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Course Profile Biology (SBI4U), Grade 12, University
Preparation, Catholic
Course Overview
Prerequisite: SBI3U
This course provides
students with an in-depth study of biological processes. Students study
metabolic processes, evolution, molecular genetics, homeostasis, and population
dynamics. The course focuses on the theoretical aspects of the topics under
study. Students further develop their investigatory skills through researching,
designing and conducting experiments. In addition, students link concepts
studied to technological applications. Through the achievement of detailed
knowledge and skills, students are prepared for further study in various
branches of life sciences and related fields.
This course profile
integrates relevant Catholic beliefs, values and Church teachings within the
overall context of the knowledge and skills being addressed. While each unit
has an integrity and autonomy of its own, there are also identifiable themes
that bridge each of the units and connect them in a holistic way. A crucial
theme in the course is the theory of evolution. As such, it provides a
framework around which knowledge, skills and values are organized. Catholic
beliefs, values and teachings related to this theme include: God as Creator,
God’s Providence, and the value and dignity of the human person. While the
aforementioned are pervasive throughout the profile, there are also values,
teachings and beliefs particular to each unit. The homeostasis unit raises
issues about the value of human life, the sacredness of the body and the
conjugal act, and the accessibility and marketing of health care. The molecular
genetics unit also raises the question of stewardship of the environment. The
population dynamics unit includes values related to the common good. In
addition to addressing specific issues raised in the course, this profile
further contributes to the development of the Ontario Catholic Graduate by
developing his/her skills of discernment, reflection, communication, analysis, collaboration
and self-direction.
University
preparation courses are designed to equip students with the knowledge and
skills they need to meet the entrance requirements for university programs.
This course provides students with the prerequisite knowledge and skills needed
for further study in life sciences and related fields. In planning for this
course, teachers must be aware of and emphasize the theoretical aspects of the
course content. Teachers should emphasize the development and demonstration of
both independent research and learning skills. Teachers must incorporate the
skills essential for scientific investigation that apply to all areas of the
course content and as such must be developed in all the course units. In this
profile, these skills expectations have been coded as Scientific Investigation
Skills (SIS.01 to SIS.10).
This course
is organized into five units to follow the logical development of knowledge,
theories and skills. The units are Metabolic Processes, Molecular Genetics, Evolution,
Homeostasis, and Population Dynamics.
Teachers may
wish to integrate the strands into units following a different arrangement than
that suggested in this course profile e.g., population dynamics could be done
before homeostasis, but in doing so they must consider the time allocated to
each.
The teacher
must provide ample opportunities for students to engage in safe, relevant
laboratory activities in all units of this course. The health and safety of
teachers and students must be routinely addressed when conducting laboratory
activities as outlined in Workplace Hazardous Materials Information System
(WHMIS) legislation. Teachers need to take precautionary measures to ensure
that students with food allergies are not placed at risk. They should discuss
this issue with students and follow safe practices outlined in school and board
policy.
It is
suggested that students keep a journal for the course in which they record
questions and reflections that arise as a result of issues raised throughout
the course, in this profile this journal is called the Journeyer’s Journal.
Students could divide the pages in their Journeyer’s Journal in half
vertically. One side of the page could be devoted to moral/ethical reflections
and questions while on the other side they could formulate and write out their
questions, hypotheses and thoughts on scientific ideas and concepts that arise
throughout this unit. By suggesting a split page, students and teachers alike
can visually track their ideas and questions. In specific units, such as the
evolution unit, teachers can assess students’ scientific questions using an
appropriate assessment tool. As a reflective document, the Journeyer’s Journal
will not be formally assessed; however, the teacher may choose to include in it
items that could be assessed e.g., refer to Unit 3.
Starting
with the study of metabolic processes, students learn the basic chemical
concepts necessary for the understanding of biological processes. Molecular
genetics includes the study of genes and their expression, and its implication
for genetic continuity. Darwinian evolution provides the theoretical framework
for aligning concepts studied in subsequent units. Homeostasis connects the
biochemical to the physical/physiological mechanisms relating to human health.
The course ends with a discussion of population dynamics that connects students
back to earlier science courses.
Students are
expected to use computer technology. Teachers are encouraged to incorporate the
use of tools such as computer-based simulations and multimedia applications.
Science cannot be taught in isolation but must be linked to other disciplines.
By understanding connections and interdependence, students develop an awareness
of controversial issues involving science, technology, society and the
environment (STSE). This enables them to become reflective and critical
thinkers who examine, evaluate, and apply knowledge of interdependent systems
for the development of a just and compassionate society.
|
Unit 1 |
Metabolic Processes |
24 hours |
|
Unit 2 |
Molecular Genetics |
23 hours |
|
* Unit 3 |
Evolution |
20 hours |
|
Unit 4 |
Homeostasis |
23 hours |
|
Unit 5 |
Population
Dynamics |
20 hours |
* This unit is fully
developed within this Course Profile.
Time: 24 hours
Unit Description
This unit
builds on the Grade 11 University Preparation Biology course expectations in
the Cellular Functions unit. After reviewing how cells are structured, students
study cell functioning at a molecular level. Students move from simple to
complex concepts as they continue to investigate the cell and its processes,
specifically metabolism. Students investigate the macromolecules that comprise
the cell and progress to the importance of metabolism in the cell, the laws
which govern energy use in metabolism, and an investigation into two important
metabolic processes, photosynthesis and cellular respiration. Finally, students
explore the importance of metabolism in their everyday lives and in
technological developments.
In Activity 1, students reflect on the origin
of life in their Journeyer’s Journal. A brief discussion of how living things
came to be on our planet introduces students to the building blocks of cells,
which are the basis of all living things. A diagnostic assessment reviews
concepts of macromolecules and cell processes studied in Grade 11, followed by
a general review of the structure of cells (Singer-Nicolson cell membrane
model, nuclear pores, mitochondria, etc.). Students review and continue to
discover the different functional groups found in important macromolecules
using computer simulations, and study their impact on the properties of those
molecules, and the types of chemical reactions that produce these
macromolecules. Students identify the relationship between macromolecular
structure and metabolism through case study analysis.
In the
second activity, students explore metabolism, its role, its requirements, and
the laws that govern it. Students reflect on the transformation of energy that
occurs in everyday situations, and apply the laws of thermodynamics to explain
these transformations. Students create a scientific glossary of important terms
used in the study of metabolism. Students discover the role of enzymes in
metabolism, and use this information to design and perform an investigation
into the factors that affect enzymatic activity. Following this, students
conduct research on a technological application of enzyme activity in the food
and pharmaceutical industries, and present their findings as an editorial.
In the third
activity, students apply their knowledge of metabolism in a detailed way to the
two important metabolic processes of photosynthesis and cellular respiration.
Through laboratory investigations, and the use of micrographs and laboratory data,
students compare photosynthesis and cellular respiration, with respect to their
pathways, enzymes, reactants, products, and conditions. Students also examine
the role of other biologically important molecules in these processes.
In the
fourth activity, students choose a topic that demonstrates the relevance of the
study of cell biology and/or cell-related technologies to everyday life and
create a poster that illustrates this relationship.
Unit Overview Chart
|
Cluster |
Learning Expectations |
Assessment Categories |
Focus |
|
1 |
MPV.01, MP1.02,
1.04, MP2.02, 2.03 |
Knowledge
Communication |
Cell structure and
processes - Structure and
function of biological molecules and functional groups - Biochemical
reactions - Relationship
between molecules and metabolism |
|
2 |
MPV.01, MP1.03,
MP2.01, 2.04, MP3.01, 3.02 |
Knowledge
Communication |
Energy and
Metabolism - Metabolic terms
defined - The laws of
thermodynamics - Structure and function
of enzymes - Applications of
enzymes |
|
3 |
MPV.02, MP1.01,
1.05, 1.06, MP2.05, 2.06 |
Knowledge |
Photosynthesis and
Cellular Respiration - The laws of
thermodynamics applied - Reactants - Products - Pathways - Energy flow - Cell components |
|
4 |
MPV.03, MP3.03 |
Communication |
Societal Impact of Metabolism and Cell Biology |
|
5 |
|
Knowledge |
Unit Test |
Time: 23 hours
Unit Description
This unit is
divided into three activities that work in a developmental order from simple
structural and functional concepts to more complex process-related concepts and
finally to an analysis of the societal impact of biotechnology. This unit
builds on the knowledge and skills in the Genetic Continuity unit from the
Grade 11 University Preparation Biology course.
In the first
activity, students manipulate models of RNA and DNA in order to gain a
conceptual understanding of the differences between the two and the process of
DNA replication. Teachers are encouraged to use both computer-based models and
molecular models for students to gain as complete a conceptual understanding as
possible. Students investigate the genetic composition of cells by extracting
DNA from plant crops such as wheat germ.
In the
second activity, students study the steps involved in protein synthesis through
examining the process as depicted in text, video, and electron
photomicrographs, then synthesizing the information into a two-dimensional
illustration of the process. Students study the causes and effects of
mutations. They analyse the effects of mutations on variations in the genetic
code of cytochrome c among different species of organisms. The introduction of
the cytochrome c molecule here connects to a suggested case study in the
Evolution unit.
In the third
activity students create a pamphlet (one piece of 8" × 10" paper
folded into six panels) summarizing the history of the Human Genome project,
including the process of sequencing DNA bases. Students create a graphic
organizer that summarizes the contributions of genetic engineers, molecular
biologists and biochemists to the field of genetics. In their Journeyer’s
Journal, students consider, as Catholics, how modern genetics and its related
technologies may open a Pandora’s box and pose serious ethical dilemmas for
society. Students write a position paper on whether they consider Health
Canada’s food safety assessment process for genetically modified (GM) foods to
be sufficiently rigorous.
Unit Overview Chart
|
Cluster |
Learning Expectations |
Assessment Categories |
Focus |
|
1 |
MGV.01, .02,
MG1.01, 1.02, 2.03 |
Knowledge |
RNA and DNA - Structure, and
function, and comparison of RNA and DNA - DNA replication |
|
2 |
MGV.01, .02,
MG1.03, 1.04, 2.01, 2.02. |
Knowledge |
Protein Synthesis - Steps - Mutations - Regulation of
protein synthesis |
|
3 |
MGV.03, MG1.05, 1.06, 1.07, 2.04, 3.01, 3.02 |
Knowledge Communications |
Molecular Genetics and Societal Impact - Pamphlet on the human genome project and sequencing bases - Graphic organizer outlining the contributions of genetic engineers,
molecular biologists and biochemists to the field of genetics - Position paper on the rigor of Health Canada’s food safety
assessment process for GM foods |
|
4 |
|
Knowledge
Communications |
Unit Test |
Time: 20 hours
Unit Description
In this unit
students investigate Darwin’s theory of evolution, its development, evidence
that supports it, and mechanisms that explain it. Students identify questions
that arise from concepts of evolution and diversity, solve problems using the
Hardy-Weinberg equation and conduct investigations relating to evolution. This
unit builds on concepts introduced in the Diversity, Genetic Continuity, and
Cellular Functions units from the Grade 11 University Preparation Biology
course and from the first two units of this course. Evolution is presented to
students within a Catholic context, which views reality through the eyes of
faith and challenges students to grow in a fuller understanding of their faith.
Appendix 5: The Serpent and the Soul (A Catholic Perspective on Bioethical Issues)
is a useful resource and reflection. In this unit students could divide the
pages in their Journeyer’s Journal vertically in half. Students could devote
one side of the page to moral/ethical reflections and questions, while on the
other side formulating and writing out their questions, hypotheses, and
thoughts on scientific ideas and concepts that arise throughout this unit. With
a split page, students and teachers can visually track their ideas and
questions.
In the first
activity, an introduction to the historical and cultural context of evolution
occurs using various sources, including the Scopes Trial (excerpts from the
novel or video could be used). Students participate in a small group activity
in which they explore the culture, history, and development of evolutionary
theory by analysing a variety of items selected. Students then research the
work of individuals or events, and make a conceptual timeline of their
contribution to evolution. In their Journeyer’s Journal students identify
questions relating to the theological, ethical, and conceptual issues of
evolution and diversity.
In the
second activity, students learn about the critical role that evidence plays in
the development of a theory. Using their timeline from Activity One, they
identify different examples of evidence that have influenced the development of
the theory of evolution. Using a case study or other inquiry activity students
analyse the ability of one or more types of evidence to support a hypothesis
that explains the theory of evolution, communicating their results in a
discussion paper. Examples of how advances in technology have increased our
understanding of evolution are described and analysed.
In the third
activity, students use a model to simulate the Hardy-Weinberg principle.
Students develop and use sampling procedures to gather data based on
simulations of the peppered moth studies. Using their results, students explain
the process of adaptation of organisms to their environment.
In Activity
Four, students study the mechanisms associated with speciation (microevolution,
reproductive isolation, and geographical mechanisms) and apply those mechanisms
to explain speciation in Darwin’s finches.
In Activity
Five, students investigate the mechanisms of the evolution of a specific molecule,
cytochrome c, by means of current research in molecular genetics.
It is recommended
that the teacher give a summative test, and this is indicated as Activity Six
in the Overview Chart. This test should be rigorous and reflective of the depth
of knowledge required in this unit.
Unit Overview Chart
|
Cluster |
Learning Expectations |
Assessment Categories |
Focus |
|
1 |
EVV.02, .03,
EV1.02, EV2.02 |
Knowledge
Communication Making Connections |
Theory of
Evolution - Historical study - Diversity and
evolution |
|
2 |
EVV.02, .03,
EV2.01, 2.02, 2.05, EV3.02 |
Inquiry
Communication |
Evidence of
Evolution - Perspectives on
evolution - Role of
technology |
|
3 |
EVV.01, EV1.03,
EV2.03, 2.04 |
Knowledge Inquiry |
Evolutionary
Mechanisms - Mechanisms of
microevolution - Hardy-Weinberg
equation - Adaptation |
|
4 |
EVV.01, EV1.01,
1.03, 1.04 |
Knowledge |
Speciation - Mechanisms of
speciation - Darwin’s finches |
|
5 |
EVV.03, EV3.01 |
Making Connections |
Modern Molecular
Evidence - Cytochrome c
research |
|
6 |
|
Knowledge
Communication |
Unit Test |
Time: 23 hours
Unit Description
In this
unit, students study the concept of homeostasis through an exploration of the
anatomy and physiology of the endocrine and nervous systems, the immune
response, and Canadian contributions to the field of stem cell research.
Students progress from examining simple homeostatic mechanisms to examining the
structure and function of systems involved in the coordination of the
homeostatic response. Each activity incorporates either an inquiry or research
component that reinforces and enhances students’ understanding of the concepts
studied.
In the first
activity, students are introduced to the work of Claude Bernard, and study
various homeostatic mechanisms involved in osmoregulation, thermoregulation,
and acid/base equilibria. Students construct a simple model to demonstrate a
feedback loop, e.g., temperature, blood glucose, water balance. An inquiry
approach is used to study both the role of the kidney in osmoregulation and
thermoregulatory responses, to heat production through exercise.
In the
second activity, students study the structure and function of the endocrine
system with an emphasis on the male and female reproductive systems. Students
collect data on the major endocrine glands and compile a chart that summarizes
information related to the glands, hormones produced, chemical structure
effects and regulation of their action, morphology, and cell structure/function
relations. Students research the effects of chemical substances that mimic
endocrine hormones on individuals’ health and/or performance.
In the third
activity, students study the structure and function of the nervous system as it
relates to homeostasis. Students design and carry out an investigation on the
response of organisms such as the earthworm or Planaria to light as a
stimulus. Students reflect and form opinions on the biological, economic,
scientific, political and social difficulties that must be overcome in the
treatment of neurological disease in their Journeyer’s Journal. A movie or book
based on a real-life situation forms the context for reflection, and students
form opinions on the basis of further research into diseases such as
adrenoleukodystrophy.
In the fourth activity, students study the immune response from a homeostatic perspective. Students examine the mammalian response to pathogenic bacteria (e.g., E.coli, Anthrax) and viruses (e.g., AIDS). Students examine and predict the impact of environmental factors such as allergens on homeostasis. Students research Canadian contributions to stem cell research as it relates to homeostatic processes, (e.g., Allison Blair, John Dick, Guillermo Guenechea, Olga Gan, Craig Dorrell). After defining what a stem cell is, students analyse the ethics of stem cell research from a Catholic perspective. Students create a newspaper called The Catholic Times (the issue is dedicated to stem cell research in Canada). Students include articles on Canadian stem cell research, as well as an editorial that comments on the ethical issues related to stem cell research and the Catholic Church’s position on the research. Students reflect on the articles in their Journeyer’s Journal.
Unit Overview Chart
|
Cluster |
Learning Expectation |
Assessment Categories |
Focus |
|
1 |
HSV.01, .02,
HS1.03, 1.04, HS2.01, 2.02 |
Knowledge |
Homeostatic
Mechanisms - Osmoregulation,
thermoregulation and acid/base equilibria - Role of the
kidney - Feedback
mechanisms/loops - Students reflect
on the ethical issues around dialysis and kidney transplants, and record
their thoughts in their journals (i.e., Who has access? Who bears the cost?
Who gets the kidney?). |
|
2 |
HSV.01, .03,
HS1.01, 1.02, 2.04, 3.01 |
Knowledge
Communication |
Endocrine System - Anatomy and
physiology - Role of hormones
in reproductive systems - Effects of
chemical substances on the health or performance of the person - Students reflect
on the ethical issues around hormonal regulation of the female reproductive
cycle and record their thoughts in their journals. |
|
3 |
HSV.02, .03,
HS1.01, 2.03, 2.04, 3.02 |
Knowledge |
Nervous System - Anatomy and
physiology - Stimulus and
response - Neurological
disease - Students reflect
on the ethical issues around suffering, death and euthanasia and record their
thoughts in their journals. |
|
4 |
HSV.03, HS1.05,
1.06, HS3.03 |
Knowledge |
Immune Response - Response to
bacterial and viral infections - Immune
disorders - Allergens and
immune response - Students
research and record Canadian contributions to stem cell research and the
associated ethical issues and publish them in a newspaper called The Catholic
Times. |
|
5 |
|
Knowledge
Communication |
Unit Test |
Time: 20 hours
Unit Description
In this
unit, students build on the ecological principles learned in the Grade 10
academic science course as they investigate the field of population dynamics in
ecology. Students explore characteristics and models of population growth, as
well as the factors that affect it, and apply this knowledge to animal, plant,
microorganism, and human populations. While assessing the population growth of
humans, students examine the reasons for this growth pattern and its
implications. The unit concludes with a general look at the production, distribution
and use of food resources, and a special investigation into the problem and
solutions of feeding our dense and expanding population, especially in
developing countries.
The first
activity introduces students to basic principles of demography, including
population growth, distribution, and density, and students apply these concepts
to a particular species. Through analysis of various population growth
patterns, students discover the different models of population growth, and the
concept of carrying capacity. Using the knowledge gained thus far, students
apply these concepts to the growth patterns of plants, animals, and
microorganisms, and compare and explain the fluctuations of the populations.
In Activity
2, students move from the study of populations to the study of communities.
Students participate in a jigsaw activity to discover the interactions that
affect the population growth of a species and the impact that the population
growth of one species has on that of another species. Through simulation
activities and experimentation, students explore the cyclic changes in
population size that characterize predator and prey interactions. As a
follow-up to this activity, students analyse and critique an article that
illustrates a Canadian example of one of the relationships discussed in class.
Teachers are encouraged to use examples where humans are removed from the
equation to allow students to see if and how the populations of both predator
and prey recover. Students reflect in their Journeyer’s Journal about why
humans cannot hope to control any environment, and so why it is better for
humans to work with nature than against it.
In Activity
3, students use the knowledge gained in the first two activities to analyse
human population growth over the past ten thousand years. In small groups,
students hypothesize reasons for this growth pattern as well as its
implications, both present and future, and then present their ideas and
knowledge in the form of a concept map. Students examine the factors that have
contributed to our rapid population growth in terms of health care and life
expectancy and the technological advances that are responsible for these
changes. They summarize the milestone achievements in the form of a timeline,
highlighting key Canadian contributions.
In Activity 4, students continue to examine the
implications of our human population growth pattern, with a specific focus on
food supply. Students begin with a brief introduction to the production,
distribution, and use of food resources, and then examine these dimensions in
various countries, including developing countries. Students choose a developing
country to investigate with respect to these issues, and present their research
in the form of a report evaluating the situation in this country. Students
reflect on their findings in their Journeyer’s Journal.
Unit Overview Chart
|
Cluster |
Learning Expectations |
Assessment Categories |
Focus |
|
1 |
PDV.01, PD1.02,
1.03, PD2.01 |
Knowledge
Communication |
Population Demographics - Characteristics - Models of
population growth - Fluctuations |
|
2 |
PDV.02, PD1.01,
PD2.02, 2.03 |
Knowledge
Communication |
Community
Interactions - Types - Population
cycles - Population
interactions |
|
3 |
PDV.03, PD1.05,
1.06, PD2.04, PD3.03 |
Knowledge
Communication |
Human Population
Demographics - Patterns and
problems of human population growth - Implications and
consequences on quality of life - Advances in
medicine and technology |
|
4 |
PDV.03, PD1.04,
1.06, PD3.01, 3.02 |
Knowledge |
The effect of
Rapid Population Growth on Resources and Future Generations - Energy pyramids - Food production
and technology - Canadian
contributions |
|
5 |
|
Knowledge |
Unit Test |
When
planning this course, the teacher should consider both the course expectations
and the needs of individual students. The teacher should provide learning
experiences that promote interest, understanding, and excellence. To prepare
students to meet the university entrance requirements, the teacher must deliver
the full provincial curriculum, emphasizing the theoretical aspects of the
course, and incorporating relevant applications. It is suggested that
diagnostic assessments be used to help determine the level of students’ prior
knowledge before beginning each unit. Teachers may need to be more Socratic in
their approach to ensure coverage of the expectations as required in a
university destination course. The teacher’s role is to establish the
conceptual framework to help the students develop specific skills and attitudes
while considering the individual student’s learning style. By fostering an
atmosphere where learning is meaningful, integrative, challenging, active, and
value-based, the teacher can help students become excited about learning.
Throughout this
course students should have the opportunity to acquire knowledge and develop
skills and attitudes through a variety of teaching and learning strategies. The
strategies used should provide students with multiple opportunities to develop
and demonstrate their learning and skills across all four categories of the
Achievement Chart. The following is a list of suggestions with examples of
links to the course expectations.
Expectations
that require knowledge can be developed through:
·
brainstorming
(PD1.01);
·
teacher-directed
lessons and discussions (MP1.02, MP1.05, MG1.03, EV1.02);
·
small group
instruction;
·
independent
research (MG1.04, MG1.07);
·
self-directed
learning.
Expectations
that involve inquiry can be met by:
·
conducting and
analysing experiments (PD2.02);
·
designing lab
investigations (EV2.04, MP2.04, HS2.02);
·
interpreting
micrographs (MG2.02, MP2.05);
·
formulating
questions (HS2.01);
·
building models
(MP2.02);
·
solving problems
(EV2.03, MP2.03).
Expectations
that encourage communication can be demonstrated by:
·
written reports;
·
essays;
·
discussion papers
(EV2.01);
·
group discussions
(EV1.01);
·
debates (HS3.02);
·
seminars;
·
student
presentations (for example, oral presentations, multimedia presentations, video
and audio presentations, skits, photo essays etc.) (HS2.04).
Expectations
where students expand their knowledge to make connections can be developed
through:
·
independent
research (PD3.01);
·
exposure to
experts in their field (for example, by attending university lectures or doing
Internet research);
·
reflective
papers;
·
case studies;
·
portfolios;
·
participation
in science fairs;
·
article
critique (MG3.02).
The primary
purpose of assessment and evaluation is to improve student learning.
Information gathered through assessment helps the teacher determine students’
strengths and weaknesses in their achievement of the course expectations.
To allow
students to demonstrate that they have mastered the expectations, the teacher
must establish a balanced assessment plan for the course and select appropriate
methods, strategies and tools. Students must demonstrate that they have
developed both independent research skills and independent learning skills.
Assessment and evaluation must be based on the curriculum expectations for this
course and the achievement levels outlined in the Program Planning and
Assessment, 2000 document. When this course was designed, the learning
expectations were clustered in order to balance the categories within the
Achievement Chart.
At the beginning and throughout the course, the
teacher must share the assessment criteria with the students and their
parents/guardians, and give feedback that guides students’ efforts towards
improvement. The assessment results should be used to motivate students and
help them establish the next steps in their learning goals. In order to ensure
that assessment and evaluations are valid and reliable the teacher must use
assessment and evaluation strategies that:
·
address both what
the students learn and how well they learn it;
·
are based on both
the categories of knowledge and skills and on the achievement levels;
·
are varied in
nature, administered over a period of time, and demonstrate the full range of
their learning;
·
promote the
students’ ability to assess their own learning and to set specific goals.
Assessment
practices must provide teachers with information on what students know and can
do throughout this course.
The corresponding
methods of assessment are:
·
paper-and-pencil
task;
·
personal
communication task;
·
performance
tasks.
Possible
assessment strategies include:
·
paper-and-pencil
task: tests, quizzes, concept maps, essay, written report/lab reports, research
paper;
·
personal
communication tasks: interviews, conferences, journals, and classroom
discussions;
·
performance task:
individual presentations, plays/skits, and lab performance.
The
tools used to effectively measure the students’ learning and mastery of skills
are as follows:
·
checklists;
·
marking schemes;
·
rating scales;
·
rubrics.
As this is a
university preparation course, we recommend that teachers carefully consider a
balanced weighting of the four categories of achievement throughout each unit
and in the final evaluation. This will ensure that students have ample
opportunity to develop and demonstrate their level of achievement of the
knowledge, independent research, and learning skills for this university
preparation course. Knowledge could be assessed through multiple choice type
questions, inquiry through a lab practicum or dry lab question, and/or making
connections through an extended response, short essay type question, or
critique of a journal article. Seventy per cent of the grade will be based on
assessments and evaluations conducted throughout the course. This portion of
the grade should reflect the students’ most consistent level of achievement
throughout the course, although special consideration should be given to the
more recent evidence of achievement. It is recommended that teachers use
summative tests to determine student achievement for each unit of study in this
course. Thirty per cent of the grade will be based on a final evaluation.
Performance tasks, an essay, and/or other methods of evaluation may be
incorporated into the final evaluation.
Teachers may choose
to encourage students to design and conduct a Science Fair project, which would
allow them to further develop their independent research and learning skills.
If this is to be used as part of the summative evaluation for this course, care
should be taken to ensure that expectations from several units are
incorporated.
Students should be given every opportunity to
achieve the expectations for this course wherever possible. Teachers must
consider the needs of exceptional students when planning the science
curriculum. Accommodation to the program activities and/or the environment may
be necessary. Teachers should consult individual students’ Individual Education
Plan (IEP) for specific direction on accommodation. Where the student has an
IEP, the teacher must meet the needs of the student as outlined in the Plan.
Exceptional
students, as well as other students who are not identified as exceptional but
who have an IEP and are receiving special education programs and services,
should be given every opportunity to achieve the curriculum expectations set
out for this course. A variety of teaching approaches may need to be used to
help exceptional students achieve the learning expectations of this course.
Examples of such approaches may include:
·
using a variety
of teaching/learning strategies (e.g., special interest groupings for research
projects, collaborative groups, mentorship programs, independent study plans);
·
collaborating
with resource teachers, teacher-librarians, and other professionals;
·
allowing more
time for the completion of assignments or achievement of the learning
expectations;
·
providing
alternative ways of completing tasks or presenting information (e.g., taped
answers);
·
providing
alternative homework assignments;
·
providing
alternative tasks for highly-motivated and gifted students (e.g., participation
in district science fairs, subject-specific university-based competitions,
attendance at university-sponsored activities/lectures).
Assessment
procedures and strategies may also need to be altered. Examples include:
·
changing the time
requirement of assignments or assessment tasks;
·
changing the
format of the assessment material (e.g., Braille);
·
simplifying test
instructions and the language of questions;
·
allowing the use
of scribes, tape recorders, word processors etc.
For English
As a Second Language (ESL) students or English Literacy Development (ELD)
students, teachers should provide opportunities for the students to demonstrate
their learning by alternate means such as: pairing written instructions with
verbal instructions; using key visuals to illustrate definitions; allowing
extra time for reading or written assignments; using first-language
dictionaries for assignments.
For students with
physical or learning impairments, classroom and laboratory activities should be
altered to permit maximum participation. If possible, students with physical
disabilities should be allowed access to sinks, lab desks etc., that are
appropriate to their needs.
The URLs for the websites were verified by the
writers prior to publication. Given the frequency with which these designations
change, teachers should always verify the websites prior to assigning them for
student use. Units in this Course Profile make reference to the use of specific
texts, magazines, films, videos and websites. Teachers need to consult their
board policies regarding use of any copyrighted materials. Before reproducing
materials for student use from printed publications, teachers need to ensure
that their board has a Cancopy licence and that this licence covers the
resource they wish to use. Before screening videos/films with their students, teachers
need to ensure that their board/school has obtained the appropriate public
performance videocassette licence from an authorized distributor. Teachers are
reminded that much of the material on the Internet is protected by copyright.
The copyright is usually owned by the person or organization that created the
work. Reproduction of any work or substantial part of any work on the Internet
is not allowed without the permission of the owner.
Catechism
of the Catholic Church.
Ottawa: Publication Service, Canadian Conference of Catholic Bishops, 1994.
ISBN 0-88997-281-8
Challenge
and A Responsibility. AIDS: A Catholic Educational Approach to HIV.
Toronto: OCCB, 1999.
Celebrating
An Education for Justice and Peace. The Catholic Bishops of Ontario. Toronto: OCCB, 1996.
Bowers, Ray,
et al. Biology 11. Toronto: Pearson Education Canada, 2002. ISBN 0-201-70802-7
Galbraith,
Don, et al. Biology 11. Toronto: McGraw-Hill Ryerson, 2001. ISBN 0-07-088708-X
Galbraith,
D., et al. Understanding
Biology. Toronto: J. Wiley
& Sons, 1989. ISBN 0-471-79654-9
Instruction
on Respect for Human Life in Its Origin and the Dignity of Procreation. Vatican City: Vatican Press, 1987.
Lawrence,
Jerome, and Robert E. Lee. Inherit the Wind. Bantam Books, 1950. ISBN
0553254359
Ritter, Bob,
et al. Nelson Biology 11. Toronto: Nelson Thomson Learning, 2002. ISBN
0-17-612138-2
Suzuki,
David. Earth Times. Toronto: Stoddart, 1998.
Suzuki,
David. The Sacred Balance. Toronto: Greystone Books, 1997.
The New
American Catholic Bible. Wichita,
Kansas: Catholic Bible Publications, 1992.
CD-ROM
“A.D.A.M.”
Fort Erie: Films for the Humanities and Sciences, 2000.
“Life
Processes and Green Plants.” Fort Erie: Films for the Humanities and Sciences,
2000.
“Genetics.”
Fort Erie: Films for the Humanities and Sciences, 2000.
“Human
Health.” Fort Erie: Films for the Humanities and Sciences, 2000.
“Humans as
Organisms.” Fort Erie: Films for the Humanities and Sciences, 2000.
Masterman,
Dan. Biology with Computers Using Logger Pro. Portland: Vernier Software.
“Plant Biology
Tutor.” Fort Erie: Films for the Humanities and Sciences, 2000.
Videos
“AIDS: A
Biological Perspective.” Toronto: kineticvideo.com. 30 min.
“Alien
Invaders: Biodiversity at Risk.” Fort Erie: Films for the Humanities and
Sciences, 2000. 30 min.
“Animated
Neuroscience and the Action of Nicotine, Cocaine, and Marijuana in the Brain.”
Fort Erie: Films for the Humanities and Sciences, 2000. 25 min.
“Biotechnology.”
Fort Erie: Films for the Humanities and Sciences, 2000. 23 min.
“Genetic
Discoveries, Disorders, and Mutations.” Fort Erie: Films for the Humanities and
Sciences, 2000. 26 min.
“Hand
-Me-Down-Genes.” Fort Erie: Films for the Humanities and Sciences, 2000. 2 part
series: 28 min.
“Human Body
3.” Toronto: National Geographic, 1998.
“Human
Health.” Toronto: kineticvideo.com
“Inherit the
Wind.” (feature film)
“Lorenzo’s
Oil.” (feature film)
“Narcotics.”
Fort Erie: Films for the Humanities and Sciences, 2000. 30 min.
“Practical
Applications and Risks of Genetic Science.” Fort Erie: Films for the Humanities
and Sciences, 2000. 24 min.
“Steroids.” Fort Erie: Films for the Humanities
and Sciences, 2000. 24 min.
“Surviving AIDS.” NOVA, 1999. 60 min.
“The Global
Impact of AIDS.” Fort Erie: Films for the Humanities and Sciences, 2000. 50
min.
“The Jungle
Pharmacy: Nature’s Remedy.” Fort Erie: Films for the Humanities and Sciences,
2000. 27 min.
“Understanding
the Basic Concepts of Genetics.” Fort Erie: Films for the Humanities and
Sciences, 2000. 30 min.
“The World of Living
Organisms.” Fort Erie: Films for the Humanities and Sciences, 2000. 10 part
series: 15 minutes each.
Websites
Scopes Trial:
http://xroads.virginia.edu/- UG97/inherit/contents.html
Students can
benefit from experiences in biology-related activities through Cooperative
Education. They may consider a Cooperative Education placement related to this
course. Students should explore biology/chemistry-related careers throughout
the course and consider them when they are developing their Annual Education
Plan (AEP). Student Services/Guidance is an excellent resource centre for
career research, and most universities have websites that are easily accessible
to all students.
Students may
choose to job shadow; this gives them an opportunity to observe and gain a
better understanding of biology related careers, for example in the area of
health services and research.
Students
should have a safe environment for learning free from harassment of all types,
violence, and expressions of hate. Learning activities should be designed to
help students develop respect for human rights and dignity, and to develop a
sense of personal, social, and civic responsibility.
Students are
required to complete 40 hours of community involvement activities prior to
graduation. They should consult their Board’s list of eligible Christian
Service activities to complete this requirement.
Students graduating
from Ontario schools are expected to be technologically literate. Through the
study of this science course, students should be able to understand and apply
technological concepts, to use computers in various applications, and to
analyse the implications of technology on individuals and society.
Coded Expectations, Biology, Grade 12, University Preparation, SBI4U
SIS.01 - demonstrate an understanding of safety
practices consistent with Workplace Hazardous Materials Information System
(WHMIS) legislation by selecting and applying appropriate techniques for
handling, storing, and disposing of laboratory materials (e.g., use proper
techniques in handling, storing, and disposing of bacteria, chemicals, and
bio-hazardous waste);
SIS.02 - select appropriate instruments and use them
effectively and accurately in collecting observations and data (e.g., use molecular
models to represent functional groups; perform gel electrophoresis or DNA
extraction);
SIS.03 - demonstrate the skills required to plan and
carry out investigations, using laboratory equipment safely, effectively, and
accurately (e.g., conduct an experiment to investigate the effect of
temperature on enzymes);
SIS.04 - select and use appropriate numeric, symbolic,
graphical, and linguistic modes of representation to communicate scientific
ideas, plans, and experimental results (e.g., use chemical formulae for
biological molecules);
SIS.05 - locate, select, analyse, and integrate
information on topics under study, working independently and as part of a team,
and using appropriate library and electronic research tools, including Internet
sites;
SIS.06 - compile, organize, and interpret data, using
appropriate formats and treatments, including tables, flow charts, graphs, and
diagrams (e.g., create a chart of hormone actions, or of homologous and
analogous structures; create a timeline of recent discoveries in
biotechnology);
SIS.07 - communicate the procedures and results of
investigations and research for specific purposes using data tables and
laboratory reports (e.g., report on an experimental investigation of the effect
of chemical stimuli on invertebrates, or the causes of fluctuation of a
population);
SIS.08 - express the result of any calculation involving
experimental data to the appropriate number of decimal places or significant
figures;
SIS.09 - select and use appropriate SI units;
SIS.10 - identify and describe science- and
technology-based careers related to the subject area under study (e.g., genetic
engineer, biochemist, genetic counsellor, microbiologist, pharmacologist,
histologist, immunologist, palaeontologist, population ecologist,
nutritionist).
MPV.01 · describe the structure and function of the
macromolecules necessary for the normal metabolic functions of all living
things, and the role of enzymes in maintaining normal metabolic functions;
MPV.02 · conduct laboratory investigations into the
transformation of energy in the cell, including photosynthesis and cellular
respiration, and into the chemical and physical properties of biological
molecules;
MPV.03 · explain ways in which knowledge of the
metabolic processes of living systems can contribute to technological
development and affect community processes and personal choices in everyday
life.
Understanding Basic
Concepts
MP1.01 – apply the laws
of thermodynamics to the transfer of energy in the cell, particularly with
respect to respiration and photosynthesis;
MP1.02 – identify the functional groups within
biological molecules (e.g., hydroxyl, carbonyl, carboxyl, amino, phosphate) and
explain how they contribute to the function of each molecule (e.g., use
molecular models to determine whether a molecule is polar or non-polar, and
relate this property to diffusion through a plasma membrane);
MP1.03 – describe the chemical structure, mechanisms,
and dynamics of enzymes in cellular metabolism (e.g., the function of enzymes
in metabolic reactions in mitochondria or chloroplasts);
MP1.04 – identify and describe the four main types of
biochemical reactions: redox, hydrolysis, condensation, and neutralization;
MP1.05 – describe how such molecules as glucose, ATP,
pyruvic acid, NADH, and oxygen function within energy transformations in the
cell, and explain the roles of such cell components as mitochondria,
chloroplasts, and enzymes in the processes of cellular respiration and photosynthesis;
MP1.06 – compare matter and energy transformations
associated with the processes of cellular respiration (aerobic and anaerobic)
and photosynthesis (e.g., for each process, compare the role of oxygen and the
role of organelles, such as mitochondria and chloroplasts).
Developing Skills
of Inquiry and Communication
MP2.01 – formulate operational definitions of the
terms related to metabolic processes (e.g., use the following terms in relation
to cell metabolism: electronegativity, isomer, functional group, polymer,
organic acid, organic base, solubility, enzyme, substrate, reaction rate);
MP2.02 – investigate the structures of biological
molecules and functional groups using computer-generated, three-dimensional
images and/or by building molecular models (e.g., simple carbohydrates, amino
acids, simple polypeptides);
MP2.03 – investigate and explain the relationship
between metabolism and the structure of biomolecules, using problem-solving
techniques (e.g., analyse the difference between the metabolic rates of sweet
corn and starchy corn);
MP2.04 – design and carry out an experiment related
to a cell process (e.g., enzyme activity, membrane transport), controlling the
major variables and adapting or extending procedures where required (e.g., conduct
an experiment to find optimal conditions [pH, concentration, and temperature]
for various enzymes and membrane transport);
MP2.05 – determine the similarities and differences
between mitochondria and chloroplasts (e.g., compare the structure and function
of a mitochondrion and a chloroplast by examining micrographs and identifying
reactants, products, and pathways);
MP2.06 – interpret qualitative and quantitative
observations, gathered through investigation, of the products of cellular
respiration and photosynthesis (e.g., type and quantity produced) and, either
by hand or by computer, compile and display the results in an appropriate
format.
Relating Science to
Technology, Society, and the Environment
MP3.01 – relate knowledge gained from their current
studies of metabolism to their learning in the fields of chemical
thermodynamics and physical energy;
MP3.02 – describe technological applications of
enzyme activity in the food and pharmaceutical industries (e.g., the production
of dairy products using micro-organisms; the use of yeast to make bread; the
use of enzymes to control reaction rates in the pharmaceutical industry);
MP3.03 – explain the relevance, in their personal
lives and the life of the community, of the study of cell biology and related
technologies (e.g., explain how their learning about metabolic processes is
relevant to their personal choices about exercise, diet, and the use of
pharmacological substances).
MGV.01 · explain the concepts of gene and gene
expression and the roles of DNA, RNA, and chromosomes in cellular metabolism,
growth, and division, and demonstrate an awareness of the universality of the
genetic code;
MGV.02 · explain, through laboratory activities and
conceptual models, processes within the cell nucleus;
MGV.03 · describe some of the theoretical issues
surrounding scientific research into genetic continuity; the general impact and
philosophical implications of the knowledge gained; and some of the issues
raised by related technological applications.
Understanding Basic
Concepts
MG1.01 – compare the structure and function of RNA
and DNA, and explain their roles in protein synthesis;
MG1.02 – describe the current model of DNA
replication and methods of repair following an error;
MG1.03 – explain the steps involved in protein
synthesis (e.g., transcription and translation) and the control mechanisms for
genetic expression using regulatory proteins (e.g., lac operon, tryp operon);
MG1.04 – describe how mutagens such as radiation and
chemicals can change the genetic material in cells by causing mutations (e.g.,
point mutations and frame-shifts);
MG1.05 – demonstrate an understanding of genetic
manipulation, and of its industrial and agricultural applications (e.g., describe
the processes involved in cloning, or in sequencing of DNA bases; explain the
processes involved in the manipulation of genetic material and protein
synthesis; explain the development and mechanisms of the polymerization chain
reaction);
MG1.06 – describe the functions of the cell
components used in genetic engineering (e.g., the roles of plasmids,
restriction enzymes, recombinant DNA, and vectors);
MG1.07 – outline contributions of genetic engineers,
molecular biologists, and biochemists that have led to the further development
of the field of genetics (e.g., the findings of Cohen-Boyer [1973], Chilton
[1981], and Stanford [1988]; transfer of the somatotropine gene [1990]).
Developing Skills
of Inquiry and Communication
MG2.01 – illustrate the genetic code by
examining/analysing a segment of DNA (e.g., compare base sequences of DNA for
an enzyme in humans and another animal; compare base sequences in DNA in order
to recognize an anomaly);
MG2.02 – interpret micrographs that demonstrate the
cellular structures involved in protein synthesis;
MG2.03 – investigate and analyse the cell components
involved in protein synthesis, using laboratory equipment safely and
appropriately (e.g., extract DNA; compare different proteins; separate DNA or
polypeptides using electrophoresis);
MG2.04 – describe the major findings that have arisen
from the Human Genome Project (e.g., create a timeline of the project, or make
a chart of the discoveries).
Relating Science to
Technology, Society, and the Environment
MG3.01 – explain the roles of evidence, theories, and
paradigms in the development of scientific knowledge about genetics (e.g.,
explain the impact of cloning a sheep on the theory of differentiation; explain
the impact of the discovery of the structure of DNA as the universal molecule
for living organisms);
MG3.02 – describe the principal elements of the
Canadian regulations on biotechnological products, and explain their
implications (e.g., consult Environment Canada or Food and Health Canada for
the regulations; or use current websites for agencies such as Agriculture
Canada that list new products).
HSV.01 · describe and explain the physiological and
biochemical mechanisms involved in the maintenance of homeostasis;
HSV.02 · analyse, through experiments and the use of
models, the feedback mechanisms that maintain chemical and physical homeostasis
in animal systems;
HSV.03 · analyse how environmental factors (physical,
chemical, emotional, and microbial) and technological applications affect/contribute
to the maintenance of homeostasis, and examine related societal issues.
Understanding Basic
Concepts
HS1.01 – describe the anatomy and physiology of the
endocrine and nervous systems, and explain their roles in homeostasis;
HS1.02 – explain the action of hormones in the female
and male reproductive systems, including the feedback mechanisms involved;
HS1.03 – explain the role of the kidney in
maintaining water and ion balance;
HS1.04 – describe and explain homeostatic processes
involved in maintaining water, ionic, thermal, and acid-base equilibria in
response to both a changing environment and medical treatments (e.g., explain
the feedback mechanisms involved in water balance or thermo-regulation; explain
the buffering system of blood; describe the effect of disorders of the nervous
system or endocrine system; describe how chemotherapy affects homeostasis);
HS1.05 – describe the mammalian immunological
response to a viral or bacterial infection;
HS1.06 – predict the impact of environmental factors
such as allergens on homeostasis within an organism.
Developing Skills
of Inquiry and Communication
HS2.01 – construct a model that illustrates the
essential components of the homeostatic process (e.g., use a flow chart to describe
representative feedback mechanisms in living things);
HS2.02 – design and carry out an experiment to
investigate a feedback system (e.g., record physiological effects of drinking
coffee);
HS2.03 – design and conduct an experiment using
invertebrates to study the response to external stimuli (e.g., instinctive
behaviour in response to chemical stimuli or light);
HS2.04 – compile and display, either by hand or
computer, data and information about homeostatic phenomena in a variety of
formats, including diagrams, flow charts, tables, graphs, and scatter plots
(e.g., create a chart of hormones showing the source, stimulation, target
organ, action and nature, and related disorders for each; make a graph of the
reaction time of the pupil of the eye when stimulated by light of different
colours; create a chart of allergies and the foods that trigger them).
Relating Science to
Technology, Society, and the Environment
HS3.01 – synthesize case study information about the
effects of taking chemical substances to enhance performance or improve health
(e.g., explain the effect of steroids on health; debate the wisdom of taking
large quantities of vitamins or amino acids; describe substances people use to
cope with stress);
HS3.02 – present informed opinions about problems
related to the health industry, health legislation, and personal health (e.g.,
describe issues related to transplants or kidney dialysis; discuss the
difficulties in treating neurological and infectious diseases);
HS3.03 – describe some Canadian contributions to
knowledge and technology in the field of homeostasis (e.g., the discovery of a
new blood stem cell; the discovery of insulin).
EVV.01 · analyse evolutionary mechanisms, and the
processes and products of evolution;
EVV.02 · evaluate the scientific evidence that
supports the theory of evolution;
EVV.03 · analyse how the science of evolution can be
related to current areas of biological study, and how technological development
has extended or modified knowledge in the field of evolution.
Understanding Basic
Concepts
EV1.01 – define the concept of speciation and explain
the mechanisms of speciation;
EV1.02 – describe, and put in historical and cultural
context, some scientists’ contributions that have changed evolutionary concepts
(e.g., describe the contributions – and the prevailing beliefs of their time –
of Lyell, Malthus, Lamarck, Darwin, and Gould and Eldridge);
EV1.03 – analyse evolutionary mechanisms (e.g.,
natural selection, sexual selection, genetic variation, genetic drift,
artificial selection, biotechnology) and their effects on biodiversity and
extinction (e.g., describe examples that illustrate current theories of
evolution, such as the darkening over time, in polluted areas, of the pigment
of the peppered moth, an example of industrial melanism);
EV1.04 – explain, using examples, the process of
adaptation of individual organisms to their environment (e.g., explain the
significance of a short life cycle in the development of antibiotic-resistant
bacteria populations).
Developing Skills
of Inquiry and Communication
EV2.01 – outline evidence and arguments pertaining to
the origin, development, and diversity of living organisms on Earth (e.g.,
evaluate current evidence that supports the theory of evolution and that feeds
the debate on gradualism and punctuated equilibrium);
EV2.02 – identify questions to investigate that arise
from concepts of evolution and diversity (e.g., Why do micro-organisms evolve
so quickly? What factors have contributed to the dilemma that pharmaceutical
companies face in trying to develop new antibiotics because so many
micro-organisms are resistant to existing antibiotics?);
EV2.03 – solve problems related to evolution using
the Hardy-Weinberg equation;
EV2.04 – develop and use appropriate sampling
procedures to conduct investigations into questions related to evolution (e.g.,
to determine the incidence of various hereditary characteristics in a given
population), and record data and information;
EV2.05 – formulate and weigh hypotheses that reflect
the various perspectives that have influenced the development of the theory of
evolution (e.g., apply different theoretical models for interpreting evidence).
Relating Science to
Technology, Society, and the Environment
EV3.01 – relate present-day research and theories on
the mechanisms of evolution to current ideas in molecular genetics (e.g.,
relate current thinking about adaptations to ideas about genetic mutations);
EV3.02 – describe and analyse examples of technology
that have extended or modified the scientific understanding of evolution (e.g.,
the contribution of radiometric dating to the palaeontological analysis of
fossils).
PDV.01 · analyse the
components of population growth, and explain the factors that affect the growth
of various populations of species;
PDV.02 · investigate, analyse, and evaluate
populations, their interrelationships within ecosystems, and their effect on
the sustainability of life on this planet;
PDV.03 · evaluate the carrying capacity of the Earth,
and relate the carrying capacity to the growth of populations, their
consumption of natural resources, and advances in technology.
Understanding Basic
Concepts
PD1.01 – explain the concepts of interaction (e.g.,
competition, predation, defence mechanisms, symbiotic relationships, parasitic
relationships) among different species of animals and plants;
PD1.02 – describe characteristics of a population,
such as growth, density, distribution, carrying capacity, minimum/viable size;
PD1.03 – compare and explain the fluctuation of a
population of a species of plant, wild animal, and micro-organism, with an
emphasis on such factors as carrying capacity, fecundity, and predation;
PD1.04 – use examples of the energy pyramid to
explain production, distribution, and use of food resources;
PD1.05 – explain the demographic changes observed
over the past ten thousand years (e.g., explain the effect on populations of
such factors as epidemics, the rise of agriculture, the Industrial Revolution,
and the development of modern medicine);
PD1.06 – explain, using demographic principles,
problems related to the rapid growth of human populations and the effects of
that growth on future generations (e.g., relate the carrying capacity of the
Earth to the growth of populations and their consumption of resources).
Developing Skills
of Inquiry and Communication
PD2.01 – use conceptual and mathematical models to
determine the growth of populations of various species in an ecosystem (e.g.,
use the concepts of exponential, sigmoid, and sinusoidal growth to describe and
predict various populations);
PD2.02 – determine experimentally the characteristics
of population growth of two populations (e.g., examine the population cycles of
a predator and a prey, or those of two populations that compete for food);
PD2.03 – using the ecological hierarchy for living
things, evaluate how a change in one population can affect the entire hierarchy
both physically and economically (e.g., the effects of the killing off of
species of fish by lamprey eels, or the results of the introduction of zebra
mussels into the Great Lakes);
PD2.04 – investigate, individually or
collaboratively, the effects of human population growth on the environment and the
quality of life (e.g., effects on ecosystems, such as the elimination of
wildlife, plants, and farmland; causes and effects of ozone depletion or acid
rain).
Relating Science to
Technology, Society, and the Environment
PD3.01 – analyse Canadian investments in human
resources and agricultural technology in a developing country (e.g.,
investigate Canadian International Development Agency [CIDA]-funded projects in
a developing country);
PD3.02 – describe examples of stable food-production
technologies that nourish a dense and expanding population;
PD3.03 – outline the advances in medical care and
technology that have contributed to an increase in life expectancy, and relate
these developments to demographic issues.
Ontario Catholic School Graduate Expectations
The graduate is
expected to be:
A Discerning
Believer Formed in the Catholic Faith Community who
CGE1a -illustrates a basic
understanding of the saving story of our Christian faith;
CGE1b -participates in the sacramental life of the church and
demonstrates an understanding of the centrality of the Eucharist to our
Catholic story;
CGE1c -actively reflects on God’s
Word as communicated through the Hebrew and Christian scriptures;
CGE1d -develops attitudes and values
founded on Catholic social teaching and acts to promote social
responsibility, human solidarity and the common good;
CGE1e -speaks the language of life...
“recognizing that life is an unearned gift and that a person entrusted with
life does not own it but that one is called to protect and cherish it.”
(Witnesses to Faith)
CGE1f -seeks intimacy with God and
celebrates communion with God, others and creation through prayer and
worship;
CGE1g -understands that one’s purpose
or call in life comes from God and strives to discern and live out this
call throughout life’s journey;
CGE1h -respects the faith
traditions, world religions and the life-journeys of all people of good
will;
CGE1i -integrates faith with life;
CGE1j -recognizes that “sin, human
weakness, conflict and forgiveness are part of the human journey” and that the
cross, the ultimate sign of forgiveness is at the heart of redemption.
(Witnesses to Faith)
An Effective
Communicator who
CGE2a -listens actively and
critically to understand and learn in light of gospel values;
CGE2b -reads, understands and uses
written materials effectively;
CGE2c -presents information and ideas
clearly and honestly and with sensitivity to others;
CGE2d -writes and speaks fluently one
or both of Canada’s official languages;
CGE2e -uses and integrates the
Catholic faith tradition, in the critical analysis of the arts, media,
technology and information systems to enhance the quality of life.
A Reflective and
Creative Thinker who
CGE3a -recognizes there is more grace
in our world than sin and that hope is essential in facing all challenges;
CGE3b -creates, adapts, evaluates new
ideas in light of the common good;
CGE3c -thinks reflectively and
creatively to evaluate situations and solve problems;
CGE3d -makes decisions in light of
gospel values with an informed moral conscience;
CGE3e -adopts a holistic approach to
life by integrating learning from various subject areas and experience;
CGE3f -examines, evaluates and
applies knowledge of interdependent systems (physical, political, ethical,
socio-economic and ecological) for the development of a just and compassionate
society.
A Self-Directed, Responsible, Life Long Learner who
CGE4a -demonstrates
a confident and positive sense of self and respect for the dignity and welfare
of others;
CGE4b -demonstrates
flexibility and adaptability;
CGE4c -takes initiative and
demonstrates Christian leadership;
CGE4d -responds to, manages and
constructively influences change in a discerning manner;
CGE4e -sets appropriate goals and
priorities in school, work and personal life;
CGE4f -applies effective
communication, decision-making, problem-solving, time and resource management
skills;
CGE4g -examines and reflects on one’s
personal values, abilities and aspirations influencing life’s choices and
opportunities;
CGE4h -participates in leisure and
fitness activities for a balanced and healthy lifestyle.
A Collaborative
Contributor who
CGE5a -works effectively as an
interdependent team member;
CGE5b -thinks critically about the
meaning and purpose of work;
CGE5c -develops one’s God-given
potential and makes a meaningful contribution to society;
CGE5d -finds meaning, dignity,
fulfillment and vocation in work which contributes to the common good;
CGE5e -respects the rights,
responsibilities and contributions of self and others;
CGE5f -exercises Christian
leadership in the achievement of individual and group goals;
CGE5g -achieves excellence,
originality, and integrity in one’s own work and supports these qualities in
the work of others;
CGE5h -applies skills for employability,
self-employment and entrepreneurship relative to Christian vocation.
A Caring Family
Member who
CGE6a -relates to family members in a
loving, compassionate and respectful manner;
CGE6b -recognizes human intimacy and
sexuality as God given gifts, to be used as the creator intended;
CGE6c -values and honours the
important role of the family in society;
CGE6d -values and nurtures
opportunities for family prayer;
CGE6e -ministers to the family,
school, parish, and wider community through service.
A Responsible
Citizen who
CGE7a -acts morally and legally as a
person formed in Catholic traditions;
CGE7b -accepts accountability for
one’s own actions;
CGE7c -seeks and grants forgiveness;
CGE7d -promotes the sacredness of
life;
CGE7e -witnesses Catholic social
teaching by promoting equality, democracy, and solidarity for a just, peaceful
and compassionate society;
CGE7f -respects and affirms the
diversity and interdependence of the world’s peoples and cultures;
CGE7g -respects and understands the
history, cultural heritage and pluralism of today’s contemporary society;
CGE7h -exercises the rights and
responsibilities of Canadian citizenship;
CGE7i -respects the environment and
uses resources wisely;
CGE7j -contributes
to the common good.