advanced over time.Aspects such as magnification, resolution, imaging, preparation ofspecimens have improved. The driving force behind microscopetechnology is the desire by scientists to view smaller and smallerspecimens.

• analyze why microscopetechnology continued to developand improve over time (115-5)

• describe and evaluate the designof microscope technologies andthe way they function(compound, scanning electronmicroscopes and transmissionmicroscopes) (116-6)

– compare different microscopesin terms of illumination,magnification, and specimenpreparation

– describe the careeropportunities that exist withinthe biological sciences

During the progression of Biology 2201, it is appropriate to makestudents aware of the career opportunities that exist in various areasof biology. Students may consider cytology, or laboratorytechnology, specializing in electron microscopy as a career option.




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Introduction to the MicroscopeIntroduction to the MicroscopeIntroduction to the MicroscopeIntroduction to the MicroscopeIntroduction to the Microscope (continued) (continued) (continued) (continued) (continued)

Core Lab #1: “Caring for andUsing a Microscope”, pages 15-19.MGH Biology, Appendix E p. 742


Throughout the text biologicalcareers are highlighted.

Prentice-Hall. Biology: The Studyof Life. Appendix D: Career inBiology p. 891

Portfolio

• Students could compile a collection of biological drawings andexamples of electron micrographs (or other microscope images) ofvarious organelles and organisms. (214-3)

Research

• Students could research about careers involving microscopy on theInternet. (116-6)

Pencil and Paper

• Students can practice biological drawings using prepared slides.(214-3)






Interaction of Cell StrInteraction of Cell StrInteraction of Cell StrInteraction of Cell StrInteraction of Cell Structuctuctuctucturesuresuresuresures

• using different types of cells asexamples, compare and contrastprokaryotic and eukaryotic cells(314-7)

- describe the structuraldifferences between prokaryoticand eukaryotic cells

- observe features of prokaryoticand eukaryotic cells usingmicroscope technology

• describe the appearance of cellorganelles visible with the light andelectron microscopes (314-6)

– examine and compare images ofcell structure generated by boththe light and electronmicroscopes

– describe the role of thefollowing cellular structures:(i) cell membrane(ii) cytoplasm(iii) nucleus(iv) cucleolus(v) endoplasmic reticulum(vi) ribosome(vii) mitochondria(viii)chloroplast(ix) vacuole(x) vesicle(xi) golgi apparatus(xii) microtubules/filaments(xiii)cilia(xiv)lysosome(xv) flagella(xvi)cell wall

– compare plant and animal cellsin terms of type of organellespresent

Specimens can be selected that illustrate prokaryotic features(cyanobacteria, lactobacillus in yogurt). Eukaryotic examples can beselected from prepared slides that will illustrate their characteristics.A variety of structures are visible with the light microscopes that willbe used by the students. Examples include, but are not limited to:nucleus in yeast; nucleus, vacuole and cell wall in onion epithelium.A variety of specimens should be examined to illustrate to studentsthat not all cells are identical despite the similarity of cellularstructures. Use of a video microscope is extremely useful inillustrating the structure of cells in a larger group setting.

Comparison of diagrams on pages 25 and 32 of textbook can aidin highlighting these differences. Note: the ribosome on figure1.11, p. 25, is incorrect.

Micrographs produced by both transmission electronmicroscopes and scanning electron microscopes could be availablefor student examination. These will illustrate details of some cellstructures that cannot be distinguished by students in alaboratory setting. Textbooks and websites are a good source forthese.

Physical models, charts of cells, and/or Internet websitesgraphically illustrate structures of cells and distinguish featurespredominant in plant or animal cells

Comparing the working of a cell’s organelles to a functioning citycould be an effective strategy for emphasizing the role of eachorganelle and how they work together.




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Interaction of Cell StrInteraction of Cell StrInteraction of Cell StrInteraction of Cell StrInteraction of Cell Structuctuctuctucturesuresuresuresures

Presentation

• Students could prepare a model of a plant or animal cell and itsstructures. They should be creative in their choice of materials (e.g.,playdough, jello, clay, etc.) (314-5, 314-7, 215-6)

Paper and Pencil

• Individually or in groups of two, students could prepare a chart tocontrast some of the elements studied in this section. Suggestionsmay include:

– plant versus animal cells

– eukaryotic versus prokaryotic cells

– light microscope versus scanning electron microscope

– light microscope versus transmission electron microscope

– scanning electron miscroscope versus transmission electronmicroscope (314-6, 314-7)

MGH Biology, p. 23


Images can be found throughoutchapters 1 and 2 of MGH Biology








Interaction of Cell StrInteraction of Cell StrInteraction of Cell StrInteraction of Cell StrInteraction of Cell Structuctuctuctuctures (continued)ures (continued)ures (continued)ures (continued)ures (continued)

The processes of osmosis and diffusion can be easily illustratedwithin the classroom by setting up a situation where concentrationgradients exist. Filling a thistle tube with a sugar solution, coveringit with a semipermeable membrane (dialysis tubing) and placing it ina beaker containing coloured water would be an example.

Creation of a model cell by students is an effective method, as well,to show passive, yet selective transport through a membrane.Dialysis tubing or sandwich bag can be utilized to represent the cellmembrane. Example: starch, sugar and water inside the cell; iodineand water outside.

Students can discuss the concept of osmosis and the influence ofhypotonic, hypertonic and isotonic solutions through a discussion offood preservation (sugar and salt), why plants may be adverselyaffected by too much fertilizer, why vegetables are sprayed with waterat the local grocers, and the use of intravenous fluids in medicalsituations.

A good demonstration is inflating a balloon verses inflating a ballooninside a closed shoe box.

Radiusof

SphereSurface

Area 4πr2

Volume43 πr3

Surface/Volume

Ratio

The Elective Lab could also be done as a teacher demonstration.Alternatively, cells may be constructed from cubes of potato andimmersed in potassium permanganate solution. Data collected fromthe lab should be organized in an appropriate format for discussionand display. Surface area and volume of a sphere can be studiedmathematically.

Surface Area to Cell SizeSurface Area to Cell SizeSurface Area to Cell SizeSurface Area to Cell SizeSurface Area to Cell Size

Students could be asked to turn in a laboratory write-up, answerquestions based on the relationships seen through the laboratorywork, or to discuss additional potential difficulties that cells mayexperience as they increase in size.

• describe how organelles managevarious cell processes such asingestion, digestion,transportation and excretion(314-8)

– explain how materials are ableto move into and out of cellsthrough a selectively permeablemembrane. Include passivetransport (osmosis, diffusionand facilitated diffusion), andactive transport (exocytosis andendocytosis; pinocytosis,phagocytosis)

- define the terms hypotonic,hypertonic and isotonic

– describe the effects of osmosison cells with and without cellwalls

– investigate the relationshipbetween membrane surface areaand cell size, summarizingfindings and formulating aconclusion




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Interaction of Cell StrInteraction of Cell StrInteraction of Cell StrInteraction of Cell StrInteraction of Cell Structuctuctuctucturesuresuresuresures (continued) (continued) (continued) (continued) (continued)

MGH Biology, pp 50-64

MGH Biology TR BLM 2-2Illustrating ConcenterationGradients

Elective Lab “The Limits of CellSize” pp. 54-55


• Students could design and carry out a controlled experiment, usingdialysis tubing as a model cell and various solutes, to test hypothesesconcerning osmosis and diffusion. (213-2, 213-5, 314-8)

Presentation

• Students could observe demonstrations prepared on osmosis and/ordiffusion and explain observations made based upon understanding ofthese concepts. (213-5, 214-3)

• Students could investigate one of these situations related toosmosis and diffusion (hypertonic, hypotonic and isotonicsolutions) individually or in groups. They may also select anoriginal scenario, upon approval by teacher. They should recordtheir findings and be prepared to present them to the class, orexpand upon in a science fair.

– food preservation

– wilting of plants (plasmolysis of onion cells)

– effects of too much fertilizer on plants

– why IV’s must contain isotonic solutions

– difficulties that must be dealt with as fish (salmon) move fromfresh to salt water or vice versa (314-8, 213-5, 214-3, 215-6)

Journal

• If a cell membrane were completely permeable, how would thiseffect the cell? (314-8)






Interaction of Cell StructuresInteraction of Cell StructuresInteraction of Cell StructuresInteraction of Cell StructuresInteraction of Cell Structures (continued) (continued) (continued) (continued) (continued)

• carry out procedures controllingmajor variables and adapting orextending procedures whererequired (213-2)

• work co-operatively with teammembers to develop and carry out aplan, and troubleshoot problems asthey arise (215-6)

• compile and organize data, usingappropriate formats and datatreatments to facilitateinterpretation of the data (213-5)

The Laboratory outcomes (213-2, 213-3, 213-5, 213-8, 214-3,215-6) and, in part, 314-8 are addressed by completing Osmosis in aModel Cell, CORE LAB #2. Note: Exploring Further question #6,p. 57, is an important part of this Lab.




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Interaction of Cell StructuresInteraction of Cell StructuresInteraction of Cell StructuresInteraction of Cell StructuresInteraction of Cell Structures (continued) (continued) (continued) (continued) (continued)

Performance

• Working as a co-operative group, students could research andinvestigate some formal experiments and select one that relates to thetopics being discussed. Examples might include investigation of thesizes of a variety of cells or the physical comparison of cells fromdifferent areas of a plant. They would be required to present theirplan for approval. The plan should include how they intend toorganize themselves, collect data, and control and measure thevariables. Teachers should watch for understanding of the basicprinciples and the tasks, clarity of thought and reasonable creativity.

• Students could perform the laboratory activities provided for themwhich investigate the relationship between cell surface area and cellsize and complete the evaluation requirement as indicated. (213-2,213-3, 213-5, 214-3, 215-6)

• Once the experiments have been designed and intentions stated, anopportunity exists for assessing how the students actually perform theintended activity. The following points should be considered:

– Is their plan adequate?

– Is the plan followed?

– Are experimental techniques utilized properly and safely?

– Are unexpected events dealt with effectively? (213-2, 213-5, 314-8)

Presentation

• Students could present their experimental findings to their teacherand/or entire class group. They should be able to explain therationale behind the experiment and be able to answer questions onthe data collected. Two questions they should think about, “Did anyquestions arise during the course of this experiment that might leadto further investigations? If so, what were they?” and “Are there anyways that the experimental design you followed could have beenimproved? If so, how?” (314-8, 214-3)

Journal

• Why are the cells of an elephant not larger than those of a cat?(213-2, 314-8)

Core Lab #2: “Osmosis in aModel Cell” pp. 56-57

MGH Biology TR BLM 2-1Osmosis in a Living Potato Cell






Photosynthesis and RespirationPhotosynthesis and RespirationPhotosynthesis and RespirationPhotosynthesis and RespirationPhotosynthesis and Respiration

• compare and contrast matter andenergy transformations associatedwith the processes ofphotosynthesis and aerobicrespiration (314-9)

The emphasis of this outcome (314-9) is the difference betweenaerobic processes and photosynthetic processes. It is not intendedfor students to investigate biochemical processes (such as KrebCycle, glycolysis, fermentation, and so on) or light and darkreactions associated with plant growth.

Teachers should explain that photosynthetic organisms, usinglight as an energy source, remove CO

2, water and other materials

from their environment in order to assemble more complexorganic compounds and release, as a by-product, oxygen gas.Teachers should explain that respiration is a chemical processutilized by all organisms to extract energy from organicmolecules. These organic substances are broken down into thecomponents of CO

2, water and the energy released is utilized by

the organism for its own purposes or released to the environment.

An analysis of the role of photosynthesis as the biological basis of theprimary industries of agriculture, forestry and the fisheries would beappropriate. This may lead into a subsequent discussion of how thehuman population has an effect upon these processes through therelease of specific chemical compounds into the environment,intentionally or unintentionally, and the current and future impactsthis may have. Students may also suggest ways that humans aremanipulating these natural processes of photosynthesis andrespiration directly through their activities (such as selective breedingto increase productivity) and the potential ramifications of these.

Laboratory experiments can be performed to help studentsinvestigate the two basic and critical processes of photosynthesisand respiration. The consumption of CO

2 by a water plant

during the process of photosynthesis can be visually illustratedusing a methylene blue solution. (Methylene blue changes toyellow in an acidic solution such as when CO

2 is added;

conversely reverses to blue when CO2 is removed.) Students may

design and/or perform an experiment that demonstrates theproduction of starch by leaves during the process ofphotosynthesis. Students could be asked to design and/orperform a chromatography experiment to demonstrate that plantleaves contain a range of pigments involved in the process ofphotosynthesis.

Students should be aware that some microorganisms are capable ofmetabolizing without the presence of oxygen. This is calledanaerobic respiration.

– explain the importance of theprocesses of photosynthesis andaerobic respiration forindividual organisms

– demonstrate, using equations,that photosynthesis and aerobicrespiration are complementaryprocesses

– explain the importance of theprocesses of photosynthesis andaerobic respiration on a globalbasis

– define anaerobic respiration




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Photosynthesis and RespirationPhotosynthesis and RespirationPhotosynthesis and RespirationPhotosynthesis and RespirationPhotosynthesis and Respiration


• Students could discuss plans for their experimental design andhow they intend to proceed, measure variables and record data.They must illustrate understanding of the task at hand,development of a hypothesis and a workable plan, clarity ofthought and logical creativity. Possibilities for investigations mayinclude the following:

– production of sugars by plant leaves

– effects of temperature, light, sugar concentration on gasproduction by yeast

– variety of pigments found in the leaves of plants

– respiration in germinating plant seeds compared to boiledseeds (213-2, 213-5, 214-3 215-6, 314-9)

Presentation

• When the experiments have been completed, students may beasked to present to the class their data and conclusions. Theyshould be prepared to explain their experimental design and whythey made certain decisions during the planning andimplementation. Based on their lab experience, students coulddesign an additional experiment to answer a question that arosefrom their previous work. This could be evaluated forcompleteness, originality and logical thought. (213-2, 214-3,215-6, 314-9)

Paper and Pencil

• Students could prepare a demonstration to illustrate theconsumption of CO

2 or production of O

2 by a water plant found

in a local pond/stream or pet store or to monitor production of O2

bubbles versus light intensity. They should record theirobservations and explanations. (213-2, 214-3, 314-9)

Performance

• For assessment purposes, teachers should consider whetherstudents follow their design, use correct techniques, work safelyand troubleshoot as required during the performance of theexperiment. (213-2, 214-3, 215-6, 314-9)

MGH Biology, pp. 73, 82-84and 86-88, 90

MGH Biology, p. 82

MGH Biology, p. 86

MGH Biology, pp. 86-88, 90


Unit 2: BiodivUnit 2: BiodivUnit 2: BiodivUnit 2: BiodivUnit 2: BiodiversitersitersitersitersityyyyySpecific CurSpecific CurSpecific CurSpecific CurSpecific Curriculum Outcomesriculum Outcomesriculum Outcomesriculum Outcomesriculum Outcomes



BiodivBiodivBiodivBiodivBiodiversitersitersitersitersityyyyyIntroductionIntroductionIntroductionIntroductionIntroduction Millions of living things have been recently classified with more

constantly being identified. Scientific opinion suggests that there maybe anywhere betweem ten to thirty million of the total number of speciesactually in existence. Dealing with a system as large and widespread asthis requires a taxonomic organizational structure to allow scientists andstudents to investigate the types and characteristics of these living things.This unit introduces Linnaeus’ classification system as a basis for thisstudy.

Organisms exhibit a huge range of diversity, yet maintain a number ofbasic things in common. All living things are therefore unique, in this,their unity and diversity. An appreciation for this paradigm isencouraged as students are given the opportunity to experience thearray of organisms within a logical survey of the taxonomic categoriesof life, and investigate their anatomy, physiology and life cycles.

FFFFFocus and Conteocus and Conteocus and Conteocus and Conteocus and Contextxtxtxtxt This unit on biodiversity contains an emphasis on scientific inquiry andobservation. There are ample opportunities for students to sample andgain an appreciation for the diversity and complexity of life on Earththrough their investigation of the classification of these living things.


Students begin looking at different examples of living things as early asprimary grades. Within the elementary grades, the concept andimportance of classification systems and the diversity of living things arediscussed. At this level students compare characteristics of commonmammals, birds, reptiles, fishes and arthropods. The intermediate gradesprovide an explanation as to how biological classification can take intoaccount the diversity of life on Earth. Level I students add anothervariable to the concept of biodiversity when they are given theopportunity to discuss how biodiversity contributes not only to thevariety within, but also the sustainability of, an ecosystem.


BIODIVERSITY





115-7 explain how scientificknowledge evolves as newevidence comes to light and aslaws and theories are tested andsubsequently restricted, revised,or replaced


116-2 analyze and describeexamples where scientificunderstanding was enhanced orrevised as a result of theinvention of a technology

118-6 construct arguments tosupport a decision or judgement,using examples and evidence andrecognizing various perspectives


PPPPPerferferferferforororororrming and Rrming and Rrming and Rrming and Rrming and Recordingecordingecordingecordingecording

213-5 compile and organize data,using appropriate formats and datatreatments to facilitateinterpretation of the data

213-6 use library and electronicresearch tools to collectinformation on a given topic

Analyzing and InterpretingAnalyzing and InterpretingAnalyzing and InterpretingAnalyzing and InterpretingAnalyzing and Interpreting

214-1 describe and applyclassification systems andnomenclatures used in thesciences

214-2 identify limitations of agiven classification system andidentify alternative ways ofclassifying to accommodateanomalies


214-17 identify new questionsor problems that arise from whatwas learned




313-1 analyse and explain the lifecycle of a representative organismfrom each kingdom, including arepresentative virus

316-5 use organisms found in alocal or regional ecosystem todemonstrate an understanding offundamental principles oftaxonomy

316-6 describe the anatomy andphysiology of a representativeorganism from each kingdom,including a representative virus



BIODIVERSITY



Classifying Living ThingsClassifying Living ThingsClassifying Living ThingsClassifying Living ThingsClassifying Living Things

• explain how scientific knowledgeevolves as new evidence comes tolight and as laws and theories aretested and subsequently restricted,revised, or replaced (115-7)

– develop a list of characteristicsthat differentiate living and non-living things (cells, biogenesis,growth and development,metabolism, water requirement,organic compound production,reproduction with inheritanceand adaptations)

– explain how scientificclassification systems havedeveloped

This section provides a structural framework for the subsequentstudy of living things. Teachers could make a connection withScience 1206 by referring to paradigm shifts.

Brainstorming and guided discussion could be used to assiststudents to develop the list of characteristics (cells, biogenesis,and so on). Once the list is delineated, students should classifythe living and nonliving things in these terms. For example,living things have cells, nonliving do not; living things requirewater, nonliving do not. Students should be aware that there arevarious definitions for what constitutes a living organism.

Students could conduct library or electronic research on some ofthe newer techniques involved in the classification of organismsand compare those techniques with the methods utilized by earlyscientists such as Aristotle or Linnaeus.Use of a biological classification key to identify organisms (e.g.,microorganisms, weeds, insects, leaves) increases a studentsunderstanding of the complexities of taxonomy. Microslide sets areavailable that allow students to work their way through a biologicalkey. As well, other examples of keys are commercially available.Students may design their own key, which could be used by others inthe class to identify specific items or organisms.

It must be recognized that in addition to these, subcategories(superclass, suborder) exist, adding further layers of complexityto this system.

– list and describe the seven majorcategories of Linnaeus’classification system(i) kingdom(ii) phylum(iii) class(iv) order(v) family(vi) genus(vii) species

– explain the advantages ofbinomial nomenclature

– demonstrate how to use ataxonomic key to group andidentify an organism

The binomial nomenclature system is a standardized, acceptedway of naming organisms. Furthermore, similar organisms havesimilar names. For example, Canis lupus (wolf ) is similar toCanis latrans (coyote). The first word is the genus and the secondword is the specific epithet (an adjective used to describe the genus).

• describe and apply classificationsystems and nomenclatures used inthe biological sciences (214-1)



BIODIVERSITY

4343434343

Classifying Living ThingsClassifying Living ThingsClassifying Living ThingsClassifying Living ThingsClassifying Living Things


• Students could visit a locally accessible ecosystem and observe itsorganisms. They could develop their own grouping system for whatthey observe and give the rationale of their system of biologicalorganization. (214-1, 214-2, 316-5, 215-6)

Paper and Pencil

• Using the sheets of ‘animalcules’ (imaginary critters, e.g., variouscandys, nuts and bolts, etc.) provided, students could prepare anefficient biological classification key that could be used to identifyfive of these imaginary creatures. (214-1, 214-2, 215-6, 316-5)

• Following this, they could use the sample organisms provided bythe teacher and develop a simple classification key suitable fortheir identification. Upon its completion, they could exchangethis key with that of a classmate and use it to identify one of theorganisms and discuss with this classmate any strengths orweaknesses noticed in each other’s work. They could explain thesystem. (115-7, 214-2, 316-5)

• Students could develop a dichotomous key using the pupils in class.(214-1, 214-2, 214-3, 215-6, 316-5)


MGH Biology, pp. 104-109,104-105, 108MGH Biology TR BLM 4-2 Whatis a Swizzle?


MGH Biology, pp. 108-109 and112

Forestry ModuleNewfoundland Trees and Shrubs byGlen Ryan




BIODIVERSITY



Classifying Living ThingsClassifying Living ThingsClassifying Living ThingsClassifying Living ThingsClassifying Living Things (continued) (continued) (continued) (continued) (continued)

• use organisms found in a local orregional ecosystem to demonstratean understanding of thefundamental principles of taxonomy(316-5)

• compile and organize data tofacilitate interpretation of the data(213-5)

• compile and display evidence andinformation in a variety of formats(214-3)

• work co-operatively to develop andcarry out a plan, and troubleshootproblems as they arise (215-6)

• explain how scientific knowledgeevolves as new evidence comes tolight and as laws and theories aretested and subsequently restricted,revised, or replaced (115-7)

• analyze and describe exampleswhere scientific understanding wasenhanced or revised as a result ofthe invention of a technology(116-2)

• construct arguments to support adecision or judgement, usingexamples and evidence andrecognizing various perspectives(118-6)

• identify limitations of a biologicalclassification system and identifyalternative ways of classifying toaccommodate anomalies (214-2)

– examine the common names ofsome species of organisms andshow the inadequacies andlanguage problems associatedwith this method ofidentification

The Laboratory outcomes (213-5, 214-1, 214-3, 214-17, 215-6)and, in part, 316-5 are addressed by completing Creating ADichotomus Key CORE LAB #3. The intent of this lab is to exposestudents to classification based on observable characteristics, ratherthan to identify specific anatomical characteristics of beetles.

The CORE STSE component of this unit incorporates a broadrange of Biology 2201 outcomes. More specifically it targets (inwhole or in part) 115-7, 116-2, 118-6, 214-17, 316-5. The STSEcomponent, Modern Classification Techniques, can be found inAppendix B. Teachers should note that students are only expected tohave a basic understanding of the process of DNA amplification.They are not expected to know the step by step process as presentedin Figure 2 of the STSE module.

The use of common or local names for a species can be confusing.For example, bakeapple, Rubus chamaemrus, is also called cloudberry.



BIODIVERSITY

4545454545


Presentation

• Students could present the results of their research on modernclassification techniques to the class. They could use any appropriateformat (oral, poster, computer presentation). This may best be usedas an enrichment activity. (115-7, 116-2, 213-6)

• Students could select one of the organisms they observed andinvestigate its classification utilizing Linnaeus’ system. They couldshare this classification with other class members in a visual format.Teachers should ensure that a wide variety of organisms are includedso students can choose different organisms. (214-1, 316-5)

Pencil and Paper

• Students could write a short research paper on the contribution ofLinnaeus to the classification of living things. (116-2)

Laboratory

• Have students collect local flora and fauna such as samples of insects,flowers, trees, etc., and use appropriate field guides anddichotomous keys to classify. This collection should be made atan appropriate time when weather conditions are more favorable.(316-5)

A variety of field guides may beuseful (i.e., Peterson’s Field Guides)

Core Lab #3: “Creating aDichotomous Key” pp. 110-111

Core STSE #1: “Modern Classifi-cation Techniques”, Appendix B

MGH Biology, p. 112



BIODIVERSITY




• identify limitations of a biologicalclassification system and identifyalternative ways of classifying toaccommodate anomalies (214-2)Cont’d

– explain why a virus does not fitneatly into the existingclassification system

Teachers should be aware that viruses, according to the McGraw-Hill Biology text, are not classified in any kingdom of livingthings because, by definition, they are not organisms. They haveno cellular structure (i.e., no cytoplasm, organelles, or cellmembrane) and they are not able to grow, respire, or reproduceindependently. They act as parasites, relying totally on theirhosts for survival. As a result, they are classified based on thetype of disease they cause (e.g., HIV virus, polio virus, and soon). Students should be aware that a virus’ ability to inducereproduction of its nuclear material qualifies them as organismsunder some definitions.

• identify new questions or problemsthat arise from what was learned(214-17)

– recognize the difficultiesinherent in the categorization ofsome organisms into distinctgroups and identify thelimitations of a five-kingdomsystem that led to the six-kingdom system

• use library and electronic researchtools to collect information onmodern techniques used in theclassification process (213-6)

– explain how organisms areclassified using:(i) radioactive dating(ii) biochemical information(DNA/protein comparisons)(iii) structural information(iv) comparative embryology(v) cellular structure(vi) behaviour

Examples of difficulties in classifying organisms and howdecisions were made could be introduced (Limulus—horseshoecrab, members of the Protista kingdom). These examples can beused to remind students that no classification is etched in stone,and that one of the advantages of Linnaeus’ system is itsadaptability. Recently, the Linnaeus system has changed as newknowledge about bacteria has been discovered. Linnaeus’adaptability is evident when it changed from a five-kingdom to asix-kingdom system. Students should also be aware that differentinterpretations can lead to defining additional kingdoms.

Information collected could be presented to class.

Through the use of these techniques, organisms once thought tobe closely related, were found to be unrelated and vice versa. Forexample, echinodermata (e.g., sea stars, sea urchins) are moreclosely related to the chordates than to any invertebrate.

• describe how classification systemsimproved as a result of thedevelopment of modern techniques(116-2)



BIODIVERSITY

4747474747


Presentation

Teachers should ensure that a good variety of organisms areselected within the class.

• Students could create a presentation on one of the major phyla orclasses within the animal kingdom using library and/or electronicresearch. (316-6, 214-17)

• Students could debate whether or not a virus is alive. (316-6,214-17)

MGH Biology, p. 122



throughout chapter 4



BIODIVERSITY



Diversity Among Living ThingsDiversity Among Living ThingsDiversity Among Living ThingsDiversity Among Living ThingsDiversity Among Living Things

• describe the anatomy andphysiology of viruses and organismsfrom each kingdom (316-6)

– identify the generalcharacteristics (cell type,nutrition, body form,reproduction, locomotion) thatdistinguish the members of thesix recognized kingdoms(Bacteria, Archaea, Protista,Fungi, Plantae, Animalia) fromeach other.

– identify examples of members ofeach of the Kingdoms

Students should demonstrate an understanding that the sixrecognized kingdoms of living things represent a diversity oforganisms exhibiting extensive variety in terms of form andfunction.

Teacher should note this section is intended to provide studentswith a brief overview of biodiversity. For consistency and clarity,Appendix A provides teachers with tables that illustrate content anddepth of treatment. These are not designed to limit what iscovered, but to represent a minimum level of detail.

An effort should be made to use organisms that are easily availableand/or indigenous to the local area. Teachers may consider thefollowing as examples of organisms that may help illustrate some ofthe characteristics of each kingdom: Lactobacillus in yogurt, pondwater organisms, yeast, mushrooms, mosses, flowers, grasshoppers,earthworms, sea stars, trout, frogs, and pigs. A variety of techniquesincluding wet mounts, prepared slides, classification sets, models,specimens, dissections, computer simulations, etc., may providehands-on activities to reinforce students’ learning. Commercialcharts are also available that summarize the anatomy, physiology andlife cycles of many organisms.See Appendix A Table 1: Kingdoms. Note: viruses do not fit readilyinto the McGraw-Hill text classifications of living things, therefore,they are not included in the Kingdoms table.

The student tables presented in the appendices could be treatedas resource based learning activities whereby students accessresources outside the textbook to develop their knowledge.Information presented in the appendices represent core content.

As it is impossible to include a complete summary of the plantphyla, the focus within the plants should be on the comparison ofnonvascular and vascular plants.See Appendix A Table 2: Plants.

– describe the differences thatexist between the major groupsof plants (bryophytes, ferns,gymnosperms and angiosperms)



BIODIVERSITY

4949494949

Diversity Among Living ThingsDiversity Among Living ThingsDiversity Among Living ThingsDiversity Among Living ThingsDiversity Among Living Things

Presentation

• Students could select, with the teacher’s guidance, a virus, or amember of one of the groups of organisms that were discussed. Theycould investigate a virus, using library or electronic research, theanatomy, physiology and life cycle of this organism. They couldpresent the information on this organism to the rest of the class inthe form of a model and/or poster and a brief oral report. Theyshould be sure to include any new or surprising pieces ofinformation they may collect, and to indicate where this organismmight be found. (313-1, 316-6)

Journal

• Students could discuss the likihood of discovering a bryophyte ina desert. (316-6)

• Certain organisms have not changed greatly over time (e.g.,sharks, crocodiles, turtles). Students could determine whatfeatures have allowed them to remain relatively unchanged.(316-6)

• Students could discuss why bryophytes are small. (316-6)


• Students could observe vascular transport by placing celery stalksin food coloring. This may also be done using a fern. Wetmounts could also be made to observe the vascular tissue.(213-5, 316-6)

• Students could observe how food coloring travels through thevascular tissue of carnations by observing the edges of the petals,prior to and after supplying flowers in colored water. (316-6,213-5)

throughout chapters 4-6


throughout chapters 4-6

Table #1: “Kingdoms”, Appendix A

Table #2: “Plants”, Appendix A




BIODIVERSITY



Diversity Among Living ThingsDiversity Among Living ThingsDiversity Among Living ThingsDiversity Among Living ThingsDiversity Among Living Things (continued) (continued) (continued) (continued) (continued)

• describe the anatomy andphysiology of viruses and organismsfrom each kingdom (316-6)Cont’d

To explain the diversity of angiosperms, discussion shouldinclude mention of these key factors: 1) the assistance of animals,wind, and water in pollination; 2) the presence of structures inplants specific to attracting certain animal pollinators whom theplants supply with food; 3) the way seeds are protected; 4) thefunction of fruits and specialized structures in seed dispersal, and5) the presence of specialized tissues in plants to help themsurvive heat, cold, and drought.

– describe the differences thatexist between the invertebratephyla (symmetry, body cavity,reproduction, digestion)

See Appendix A Table 4: Vertebrates.– describe the differences thatexist between the vertebrate taxa(symmetry, body cavity,circulation, respiration,reproduction, endoskeleton)

The examples given are not necessarily representative of everymember of each kingdom. In fact, students should now realize howdifficult it is to select one representative organism for each kingdom.

Since Bacteria and Archaea have very similar life cycles it isunnecessary to study both. E. coli is an example of Bacteria and is agood representative of both.

The retrovirus (HIV) has a more complex life cycle; however,students may find studying it more applicable. Teachers may chooseto enrich by studying it.

– explain why angiosperms are themost diverse plant group

See Appendix A Table 3: Invertebrates. In order to complete thistable students should be presented with information on types ofsymmetry (asymmetry, radial, bilateral) and the differences betweencoelomates and acoelomates. This table, as well as the vertebratetable below, are intended to illustrate developmental trends for theseorganisms.

In discussing the diversity of arthropods reference can be made toinsects which, biologically, are the most successful class ofarthropods. Note the variety of characteristics contributing to thesuccess of insects including adaptations for feeding, reproduction,and movement. Small body size, a short life cycle, social behaviour,and adaptations in appearance are also variously mentioned.

– explain why arthropods are themost successful phylum ofanimals

• analyze and explain the life cycle ofa sample organism from eachkingdom, including a representativevirus (313-1)

– Life cycle of:(i) Virus - “T4”(ii) Bacteria/Archaea - “E. coli”(iii) Protista - “Plasmodium”(iv) Fungi - “Rhizopus”(v) Plantae - “Fern”(vi) Animal - “Frog”



BIODIVERSITY

5151515151

Diversity Among Living ThingsDiversity Among Living ThingsDiversity Among Living ThingsDiversity Among Living ThingsDiversity Among Living Things (continued) (continued) (continued) (continued) (continued)

MGH Biology, pp. 174-179 and181

Table #3: “Invertebrates”,Appendix A



Table #4:“Vertebrates”, Appendix A


MGH Biology, p. 123MGH Biology, p. 134MGH Biology, p. 146MGH Biology, p. 154MGH Biology, p. 173MGH Biology, p. 193


• Students could observe the organisms provided as samples ofmembers of each kingdom. They should be sure to follow thedirections specified for the use of the classification set, living orpreserved specimens, dissections, computer simulation, ormicroscopy involving wet mounts or prepared slides. (316-6, 313-1)

Assessment could be accomplished in a laboratory format through thecompletion of proper lab diagrams or assignment questions.


BIODIVERSITY


MAINTAINING DYNAMIC EQUILIBRIUM I

5353535353

Unit 3: MaintUnit 3: MaintUnit 3: MaintUnit 3: MaintUnit 3: Maintaining Dynamic Equilibrium Iaining Dynamic Equilibrium Iaining Dynamic Equilibrium Iaining Dynamic Equilibrium Iaining Dynamic Equilibrium ISpecific CurSpecific CurSpecific CurSpecific CurSpecific Curriculum Outcomesriculum Outcomesriculum Outcomesriculum Outcomesriculum Outcomes



MaintMaintMaintMaintMaintaining Dynamic Equilibrium Iaining Dynamic Equilibrium Iaining Dynamic Equilibrium Iaining Dynamic Equilibrium Iaining Dynamic Equilibrium I

IntroductionIntroductionIntroductionIntroductionIntroduction Cells, tissues, organs, organ systems and ultimately organisms mustmaintain a biological balance despite changing external conditions.Homeostasis is the state of internal balance so critical to existence. Itrepresents a dynamic equilibrium displaying constant interactionsand checks and balances both within organisms and betweenorganisms and their environment. There are a variety of systemswithin living things responsible for the maintenance of this delicatebalance. This unit will identify and introduce the role of those plant andanimal systems, including the circulatory, respiratory, digestive, excretoryand immune systems. The vital links that exist between them will beinvestigated.

FFFFFocus and Conteocus and Conteocus and Conteocus and Conteocus and Contextxtxtxtxt This unit has its primary focus within the area of decision-making(STSE) as social and environmental issues are considered. This STSEcomponent contributes to the development of scientific literacy anda sense of global citizenship. In addition, there are numerousopportunities for problem-solving and scientific inquiry incorporatedinto the discussion of the circulatory, respiratory, digestive, excretoryand immune systems.


Biology students have studied the components of body systems at anumber of different levels. Students in primary grades are introduced tothe importance of maintaining a healthy lifestyle. When they reach theelementary level they begin to discuss the role of specific bodysystems in growth and reproduction. The major components of thestructure and functions of the digestive, excretory, respiratory,circulatory and nervous systems are introduced. The contributionsof the skeletal, muscular and nervous system to movement are alsointegrated into their study. In addition, body defences againstinfection and nutritional requirements to promote health arediscussed. When students reach the intermediate level, they beginto consider the basic factors that effect the functioning and efficiencyof the human respiratory, circulatory, digestive, excretory andnervous systems and are encouraged to discover and describeexamples of the interdependence of various systems of the humanbody. These provide a good introduction to the role of systems inthe maintenance of homeostasis discussed in more detail here. Across-curricular link exists between the life sciences and physicalsciences in the discussion of dynamic equilibrium incorporated intochemistry and physics.







115-5 analyse why and how aparticular technology wasdeveloped and improved overtime


116-4 analyse and describeexamples where technologieswere developed based onscientific understanding

116-7 analyse natural andtechnological systems tointerpret and explain theirstructure and dynamics

Social and EnvironmentalSocial and EnvironmentalSocial and EnvironmentalSocial and EnvironmentalSocial and EnvironmentalContexts of Science andContexts of Science andContexts of Science andContexts of Science andContexts of Science andTTTTTececececechnologyhnologyhnologyhnologyhnology

117-4 debate the merits offunding specific scientific ortechnological endeavours and notothers


Initiating and PlanningInitiating and PlanningInitiating and PlanningInitiating and PlanningInitiating and Planning

212-6 design an experiment andidentify specific variables


213-5 compile and organizedata, using appropriate formatsand data treatments to facilitateinterpretation of the data



214-15 propose alternativesolutions to a given practicalproblem, identify the potentialstrengths and weaknesses of each,and select one as the basis for aplan


215-4 identify multipleperspectives that influence ascience-related decision or issue



314-1 identify chemical elementsand compounds that arecommonly found in living systems

314-2 identify the role of somecompounds, such as water andglucose, commonly found inliving systems

314-3 identify and describe thestructure and function ofimportant biochemicalcompounds, includingcarbohydrates, proteins andlipids

317-1 explain how differentplant and animal systems, helpmaintain homeostasis.

317-3 explain the importance ofnutrition and fitness to themaintenance of homeostasis

317-4 identify, in general termsthe impact of viral, bacterial,genetic and environmentaldiseases on the homeostasis of anorganism

317-6 predict the impact ofenvironmental factors such asallergens on homeostasis withinan organism






HomeostasisHomeostasisHomeostasisHomeostasisHomeostasis

• explain the concept of homeostasisand its critical nature to livingthings (317-1)

– define homeostasis includingthe concept of dynamicequilibrium

During this section, students should be given the opportunity tostudy a variety of factors that affect the homeostasis of an organism.Through this, they will begin to appreciate the complexity ofmechanisms involved in the maintenance of homeostasis. For anillustration of how human systems interact to maintain homeostasisrefer to MGH Biology p. 301, MHR

Teachers might establish a scenario that could be used to showthe interdependence between body systems and their importancein the maintenance of homeostasis. Students could brainstormresponses to the following questions: “What happens to yourbody as you run? Why?” Answers generated by students mayinclude increased heart rate; breathing faster and deeper; thirst;sweaty and hot; tired; or sore muscles. Students should suggestwhy the body would respond in each of these ways and whatbody systems would be involved. An example could be increasedheart rate (circulatory system)—increases the distribution of O

2/

CO2 (respiratory system) and sugar (digestive system) to and

from the tissues.

Temperature regulation is only one of a number of the body’shomeostatic mechanisms. Investigating the importance oftemperature regulation is a good introductory example of the body’sfeedback mechanisms.

Some organisms incorporate behaviours to help control temperature.Examples include, lions moving to shady areas during mid-day sun,desert animals being primarily nocturnal.

Physiologically temperature control can be accomplished through theresponses of the circulatory system. Vasoconstriction andvasodilation can assist in this.

• explain the importance oftemperature regulation inmaintaining homeostasis (317-3)

– define homeotherm andpoikilotherm

– describe how homeothermsmaintain a dynamic equilibrium

– discuss mechanisms oftemperature control,behaviourial and physiological




5757575757

HomeostasisHomeostasisHomeostasisHomeostasisHomeostasis

Paper and Pencil

• Students could consider the following scenario and prepare aconcept map to illustrate the interaction between the reactionsproduced and the body systems involved in the maintenance ofhomeostasis. Possible example: What happens to your body whenyou are frightened? What happens to your body when you have acold? Or the flu? (317-3, 317-1, 215-6)

Journal

• When a person is sick they often feel tired. How is this related tothe maintenance of homeostasis? (317-1, 317-4)

Presentation

• Using an analogy (e.g., a furnace) explain how your bodymaintains temperature. Present and explain your analogy to theclass. (317-3, 217-1)


MGH Biology, p. 300








Circulatory SystemCirculatory SystemCirculatory SystemCirculatory SystemCirculatory System

• explain how the human circulatorysystem helps maintain homeostasis(317-1)

– explain the need for a transportsystem

– explain how the circulatorysystem contributes to themaintenance of dynamicequilibrium through its role inthe transport of heat energy andmatter

– describe the structure of anartery, vein and capillary, and,relate these structures to theirfunction in blood circulation

All organisms have some mechanism to circulate materials anddispose of wastes. Larger organisms require specialized transportsystems in order to ensure all cells have access to materials requiredfor survival and removal of wastes.

Students could observe, within a laboratory situation, differencesin the physical structure of an artery, vein and capillary bystudying prepared microscope slides. Effects of external factors(temperature, caffeine) on peripheral blood flow can beinvestigated using liquid crystal thermometers.

Students should use models, dissections or computer simulations.They should also identify these structures through the use ofdrawings or photographs.

Students should be aware that the left AV valve is the bicuspid value[2 sections], the right AV valve is the tricuspid value [3 sections].The reason for the structural difference is due to the blood pressuredifferentials.

During this process students should have the opportunity toobserve and appreciate how the structures control the direction ofblood flow through a heart. Observation of a heart usingpreserved specimens, models or computer simulations will helpstudents clarify how the structure of the heart allows it tofunction as a mechanical pump. Students could discuss themechanics and sounds of the heartbeat in relation to this role.

Within the laboratory, students could use the microscope to examineprepared slides of human blood and to observe the contrastingmorphologies and relative abundance of the cellular components (redand white blood cells).

Teachers should note that the clotting process should be coveredwhile discussing the role of platelets.

– identify the main componentsof the human heart and explainthe role of each. Include:(i) atria(ii) ventricles(iii) valves (bicuspid, tricuspid,semilunar)(iv) aorta(v) pulmonary vein(vi) pulmonary artery(vii) septum

– trace the flow of blood throughthe heart and describe thepulmonary and systemicpathways

– identify the main componentsof blood and explain the roleof each. Include:(i) erythrocytes(ii) leukocytes(iii) platelets(iv) plasma




5959595959

Circulatory SystemCirculatory SystemCirculatory SystemCirculatory SystemCirculatory System

Paper and Pencil

• Students could sketch the cellular components of blood, label anyvisible structures, and identify and label the different types ofleucocytes. (213-5)

• Students could sketch diagrams of cross-sections of arteries, veins,and capillaries, and compare these cross-sections with those ofdiseased blood vessels. (213-5)

• Have students observe prepared slides of arteries, veins andcapillaries. Students could sketch these. (213-5)




MGH Biology, p. 320

MGH Biology, p. 315







Circulatory SystemCirculatory SystemCirculatory SystemCirculatory SystemCirculatory System (continued) (continued) (continued) (continued) (continued)

The Laboratory outcomes (212-6, 213-5, 214-3, 214-4, 215-6)are addressed by completing The Effects of Stress on Blood PressureCORE LAB #4.

• carry out an experiment to relateblood pressure and physical activityand identify the specific variablesinvolved (212-6)

• compile and organize data, usingappropriate formats and datatreatments, to facilitateinterpretation of blood pressuredata (213-5, 214-3)

• identify multiple perspectives thatinfluence a science-related decisionor issue (215-4)

• work co-operatively with teammembers to develop and carry outa plan, and troubleshoot problemsas they arise (215-6)

• identify the impact of circulatorydiseases on the homeostasis of anorganism (317-4)

– describe disorders linked tothe circulatory system and theireffect on the homeostasis of thesystem and the organism as awhole. Include:(i) hypertension(ii) atherosclerosis(iii) arteriosclerosis

The specific diseases of the circulatory system should bediscussed or researched along with the capability of technology todiagnose, treat or cure the problem (angioplasty, clot-bustingdrugs). Students may research, assess and debate the effect thatlifestyle choices play in the development of these disorders andthe importance of promoting continued physical fitness.

Students may be interested in investigating additional disordersrelated to the circulatory system—varicose veins, heart murmur,aneurysm, blood clots, leukemia, pulmonary edema (congestive heartfailure).

• analyze why and how technologyrelated to the treatment ofcirculatory disorders was developedand improved over time (115-5)

– describe the progress frombypass surgery to moderntechniques. Include:(i) shunts(ii) angioplasty(iii) clot-busting drugs

Students could measure their own blood pressure (systolic anddiastolic pressures) and investigate the role of posture, exercise orother activities on blood pressure. All group or class data can beorganized and displayed in graph or table form.




6161616161

Circulatory SystemCirculatory SystemCirculatory SystemCirculatory SystemCirculatory System (continued) (continued) (continued) (continued) (continued)


• Students could perform lab activities that are designed toillustrate some aspects of a transport/circulatory system. Thesemay include measurement of blood pressure and heart rates,dissection of available specimens to observe the heart andcirculatory systems, and effects of external factors on peripheralblood flow. (212-6, 213-5, 214-3)

Assessment would depend on the nature and depth of theactivities selected. Many of these activities involve collection ofdata that can be tabulated and graphed. Enrichment may beprovided by allowing students the opportunity to design theirown investigations from questions that these activities maygenerate. For example, students may compare the heart rate/bloodpressure of a smoker versus a non-smoker; athlete versus non-athlete.

Teachers should ensure that students are aware that interpretationof statistical data from small sample sizes may not reflect the truenature of the general population.

Presentation

• Students could research and present, in a variety of formats,disorders linked to the circulatory system, and modern methodsof diagnosis and treatment.(317-1, 317-3, 214-3)

• Teachers could expose students to individuals knowledgeable incirculatory pathologies by using community resources such asphysicians, organizations (Heart and Stroke Foundation), sufferers ofthese disorders or transplant recipients. They could research andprepare questions related to the topic being presented by the guestspeaker. Working in groups, these questions should be reviewed andrevised, and questions selected to be asked during the presentation.Following this presentation, students may be asked to prepare a briefsummary of it, or of the answers to questions. Assessment may bebased on a student summary of the guest’s talk or answers provided toone or more of their questions. (213-5, 115-5, 214-3)

Journal

• Why do some doctors recommend heart patients take one tabletof ASA (Aspirin TM) a day? (115-5)

Core Lab #4: “Blood Pressure”

– The Effect of Stress on BloodPressure pp. 324-325






Respiratory SystemRespiratory SystemRespiratory SystemRespiratory SystemRespiratory System

• explain how the human respiratorysystem helps maintain homeostasis(317-1)

– explain the need for arespiratory surface in humans

– identify and state the functionof:(i) nasal cavity(ii) trachea(iii) bronchi(iv) bronchioles(v) alveoli(vi) diaphragm

– investigate the mechanics ofinhalation/exhalation and theregulation of the breathing cycle

Students should be reminded that humans require a respiratorysurface for gas exchange and ultimately to provide O

2 for respiration

at the cellular level.

The Laboratory outcomes (212-6, 213-5, 214-3, 214-4, 215-6)are addressed by completing Measuring Respiratory Volumes CORELAB #5.

There are many short activities that students could undertake duringtheir investigation of the respiratory system. Students could designand/or perform experiments to investigate the mechanics ofbreathing. These might include measurement of lung volume andvital capacity using a spirometer, measurement of breathing rates atdifferent times of rest or activity, and measurement of the carbondioxide content of exhaled air.

Both individual and class data can be compiled and organized intabular and graphic form by hand or using available technology.Comparisons can be made of lung functions between differentgroups of individuals in the class based on the class demographicssuch as smokers and non-smokers; athletes and non-athletes;asthmatics and non-asthmatics; asthmatics before and after using aninhaler; correlation with gender and mass. Students should be awarethat correlation does not imply causation.

• carry out an experiment to collectdata on respiratory function andidentify the specific variablesinvolved (212-6)

• compile and organize data, usingappropriate formats and datatreatments, to facilitateinterpretation of a completedrespiratory activity (213-5)

The respiratory surface must be moist and large enough forefficient gas exchange. Students should realize that moisture isrequired to allow gases to dissolve and to allow cross-membranetransport. A large surface area aids in efficiency and accounts forthe advantage of the mammalian lung.

Students may construct a model to illustrate the functioning of thediaphragm in respiration. A popular design involves the use of a belljar, balloons to represent lungs and a membrane for the diaphragm.




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Respiratory SystemRespiratory SystemRespiratory SystemRespiratory SystemRespiratory System


• Students could perform the available activities designed toillustrate some aspects of the respiratory system. These mightinclude the following:

– measurement of lung volume and vital capacity using aspirometer

– measurement of breathing rates under different conditions

– measurement of carbon dioxide concentration in inhaled orexhaled air

– dissection of available specimens to observe the systems ofrespiration

– investigation of air quality indices

– development of a model illustrating effect of the diaphragm(212-6, 213-5, 317-1)

Assessment would depend on the nature and depth of the activitiesselected. Many of these activities involve collection of data that can betabulated and graphed. Enrichment may be provided by allowingstudents the opportunity to design their own investigations from questionsthat these activities may generate. For example, students may compare thevital capacity of a smoker versus a non-smoker; athlete versus non-athlete;asthmatic versus non-asthmatic; male versus female.

Teachers should ensure that students are aware that interpretation ofstatistical data from small sample sizes may not reflect the true nature ofthe general population.

Core Lab #5: “RespiratoryVolumes”

– Measuring RespiratoryVolumes, pp. 340-341







Respiratory SystemRespiratory SystemRespiratory SystemRespiratory SystemRespiratory System (continued) (continued) (continued) (continued) (continued)

The specific pathologies of the respiratory system created byrespiratory disorders should be discussed or researched along withthe capability of technology to diagnose, treat or cure the problem.

Students may choose to investigate additional respiratory disorderssuch as bronchitis or emphysema. Students may choose to researchtreatments of these disorders.

• identify how respiratory diseasesaffect the homeostasis of anorganism (317-4)

– investigate the disorders:(i) lung cancer(ii) asthma(iii) pneumonia

• predict the impact ofenvironmental factors, such asallergens, on homeostasis within anorganism (317-6)

– identify the impact ofenvironmental factors on therespiratory system of anasthmatic(i) cigarette smoke(ii) allergens (dust, mould,food)(iii) petrochemical fumes,perfumes

Students may discuss other environmental concerns related torespiratory difficulties and clean air, including the ‘scent free’ policythat exists within many public buildings, ‘sick’ building syndromeand smog.

Students could investigate the existence of air quality indices, whatthey measure and the units used. Records of these can be obtainedfor local areas over periods of time and the data graphed or presentedin tabular form. Students can hypothesize reasons for varying airquality indices (correlation with weather, environmental events) andthe effects on individuals with respiratory difficulties when theseindices register high readings.

Students could be asked to assess and debate or discuss the effects oflegal and over the counter drugs on the functioning of therespiratory system, including but not exclusive to nicotine,codeine and prescription medicines. Students might be asked toinvestigate provincial and community standards on smoking inpublic places and tobacco advertising. Debates/discussions mayinvolve a discussion of the rights of the smoker versus the non-smoker; the issue of exposure to second hand smoke; whysmoking remains a growing habit among youth, particularlyamong young women; whether high schools should provide asmoking area for their students. Alternate approaches to stoppingsmoking can be investigated (e.g., nicotine gum, patches,acupuncture, hypnotism) and their relative effectiveness compared.




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Respiratory SystemRespiratory SystemRespiratory SystemRespiratory SystemRespiratory System (continued) (continued) (continued) (continued) (continued)

Presentation

• Within a debate, students could be required to display the resultsof research and “argue” against other stakeholders concerningissues such as: “Should smoking be allowed in public places?Should tobacco companies be permitted to sponsor sportingevents? Should tobacco advertising be permitted?” In someprovinces, young people cannot purchase cigarettes until the ageof 19, yet it is not illegal to smoke at a younger age. Is thishypocritical? Should schools provide their students with asmoking area? Sectors of society that will be considered mayinclude: lung cancer victim, executive from tobacco company,student, smoker, or clean air activist. Teachers could assess theparticipation of selected students, on the bases of preparation ofthe argument and thoroughness of the research. (117-4, 116-4,213-5, 215-4, 215-6)

• Teachers could expose students to individuals knowledgeable inrespiratory pathologies by using community resources such asphysicians, organizations (Lung Association, Canadian CancerSociety) or sufferers of these disorders. (214-3)

• Students could research and prepare questions related to the topicbeing presented by the guest speaker. Working in groups, thesequestions should be reviewed and revised, and questions selected tobe asked during the presentation. Following this presentation,students may be asked to prepare a brief summary of it, or of theanswers to questions. Assessment may be based on a studentsummary of the guest’s talk or answers provided to one or more oftheir questions. (116-4, 117-4, 215-4, 215-6, 214-3, 317-6, 317-1)

Journal

• The incidence of respiratory ailments, such as bronchitis is muchgreater in urban than rural environments. What factors might beresponsible for this difference? (317-6)

MGH Biology, p 344MGH Biology, p 346MGH Biology, p 345







Digestive SystemDigestive SystemDigestive SystemDigestive SystemDigestive System

• explain how the human digestivesystem helps maintain homeostasis(317-1)

– describe the purpose andfunctioning of the digestivesystem

– define mechanical and chemicaldigestion and explain therelationship between them

– identify the major organs andglands of digestion andinvestigate their role in thedigestive process Include:(i) salivary glands(ii) stomach(iii) liver(iv) pancreas(v) gall bladder(vi) small intestine(vii) large intestine

– trace the pathway of foodthrough the human digestivetract and explain the efficiencyof its structure(i) teeth(ii) taste buds(iii) tongue(iv) mucous lining(v) sphincters(vi) villi(vii) peristalsis

Students should be aware that the purpose of digestion is toconvert large molecules into smaller ones capable of beingutilized by the cell.

The chart provided in Appendix A represents the minimum levelof student understanding. Teachers could supplement thismaterial as time and resources permit.

Students should be provided with the opportunity to observe theprincipal features of the digestive system, utilizing models,computer simulations or dissection, and to identify thosestructures through the use of drawings or photographs.

Teachers could relate the function of intestinal villi to activetransport. In active transport, materials are carried across the cellmembrane. Intestinal villi increase surface area for absorption ofamino acids, sugars, and peptides from the intestines into theblood vessels. Fats are transported to the liver.




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Digestive SystemDigestive SystemDigestive SystemDigestive SystemDigestive System


• Students could perform lab activities that illustrate some aspectsof the digestive system. These may include utilizing qualitativeand/or quantitative tests to detect the presence within food oforganic substances such as carbohydrates, lipids and proteins orthe dissection of available specimens to observe the systems ofdigestion. Assessment would depend on the nature and depth ofthe activities selected. (212-6, 213-5, 317-1)

Journal

• Individuals who have had much or even all of their digestivesystem damaged or diseased can still survive. How is his possible?(317-1)

• After having surgery to remove the gall bladder, how would apatient have to modify his/her diet? (317-1)

MGH Biology, p. 354

MGH Biology, p. 359

MGH Biology, p. 359MGH Biology, p. 360MGH Biology, p. 365MGH Biology, p. 368MGH Biology, p. 368MGH Biology, p. 361MGH Biology, p. 362


Table #5: “Digestion”, Appendix A






Digestive SystemDigestive SystemDigestive SystemDigestive SystemDigestive System (continued) (continued) (continued) (continued) (continued)

Outcomes 314-1 and 314-2 describe both the identification ofthe chemicals (nutrients and enzymes) involved in digestion, andtheir role in digestive processes. An alternative approach is toidentify all the chemicals first, then to describe their role in thedigestive process, or investigate each individually.

• identify chemical elements andcompounds that are commonlyfound in living systems(314-1)

– identify the six basicnutrients: carbohydrates,lipids, proteins, vitamins,minerals and water anddetermine the sources of eachof these nutrients

• identify the role of somecompounds involved in digestion(314-2)

– discuss the role of the six basicnutrients

– discuss the general role ofenzymes and secretions, andthe role of these substancespertaining to the digestivesystem

• identify and describe the structureand function of the importantbiochemical compounds,carbohydrates, proteins and lipids(314-3)

– explain the role of hydrolysisand dehydration reactionswithin the digestive process

– discuss the basic structural unitsof carbohydrates, lipids andproteins

– discuss the basic structure ofcarbohydrates, lipids andproteins

– describe the end products ofdigestion for carbohydrates,lipids and proteins

To understand this component of the biology course, it is sufficientfor students to simply recognize that the large molecules ofcarbohydrates, proteins and lipids consist of basic smallercomponents that are the product of digestion.

Hydrolysis is the breaking apart of larger biochemical moleculesby the addition of the parts of a water molecule, H+ and OH-.Dehydration synthesis or condensation reactions refers to theremoval of a water molecule during the joining of two molecules,such as amino acids or sugars.




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Digestive System (continued)Digestive System (continued)Digestive System (continued)Digestive System (continued)Digestive System (continued)

Performance

• To reinforce the steps in the digestive process, teachers could havestudents imagine that they are eating a meal containing starches,proteins, and fats. Then ask them to think about what happens toeach of these food molecules as they pass through the digestive tract.Teachers could choose one student to begin the process by namingthe first digestive compartment (the mouth) and describing whathappens to one of the food molecules in that location (e.g., chunks ofprotein are chewed by the teeth). They might then ask the nextstudent to describe what happens to another type of food molecule inthat same location (e.g., starch is hydrolzed by amylase). Continuearound the room naming compartments and processes until the endof the digestive tract is reached. (314-2)

Presentation

• Design a webpage that illustrates the utilization of the six Basicnutrients. (314-2, 214-3)


MGH Biology, pp. 355, 363-364, 42-46







The Laboratory outcomes (212-6, 213-5, 214-3, 214-4, 215-6)are addressed by completing What’s Here? Testing MacromoleculesCORE LAB #6.

Experiments can be performed to detect the presence in food oforganic molecules, such as carbohydrates, lipids and proteins, usingqualitative and/or quantitative tests. Calorimetry experiments can bedesigned and/or performed to determine in a quantitative fashion thepotential energy found in carbohydrate or lipid food materials. Datacan be recorded, displayed and food categories compared.

Students could perform laboratory activities to demonstrate theaction of digestive enzymes on an animal or plant tissue (egg white)or prepared solution (starch). Students could design and/or performexperiments to investigate the influence of enzyme concentration,temperature and pH on the activity of these enzymes. Students maydesign an experiment to investigate the relative effectiveness ofcommercially advertised antacid products. Teachers should beaware that student’s saliva should not be collected forinvestigations.

• carry out an experiment toinvestigate the effect of specifiedvariables on the effectiveness of anenzyme (212-6)

• compile and organize data, usingappropriate formats and datatreatments, to facilitateinterpretation of the data from acompleted digestive activity(213-5)

• describe disorders and thetreatment of disorders linked toorgans of the digestive system andtheir effect on the homeostasis ofthe system and the organism as awhole. (317-4)Include:

(i) ulcers(ii) gall stones(iii) ileitis/colitis

The specific pathologies of the digestive system created bydigestive disorders should be discussed or researched along withthe capability of technology to diagnose, treat or cure theproblem. Students may discuss other conditions related todigestive function, such as cancer, Crohn’s disease, or celiacdisease. Students can be asked to assess and debate or discuss theeffects of legal and over the counter drugs on the functioning ofthe digestive system including but not exclusive to alcohol,codeine and prescription medicines. Students could be asked todebate or discuss the question of whether society can, or should,play a more proactive role in promoting the improvement ofdiets and the prevention of diseases versus a more reactive role in thetreatment of these diseases.




7171717171


Paper and Pencil

• Working in groups, students could gather nutritional informationabout a minimum of three fast food/restaurant menus. Some possiblesources of this information would be from the restaurants themselves,dieticians, or the Internet. Students could design what they think isthe healthiest “take out” meal plan possible for three days. Howdoes the plan compare to the recommendations in Canada’s FoodGuide? (213-5)


• Students could perform lab activities that illustrate some aspects ofthe digestive system. These may include calorimetry activities todetermine the energy value in foods or tests for the action of digestiveenzymes on animal or plant tissue. Assessment would depend on thenature and depth of the activities selected. Enrichment may beprovided by allowing students the opportunity to design their owninvestigations from questions that these activities may generate. Forexample, students may investigate what would be the optimaltemperature or pH for activity of a given enzyme. (212-6, 213-5,317-1)

Core Lab #6: “What’s Here?Testing Macromolecules”, pp. 356-357Chemistry 3202 Core STSE, #3“What Fuels, You”








• explain the importance of fitnessand nutrition in maintaininghomeostasis (317-3)

Students could investigate the terms “healthy nutrition” and“fitness.” Students could suggest what aspects of their bodies orwhat body systems are involved in the achievement of health andfitness. Example: Students may suggest that a balanced diet isimportant and propose a connection with the digestive system tobreak down the food, circulatory system to distribute nutrients, etc.This provides another opportunity to have students establish theinterrelationships between systems within the body as they work tomaintain homeostasis.

Many individuals routinely consume various vitamins, minerals andherbal supplements in their search for a healthy lifestyle. Studentscould research and investigate the origins of and the claims madeby manufacturers of these herbal medicines (e.g., Echinacea, St.John’s Wort, Gingko biloba, garlic, etc.) and any scientific basis ordata that exists for these assumptions.

• propose alternative solutions to agiven practical problem, identifythe potential strengths andweaknesses of each, and select oneas the basis for a plan (214-15)

– investigate the value ofvitamins, minerals and herbalsupplements in support of ahealthy lifestyle

• identify multiple perspectives thatinfluence a science-related decisionor issue (215-4)

– evaluate how nutritionaldeficiency and starvation dietssuch as bulimia and anorexianervosa can adversely affect thedynamic equilibrium

– discuss whether the imagesportrayed through the mediaand advertising promotepositive self image and a healthylifestyle for men and women

The media inundates the public with information on fad diets.Students could be asked to investigate the physiological basis ofthese diets (e.g., high protein, high carbohydrate, low fat), theirsafety and effectiveness. They may include more drastic weightloss measures that involve anatomical operations such as stomachstapling or removal of a portion of the small intestine.

For enrichment, students could also choose to:

• research and debate the safety and necessity of food additives,food irradiation and other technologies used to improve the shelflife or the attractiveness of food products

• examine the relative value of the use of processed versus non-processed foods

• examine the use of pesticides on food crops• examine the necessity of techniques used only to make food more

visually appealing to the consumer• discuss the question of where our food comes from• examine the potential of the inadvertent introduction of foreign

organisms to an ecosystem through the importation of food




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Presentation

• Teachers could bring in presenters such as physicians,organizations (Ileitis and Colitis Association, Canadian LiverAssociation) or sufferers of these disorders (anorexia nervosa). Theycould research and prepare questions related to the topic beingpresented by the guest speaker. Working in groups, thesequestions should be reviewed and revised, and questions selectedto be asked during the presentation. Following this presentation,students might be asked to prepare a brief summary. Assessmentmay be based on a student summary of the presentation. (116-4,117-4, 215-6, 317-4, 317-6)

Paper and Pencil

• Students could research and collect information on alternate dietsthat are currently proposed or advertised within the media,surgical approaches to deal with the problem of obesity, and thepotential health effects of these. Information could be presentedto the class as a whole. Students might select a herbal healthsupplement and investigate the health claims that themanufacturers of these products make. Alternately, studentsmight investigate the health benefits and sources of vitamins andminerals within the diet. Information will be presented to theclass as a whole and students will subsequently place theinformation on a poster board designed to collate the essentialelements of the class information for classroom or school display.Students could select a situation requiring dietary restrictions suchas lactose or gluten intolerance, investigate its prevalence, causes,and methods employed to control the symptoms. (215-4, 317-1,317-3)

• An opportunity to integrate the digestive and respiratory system isprovided here. Students could research and present the effects of legaldrugs, illegal drugs, over the counter, and prescription drugs on thefunctioning of the digestive and respiratory systems. Groups wouldbe assigned different categories of drugs and the resultingpresentations will thereby provide an overview of this topic.Assessment would be based upon thoroughness of research andaccuracy of information presented. (215-4, 317-1)








Excretory SystemExcretory SystemExcretory SystemExcretory SystemExcretory System

Excretory systems maintain homeostasis with respect to water,salt and metabolite concentrations within the blood.

• explain how the excretory system,helps maintain homeostasis (317-1)

– explain how the following actas organs of excretion(i) lungs(ii) skin(iii) liver(iv) kidney

Students may oversimplify the excretory system by thinking it isall about the kidney (which removes metabolic wastes). Severalother organs involved in the excretory system are oftenoverlooked. The lungs (which remove CO

2), the skin (which

removes heat), and the liver (which removes metabolic wastes) arevital organs that play a major role in the excretory system.Students should investigate their role in maintaininghomeostasis.

Students should be provided with the opportunity to observe theprincipal features of the human excretory system, utilizingmodels, dissection or computer simulations, and to identify thosestructures through the use of drawings or photographs.Diagrams or charts could be used to illustrate the structure ofthe nephron and to emphasize its role as the working unit of thekidney. Microscopic analysis of a kidney cortex section couldprovide some visual confirmation of the structural components ofthe kidney.

Students will recognize the kidney’s structure as including thecortex, medulla and pelvis, and the filtration and reabsorptionfunctions of the nephron. Students could perform experimentsto investigate simulated urine composition, perform data analysisand summarize the role of the kidney in homeostatic regulationof pH, water and ionic substances.

– explain the role of the kidney asan excretory organ in removingmetabolic wastes from the body

– identify and describe the mainstructures of the humanurinary system includingkidney, ureter, bladder, andurethra

The specific diseases of the excretory system created by excretorydisorders could be discussed or researched along with thecapability of technology to diagnose, treat or cure the problem.Students may discuss other disorders related to kidney function,including diabetes and nephritis.

Teachers could discuss the effects of lifestyle on the homeostasisof the excretory system and have students hypothesize whyconsumption of alcohol induces more trips to the washroom thandoes the consumption of water alone.

– identify and describe the internalstructure and function of thekidney, including the cortex,medulla and pelvis

– identify and describe thefunction of the glomerulus

– identify and explain thefunction of the parts of anephron. Include:(i) Bowman’s capsule(ii) loop of Henle(iii) tubules-proximal and distal(iv) collecting duct

• describe disorders linked to theexcretory system and their effecton the homeostasis of the systemand the organism as a whole(317-4) Include:

(i) kidney stones(ii) kidney infections(iii) bladder infections




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Excretory SystemExcretory SystemExcretory SystemExcretory SystemExcretory System


• Students could perform lab activities that might includemicroscopic examination of a kidney cortex, investigations usingsimulated urine, dissection of available specimens to observe thesystems of excretion, and observation of the contractile vacuole inparamecium. (212-6, 213-5, 317-1)

Assessment would depend on the nature and depth of the activitiesselected. Enrichment may be provided by allowing students to designtheir own investigations from questions that these activities may generate.

Presentation

• Teachers could bring in presenters such as physicians, organizations(Kidney Foundation) or sufferers of these disorders (dialysis patients,transplant recipients). Students could research and prepare questionsrelated to the topic being presented by the guest speaker. Working ingroups, these questions should be reviewed and revised, and questionsselected to be asked during the presentation. Following thispresentation, students might be asked to prepare a brief summary.Assessment may be based on a student summary of the presentation.(115-5, 213-5, 214-3)

Paper and Pencil

• Students could sketch a longitudinal section of the kidney andlabel the cortex, medulla, pelvis, renal artery and renal vein.(213-5)

Journal

• What effect on your lifestyle would a non-functioning bladderhave? (317-1)

MGH Biology, p. 374 andthroughout section 11.3

MGH Biology, p. 374







Excretory SystemExcretory SystemExcretory SystemExcretory SystemExcretory System (continued) (continued) (continued) (continued) (continued)

The CORE STSE component of this unit incorporates a broadrange of Biology 2201 outcomes. More specifically, it targets (inwhole or in part) 115-5, 116-4, 116-7, 117-4, 215-4, and 317-4.The STSE component, Kidney and Urological Diseases, can be foundin Appendix B.

Kidney shutdown or renal failure may result from a variety ofconditions and can lead to many deleterious effects includingabnormal concentrations of salt and water, altered pH and generaldeterioration of homeostasis. Ideally, dialysis is a temporarymeasure used to replace normal kidney functioning until thekidneys begin to function again on their own, or in more seriouscases, until a transplant becomes available.

The discussion of dialysis should be limited to the fundamentalaspects of how kidney dialysis functions. Kidney dialysis is theprocess whereby blood is removed from the body, harmfulmetabolic waste products are removed from the blood by theprocesses of osmosis and diffusion and the processed blood isreturned to the body. This process has limitations.

• analyze and describe exampleswhere technologies weredeveloped, based on scientificunderstanding, to treat renalfailure (116-4, 115-5)

– briefly explain how thetechnology of dialysis works

• analyze natural and technologicalsystems to interpret and explaintheir structure and dynamics(116-7)

– compare the human kidneysystem with that of kidneydialysis technology

– briefly explain why dialysis isa temporary measure fortreating kidney disease

• discuss the merits of fundingkidney transplant therapy versusimprovements in dialysistechnology (117-4)

• identify multiple perspectivesthat influence a science-relateddecision or issue (215-4)

Students could consider the implications of the utilization ofother species as potential donors. Students could, in groups,propose guidelines for selecting the most appropriateexpenditures. They could then debate and defend their choices.




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Excretory SystemExcretory SystemExcretory SystemExcretory SystemExcretory System (continued) (continued) (continued) (continued) (continued)

Presentation

• Students could be assigned to a group and given directions toresearch a topic in preparation for a debate. The format of thisdebate would require them to display the results of their researchand “argue” against other stakeholders concerning issues such asselection procedure for organ transplant recipients, ethics of thesale of human organs (developing countries), ethics of organtransplants across species. Assessment may be based on theparticipation of selected students, preparation of the argument,thoroughness of the research and/or written summary. (115-5,117-4, 214-3, 213-5)

• Students would present, in various formats, a summary of theirkidney dialysis research. (115-5, 117-4, 213-5, 214-3)

Paper and Pencil

• Students could research information about kidney dialysis. Whyis it used? What type of person is a dialysis candidate? Whatdifferent methods are available? What complications are possible?(116-7)

Core STSE #2: “Kidney andUrologic Diseases”, Appendix B








Immune SystemImmune SystemImmune SystemImmune SystemImmune System

Students should be aware that a properly functioning immunesystem is essential for health and well being, and recognize theconsequences that result when the immune system does notfunction properly. Students should be aware of the sequence ofthe general physiological events that result in an allergic reactionand identify the resulting symptoms. The typical symptoms ofrunny nose, swollen eyes, sneezing, coughing, and rash are causedby a release of highly active substances, including histamine,from body cells at the site of the immune reaction (production ofspecial antibodies against the allergen). Histamine induces aninflammatory reaction, as it does whenever there is an injury orinfection. Students should be able to describe how allergicresponses affect the maintenance of homeostasis within anorganism. This may be accomplished through a comparison ofthe following questions: “How would the body have responded tothe presence of an allergen (pollen) in a non-allergic or non-sensitive individual? How does the body respond in an allergicindividual?”

Students could investigate and compare respiratory allergies suchas hay fever with food allergies. It is important to understandhow and why some allergies are severe enough to be lifethreatening (anaphylaxis) and the significance of the accuratelabeling of commercial food products. Students could investigatethe prevalence of use and the effectiveness of over the counterantihistamines and decongestants and allergy shots to controlallergies. The methods by which these medications relieve thesymptoms can be investigated.

• predict the impact ofenvironmental factors onhomeostasis within an organism(317-6)

– explain the meaning of antigen(allergen) and antibody, andtheir role in an allergic reaction




7979797979

Immune SystemImmune SystemImmune SystemImmune SystemImmune System

Journal

• What concerns would you expect a potential kidney donor tohave? (117-4)

Presentation

• Students could select an herbal supplement or vitamin andinvestigate its effect on the functioning of the immune system.They could prepare a poster for display. They should be sure toinclude both natural and synthetic sources of these products.(115-5, 116-4, 213-5, 317-1, 317-4)

• Students could investigate the natural response of the body to abacterial infection or a viral disease such as a cold or the flu. Theycould investigate the mechanism of selected auto-immune disease(rheumatoid arthritis, myasthenia gravis, multiple sclerosis, rheumaticfever, systemic lupus erythematosus (lupus), thyroiditis).Students would be expected to present to the class the symptomsof the disorder. Assessment would be based on thoroughness andaccuracy of information. Alternately, this activity could become aresearch activity where work is passed in for written assessment.(115-5, 116-4, 215-4, 317-1, 317-3, 317-4, 317-6)

Paper and Pencil

• To supplement the study of the allergic process, students couldprepare and conduct a survey on the prevalence and variety of allergieswithin the school population and the remedies used to alleviatesymptoms. Data would be tabulated, graphed by hand or utilizingavailable technology and presented via a bulletin board display tothe school population in general. Assessment would be based onthe efficiency of the survey and its presentation. (213-5, 214-15,317-1, 317-6)

MGH Biology, pp. 382, 386






• explain how the immune systemhelps to maintain homeostasis(317-1)

– explain the complete immuneresponse(i) 1st line of defence (physicaland chemical barriers)(ii) 2nd line of defence(inflamatory response)(iii) 3rd line of defence(immune response)

– compare the role of white bloodcells in the defence processincluding phagocytes andlymphocytes

– compare the mechanism ofacquired immunity includingpassive (breast milk) andactive (actual exposure,vaccines)

• identify how autoimmunedisorders cause diseases such asrheumatoid arthritis (317-4)

• analyze why and how a particulartechnology was developed andimproved over time (115-5)

• analyze and describe exampleswhere technologies were developedbased on scientific understanding(116-4)

• debate the merits of fundingspecific scientific or technologicalendeavors and not others (117-4)

• identify in general terms the impactof viral, bacterial, genetic, andenvironmental diseases on thehomeostasis of an organism(317-4)

A study of the non-specific first line defences would include bothphysical and chemical barriers such as skin, sweat and stomachacids. The inflammatory response and phagocytes as second linedefenders and the immune response involving T cells, B cells andantibody production should be summarized. A visual display(chart or sketch) of the role of each of these factors in the body’sdefence system may help students grasp the basics of theseconcepts. This discussion may be expanded to include the role ofthe lymphatic system within the immune response. Students canexpand their study by investigating how vaccines make use of theworkings of the immune system in order to be effective and bystudying the requirements, interest and financial resources societyhas to support the prevention of the spread of disease-causingorganisms such as HIV, Staphylococcus, and smallpox. Someherbal supplements (Echinacea) claim that they boost theimmune system. Students may investigate these claims andinvestigate the antioxidant (chemical altering of free radicals)nature of Vitamins E, C and beta-carotene, and the relevance ofthese to the health of the human population (e.g., link withcancer and cardiovascular disease).

Immune SystemImmune SystemImmune SystemImmune SystemImmune System (continued) (continued) (continued) (continued) (continued)

The CORE STSE component of this unit incorporates a broadrange of Biology 2201 outcomes. More specifically, it targets (inwhole or in part) 115-5, 116-4, 117-4, 317-1, and 317-4. TheSTSE component, Hodgkin’s Disease, can be found in Appendix B.




8181818181

Immune SystemImmune SystemImmune SystemImmune SystemImmune System (continued) (continued) (continued) (continued) (continued)


• Students could suggest a hypothesis and design an experiment toinvestigate the antimicrobial nature of substances such as mouthwash,and extracts from a variety of plants (garlic, ginger, aloe). They couldcompare the effectiveness of soaps or other cleaning products labeledantibacterial with those of the same brand that are not labeled assuch. (212-6, 317-1, 317-6)

Performance

• Once the experiments have been designed and the designapproved, there is opportunity for assessing how students actuallyperform the activities. Do they follow the design, use correct andsafe techniques, troubleshoot as required? (213-5, 317-1, 317-6)


MGH Biology, p. 386

Core STSE #3: “Hodgkin’sDisease”, Appendix B


INTERACTIONS AMONG LIVING THINGS

8383838383

Unit 4: Interactions Unit 4: Interactions Unit 4: Interactions Unit 4: Interactions Unit 4: Interactions Among Living Among Living Among Living Among Living Among Living TTTTThingshingshingshingshingsSpecific CurSpecific CurSpecific CurSpecific CurSpecific Curriculum Outcomesriculum Outcomesriculum Outcomesriculum Outcomesriculum Outcomes



IntroductionIntroductionIntroductionIntroductionIntroduction

Interactions Interactions Interactions Interactions Interactions Among Living Among Living Among Living Among Living Among Living TTTTThingshingshingshingshings

During a discussion of human ecology (the relationship between thehuman population and the environment), students will build ontheir understanding of the basics of ecology and ecosystems andcertain principles of population dynamics. It is important that theyunderstand the many interrelationships affecting human populationgrowth and dynamics, and the issues facing global populationgrowth, particularly the subsequent and continuous pressure beingplaced on the natural resources of the globe.

FFFFFocus and Conteocus and Conteocus and Conteocus and Conteocus and Contextxtxtxtxt Within this section of study, a variety of curriculum outcomes are metthrough the integration and discussion of a number of societal andsustainability issues. Therefore, the primary focus is within the decision-making and STSE mode. There does remain, however, opportunity forobservation and inquiry.


This unit on population dynamics connects with other clusters inthe science curriculum primarily at elementary and intermediate andbuilding to Level I. Previous to this, primary students learned howhumans and other living things depend on their environment. Theyexpand on this by describing features of environments that supportthe health and growth of animals. The major focus in elementarygrades is on habitats and community, including the identification ofregional and local habitats and how the removal of plant or animalpopulations would effect the remainder of the community. The lifescience portion of the curriculum in intermediate grades concentrateson interactions within ecosystems, an introduction to biotic andabiotic factors, the flow of energy within an ecosystem throughproducers, consumers and decomposers, and ecological succession.Science 1206 continues to build on this background with its morein-depth look at the sustainability of ecosystems, discussion ofcharacteristics and responses of ecosystems, cycling of matter throughbiotic and abiotic components, and an introduction to ways inwhich natural populations are kept in equilibrium in relation to theavailability of resources. By the time students arrive in Biology 2201,they have a broad background through which to pursue their studyof interactions among living things.






Contexts of Science andContexts of Science andContexts of Science andContexts of Science andContexts of Science andTTTTTececececechnologyhnologyhnologyhnologyhnology

118-10 propose courses of actionon social issues related to scienceand technology, taking intoaccount an array of perspectives,including that of sustainability



213-5 compile and organize data,using appropriate formats and datatreatments to facilitateinterpretation of the data

213-6 use library and electronicresearch tools to collectinformation on a given topic



214-7 compare theoretical andempirical values and account fordiscrepancies




318-8 describe populationgrowth and explain factors thatinfluence population growth

318-10 evaluate Earth’s carryingcapacity, considering humanpopulation growth and itsdemands on natural resources






Population ChangePopulation ChangePopulation ChangePopulation ChangePopulation Change

• describe population growth andexplain factors that influence it

(318-8)

– describe how population growthis dependent upon thedifference between natality andmortality rates and a balancebetween emigration andimmigration

– distinguish between densityindependent and dependentfactors

– explain how biotic potential,environmental resistance andcarrying capacity interact inpopulation dynamics

• compile and organize data, usingappropriate formats and datatreatments, to facilitateinterpretation of the data (213-5)

• compile and display evidence andinformation in a variety of formats(214-3)

• work co-operatively with teammembers to develop and carry outa plan, and troubleshoot problemsas they arise (215-6)

Students can take an example of a local or regional endangeredspecies and review the determinants of population: natality,mortality, emigration, and immigration. Students can thenbrainstorm factors that affect human natality and mortality. Thisexploration may lead to the following question for discussion“Why should we be concerned about the Earth’s carrying capacityfor the human population?”

Students should analyze and describe the limiting factors thatregulate population size within ecosystems. Some of these arecompetition, environmental quality, disease, parasitism,predation, and stress.

The concept of environmental quality can include the availabilityof food, shelter and water, and the climate. Students can designand/or perform an experiment to demonstrate the effect ofenvironmental factors on human growth.

The Laboratory outcomes (213-5, 213-6, 214-3, 214-7, 215-6)are addressed by completing Sampling Hare Populations CORELAB #7.




8787878787

Population ChangePopulation ChangePopulation ChangePopulation ChangePopulation Change

Paper and Pencil

• Students could investigate a threatened or endangered species andprepare a visual display on this organism. They should try to find alocal species. The report should include a diagram, estimated currentpopulation and reasons for endangerment, as well as interventionsnecessary to alleviate the problem and any difficulties there may bewith their implementation. The intent would be to prepare abulletin board display for observation by the entire school toensure that the work is of display quality. Assessment will bebased on accuracy of information collected and its presentation.(213-5, 213-6, 214-3, 318-8)

• Given demographic data from various regions of the world,students could produce graphs that show different populationgrowth patterns. (118-10, 214-3, 215-6, 318-8, 318-10)



MGH Biology, pp. 233-237 andthroughout section 7.3

Core Lab #7: “Sampling HarePopulations” pp. 238-239

MGH Biology, pp. 243-244, 226






Population ChangePopulation ChangePopulation ChangePopulation ChangePopulation Change (continued) (continued) (continued) (continued) (continued)

• compare theoretical and empiricalpopulation values and account fordiscrepancies (214-7)

– examine and label the sectionsof an S-shaped (logistic) and J-shaped (exponential) growthcurve(i) lag(ii) exponential(iii) equilibrium

– compare how J & S curvesdescribe the general populationgrowth patterns observed inanimal populations

– explain the predator-preycycle with respect topopulation growth curves

• gather and examine informationon the limiting factors that workto influence human populationgrowth (213-6)

– describe the limiting factorswithin the human population(i) space(ii) war(iii) disease(iv) poverty

• evaluate Earth’s carrying capacity,

Students should recognize that the shape of the “S” in the S-shaped curve varies depending on the growth strategy of thespecies (many offspring with little parental investment, fewoffspring with much parental investment).

Students should recognize that there is no equilibrium section ina J-shaped curve. The J-shaped curve generally exists in amanipulated situation.

Limiting factors such as space, war, disease and poverty reflectcompetition within the human population dynamic.

These limiting factors are studied more deeply in the remainingoutcomes of this unit. During class discussions, students shouldeasily generate a list of limiting factors that affect the humanpopulation. These limiting factors should be explained byfurther research within the textbook (or other resources).




8989898989

Population ChangePopulation ChangePopulation ChangePopulation ChangePopulation Change (continued) (continued) (continued) (continued) (continued)

Paper and Pencil

• Students could research why the province of Newfoundland andLabrador has a declining population. (213-5, 213-6, 318-8)

Paper and Pencil

• Students could research population growth patterns of introducedspecies in our province (e.g., moose, coyotes, shrews, squirrels,rats, air wigs, etc.). Their research should explain why thesepopulations have exploded since the introduction. (213-5,213-6, 318-8)


MGH Biology, p. 256 andthroughout sections 8.1, 8.2 and8.3

Teachers may refer to the WorldGeography 3202 resources foradditional information on Earth’spopulation.






The previous section leads into a preliminary discussion ofhuman population growth and issues related to this growth.Graphs may be found in resource materials (library, electronic,population or government agencies) or constructed from datatables that illustrate the historical growth of human populationbased on estimated data. Students can be asked to project thatgraph line into the future as an exercise of prediction andextrapolation. This would lead to a discussion of linear orexponential growth and doubling time. Students can investigatethe population growth rates of developing and developedcountries and relate that to elements such as standard of living,education level of the population and level of health care. Theymay discuss why population is stabilizing in developed countriesbut still increasing at a rapid rate in the developing world.Students may, in turn, discuss and identify what social andenvironmental factors need to be considered and controlledlocally, regionally and globally to create a sustainable humangrowth pattern for Earth. This may lead to the followingquestions: “What population size do you believe would allow theworld’s people to maintain a good quality of life? What needs tobe done to attain this?” Students may debate and justify theirresponses.

The size of early human population was low due to limitingenvironmental factors like disease and food shortages. With theadvancement of civilization (development of agriculture, advancesin medicine, etc.) the carrying capacity increased and rapidgrowth of the human population occurred.

Students may choose to research and debate the ethics of humanpopulation control methods as practised within various areas ofour globe (e.g., China’s one child per family rule). Students maythen discuss how improved infrastructure, education of thewoman, use of advanced technologies and changed lifestyles mayhelp a population meet its energy/material needs.

Global ResourcesGlobal ResourcesGlobal ResourcesGlobal ResourcesGlobal Resources

considering human populationgrowth and its demands onnatural resources (318-10)

– determine the current growthrate of the human populationand the projected growth rate

– investigate the demands thatwill be placed upon Earth’snatural resources by futurepopulation growth

– explain how technologicaldevelopments have raised, andcontinue to raise, the carryingcapacity of Earth

– describe the four phases ofdemographic transition

• propose courses of action on the

social issue of global populationcontrol, taking into account anarray of perspectives, includingthat of sustainability (118-10)




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Global ResourcesGlobal ResourcesGlobal ResourcesGlobal ResourcesGlobal Resources

Paper and Pencil

• Students could select a country for which to gather demographicdata, including total population, population density, natality,mortality, life expectancy, annual income, immigration, emigration,standard of living, availability of education and health care. Theycould be asked to report their findings to the remainder of the class,and add this information, in abbreviated form to a global mapprepared by members of the class. This would serve to illustrate in adramatic fashion some of the population issues that exist within theworld today. Students should be prepared to participate in adiscussion. Organizations such as CIDA have produced both mapsand brochures that outline this information. Students should be sureto have included in this survey a range of both developing anddeveloped countries that represent all areas of the globe. Assessmentcan be based on presentation of information collected andobservation of participation by students within the subsequentdiscussion. (118-10, 213-5, 318-8, 318-10)

Journal

• It can be argued that some third world regions have reached theircarrying capacity. What factors do you think have contributed tothis? How would other countries help increase their carryingcapacity? (213-5, 214-3, 318-8, 318-10)

Performance

• Teachers could separate the class into two opposing sides and havea debate on the pros and cons of mandatory birth control.(118-10, 213-5, 215-6)

Presentation

• Select a country and research its population dynamics.Determine the stage of the Demographic Transit Model that thiscountry is in. Present your findings to the class. (213-6, 213-5,215-6)

MGH Biology, pp. 268-270,256-257 and throughout sec-tions 8.2 and 8.3MGH Biology, pp. 275-284,263-267



MGH Biology, pp. 286-287,282-283


APPENDIX A

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Unit 1: Matter and Energy for Life Specific Curriculum Outcomes … · 2016. 5. 20. · MATTER AND...

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